Vision
The vision of Friends School’s language arts program
aligns with the National Council of Teachers of English (NCTE)
approach that all students must have the opportunities and
resources to develop the language skills they need to pursue
life's goals and to participate fully as informed, productive
members of society. The program assumes that literacy growth
begins before children enter school as they experience and
experiment with literacy activities.
Language arts classes are based on immersion in meaningful
activities centered on reading, writing, speaking, and listening.
Mixed-age classrooms provide an environment rich in variety
and allow students to work at their own level. Projects that
incorporate all the language arts motivate students to learn
and integrate their skills and knowledge in a meaningful context.
Friends School is guided by NCTE standards for English
Language Arts:
1. Students read a wide range of print and non-print texts
to build an understanding of texts, of themselves, and of
the cultures of the United States and the world; to acquire
new information; to respond to the needs and demands of society
and the workplace; and for personal fulfillment. Among these
texts are fiction and nonfiction, classic and contemporary
works.
2. Students read a wide range of literature from many periods
in many genres to build an understanding of the many dimensions
(e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend,
interpret, evaluate, and appreciate texts. They draw on their
prior experience, their interactions with other readers and
writers, their knowledge of word meaning and of other texts,
their word identification strategies, and their understanding
of textual features (e.g., sound-letter correspondence, sentence
structure, context, graphics).
4. Students adjust their use of spoken, written, and visual
language (e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different
purposes.
5. Students employ a wide range of strategies as they write
and use different writing process elements appropriately to
communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language
conventions (e.g., spelling and punctuation), media techniques,
figurative language, and genre to create, critique, and discuss
print and non-print texts.
7. Students conduct research on issues and interests by generating
ideas and questions, and by posing problems. They gather,
evaluate, and synthesize data from a variety of sources (e.g.,
print and non-print texts, artifacts, people) to communicate
their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information
resources (e.g., libraries, databases, computer networks,
video) to gather and synthesize information and to create
and communicate knowledge.
9. Students develop an understanding of and respect for diversity
in language use, patterns, and dialects across cultures, ethnic
groups, geographic regions, and social roles.
10. Students whose first language is not English make use
of their first language to develop competency in the English
language arts and to develop understanding of content across
the curriculum.
11. Students participate as knowledgeable, reflective, creative,
and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to
accomplish their own purposes (e.g., for learning, enjoyment,
persuasion, and the exchange of information).
Linkages
Friends School is committed to providing a language arts
program grounded in Quaker and progressive approaches to education.
Children learn to read and write in much the same way they
learn to talk. It is a natural process that is encouraged
when children see language being used and valued all around
them, when they use literature and their own words for learning,
and when the classroom is run so that children feel empowered
and competent. Children are encouraged to take responsibility
for their learning and are guided to make choices (e.g. book
selection, writing topics) in order to further their understanding
of themselves as learners.
Strategies
Children are immersed in a language rich environment and
are supported and guided in their early attempts to read and
write. Reading, writing, speaking, and listening are integrated
across the curriculum.
Students work on writing through use of the writing process;
creating drafts, revising to improve the content, editing
to check the mechanics, and finally publishing in a variety
of forms. Students keep writing journals which serve as sources
for pieces of rich writing to publish. Students submit their
writing for “real world” publication in many ways;
writing for a local newspaper column, submitting pieces for
publication in anthologies, and creating books of their works
for each other to read.
Reading is emphasized across the curriculum with a gradual
change in focus from learning to read to reading for information.
A half hour period of independent reading is part of each
day, and students take part in literature groups as part of
class. Students are read to at each grade level and the literature
is discussed.
In addition to being immersed in a literature rich environment
from which they absorb correct language use, students work
explicitly on a variety of skills, including grammar, phonics,
spelling, vocabulary, and writing mechanics.
Overview of Scope and Sequence
Kindergarten
Reading:
• Understands that print conveys meaning.
• Understands how print is organized and read.
• Creates mental images from pictures and stories read
aloud.
• Awareness of common letter/sound relationships.
Writing:
• Uses pictures, symbols and/or letters to convey meaning.
• Dictates descriptions of drawings, familiar persons,
places, objects, or experiences.
• Dictates with a logical sequence of events.
• Uses correct writing stance and pencil grip.
Listening/Speaking:
• Makes contributions to class meetings and discussions
such as recounting personal experiences.
• Follows patterns of conversation such as taking turns,
raising hand to speak in group, focusing on the speaker.
• Listens and responds to oral directions.
• Listens to and recites familiar poems, songs, rhymes.
Grades 1 and 2
Reading:
• Decodes unknown words using elements of phonics.
• Uses context cues appropriate to reading level.
• Reads familiar text orally with expression.
• Identifies setting, main characters, main idea, and
problems in stories.
• Relates reading to personal experience.
• Makes simple inferences and predictions.
• Growing sight word vocabulary.
• Responds to literature through discussion and projects.
• Retells information and story line from fiction and
non-fiction text.
