Purpose Statement                  
1.1.  PHILOSOPHY
1.1.1.  In the Elementary Language Arts Program, we strive to instill and nurture in students the necessary language skills: reading, speaking, writing, and listening, all of which are needed to excel in any English language setting. We aim to develop confident, sound, and dynamic communicators. Our students are constantly refining skills that encourage them to extend their use and appreciation of all facets of English language communication, across all curricular areas. Through ongoing and varied assessment, we are able to continually monitor student progress while adjusting instruction as needed, so as to maximize student improvement.

1.2.  HIGH LEVEL OBJECTIVES

1.2.1.  Students will be strategic readers that value and enjoy reading.
1.2.2.  Students will be thoughtful writers that are able to articulate their ideas, knowledge, and feelings.
1.2.3.  Students will be confident and comfortable speaking in a variety of settings, to a variety of audiences about a wide range of topics.
1.2.4.  Students will be discerning, reflective listeners who are able to form their own conclusions about what they have heard.
1.2.5.  Students will demonstrate their language abilities across the subject areas. This will be facilitated by the use of an integrated curriculum.
1.2.6.  Teachers will utilize daily assessment to ensure students are working towards becoming confident, sound, and dynamic communicators. The methods of assessment will be varied and they will assist teachers in guiding future instruction.

2.  General Information

2.1.    INSTRUCTIONAL HOURS
2.1.1. Language Arts is scheduled in the elementary school as follows
2.1.1.1.   K3            9 lessons each week
2.1.1.2.   K4            11 lessons each week
2.1.1.3.   Grades 1 – 3     12 lessons each week
2.1.1.4.   Grades 4 – 5    11 lessons each week (Grades 4+5 have Aikido class)
    
2.1.2.  Homeroom teachers are responsible for scheduling these lessons. They can be broken down into individual Language Arts areas (e.g. Oral Communication, Reading, Writing, Spelling, Grammar etc.) or they can be used as blocks of Language Arts.












2.2.    STAFF
2.2.1.    Positions/Roles                
2.2.1.1.    Language Arts Coordinator
2.2.1.1.1.The co-coordinator is a member of the elementary     team     who is chosen to organize and lead the elementary     school. The job description is currently being developed. A draft of the possible areas it may contain follows.
Language Arts Co-coordinator Job Description (Draft)

2.2.1.1.2.  READING

2.2.1.1.2.1.  Review the reading resources currently being used for each year level to assess their reading age appropriateness for that grade.

2.2.1.1.2.2.  Ensure that grades 1-3 are implementing the guided reading approach in their classrooms. Provide instruction for teachers that are unsure or not confident in its implementation.

2.2.1.1.2.3.  Encourage the use of listening centers especially in grades 1-3.

2.2.1.1.2.4.  Review the novels being read in grades 4-5 for there level appropriateness.

2.2.1.1.2.5.  Provide resources for lower and higher level readers in grades 4-5.

2.2.1.1.2.6.  Possibly implement a guided reading approach in grades 4-5 if appropriate.

2.2.1.1.2.7.  Research materials, which can be bought and used in the reading program.

2.2.1.1.2.8.  Evaluate the effectiveness and usability of the Probe reading assessment.

2.2.1.1.2.9.  Research other reading assessment tools e.g. Let’s Go Learn or other reading tests.

2.2.1.1.2.10.     Review/introduce the phonics program to new teachers.
2.2.1.1.3.  WRITING

2.2.1.1.3.1.  Ensure that all teachers are confident in their use of the Writing Source kits for their grade level. (E.g. Writer’s Express in grade 4)

2.2.1.1.3.2.  Provide professional development in “Step Up to Writing” for new teachers and review its use for returning teachers.

2.2.1.1.3.3.  Implement writing prompt in the elementary grades 1-5 using a standard rubric to assess it. Set guidelines as to the frequency.

2.2.1.1.3.4.  Possibly introduce a student diary/journal for each grade level.

2.2.1.1.3.5.  Make sure the students are getting instruction in more than just narrative writing styles.


2.2.1.1.4.  ORAL COMMUNICATION

2.2.1.1.4.1.  Provide strategies or activities to get the students communicating more in the classroom both in formal and informal situations e.g. the use of games and role-play.

2.2.1.1.4.2.  Provide rubric to assess formal speaking activities e.g. speeches or presentations.




2.2.1.1.5.  GENERAL

2.2.1.1.5.1.  Share successful approaches or activities, which are being used by the teachers in the school.

2.2.1.1.5.2.  Review the spelling lists used in each grade level (100 spelling words) also makes sure each grade level has the lists.

