Language Arts
Language Arts Scope and Sequence Ages 2.9-12
Reading
The development of the concept that written words are actual thoughts set down on paper.
Sounding out simple three or four letter phonetic words. [ Typically before age 5 ]
Early exercises to practice reading and to gain the concept of a noun: labeling objects with written name tags, mastering increasingly complex words naming things that interest them, such as dinosaurs, the parts of a flower, geometric shapes, the materials in the classroom.
Learning to recognize verbs; normally exercises in which the child reads a card with a verbal ‘’command’’ printed out [ such as run, sit, walk ] and demonstrates by acting it out. As the child’s reading vocabulary increases,verbal commands involve full sentences and multiple steps: ‘’ Place the mat on the table and bring back a red pencil.’’
Reading specially selected or prepared small books on topics that really interest the child, such as in science, geography, nature, or history.
Interpretive reading for comprehension at ever increasing levels of difficulty, beginning in the early elementary grades.
Use of the library and reference books on a daily basis for research.
An introduction to the world’s classical children’s literature: control of the hand in preparation for writing is developed through many exercises, including specially designed tasks in the use of the pencil. Such exercises begin with very young children over several years so mastery is gradual.
The young children practice making letters from the time of their first ‘’explosion into writing’’at age 3 or 4.
Movable alphabets, made up of easily manipulated plastic letters are used for the early stages of phonetic word creation, the analysis of words, and spelling. They facilitate early reading and writing tasks during the period when young children are still not comfortable with their own writing skills. Even before the children are comfortable in their handwriting skills, they spell words, compose sentences and stories, and work on punctuation and capitalization with the moveable alphabet [ age 4-6 ] at first by tracing letters into sand. Later by writing on special boards print [ unlined boards, lined boards, and narrow lined boards ]. Also later by writing on special boards and paper, becoming comfortable with cursive writing.
The development of the concept that written words are actual thoughts set down on paper.
Sounding out simple three or four letter phonetic words. [ Typically before age 5 ]
Early exercises to practice reading and to gain the concept of a noun: labeling objects with written name tags, mastering increasingly complex words naming things that interest them, such as dinosaurs, the parts of a flower, geometric shapes, the materials in the classroom.
Learning to recognize verbs; normally exercises in which the child reads a card with a verbal ‘’command’’ printed out [ such as run, sit, walk ] and demonstrates by acting it out. As the child’s reading vocabulary increases,verbal commands involve full sentences and multiple steps: ‘’ Place the mat on the table and bring back a red pencil.’’
Reading specially selected or prepared small books on topics that really interest the child, such as in science, geography, nature, or history.
Interpretive reading for comprehension at ever increasing levels of difficulty, beginning in the early elementary grades.
Use of the library and reference books on a daily basis for research.
An introduction to the world’s classical children’s literature: control of the hand in preparation for writing is developed through many exercises, including specially designed tasks in the use of the pencil. Such exercises begin with very young children over several years so mastery is gradual.
The young children practice making letters from the time of their first ‘’explosion into writing’’at age 3 or 4.
Movable alphabets, made up of easily manipulated plastic letters are used for the early stages of phonetic word creation, the analysis of words, and spelling. They facilitate early reading and writing tasks during the period when young children are still not comfortable with their own writing skills. Even before the children are comfortable in their handwriting skills, they spell words, compose sentences and stories, and work on punctuation and capitalization with the moveable alphabet [ age 4-6 ] at first by tracing letters into sand. Later by writing on special boards print [ unlined boards, lined boards, and narrow lined boards ]. Also later by writing on special boards and paper, becoming comfortable with cursive writing.
Composition
- Preparing written answers to simple questions.
- Composing stories to follow a picture series.
- Beginning to write stories or poems on a given theme.
- Preparing written descriptions of science experiments.
- Preparing written reports.
- Learning how to write a letter.
