English Language Arts

 

HPS Elementary (K-5) English Language Arts Curriculum Framework

The Howell Public Schools Elementary English Language Arts program is based on the Units of Study for Reading, Writing, and Phonics created by the Columbia University Teachers College Reading and Writing Project. It offers a planned, sequential, explicit reading, writing, and phonics program, with instruction that gives students repeated opportunities to build their skills, apply their strategies, and receive explicit feedback at frequent intervals. Children will learn that if they apply strategies, work hard, revise their first understandings, and get help, their skills will get visibly and dramatically better.

 

The 10 Essentials of Reading Instruction for the Units of Study:

  1. Above all, good teachers matter.

  2. Readers need long stretches of time to read.

  3. Readers need opportunities to read high-interest, accessible books of their own choosing.

  4. Readers need to read increasingly complex texts appropriate for their grade level.

  5. Readers need direct, explicit instruction in the skills and strategies of proficient reading.

  6. Readers need opportunities to talk and sometimes to write in response to texts.

  7. Readers need support reading nonfiction books and building a knowledge base and academic vocabulary through information reading.

  8. Readers need assessment-based instruction, including feedback that is tailored specifically to them.

  9. Readers need teachers to read aloud to them.

  10. Readers need a balanced approach to language arts, one that includes a responsible approach to the teaching of writing as well as reading.

(Adapted from Calkins, Lucy, ed. “Study Guide,” Units of Study for Teaching Reading Grades K-5. Heinemann, 2019. Link)

Our Elementary English Language Arts program is aligned to the Essential Instructional Practices in Literacy.

 

In grades K-3:

  1. Deliberate, research-informed efforts to foster literacy motivation and engagement within and across lessons

  2. Read alouds of age-appropriate books and other materials, print or digital

  3. Small group and individual instruction, using a variety of grouping strategies, most often with flexible groups formed and instruction targeted to children’s observed and assessed needs in specific aspects of literacy development

  4. Activities that build phonological awareness

  5. Explicit instruction in letter-sound relationships

  6. Research- and standards-aligned writing instruction

  7. Intentional and ambitious efforts to build vocabulary and content knowledge

  8. Abundant reading material and reading opportunities in the classroom

  9. Ongoing observation and assessment of children’s language and literacy development that informs their education

  10. Collaboration with families in promoting literacy

 

In grades 4-5:

  1. Deliberate, research-informed efforts to foster motivation and engagement within and across lessons

  2. Intentional, research-informed instruction using increasingly complex texts and tasks that build comprehension, knowledge, and strategic reading activity

  3. Small group instruction, using a variety of grouping strategies, most often with flexible groups formed and instruction targeted to children’s observed and assessed needs in specific aspects of literacy development

  4. Activities that build reading fluency and stamina with increasingly complex text

  5. Discussion of the ideas in texts and how to construct text meaning across texts and disciplines

  6. Research-informed and standards-aligned writing instruction

  7. Intentional and ambitious efforts to build vocabulary, academic language, and content knowledge

  8. Abundant and diverse reading material, including digital texts, and opportunities to read in the classroom

  9. Ongoing observation of children’s language and literacy development that informs small group and individual instruction

  10. Collaboration with families in promoting literacy

 

(Adapted from Michigan Association of Intermediate School Administrators

General Education Leadership Network Early Literacy Task Force. “Essential instructional practices in literacy.” Lansing, MI, 2016. Link)

 

HPS English Language Arts Scope & Sequence (please click on the individual grades to view the scope and sequence and Classroom libraries for each grade)

The titles listed represent the initial set of classroom reading books purchased by the District to support the Elementary English Language Arts curriculum adopted in 2019-20. Schools and classrooms are continuously seeking additional reading materials for students. Please contact the building Principal if you would like to support our reading programs or have questions about any curriculum materials. 

K-1 Phonics S & S
Kindergarten Grade 1 Grade 2
Grade 3 Grade 4 Grade 5

HPS Middle School (6-8) English Language Arts Curriculum Framework

The Howell Public Schools Middle School English Language Arts program is based on the Collections program published by Houghton Mifflin Harcourt. Collections is a literature textbook series that is a comprehensive resource for addressing all expectations of Michigan’s state standards. Rich, engaging, and complex texts are the program’s anchor - challenging and supporting all students to become critical and close readers. The program fosters success in writing across varied genres through models of effective writing and provides ample opportunities for speaking and writing about texts.

 

(Adapted from Houghton Mifflin Harcourt, “A Research-Based Approach,” Collections. Houghton Mifflin Harcourt, 2013. Link)

Middle School

 

Grade 6 Grade 7 Grade 8
Grade 6 Writers Workshop

High School 

Grade 9 Grade 9 Accelerated Grade 10 Grade 10 Accelerated
Grade 11 Grade 11 Advanced American Lit. Grade 12 Senior English
Strategic Literacy 9-12 Journalistic Writing Creative Writing

Resources:

Parents who wish to help their younger children develop literacy skills may refer to the District’s Read-At-Home website at HowellSchools.com/readathome

 

 


 

 

 




 

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