Elementary
Reading Language Arts
Program Overview
- Balanced
Literacy
The English/Language Arts curriculum is guided
by theMaryland
Voluntary State Curriculum (VSC).
These standards define for all students what they
must know about English/Language Arts and what
they must be able to do with this knowledge to
meet personal, academic, and societal needs. The
VSC serves as a basis for the Maryland School Assessment
(MSA) at Grades 3 through 8 and Grade 10.
The English/language arts program addresses the four processes of listening,
speaking, reading, and writing. These pro cesses, which represent the fundamental
core of literacy, are the tools that enable students to communicate. The four
processes influence one another and therefore are integrated into meaningful
and authentic teaching and learning situations. Speaking and listening form the
bridge to reading and writing.
Language and literature represent the content and frame the processes of the
English/language arts program. “Language is a system of sounds, vocabulary,
syntax, and conventions of use.” (Maryland English Language Arts Content
Standards (MELACS) Language is most effectively learned and assessed through
authentic engagements with reading, writing, and speaking. Literature involves
both poetry and prose. Prose also includes non-fiction, the main purpose of which
is to provide factual information.
An effective balanced literacy instructional program supports the student in
the development of reading and writing along a continuum of learning. Skills
and strategies are revisited at many grade levels with increasingly complex content
of learning and text. Instruction through the components of balanced literacy
ensures that a comprehensive English/ language arts program is implemented on
a daily basis for all students. Effective instruction, through all components
of balanced literacy, utilizes the explicit instructional design of model, coach,
and apply. The gradual release of teacher support fosters independent learners.