2.2.1.1.5.3.  Evaluate the spelling programs being used in the classrooms and provide resources if needed.


2.2.1.2.  Classroom Teacher
2.2.1.2.1.  The classroom teacher is responsible for the scheduling and planning of all areas in Language Arts program. They should ensure that all students:
2.2.1.2.1.1.  Have access to reading books appropriate to their level of competency.
2.2.1.2.1.2.  Read a variety of print from many genres.
2.2.1.2.1.3.  Have an opportunity to write everyday.
2.2.1.2.1.4.  Write in many forms for a variety of audiences/purposes.
2.2.1.2.1.5.  Speak everyday in many settings (pairs, group and whole class)

















2.2.  Professional Development
2.2.1.  The elementary team should be equipped with the updated knowledge, skills and teaching strategies related to all areas of Language Arts. This is an important area, which must be ongoing. It will ensure that the teaching styles and methods reflect the latest theories and practices.
        
2.2.2.  There are regular in-house workshops presented by the Language Art Co-coordinator as well as other elementary teachers with expertise in important areas. All staff are encouraged to attend seminars and workshops and share their learned knowledge with the whole team.
















3.  Language Arts Policies
3.1.    Rigby PM Guided Reading
3.1.1.  Grades K-2 have Rigby PM leveled books to be used for guided reading. The books are leveled sequentially in colors. The color order is as follows with Red being the easiest level.
3.1.2.  Red, Yellow, Blue, Green, Orange, Turquoise, Purple and Gold. The books within each color set are also sequenced by difficulty.
3.1.3.  The books are stored in labeled baskets in the Language Arts cupboard on the first floor. Elementary teachers can take the leveled sets that are appropriate for their students. They may need to have more than one colored set in their room to ensure that all students are reading at the appropriate level. Any sets which are not being used or which are finished with should be returned to the Language Arts cupboard. There are multiple sets of the each color to ensure teachers have access to right level for their students.












3.2.    Rigby Literacy
3.2.1.  Grade 3 uses the Rigby Literacy sets, which comprises of fiction, nonfiction, benchmark, chapter and big books. These sets are the next stage in the Rigby reading program after the Rigby PM series. They begin following the same set up as the Rigby PM. There are many individual storybooks. The chapter books introduce stories in the form of novels, which are the base of the reading program from grade 4 onwards.

3.2.2.  These books are also stored in the Language Arts cupboard. They are primarily for grade 3 but other teachers have access to them if their students are at that level.















3.3.    Whole Class and Guided Reading Novels
3.3.1.  The Grade 4 – 5 reading program is based on novels. There are 6 – 8 novels read throughout the year as a whole class. Each student is issued his or her own copy of the novel. These are read as a whole class, small group, pair and individual settings.
3.3.2.  In addition there are Rigby Literacy novels. There are 5 copies of each title. The are 8 – 10 different titles. These novels are read using the guided reading approach where the students are ability grouped.

















3.4.    Genre Books and Novels
3.4.1.  For grades 1 – 3 there are genre specific fiction and non-fiction class sets located in the Language Arts cupboard. The teachers can sign out these class sets for used in their classroom.

3.4.2.  There is a set of specific questions for each type of genre. The teachers are giving a copy of these questions at the beginning of the year.


















3.5.    Books With Tape/CD
3.5.1.  Located in the Language Arts cupboard is a collection of reading books that has an accompanying cassette tape or CD. Most have four or more copies of the book. Teachers can peruse the collection and choose the appropriate set for using with their listening centers.  When the set is finished the teacher should return them to the Language Arts cupboard.



















3.6.    Big Books
3.6.1.  In each classroom from K – 3 there is a variety of big books. There are Rigby titles and books from other publishers. They are not stored in a central location because of the size. Teachers are encouraged to share or swap their collection of big books with other teachers or to search for titles they do not have in their classroom.



















3.7.    Non Rigby Books
3.7.1.  The classrooms also have a variety of books from other publishers. These include Sails, Oxford Reading Tree and others. These books can be used to supplement the Rigby books as the classroom teacher sees fit. Most of these books are in sets of 5-6. So they can be used for guided reading as well.




















3.8.    Write Source Writing and Grammar Program
3.8.1.  Each grade has it’s own writing program designed specifically for that grade level. The Write Source program includes the writing and grammar program for the entire year.
    
