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TITLE Language Arts County Community School *Communication (Thought Transfer); Composition Skills Education; English; Handwritin DOCUMENT RESUME ED 102 570 CS201 862 TITLE Language ArtsCurriculum Guide. INSTITUTION North FayetteCounty Community SchoolDistrict, Vest Union, Iowa. PUB DATE 73 NOTE 228p. EDRS PRICE RF-$0.76 8C-$12.05 PLUS POSTAGE DESCRIPTORS *Communication (Thought Transfer); Composition Skills (Literary); Curriculum Guides; Elementary Secondary Education; English; Handwriting; Language; *Language Arts; Literature Appreciation; Reading; Sequential Programs; Spelling ABSTRACT This detailed curriculum guide has been compiled as a sequential framework for teaching the language arts from first grade through twelfth grade. Following a language arts skills chart for elementary grades, the guide outlines learning programs for the specific skills of spelling, language, grammar, listening, composition, handwriting, reading and literature, practical English, business English, drama, and speech for each of the twelve grades. The objectives, content, resource materials, and activities are listed for each learning area at each grade level. (J$) LANDASEARTS DEPARTMENT OF HEALTH. EDUCATIONS WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN MIND IT. POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY '011M UNICA 770 PRoyi DesTHE JvveL$ IN 7H CROAINcf* EOUCATION klorth Fayette County Conaunity School District Summar 1973 2 ill El AVAILABLE PHILOSOPHY The philosophy which has guided the work of the Language Arts Curriculum Committee is that each student is a sum total of his life experiences, and is, therefore, a unique individual. We believe that each student should be acespUe4 as he is and helped to progress as far ashis individuality allows. Therefore, we believe the curriculum mustbe flexible enough to provide for the individual needsof the students. With the aid of this guide, English teachersshould be able to plan and develop meaningful learningexperiences within a sequential language artsframework. The teachers wrote the guide for their own useand to serve as guidelines for other teachers tofollow in the implemen- tation of curriculum. We believe that the language arts skills areimperative in making a student a communicative individual,capable of expressing himself correctly, efficiently andeffectively both in oral communication and written composition.We believe that, having attained these skills, hewill be able to handle himself with ease and assurance,in what- ever situation he finds himselfin our modern complex society, and will be enabled to develop his powersof critical thinking, objective analysis, and soundjudgment. PREFACE This course of study gives every teacher a perspective of the child as he progresses through the total language arts program end serves as a measuring stick for pupil performance. It provides a means of looking back at what teachers of previous levels have considered desirable language arts outcomes, so that the child who has not achieved them can be provided with experiences that will enable him to do so. Committee Members! Artalee Schroyer, First Grade Catherine Klaus, Second Grade Harilyn Leeman, Third Grade Charlyn Xaeppel, Fourth Grade Esther Adams, Fifth Grade Marion Helgerson, Sixth Grade Vicki ;lowland, Junior High Diane Johnston, Senior High Virginia Meskel, Senior High Chairman Steve Story, Advisor 4 ii BEST COPY AVAILABLE TRENDS IN LANGUAGE ARTS 1. Greater emphasis on learning by self-discoveryself discovery both of the need to learn specific things and the content itself. 2. More teaching of language-skills-in-use context. 3. Broader defin:*.ion of language skills to be taughtinclusive of listening, use of public address systems,combinations of graphic and verbal presentations of ideas, and libraryknow- how. 4. Greater emphasis on those kinds of language skillsthat have utilitarian applications. 5. More attention on what makes linguistic competenceand on the teaching of these components--e. g., specificreading skills for science, direct and deliberate vocabularybuilding. 6. Wider use of mechanical gadgets, such as taperecorders, opaque projectors, mechanical aids for improving readinc;skills, and public address systems. 7. More attention to remedial work, for ablestudents as well as students with difficulties. 8. Greater concern with the individualizationof instructional method. 9. More emphasis on developing well-roundedindividuals rather than on creating narrow competencies. 10. Informality more often the rule in the classroom. 11. Greater use of -free readinglists and other arrangements whereby students get acquainted with a wide rangeof literature rather than intensive, whole-class study of a verylimited list of traditional classics. 12. Broader definition of "classics- to includemuch good contemporary literature. 13. Wider use of the non-textbook type of readingmaterial, such as inexpensive pocket-book editionsof the classics that children may keep as their own and periodicals. 