In kindergarten, a lesson may begin with a quick review of short and long vowel sounds followed by small group “reading centers,” where students work with teachers on their reading skills and reading comprehension. The teacher stops every few pages to ask, “What have we learned so far in the story?” or “Which describing words were just used?” Recently, a kindergarten ELA lesson included a comparison of writing styles and a discussion of how a writer can use words to convey feelings, tell a story, or even teach a new subject. Science was then integrated into the lesson when students were asked to “teach” by writing true facts about a science topic they just studied.
In second grade, the teacher may incorporate the Common Core State Standard, “compare and contrast two or more versions of the same story by authors or from different cultures,” by reading to the students the classic version of Goldilocks and the Three Bears and the Chinese rendition, Goldy Luck and the Three Pandas. While listening to the two stories, students take notes on the similarities and differences. Using their notes, the students create a Venn diagram (an illustration of the relationships between and among sets or groups of objects that share something in common) and work with a partner to develop a storyline for their own version of the Goldilocks story.
In fourth grade, students study a new historical fiction novel every three weeks in small group book clubs. Time is reserved for students to independently read their assigned books, but they must take notes on the characters, settings, and themes in preparation for their book club discussions. The book clubs are designed to help students think more deeply about the text and to make real-life connections about what they are reading.
In fifth grade, students continue to analyze literature by creating empathy maps where they interpret how a character’s speech or action provides insight into how the character is thinking or feeling. Through these maps, they demonstrate how the characters evolve throughout a story, and they learn to employ language using phrases like “it was a metaphor for…” Students also develop their ability to concisely summarize a story by using sentences that begin with “In the beginning….,” “In the middle….,” and “In the end….” They also learn to end their literary summaries with a concluding sentence that reflects on the story and its theme.
The English Language Arts program at BCS is designed to support the school’s mission of educating the whole child. Through ELA instruction, we hope to develop students who are critical and analytic thinkers, who can examine the meaning of a text beyond the surface of its words, who can see and empathize with different points of view, who can support their opinions and arguments with evidence, and most importantly, who will develop a lifelong love of learning.