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.
     
     

Curriculum - Elementary ELA

  • Journeys

    Houghton Mifflin Harcourt, 2014

Scope and Sequence - Elementary ELA

Elementary Leveled Reading Resources

  • Reading A-Z

    Reading A-Z

Think Central Resources

Assessments - Elementary ELA

Curriculum - Secondary ELA

Scope and Sequence - Secondary ELA

Course Proposal Process

Assessments - Secondary ELA

  • Reading Assessments Grade Level Description

    DIBELS Next

    now Acadience Reading

    Dynamic Indicators of Basic Early Literacy Skills

    (Includes many measures, including DORF and Daze)

    K-6

    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).

     

    DIBELS Benchmark Scores Document

    District Correlation Study 

    EL Growth Comparisons

    5th Grade DIBELS to Lexile Conversion Table

     Maze 7-8

    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.

    District Benchmarks Document

     

English Language Arts TOSA

  • Katie Becket Katie Beckett
    (503) 431-4135
    kbeckett@ttsd.k12.or.us

Reading Support Specialist

  • Janell Cooke Janell Cooke
    (503) 431-4167
    jcooke@ttsd.k12.or.us

ELD TOSA

  • Amanda Morris Mandi Morris
    (503) 431-4131
    amorris@ttsd.k12.or.us