Reading Curriculum Portfolio Home Page
Kendall Language Arts Curriculum is used by teachers of the deaf and hard of hearing (K-middle school) for reading and writing. The Wickcliffe Curriculum is used for other content areas. It is also used and adapted for reading and writing at the high school level.
Information was found by asking Kent State University faculty about exemplary teachers of the deaf/heard of hearing in Ohio. Short interviews were done by phone.
Kendall's language philosophy encompasses the whole-language, meaning-center, and pragmatic approaches.
Reading and writing are viewed as complements in this program, and as extensions of natural language learning processes.
Reading and writing activities support children constructing meaning in personal and social contexts.
Example classroom activities include components such as: through-the-air, suggested language activities, risk taking, feedback, and expansion.
Example writing activities include making print functional, connecting language experience to print experiences, using DRTA activities, and retelling activities.
The writing process includes differentiating between private and public writing, practice in grammar, handwriting, and spelling.
The curriculum provides a list of objectives and expected performance levels, student targets, and evaluation processes at the preschool, primary, intermediate, and middle school levels.
The Scope and Sequence expected performance objectives is divided into 5 areas: reading awareness, understanding the reading process, literary content in reading, reading/study strategies, through-the-air.
The Scope and Sequence objectives are evaluated at 3 performance levels: A=awareness, L-learning, and R-review/recycle.
Performance objectives are also used as assessment checklists in classroom and IEPs.
At the preschool level: Files are kept on each student's picture comprehension, retelling, and book handling.
For primary level students: Files are kept on each student's retelling scores, sample writing, dictation, comments on the use of pictures, checklists for story comprehension, dictionary use, graphs and charts, language arts elements, and a P-level worksheet.
For intermediate level students: Files are kept using checklists of literary forms, elements of style, elements of a book, reference sources, textual aids, graphs and tabular information, story comprehension, retelling scores, and writing samples.
The curriculum provides detailed instructions on teaching strategies and assessments along with checklists for 3 levels.
The curriculum provides a list of trade books.
The curriculum provides standards for deaf and hard of hearing children.
The curriculum provides guidelines for establishing a language arts program and classroom planning suggestions.
Uploaded by: Jessica Soltesz/Kent State University/Deaf Education Major