The following links provide the Scope and Sequence information for Language Arts. By providing these links we are introducing one more way for you as a parent/guardian to become more informed and engaged in your students’ education. Scope and Sequence documents provide information on course expectations and show how teachers effectively build on learning instead of covering material that students already know. By design, Scope and Sequences are standards-based with key concepts at their core. Click on the course title to read a full description.
Language Arts - Kindergarten
List of Theme Topics/ Synopsis of Units/Course:
The district’s language arts program defines the skills and strategies employed by effective readers and writers. These skills and strategies are aligned with and support the PA Core Standards for English Language Arts. Each grade level’s language arts program takes one year to complete. Instructional practices and assessments are listed at each grade level, propelling students to read, write and respond to reading at the earliest levels. The lower grades instructional practices focus on fluency and word-recognition skills and strategies, so that students will have the “thinking power” left to construct meaning while reading and writing. The instructional practices employed in the classroom support the standards and ready students for critical reading and writing. The assessments require students to do what they will do in everyday life—written communication of their thinking and understanding. The kindergarten language arts program uses the Scott Foresman Reading Street Common Core to guide instruction. Instruction focuses on the concepts about print, word recognition skills, and fluency when reading—supporting students in making meaning from the written word. Students begin to learn about the difference of fiction and nonfiction texts and the elements of both. Guided by the teacher, students begin to respond to the text—sharing interpretations of the text. Students are guided in making connections to self, other texts, and the world. Students learn from authors to write narrative, informational, group-guided persuasive, and group-guided poetry pieces. They begin to learn that the writing process is recursive in nature. Guided writing focuses on the elements of fiction and nonfiction texts. Through guided writing students begin to understand the elements of quality writing—focus, organization, content development, style, and conventions of the English language. Reading and writing instruction guides students in the beginnings of revision and editing of work. Various instructional resources are used to accomplish all language arts content. Finally, students read and write every day to construct meaning. Students read and write different genres of literature and for many reasons—efferent and aesthetic—supporting them in becoming life-long readers, writers and learners.
Language Arts - First Grade
List of Theme Topics/ Synopsis of Units/Course:
The district’s language arts program defines the skills and strategies employed by effective readers and writers. These skills and strategies are aligned with and support the PA Core Standards for English Language Arts. Each grade level’s language arts program takes one year to complete. Instructional practices and assessments are listed at each grade level, propelling students to read, write and respond to reading at the earliest levels. The lower grades instructional practices focus on fluency and word-recognition skills and strategies, so that students will have the “thinking power” left to construct meaning while reading and writing. The instructional practices employed in the classroom support the standards and ready students for critical reading and writing. The assessments require students to do what they will do in everyday life—written communication of their thinking and understanding. The first grade language arts program uses the Scott Foresman Reading Street Common Core to guide instruction. Instruction focuses on the concepts about print, word recognition skills, and fluency when reading—supporting students in making meaning from the written word. Students begin to learn about the difference of fiction and nonfiction texts and the elements of both. Guided by the teacher, students begin to respond to the text—sharing interpretations of the text. Students are guided in making connections to self, other texts, and the world. Students learn from authors to write narrative, informational, group-guided persuasive, and group-guided poetry pieces. They begin to learn that the writing process is recursive in nature. Guided writing focuses on the elements of fiction and nonfiction texts. Through guided writing students begin to understand the elements of quality writing—focus, organization, content development, style, and conventions of the English language. Reading and writing instruction guides students in the beginnings of revision and editing of work. Various instructional resources are used to accomplish all language arts content. Finally, students read and write every day to construct meaning. Students read and write different genres of literature and for many reasons—efferent and aesthetic—supporting them in becoming life-long readers, writers and learners.