Writing:
• Uses writing process to plan, draft, revise,
edit, and publish written work.
- Prewriting: e.g. pictures to generate ideas, discussions,
verbal rehearsal of ideas.
- Drafting and Revising: e.g. rearrange and add words/sentences
for clarity and completion, add descriptive words and details,
incorporate suggestions from others.
- Editing and Publishing: e.g. edits for punctuation and
capitalization, complete sentences, incorporates illustrations,
shares finished product.
• Writes in response to literature.
• Uses declarative and interrogative sentences.
• Writes in a variety of formats (e.g. stories, poetry,
information pieces, letters).
• Spaces words and sentences.
• Uses D’Nealian printing with correct letter
formation.
Listening/Speaking:
• Makes contributions to class meetings and discussions
such as recounting personal experiences and adding personal
knowledge about a topic.
• Asks and responds to questions.
• Initiates and maintains conversations, stays on topic,
focuses on speaker, takes turns.
• Uses different voice level, phrasing, and intonation
for different situations.
• Listens to and retells familiar stories, poems, and
rhymes
Grades 3 and 4
Reading:
• Monitors reading and self corrects.
• Uses context cues appropriate to reading level.
• Decodes unknown words using a variety of cues (context
clues, phonics, semantics)
• Adjusts speed of reading to suit purpose and difficulty
of the material.
• Identifies key ideas and supporting details in text.
• Makes inferences and predictions based on comprehension
of material.
• Recognizes elements of genres (story, poetry, nonfiction,
letter).
• Selects reading material based on personal criteria.
• Responds to literature through discussion, projects
and writing.
• Summarizes and paraphrases information found in fiction
and non-fiction text.
Writing:
• Uses writing process to plan, draft, revise,
edit, and publish written work.
- Prewriting: e.g. graphic organizers, webs, brainstorms
ideas -Drafting and Revising: e.g. elaborates on a central
idea, attention to word choice, audience, imagery.
- Editing and Publishing: e.g. edits for spelling of commonly
used words, punctuation, capitalization, grammar, paragraphs,
selects presentation format, incorporates illustrations,
charts, and graphs.
• Evaluates own and others writing.
• Uses exclamatory and imperative sentences.
• Writes in a variety of styles and formats (e.g. reports,
narrative, expressive compositions, literature response,
personal letters).
• Writes legibly in D’Nealian cursive.
Listening/Speaking:
• Contributes to group discussions.
• Asks questions to clarify and seek others’ input.
• Makes some effort to have a clear main point when
speaking to others.
• Shares school work orally with the class.
• Identifies nonverbal cues in conversatio
Lower School Benchmarks
By the completion of 4th grade students should be able
to:
Reading:
• Monitor reading and self correct.
• Use context cues appropriate to reading level.
• Decode unknown words using a variety of cues (context
clues, phonics, semantics)
• Adjust speed of reading to suit purpose and difficulty
of the material.
• Identify key ideas and supporting details in text.
• Make inferences and predictions based on comprehension
of material.
• Recognize elements of genres (story, poetry, nonfiction,
letter).
• Select reading material based on personal criteria.
• Respond to literature through discussion, projects
and writing.
• Summarize and paraphrase information found in fiction
and non-fiction text.
Writing:
• Use the writing process to plan, draft, revise,
edit, and publish written work.
- Prewriting: e.g. graphic organizers, webs, brainstorms
ideas
- Drafting and Revising: e.g. elaborates on a central idea,
attention to word choice, audience, imagery.
- Editing and Publishing: e.g. edits for spelling of commonly
used words, punctuation, capitalization, grammar, paragraphs,
selects presentation format, incorporates illustrations,
charts, and graphs.
• Evaluate own and others writing.
• Use exclamatory and imperative sentences.
• Write in a variety of styles and formats (e.g. reports,
narrative, expressive compositions, literature response,
personal letters).
• Write legibly in D’Nealian printing and cursive.
Listening/Speaking:
• Contribute to group discussions.
• Ask questions to clarify and seek others’ input.
• Make some effort to have a clear main point when
speaking to others.
• Share school work orally with the class.
• Identify nonverbal cues in conversation.
In Middle School, Language Arts and Social Studies are integrated in the Humanities curriculum
The Humanities program organizes the topics the students study around four of the Quaker values: Peace, Justice, Simplicity and Integrity. One value guides the questions and topics that are studied each year. Because Friends School is a progressive school, the Humanities staff has elected to study fewer topics, in greater depth, with the students. The goal of the program is to teach students to read, write and think critically as they grow to embrace life, learning and community with hope, skill, understanding and creativity.
5-6 Grade
"Peace" Year
Guiding Questions: How do people deal with conflict? How do you create peace? How do people interact and change?
Topics:
- Ancient Communities: Students will study ancient communities to look at how others have dealt with conflict and the effect conflict has had on their communities.
- Quaker Studies: students will examine Quaker history and Quaker lives to see how Quakers have worked to create peace in their communities.
