Reading Curriculum Portfolio Home Page
Canton City Schools' curriculum strives to focus on keeping the student at the center of the program. It strives to meet the individual needs of students, and provides them with experiences that are relevant and meaningful to the students. They believe in using theme units to teach subject matter.
This curriculum utilizes several activities to teach their reading curriculum. The reading activities adopted by this system are: daily reading, listening to quality literature read aloud daily, participating in discussions related to what the students have read and what they have heard read to them, having opportunities to select their own literature, using students' background knowledge to develop reading activities, monitoring and maintaining reading comprehension. Although this program sounds very whole language at the elementary level, the students are still using a basal reading series entitled reading milestones. The students are allowed to select their own books during free reading time, but to actually teach reading the basal series is used. The teachers in this system do use a wide variety of literature to support the whole language theory in all subject areas.
Canton City uses a variety of assessment techniques to evaluate students. The assessment techniques include: checklists of performance objectives, anecdotal records, oral reading, reading response logs, journals, teacher-student conferences, and group work. They have developed a reading rubric in which to evaluate students' reading abilities. They believe assessment is ongoing and should be carried out daily to ensure students are achieving at optimal levels.
Objectives have been made to be sure students are ready to achieve well on the proficiency tests.
Topics are specified by icons to indicate what that goal is trying to achieve.
Breaks reading into three categories: structure, meaning construction, and application. Each of these categories then have objectives that are directly tied to the topic.
Defines their philosophy of assessment, reading, intervention.
Provides strategies on how to teach reading.
I have mentioned before that the district supports a whole language philosophy. However, the teachers use a basal series to expressly teach reading. The deaf students use the basal series to learn vocabulary and basic sentence structure. They are still exposed daily to literature in other books in all other content areas. They use a variety of stories and books to support what they are doing in each subject area. These stories and books are sometimes used to teach reading, but the language is modified greatly so that the students are able to understand the story more easily.
Canton City Schools' Language Arts Curriculum Quigley, S. (Eds.) (1991). Reading milestones. 2nd Ed. Dormac, Inc.
Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major