English Language Arts Philosophy Statement
All students must have the opportunities and resources to develop the language and communication skills they need to pursue life's goals and to participate fully as informed, productive, and responsive members in an information-rich society. In addition, we give children the opportunity to explore reading and writing as enjoyable lifelong processes. Strategic and explicit teaching of the language arts curriculum ensures students develop these skills of reading, writing, speaking, and listening. The articulation of a Language-Arts curriculum should be done within and between grade levels and courses, to ensure that teachers can draw on students' shared literacy background.Dialogue and reflection are necessary to remain knowledgeable and accountable for teaching students reading, writing and speaking skills in all content areas, therefore it is imperative that all teachers engage in on-going professional development. Teachers will differentiate to meet the range of literacy and language skills of all students. The following principles allow for innovation and creativity, realizing that curriculum and instruction are interrelated and should be considered as a whole.
Scope and Sequence - Elementary ELA
The following resources are intended for TTSD Teachers and require a district account to access.
Curriculum Maps Resources Assessments Independent Activities Kindergarten Kindergarten Maps Kindergarten Resources Kindergarten Assessments 1st Grade 1st Grade Maps 1st Grade Resources 1st Grade Assessments 1st Grade 2nd Grade 2nd Grade Maps 2nd Grade Resources 2nd Grade Assessments 2nd Grade 3rd Grade 3rd Grade Maps 3rd Grade Resources 3rd Grade Assessments 3rd Grade 4th Grade 4th Grade Maps 4th Grade Resources 4th Grade Assessments 4th Grade 5th Grade 5th Grade Maps 5th Grade Resources 5th Grade Assessments 5th Grade
Curriculum - Secondary ELA
Scope and Sequence - Secondary ELA
Reading Assessments Grade Level Description
now Acadience Reading
Dynamic Indicators of Basic Early Literacy Skills
(Includes many measures, including DORF and Daze)
Provides a number of measures which can be administered quickly to individual students to assess their Reading abilities as appropriate for their grade level. Tigard-Tualatin uses DIBELS to measure students' skills which range from the awareness of letter sounds (Phonemic Awareness) and the ability to blend them (Nonsense Word Fluency) to speed and accuracy when reading aloud (Oral Reading Fluency).
Used to measure the ability of students to comprehend written text. Students are presented a reading passage in which every 7th word is removed and students are asked to select the missing word from three possible choices. This task measures the students ability to understand the context of the passage they're reading.
English Language Arts TOSA
Reading Support Specialist