Understanding The Elementary English Language Arts Curriculum

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Understanding The Elementary English Language
Arts Curriculum

• Frederick County Public Schools
• Parent Communication Committee
• Fall 2005

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Welcome FCPS Families

• The purpose of this power point is to provide
  background knowledge and information about the
  Frederick County Language Arts Curriculum.

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Take a Closer Look

• Navigating through this presentation and the
  recommended websites offers the opportunity to
  become familiar with the components and
  terminology of the curriculum.

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The FCPS Curriculum . . .

• Presents teachers will opportunities to develop
  and teach reading and writing standards and
  indicators
• Provides teaching guidelines and assessments for
  classroom instruction.
• Presents grade level expectations for each grade
  level.

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What documents are part of the FCPS Language
Arts Curriculum?

• The Essential Language Arts Curriculum
• Comprehensive Teaching Guide
• Voluntary State Curriculum (VSC)

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The Essential Language Arts Curriculum . . .

• identifies what will be taught at each grade
  level.
• identifies what will be taught in the previous
  grade level.
• identifies what will be taught at the next grade
  level.
• identifies grade level expectations

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The Essential Language Arts Curriculum . . .

• FCPS Essential Curriculum is located at
• http//www.fcpsteach.org

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The Essential Language Arts Curriculum . . .
Essential Curriculum
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The Essential Language Arts Curriculum . . .

• identifies terms which are defined in the
  glossary.
• glossary can be accessed by clicking on the term

• terms are blue and underlined

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What Are Some Key Words?

• Standards broad, measurable statements about
  what students should know and be able to do.

• Indicators statements that provide a focus,
  enabling students to meet standards.

• Sub-indicators indicators, also known as
  objectives, that are broken down into more
  specific parts (found in the comprehensive
  teaching guide which is a secure document).

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indicators
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More Key Words

• Develop exposure to indicators that will be
  assessed in the next grade level.

• Demonstrate indicators to be assessed and
  mastered in order to meet enrolled grade level
  expectations.

• Independently Apply indicators that have been
  mastered and are applied independently.

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The Comprehensive Language Arts Curriculum . . .

• identifies objectives that must be mastered to
  meet enrolled grade level expectations.

• provides more detailed objectives than the
  essential curriculum, enabling the teacher to
  deliver appropriate instruction.

• is a secure document that is accessible only to
  teachers.

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subindicator
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The Voluntary State Curriculum . . .

• was developed by the Maryland State Department Of
  Education to serve as the curricular framework
  for all local curriculum and assessments.

• identifies objectives that are tested by the
  Maryland School Assessment (MSA) which reflect
  nationally normed assessments.

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FCPS /VSC LA Standards I-VII

• I General Reading Processes

II Comprehension of Informational Text
III Comprehension of Literary Text
IV Writing
V Controlling Language
VI Listening
VII Speaking
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General Reading Processes

• Phonological/ Phonemic Awareness

• Phonics

• Fluency

• Vocabulary

• Comprehension

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Standard II

• Comprehension of Informational Text

• INDICATORS

Comprehend by reading a variety of
Informational text
Students will read, comprehend, interpret,
analyze, and evaluate informational text.
Identify and use text features
Develop knowledge of organizational structures
Determine important ideas and messages
Identify and explain the authors use of
language
Read critically to evaluate informational texts
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Standard III

• Indicators

• Comprehension of Literary Text

Comprehend by reading a variety of Literary texts
Use and/or analyze text features of literary text

• Students will read, comprehend, interpret,
  analyze, and evaluate literary text.

Use and/or analyze elements of narrative texts to
facilitate understanding and interpretation
Use and/or analyze elements of poetry to
facilitate understanding and interpretation
Use and/or analyze elements of drama to
facilitate understanding and interpretation
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Standard III

• Comprehension of Literary Text
• Students will read,comprehend, interpret,
  analyze,and evaluate literary text.

• Indicators
• Determine important ideas and messages in
  literary texts
• Analyze the authors purposeful use of language
• Read critically to evaluate literary text

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Standard IV

• Writing
• Students will compose within a variety of modes
  by developing content,employing specific
  forms,and selecting language appropriate for
  specific a particular audience and purpose

• Indicators
• Compose texts using the prewriting and drafting
  strategies of effective writers and speakers
• Compose oral, written, and visual presentations
  that express personal ideas, inform, and persuade
• Compose texts using the revising and editing
  strategies of effective writers and speakers

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Standard V

• Controlling Language
• Students will control language by applying the
  conventions of Standard English in speaking and
  writing.

• Grammar and Usage Indicators
• Recognize elements of grammar in personal and
  academic reading
• Recognize, recall, and use basic elements of
  grammar to express ideas clearly
• Recognize examples of conventional usage in
  personal and academic reading
• Comprehend and apply standard English usage in
  oral and written language

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Standard V

• Controlling Language
• Students will control language by applying the
  conventions of Standard English in speaking and
  writing.

• Mechanics Indicators
• Explain the purpose of mechanics to make and
  clarify meaning in academic and personal reading
  and writing
• Apply standard English punctuation and
  capitalization in written language
• Explain editorial choices involving mechanics

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Standard V

• Controlling Language
• Students will control language by applying the
  conventions of Standard English in speaking and
  writing.

• Spelling Indicators
• Recognize conventional spelling in and through
  personal and academic reading
• Apply conventional spelling in written language
• Maintain a personal list of words to use in
  editing original writing

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Standard V

• Controlling Language
• Students will control language by applying the
  conventions of Standard English in speaking and
  writing.

• Handwriting Indicators
• Produce writing that is legible to the audience

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Standard VI

• Listening
• Students will demonstrate effective listening to
  learn, process, and analyze information.

• Listening Indicators
• Demonstrate active listening strategies
• Comprehend and analyze what is heard

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Standard VII

• Speaking
• Student will communicate effectively in a variety
  of situations with different audiences, purposes,
  and formats.

• Speaking Indicators
• Use organization and delivery strategies at an
  appropriate level
• Make oral presentations

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Thank you ...

• for taking an interest in your childs
  education. You are an integral part of your
  childs success.