LANGUAGE ARTS - Curriculum and Instruction

COMMONWEALTH OF THE BAHAMAS

MINISTRY OF EDUCATION AND TECHNICAL AND VOCATIONAL TRAINING

LANGUAGE ARTS

CURRICULUM GUIDELINES

GRADE 4

2022-2027

1

TABLE OF CONTENTS

Page

Preface------------------------------------------------------------------------------------------------------------------------------------Acknowledgements-------------------------------------------------------------------------------------------------------------------Vision and Mission -------------------------------------------------------------------------------------------------------------------Belief Statements----------------------------------------------------------------------------------------------------------------------Profile of the Ideal Graduate-------------------------------------------------------------------------------------------------------Rationale---------------------------------------------------------------------------------------------------------------------------------Definition of Terms -------------------------------------------------------------------------------------------------------------------Overarching Goal and Sub-Goals -----------------------------------------------------------------------------------------------Standards and Benchmarks-------------------------------------------------------------------------------------------------------Teaching from the Language Arts Curriculum -----------------------------------------------------------------------------Scope and Sequence ----------------------------------------------------------------------------------------------------------------Summary of Language Arts Topics---------------------------------------------------------------------------------------------Scope of Work---------------------------------------------------------------------------------------------------------------------------

Listening and Speaking-------------------------------------------------------------------------------------------------------Phonics/Spelling/Word Building---------------------------------------------------------------------------------------------Fluency----------------------------------------------------------------------------------------------------------------------------Comprehension/Literature----------------------------------------------------------------------------------------------------Handwriting-----------------------------------------------------------------------------------------------------------------------Grammar and Usage----------------------------------------------------------------------------------------------------------Written Composition-----------------------------------------------------------------------------------------------------------Appendices Language Arts Instructional Periods----------------------------------------------------------------------------------------Oral Presentation Rubric-------------------------------------------------------------------------------------------------------

4 5-6 7 8 9 10 11 12 13-23 24-26 27-42 43-49 50-251 51-66 67-103 104-106 107-152 153-164 165-217 218-251 252 253 254-255

2

Useful Information about the Teaching of Reading---------------------------------------------------------------------Sample of Reading Enrichment Day Menu-------------------------------------------------------------------------------Daily Routine for Vocabulary Instruction-----------------------------------------------------------------------------------Vocabulary Graphic Organizer-----------------------------------------------------------------------------------------------Most Common Affixes----------------------------------------------------------------------------------------------------------Common Silent Consonants--------------------------------------------------------------------------------------------------Commonly Mispronounced Words------------------------------------------------------------------------------------------Grade 4 Word List---------------------------------------------------------------------------------------------------------------My Spelling Graph---------------------------------------------------------------------------------------------------------------Sample of Spelling Scrabble Game-----------------------------------------------------------------------------------------Learning to Spell a Word Routine-------------------------------------------------------------------------------------------List of Homophones-------------------------------------------------------------------------------------------------------------List of Homonyms---------------------------------------------------------------------------------------------------------------List of Common Compound Words-----------------------------------------------------------------------------------------List of Contractions--------------------------------------------------------------------------------------------------------------Writing Enrichment Day Menu-----------------------------------------------------------------------------------------------Sample of a Writing Prompt Learning Menu------------------------------------------------------------------------------D'Nealian Cursive Handwriting Pattern------------------------------------------------------------------------------------Handwriting Assessment Rubric---------------------------------------------------------------------------------------------Useful Websites, Webpages, and Links-----------------------------------------------------------------------------------General Accommodations and Modifications for Students with Academic Difficulties-------------------------Websites for Information and Resources Related to Accommodations and Modifications-------------------Bibliography-----------------------------------------------------------------------------------------------------------------------------

256-260 261 262 263

264-265 266 267

268-272 273 274 275 276 277 278 279 280 281 282

283-284 285-286 287-288

289 290-295

3

PREFACE

Several strategies were employed to assist with the framing of the new Primary Language Arts Curriculum. The process began with a review of curriculum documents that were produced in various jurisdictions. These countries included Jamaica, the United Kingdom, the United States (Florida, Arizona, Illinois), Canada, and The Bahamas (1982 and 1999 guides). The documents from these countries were examined to determine the composition of the curriculum teams, their rationale and philosophy, the level of integration of sub-goals, the design or format used for the Scope and Sequence as well as the Scope of Work. During the actual writing of the curriculum, additional documents from Scotland, South Africa and several other countries were referenced, in addition to the standards for the National Council for the Teachers of English and the Ministry of Education's Draft Standards and Benchmarks produced in 2001 by Dr. Linda Davis.

Opportunities were also provided for local stakeholders to provide input. Surveys were conducted with teachers throughout The Bahamas to ascertain what they wanted to be included in the new guides. A total of one hundred and sixteen (116) teachers throughout The Bahamas responded. Discussions were also held with three classes of students to get their feedback on what they wanted to learn about and the types of learning activities they enjoyed. Additionally, a focus group was conducted with members of the community that included business owners, parents, and those who interact with students in after-school clubs and sports.

This document was completed with the assistance of two sets of teams that operated several years apart. The core team consisted of seven primary teachers, one preschool teacher, and a high school teacher. Also, providing feedback were representatives from the University of The Bahamas and the Ministry of Education's Examinations and Assessment Section. Opportunities were also provided for several Family Island teachers to submit content and activities through the Education Officers on their islands.

It is expected that, because of the comprehensive nature of the document, teachers will be able to spend less time engaged in research and lesson planning and more time focused on differentiating instruction to meet the needs of their students.

4

ACKNOWLEDGEMENTS

The revision of the 2022-2027 Curriculum Guidelines would not have been possible without the hard work and dedication of a number of committed teachers, officers, administrators, and community stakeholders. The Language Arts Unit is especially grateful to the Curriculum Team members who worked long hours to ensure that this document was completed. Special acknowledgement is given to the late Verona Seymour, who served as an Assistant Director of Education for the Primary Curriculum Section before she retired. She was an excellent Language Arts teacher, an outstanding Language Arts Officer, and a wise and supportive supervisor.

Department of Education

Vanria L. Jack, Actg. Assistant Director of Education Gwendelene Conliffe, Education Officer Yienderia Martin, Education Officer Ingrid Johnson, Education Officer

Original Core Team Members Dr. Sharmane C. Miller, Team Leader

Janatha Johnson Latia Johnson

Marjorie Pennerman Mary J. Roberts Yolanda Rolle Victoria Russell Tossie Strachan 5

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download