"Justice" Year
Guiding Questions: How do people decide what is just? How do societies organize themselves to be just?
Topic:
Minnesota History: Students will examine how different groups in Minnesota have organized throughout Minnesota's history to determine what is just for themselves and for the whole state. Students will look at the groups that had the power to make these decisions in different time periods of Minnesota's history as well as at how the groups without power were affected.
6th Grade Benchmarks:
In Social Studies, students will:
- Recognize continents and regions within the U.S. and the world
- Understand major themes in Minnesota history and the multiple perspectives that are represented in that history.
- Recognize the multiple perspectives that are involved in creating a just society.
- Apply a framework for understanding cultures to an ancient community.
- Identify and analyze how groups have dealt with conflicts
- Find and use a variety of sources (atlases, databases, computer search engines, newspapers, library resources)
In Reading, students will:
- Recognize the characteristics of biographies, memoirs, poetry and drama.
- Understand the effect of plot and character on stories.
- Recognize the components of non- fiction/expository texts and identify their purpose.
- Express understanding of literature that reflects deep reading.
- Read fluently in a variety of genres.
In Writing, students will:
- Recognize the elements of the writing process.
- Understand the key function of revision in the writing process and how to revise their own writing.
- Recognize language structure and pattern as it applies to the conventions of English.
- Write in regular journal exercises to develop fluency as a writer.
- Write for a variety of purposes (essays, research writing, stories, poems, letters, etc.)
In Speaking and Listening, students will:
- Listen attentively to and interact with presenters.
- Practice expressing opinions in both small group and whole class discussions.
- Present oral reports to a variety of audiences.
In Group Work, students will*:
- Recognize the importance of listening accurately and respectfully to all members of the group.
- Make sure all members of the group have agreed to consensus and that no one is left behind or allowed to fall behind.
- Understand how to criticize ideas and not the members of the group.
7-8 Grade
"Simplicity" Year:
Guiding Questions: How do people balance their needs and the needs of society? How do people decide how to use their resources?
Topics:
- U.S. government: Students will look at how the U.S. decided to answer the question of how to balance the needs of the individual and the society. Students will examine the structure of the U.S. government and the reasoning behind the structure.
- Students will engage in research projects to examine a variety of aspects of U.S. law: 1. the U.S. government in comparison to other governments to see how others have balanced the needs of the individual and the community, 2. the evolution of the Bill of Rights and/or U.S. laws by examining how groups have organized to change how the U.S. protects individuals and the society, and/or 3. environmental issues and how governments have balanced the needs of the society and the individual
"Integrity" Year:
Guiding Questions: How have societies changed by interaction with other societies? How do I have my values when confronted by countervalues? How do people decide when and how to take a stand?
Topics:
- Immigration: Students will examine how immigrants have been affected by their new societies. Students will look at the immigrant experience throughout the U.S.'s history and how U.S. societies have responded to different immigrant groups. This unit will especially be a time for examining primary sources in preparation for History Day.
- History Day: Students will create their own History Day projects, based on the National History Day theme
- Popular Culture: Students will examine different aspects of popular culture (media, advertising, television, movies, video games, music) and will look at what values are portrayed and at how these values relate to their own values.
8th Grade Benchmarks:
In Social Studies, students will:
- Recognize continents and regions within the U.S. and the world, identify all 50 U.S. states and have a working knowledge of countries in other continents.
- Expand ability to find and use a variety of sources (atlases, databases, computer search engines, newspapers, library resources)
- Know the difference between primary and secondary sources and use both in research projects.
- Complete a History Day project.
- Be able to identify current events related to topics in class.
- Understand the structure of the U.S. government and its strengths and weaknesses.
- Use historical events and movements to understand when and how societies have changed.
In Reading, students will:
- Recognize the characteristics of biographies, memoirs, poetry, drama and short story.
- Understand the effect of plot, character, setting and theme on stories.
- Summarize reading of narrative and expository texts to show strong comprehension.
- Express understanding of literature that reflects deep reading.
- Read fluently in a variety of genres.
In Writing, students will:
- Use proficiently the elements of the writing process.
- Understand many strategies for revision, including peer conferencing.
- Apply language structure and patterns of conventional English in their own writing.
- Write in regular journal exercises to develop fluency as a writer.
- Write for a variety of purposes (essays, research writing, stories, poems, letters, etc.)
In Speaking and Listening, students will:
- Listen attentively to and interact with presenters.
- Take clear notes from presentations.
- Express opinions clearly and with increasing fluency in both small group and whole class discussions.
- Present oral reports to a variety of audiences.
In Group Work*, students will:
- Listening accurately and respectfully to all members of the group.
- Make sure all members of the group have agreed to consensus and that no one is left behind or allowed to fall behind.
- Act responsibly to make sure they are not "left behind" in group work.
- Criticize ideas and not the members of the group.
*Group work goals based on ideas and wording of Mano Singham, Ph.D., University Center for Innovations in Teaching and Education, Case Western Reserve University, Cleveland, Ohio.
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