24, More extensive use of school and classroomlibraries. 15. Closer integration of work of English departmentwith guidance, social studies, art, etc. 16. Mora teaching to further individual goals andneeds. 17. More concern with aiding children to growfrom where they are- - in terms of skills and tastes - -to their own,unique, highest potential. 18. More concern with provision of experiential backgroundto make teaching skills more realistic. 19. More flexibility in quantity of subject matter to be taught. 20. Greater variety or elective English courses, whichmay be taken in place of, or in addition to, the standard Englishcourses- - e. g., Business English, Journalism, and Creative Writing. 21. More concern with achievinga balance between emphasis on English to develop an acceptable, basic cultural background and English to develop utilitarian communication skills. 22. Nora concern with Englishas a. spoken language. 23. :!ore specific teaching of communication skills that will make learning more efficient in school and out--e.g., note taking, study techniques fora variety types of printed material, library science. 21.i.. Greater concern with developing individual creative talents. 25. Greater endeavor to help students draw generalizations from literature which will bea guide :or better living--less assumption that transfer from the specific to the general concept will be automatic. 26. Greater reluctance to accept inhibiting factors on the creative powers of teachers - -such as too specific courses of study, dependence on omnibus and omnivorous texts, examinations developed by :inn -locAl Agencies, and college entrance require- ments. Source-unknown TABLE OF CONTEITTS Philosophy Preface ii Trends in Language Arts iii Table of Contents iv Language Arts Skills Chart for Elementary Skills 1 Spelling for the Elementary School 16 Handwriting for the Elementary School 18 Language - Grade 1 21 Language - Grade 2 23 Language - Grade 3 26 Language - Grade 4 29 Language - Grade5 32 Language - Grade 6 35 Language Arts and Career Education, 1-12 38 Reading and Literature - Kindergarten 39 Developmental Reading Program - Grade 7 41 Literature - Grade 7 45 Grammar - Grade 7 50 Composition - Grade 7 56 Spelling - Grade 7 59 Dramatics - Grade 7 62 Developmontal Reading Program - Grade 8 64 Literature - Grade 8 68 Grammar - Grade 8 71 Composition - Grade 8 76 Spelling - Grade 3 81 iv 7 Literature - Grade 9 83 Gramnar - Grade 9 91 Composition - Grade 9 t 94 Speech - Grade 9 97 Practical English- Grade 9 101 Literature in Practical English- Grade 9 106 Literature- Grade 10 110 Composition- Grade 10 119 Literature- Grade 11 123 Composition - Grade 11 131 Literature- Grade 12 A 134 Composition - Grade 12 A 164 Literature- Grade 12 3 174 Composition - Grade 12 3 187 Business English 189 Practical English 194 Speech - Grades 10-11-12 200 Individualized Heading 215 iv LANGUAGE ARTS SKILLS CHAnTFOR THE ELEMENTARY SCHOOL This chart is to serve as asupplement to the outlinefor each Because skills are listedin detail in this chart, level. this list of are not duplicatedin the outline. It is hoped that skills will be a convenientreference fog locating thelevel at which each skill is 7crmallypresented and the levels atwhich practice is continued. It should be notedthat many skills are common to all areasof the language arts;therefore, instruction skills may occur in in listening,readingy, s eakin and writin any or all areas. ome anguage skil s cane more effectively and functionally learned throughthe use of materialsin the content subjects. In the list of speakingskills some may appear to be activities instead ofskills. "To participate effectively" in these activities means thatthe student adequately usesthe skills involved in each activity. Language skills shouldbe applied and practiced in oral andwritten work in allsubjects. I. Speaking Skills A. To be able to use correct: Lr74-7 1. Pronunciation x. xxxxx! 2 Enunciation X. X X X X. X X* X X X X. X BEST COPY AVAILABLE 3:voicecontrol x x x x x x B. To be able to use completesentences C. To participate effectivelyin: 1. Dramatizations X; X: X' X.X x X.X 2. Show and tell I 3. Giving directions X X XI X Li.. Conversation XI X XI X4 X 5. Explanations I X 6. Story telling XI X* X Xi X1 X 7. Choral reading XI X, X: X! Xi X 8. Word games X; X X. X JC X 9. Creative dictation X' XI X I ' 10. Introductions Xf XI X Xg 11. Telephone usage i Xf X; X: X 12. Meeting procedure ; I 13. Book reviews I X, Xl X X! X 14. Monologues I I X 15. Small group planning I X1 X X. XXI X 16. Reports X X X, XX! X 17. Demonstrations XXIX 18. Discussion X: X. X X20 X 19. Role playing 2t Xl X X1 X 20. Interviews X X 21. Creative play I X; X' X 22. Prose and poetry iX XXXX X, 1 9 II. Listening Skills A. To be able to: 1. Differentiate letter sounds X X X 2. Recognize vocal signals XX X X1 XXI 3. Detect errors or missing words x x xt xxxl 4. Utilize explanations X X Xi X. X X 5. Follow directions X X Xi X, X X 6. Follow through an announcement X X X' X, X X ' 7.
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