Language Arts - Second Grade
List of Theme Topics/ Synopsis of Units/Course:
The district’s language arts program defines the skills and strategies employed by effective readers and writers. These skills and strategies are aligned with and support the PA Core Standards for English Language Arts. Each grade level’s language arts program takes one year to complete. Instructional practices and assessments are listed at each grade level, propelling students to read, write and respond to reading at the earliest levels. The lower grades instructional practices focus on fluency and word-recognition skills and strategies, so that students will have the “thinking power” left to construct meaning while reading and writing. The instructional practices employed in the classroom support the standards and ready students for critical reading and writing. The assessments require students to do what they will do in everyday life—written communication of their thinking and understanding. The second grade language arts program uses the Scott Foresman Reading Street Common Core to guide instruction. Instruction focuses on the concepts about print, word recognition skills, and fluency when reading—supporting students in making meaning from the written word. Students begin to learn about the difference of fiction and nonfiction texts and the elements of both. Guided by the teacher, students begin to respond to the text—sharing interpretations of the text. Students are guided in making connections to self, other texts, and the world. Students learn from authors to write narrative, informational, group-guided persuasive, and group-guided poetry pieces. They begin to learn that the writing process is recursive in nature. Guided writing focuses on the elements of fiction and nonfiction texts. Through guided writing students begin to understand the elements of quality writing—focus, organization, content development, style, and conventions of the English language. Reading and writing instruction guides students in the beginnings of revision and editing of work. Various instructional resources are used to accomplish all language arts content. Finally, students read and write every day to construct meaning. Students read and write different genres of literature and for many reasons—efferent and aesthetic—supporting them in becoming life-long readers, writers and learners.
Language Arts - Third Grade
List of Theme Topics/ Synopsis of Units/Course:
The district’s language arts program defines the skills and strategies employed by effective readers and writers. These skills and strategies are aligned with and support the PA Core Standards for English Language Arts. Each grade level’s language arts program takes one year to complete. Instructional practices and assessments are listed at each grade level, propelling students to read, write and respond to reading at the earliest levels. The lower grades instructional practices focus on fluency and word-recognition skills and strategies, so that students will have the “thinking power” left to construct meaning while reading and writing. The instructional practices employed in the classroom support the standards and ready students for critical reading and writing. The assessments require students to do what they will do in everyday life—written communication of their thinking and understanding. The second grade language arts program uses the Scott Foresman Reading Street Common Core to guide instruction. Instruction focuses on the concepts about print, word recognition skills, and fluency when reading—supporting students in making meaning from the written word. Students begin to learn about the difference of fiction and nonfiction texts and the elements of both. Guided by the teacher, students begin to respond to the text—sharing interpretations of the text. Students are guided in making connections to self, other texts, and the world. Students learn from authors to write narrative, informational, group-guided persuasive, and group-guided poetry pieces. They begin to learn that the writing process is recursive in nature. Guided writing focuses on the elements of fiction and nonfiction texts. Through guided writing students begin to understand the elements of quality writing—focus, organization, content development, style, and conventions of the English language. Reading and writing instruction guides students in the beginnings of revision and editing of work. Various instructional resources are used to accomplish all language arts content. Finally, students read and write every day to construct meaning. Students read and write different genres of literature and for many reasons—efferent and aesthetic—supporting them in becoming life-long readers, writers and learners.
Language Arts - Fourth Grade
List of Theme Topics/ Synopsis of Units/Course:
The district’s language arts program defines the skills and strategies employed by effective readers and writers. These skills and strategies are aligned with and support the PA Core Standards for English Language Arts. Each grade level’s language arts program takes one year to complete. Instructional practices and assessments are listed at each grade level, propelling students to read, write and respond to reading at the earliest levels. The lower grades instructional practices focus on fluency and word-recognition skills and strategies, so that students will have the “thinking power” left to construct meaning while reading and writing. In the upper grades, reading and writing instruction scaffolds students in the construction of meaning—critical comprehension and composing of text. The instructional practices employed in the classroom support the standards and ready students for critical reading and writing. The assessments require students to do what they will do in everyday life—written communication of their thinking and understanding. The fourth grade language arts program illustrates a balanced literacy instruction; the starting point for literature-based curriculum is good books. Students read literature at the fourth grade level. Students will analyze literary devices authors use to convey meaning while comprehending the literature read. Students will respond to the text—sharing interpretations— in a critical manner in both written and verbal forms. Students begin to move from the literal responses to what is being read to the more critical and evaluative responses by the end of the year. Students will begin to go between and beyond the lines of the text, making evaluations and supporting them with details from the text and making connections to self, other texts, and the world. Students learn from authors to write narrative, informational, persuasive, and poetry pieces. They learn that the writing process is recursive in nature, apply the literary devices learned from authors in their writing, and understand the elements of quality writing—focus, organization, content development, style, and conventions of the English language. Reading and writing instruction guides students in revision and editing of work using a critical eye and a critical mind. Various instructional resources are used to accomplish all language arts content. Finally, students read and write every day to construct meaning. Students read and write different genres of literature and for many reasons—efferent and aesthetic—supporting them in becoming life-long readers, writers and learners.