3.8.2.  The teacher’s resource include a program guide, teacher’s edition skills book and teacher’ handbook. The students are given a consumable skills book. Each class has a class set of the student’s handbook. The handbook changes for each grade. So the handbook stays in each grade level for next year’s students.
















3.9.    Step Up to Writing
3.9.1.  The Step Up to Writing program is a systematic approach to teaching students how to plan, organize, formulate sentences and write paragraphs.

3.9.2.  It is used in conjunction with the Write Source material. The Write Source program provide the content to teach and the  



















3.10.    Daily Language Review
3.10.1.  The Daily Language Review is a grammar book for grades 1 – 5. Each student receives a consumable textbook. It is set out with one set of exercises for each day. These are completed and marked by the homeroom teacher.





















3.11.     Open Court Phonic Program
3.11.1.  The Open Court Phonics program consists of one kit shared amongst one grade level. It is mainly for Kindergarten to Grade 2 but is also used as revision in grade 3.

3.11.2.  The phonics kit contains a set of sound cards for the alphabet character, letter blends and diphthongs.  There is a large set of cards each classroom to display and also a set of flashcards with pictures to remind the student of the sounds on the back. There are teacher’s guides, black line masters and CD with songs to help learn the sounds.

3.11.3.  The Phonics program is designed to be taught daily with a specific order of letter sounds introduction. The program should be incorporated into the classes reading and writing lessons. The cards should be used to solve unknown reading words and for spelling new words.











3.12.    Oral Communication
3.12.1.  Oral Communication is a vital area of learning for our students. The elementary teacher should incorporate it into all subject areas. The students should always have an opportunity to express their understanding verbally. Teachers may give Oral Communication it’s own time slot in the schedule but that should not be the only time it is included in lessons.
    


















4.   Assessment
4.1.    Why do we assess students?

4.1.1.  To make instructional placement decisions – what the students knows and where he or she should be in the instructional sequence
4.1.2.  Formative evaluation decisions – to monitor a student’s learning while our instructional program is underway
4.1.3.  Diagnostic decisions – to pinpoint the process of correcting specific weaknesses of our students
4.1.4.  To help parents monitor their child’s progress in school
4.1.5.  To guide instruction
4.1.6.  To assess the effectiveness of the curriculum itself




























4.2.    Our assessment criteria

4.2.1.  Measure important learning outcomes
4.2.2.  To address all six purposes of assessment
4.2.3.  To provide clear descriptions of student performance that can be linked to instructional actions
4.2.4.  Be compatible with a variety of instructional models
4.2.5.  Be easily administered, scored, and interpreted by teachers
4.2.6.  Communicate the goals of learning to teachers and students
4.2.7.  Generate accurate, meaningful information that is both reliable and valid






























4.3.    Methods of assessment

4.3.1. The following methods are utilized by our teachers in Language Arts:

4.3.1.1.    Formal Assessments

4.3.1.1.1.  Norm–referenced tests have standardized, formal procedures for administering, timing, and scoring. Test results indicate a student’s relative performance in the group.

4.3.1.1.2.  Criterion–referenced tests measure what the student is able to do and indicate what skill have been mastered. CRT Compare a student’s performance with his or her past performance.

4.3.1.1.3.  Running Records in Grade 1-3 measure a student’s ability to decode and comprehend appropriately leveled reading material. These are one to assessments given to each student’s at least once a term. These assessments help to guide reading and writing instruction in classrooms.






















4.3.1.2.  Information/Natural Assessments

The following are a variety of methods utilized by K-5 teachers in Language Arts:
 
4.3.1.2.1.  Checklist
4.3.1.2.2.  Rubic
4.3.1.2.3.  Weekly tests and quizzes            
4.3.1.2.4.  Midterms
4.3.1.2.5.  Final Exams                    
4.3.1.2.6.  Portfolios
4.3.1.2.7.  Inventories                     
4.3.1.2.8.  Anecdotal notes and records
4.3.1.2.9.  Screening tests                
4.3.1.2.10. Balance questioning
4.3.1.2.11.  Skits                        
4.3.1.2.12.  Oral presentations
4.3.1.2.13.  Peer assessment                
4.3.1.2.14.  Parent assessment    
4.3.1.2.15.  Self-assessment    
4.3.1.2.16.  Probes
4.3.1.2.17.  Tasks                        
4.3.1.2.18.  Parent conferencing    
4.3.1.2.19.  Mind mapping