Gateway Group Literacy Curriculum 2012

Vision/Philosophy Statement

The vision of the English Language Arts Curriculum is focused on achieving one crucial goal: 

To enable ALL Gateway Group students to acquire the writing skills, understandings, and attitudes that they will need to succeed in building a strong future for themselves and the country.

 

The recursive nature of English Language Arts instruction demands that standards be addressed at many levels and in many units throughout a grade level.  Students will need to learn a strategy or skill, for example, and apply it in varying circumstances and within varying levels of text complexity.  There are ELA standards that demand much more instructional and practice time than a six-week unit affords.  Sometimes the skill is applied orally and then in writing, but there are many ways that students acquire skills. The standards have SLOs written to address the level and expectation that students should meet. In addition, each grade level has standards that are repeated in every unit; however, the standards will not be assessed at every six week interval. In the classroom, formative assessments should validate a teacher’s knowledge of how students are progressing on a much more frequent basis.

2012 NJ Model Curriculum Overview

 

The Elementary Literacy Program is a differentiated instructional program that supports the literacy and language development of students in kindergarten through grade 6. Students learn to read and write through a series of 5 units, which are implemented through a meaningful interaction with text. Direct instruction is provided to students in whole group, small group, and individual settings and is based on standards, as well as assessment of students’ strengths and needs.

 

The vision of success for all students depends on their ability to exhibit with increasing fullness and regularity these capacities of the literate individual,

        • They demonstrate independence.
        • They build strong content knowledge.
        • They respond to the varying demands of audience, task, purpose, and discipline.
        • They comprehend as well as critique.
        • They value evidence.
        • They use technology and digital media strategically and capably.
        • They come to understand other perspectives and cultures.