Langauge Arts - Fifth Grade
List of Theme Topics/ Synopsis of Units/Course:
The district’s language arts program defines the skills and strategies employed by effective readers and writers. These skills and strategies are aligned with and support the PA Core Standards for English Language Arts. Each grade level’s language arts program takes one year to complete. Instructional practices and assessments are listed at each grade level, propelling students to read, write and respond to reading at the earliest levels. The lower grades instructional practices focus on fluency and word-recognition skills and strategies, so that students will have the “thinking power” left to construct meaning while reading and writing. In the upper grades, reading and writing instruction scaffolds students in the construction of meaning—critical comprehension and composing of text. The instructional practices employed in the classroom support the standards and ready students for critical reading and writing. The assessments require students to do what they will do in everyday life—written communication of their thinking and understanding. The fifth grade language arts program illustrates balanced literacy instruction; the starting point for a literature-based curriculum is good books. Students read literature at the fifth grade level. Students will analyze literary devices authors use to convey meaning while comprehending the literature read. Students will respond to the text—sharing interpretations— in a critical manner in both written and verbal forms. Students begin to move from the literal responses to what is being read to the more critical and evaluative responses by the end of the year. Students will begin to go between and beyond the lines of the text, making evaluations and supporting them with details from the text and making connections to self, other texts, and the world. Students learn from authors to write narrative, informational, persuasive, and poetry pieces. They learn that the writing process is recursive in nature, apply the literary devices learned from authors in their writing, and understand the elements of quality writing—focus, organization, content development, style, and conventions of the English language. Reading and writing instruction guides students in revision and editing of work using a critical eye and a critical mind. Various instructional resources are used to accomplish all language arts content. Finally, students read and write every day to construct meaning. Students read and write different genres of literature and for many reasons—efferent and aesthetic—supporting them in becoming life-long readers, writers and learners.
Language Arts - Sixth Grade
List of Theme Topics/ Synopsis of Units/Course:
The district’s language arts program defines the skills and strategies employed by effective readers and writers. These skills and strategies are aligned with and support the PA Core Standards for English Language Arts. Each grade level’s language arts program takes one year to complete. Instructional practices and assessments are listed at each grade level, propelling students to read, write and respond to reading at the earliest levels. The lower grades instructional practices focus on fluency and word-recognition skills and strategies, so that students will have the “thinking power” left to construct meaning while reading and writing. In the upper grades, reading and writing instruction scaffolds students in the construction of meaning—critical comprehension and composing of text. The instructional practices employed in the classroom support the standards and ready students for this critical reading and writing. The assessments require students to do what they will do in everyday life—written communication of their thinking and understanding. The sixth grade language arts program illustrates balanced literacy instruction; the starting point for literature-based curriculum is good books. Students read full texts at the sixth grade level. Students will analyze literary devices authors use to convey meaning while comprehending the literature pieces read. Students will respond to the text—sharing interpretations— in a critical manner in both written (journal writing) and verbal (literature circle meetings) forms. Students move from the literal responses to what is being read to the more critical and evaluative responses, documenting reading comprehension. Students go between and beyond the lines of the text, making evaluations and supporting them with details from the text and making connections to self, other texts, and the world. Students then will learn from authors to write narrative, informational, persuasive, and poetry pieces. They learn that the writing process is recursive in nature, apply the literary devices learned from authors in their writing, and understand the elements of quality writing—focus, organization, content development, style, and conventions of the English language. Instruction guides students in revision and editing of work by using a critical eye and a critical mind. Finally, students read and write every day to construct meaning. Students read and write different genres of literature and for many reasons—efferent and aesthetic—supporting them in becoming life-long readers, writers, and learners.