• LANGUAGE ARTS

     
    Reading Wonders is the first and only reading program designed specifically for the Common Core State Standards for Reading and Language Arts.  The program provides support for building a strong reading foundation, accessing complex text, finding and using text evidence, engaging in collaborative conversations and writing to sources.  It utilizes a rich range of diverse print and digital media to provide the instructional support and materials created to teach to the rigor, intent, and depth of the Common Core State Standards.
     

    Some of the components include Writer’s Workshop, a literature anthology, leveled readers and eBooks which are compatible with tablet technology to help children to track print with audio support.   Specific skills in phonics, phonological and phonemic awareness and high-frequency words are emphasized as well as built-in acceleration plans for helping students to make progress up to the next reading levels.  For each phonics lesson there are tools to build a strong reading foundation such as sound spelling songs, word sort activities, and phonics/spelling practice.  



    LISTENING AND SPEAKING

    Listening and speaking are two skills necessary for successfully taking in information and communicating thoughts and ideas to others.

     



    READING

    Reading is bringing meaning to the printed or written word. Reading is continually developing and refining literacy. Literacy begins with an understanding that the printed word has meaning, that letters and sounds form words, and words communicate thoughts and ideas in a left to right and top to bottom progression. These and other skills such as sequencing of events, character development, understanding main ideas, and making predictions all help the student grow and comprehend as a reader.

    READING LEVELS
     
    Pre-Reading: The child is becoming aware that print conveys a meaning, but does not yet realize that a group of letters can form a word.

     


    Emergent: The child is aware that print conveys a message, and is developing a simple sight vocabulary. They may read simple sentences.

    Early Reader: The child is reading known and predictable books with growing confidence, but still needs support with new and unfamiliar texts.

    Moderately Fluent: The child is well launched on reading but still needs to return to familiar books. At the same time the child is beginning to explore new kinds of books independently. The child is beginning to read silently.

    Fluent: The child is a capable reader who now approaches familiar books with confidence, but still needs support with unfamiliar materials. The child is beginning to draw inferences from books and stories read independently. The child chooses to read independently. The child is able to complete self-selected books independently.

    Extending: The child is an avid independent reader who is making choices from a wide range of material. The child is able to appreciate nuances and subtleties in text.

     WRITING LEVELS 


    Pre-Writing: The child begins to use scribble writing but still primarily relies on pictures to convey meaning. Some random letters are recognizable.
     

    Emergent: The child begins to see himself/herself as a writer. Both pictures and print are used to convey meaning. Prints with upper-case letters. The child begins to use beginning and ending consonants to make words.

     

    Early Writer: At this stage the child begins to read back his/her own writing.  Spacing between words begins to emerge. The writer uses beginning, middle and ending sounds to make words. The child begins to write noun-verb phrases and experiments with capitals and end marks.

     

    Developing: At this stage the child is able to write pieces that he/she and others can read. The writer is writing recognizable short sentences about observations and experiences with some descriptive words. The child uses phonetic spelling to write independently. Revising is beginning by adding details to an idea. Editing for punctuation with guidance is beginning.

     

    Transitional: The writer now begins to consider an audience and write with a central idea. The writer revises by adding description and details. Capitals and periods are used independently. The child is able to edit for punctuation and spelling with guidance.

     
    Extending: The child is an avid independent writer who initiates his/her own writing in both fiction and non-fiction. The child is able to independently edit for punctuation and spelling. The writer is able to revisit a piece of writing over a period of time.
     
     

    Our Language Arts instruction includes:

    ·        Concepts of Print

    ·        Phonemic Awareness

    ·        Phonics, Decoding and Structural Analysis

    ·        Writing

    ·        Fluency

    ·        Comprehension

    ·        Literary Response/Analysis

    ·        Nonfiction Skills