Our language arts program integrates instruction and practice in reading, writing, listening, and speaking. The major goal of our reading curriculum is the development of strategic readers who develop an interest in reading for life-long enjoyment.

Teachers recognize that reading is a developmental process in which students progress at their own rate, and while every approach to teaching reading works with some students, no single approach works with all students. Lessons are therefore planned using a variety of materials and methods, and students are organized into flexible groups for varied instructional purposes. Students are taught strategies for decoding words, including phonics, structural cues, and context cues. The children learn to read from widely varied forms of written language, such as books, lists, charts, notes, instructions, newspapers, and labels. They read orally and chorally, with a friend, with a small group, and by themselves. They read award winning authors and illustrators. They read books of their own choosing, books the teacher chooses, and books written by classmates. They are given opportunities to share their understanding with others through speaking and writing. Teachers read daily to children, both fiction and non-fiction. Students also read daily during a sustained silent reading period, which is gradually increased as their reading skills improve.

Reading instruction occurs not only during a scheduled language arts period, but also in all curricular areas. First and Second Graders, for example, read non-fiction social studies and science books, often on themes first presented in literature. Third Graders read about life in pioneer times and on the Oregon Trail. Fourth and Fifth Graders read for information and write reports in social studies and science.

Children often respond to reading by writing. We teach writing as a process, including planning, drafting, revising, and editing experiences. Students need consistent experience with all four major processes if they are to develop writing strategies, learn to consider alternatives, and mature in the writing process. Grammar and spelling are taught in the context of writing, through frequent mini-lessons, and through weekly spelling lists designed to teach spelling rules, phonic rules, and words most frequently used in children’s writing. Students write for a variety of purposes, sometimes on topics assigned by the teacher and frequently on topics of their own choosing. Students are introduced to word processing in the First Grade, with students dictating stories to parent volunteers. Students learn to edit, save, and print their work. As keyboarding skills progress, students at all levels enter their own work on the computer.

In addition to reading and writing, instruction in speaking and listening is provided throughout the grades. The goal is to have students use spoken language effectively in both formal and informal situations to communicate ideas and information and to ask and answer questions. The ability to listen critically and analytically is also fostered.