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Language Arts Course of Study (Standards) for Content and Cognitive Development

[Adapted for use by The Riggs Institute, 21106 479th Ave., White, South Dakota 57276]

These language arts standards derive from similar standards adopted in the state of Arizona in 1975. They are revised, updated and augmented in 1997 by The Riggs Institute, a nonprofit literacy agency of White, South Dakota.

The study of language arts is premised on the belief that success in the entire educational process is dependent upon the development of the essential language arts skills. We feel that without these skills, the productive development of the mind, mental self-discipline, continuing deduction and a real appreciation of our cultural heritage are not possible.

There are certain practical learning objectives which a good language arts program must set as minimum standards in order to achieve the goals of equal educational opportunity for all students regardless of socioeconomic or other factors beyond the students' control. Therefore, we propose the following reasons for the study of language arts:

1. That each child will learn to communicate, orally and on paper, in standard English in order to function competently both in school and in life;
2. That he/she will acquire the ability to read and comprehend the written word in preparation for the competitive world of work and to become a responsible citizen;
3. That he/she may learn to spell correctly as an aid in preparation for business, civic and social life;
4. That he/she may gain a true understanding of language through the study of grammar, syntax and correct usage to aid creative self-expression;
5. That he/she may learn to write legibly and to use a word processor in order to communicate his/her written thoughts effectively;
6. That the development of the critical facility, including literary taste and judgment, be acquired through the study of literary selections which represent the best examples of our written cultural heritage.

The application of these objectives is not intended to limit the teacher in any way, but rather to stimulate creative teaching by clearly defining student outcomes which should result from the study of language arts. If our suggested time frame does not meet with your state's or district's guidelines, feel free to change it to accommodate this scope and sequence to your teaching situation. We have advanced these "high expectations" in accordance with what has been done in some of the nation's best schools using superior curriculum and teaching methodologies.

Explicit decoding and encoding (known in this document as "phonics") and cognitive development have received emphasis as the initial effort of formal instruction in the language arts. The individual "learning style" of each student should be given consideration by using all the channels to the mind rather than limiting students to visually-oriented memorization and a "rote" teaching/learning process. Scientific study in linguistics and brain research have pointed to the need for systematic teaching of the structure of English words as well as focusing attention on auditory, visual, verbal and motor-tactile cognitive development in each child. We are here putting forth a "standard" for cognitive development which can ensure an EQUAL and OPTIMAL educational opportunity for every child. A "sight" vocabulary should be established and this can be done more quickly through the teaching of "explicit" phonics as recommended in the 1985 federal study, Becoming a Nation of Readers. Children should establish automaticity through phonetic analysis, the application of rules and syllabication and with practice in reading words in isolation. Phonics instruction and all other instruction should be based on practices which compilations of research have proven superior to others.

This course of study is intended to provide the majority of children with superior instruction in language arts. It is not intended to provide for the special needs of bilingual and special education students for we are aware that most state legislatures have provided for programs to instruct students in these categories.

GENERAL GOALS FOR THE LANGUAGE ARTS COURSE OF STUDY

[MINIMUM REQUIREMENTS AND PURPOSE]

To ensure knowledge of and proficiency in successful application of the basic language skills which facilitate learning at higher levels. These skills include: speaking listening, reading with comprehension, phonics, spelling (with syllabication and the rules of orthography), manuscript writing (printing), connected writing, composition, grammar/syntax, vocabulary development, and analytical thinking;

To ensure an ability to read, understand and appreciate the important ideas and achievements of man' s past, and to enable the individual to continue with lifelong learning, including technological advances of the present and future;

To enlarge the individual's capacity for self-expression and communication;

To provide for equal and optimal development of the individual's cognitive developmental sub-skills in auditory, verbal, visual and motor (tactile):

Principles

1. Fundamental language arts learning experiences, acquired during K-3, strongly influence language development and thus all future learning.
2. An ability to listen effectively and to see and hear differences is a valuable asset in learning.
3. Visual observation, listening, writing, spelling and speaking, combined with reading reinforce and support the successful retention of the basic skills to be learned.
4. Training to develop a consistent directional pattern in reading and writing improves perceptual skills and can help to prevent reading difficulties.
5. Decoding (converting written symbols to speech sounds) and encoding (converting known speech sounds to written symbols) - known as phonics in this document - are high utility skills for reading, spelling and writing. These skills are essential and should be acquired at the initial stage of formal instruction in the language arts.
6. To become a confident and independent reader, it is to the student's advantage to acquire the high utility skills of decoding and encoding as the initial thrust in a reading and spelling program.
7. New vocabulary words are acquired as a student grows in his knowledge and ability to apply decoding and encoding.
8. An adequate ability to use one's vocabulary in speaking and writing as well as in reading is necessary for scholastic purposes as well as for social and business/vocational purposes.
9. A student's reading vocabulary should progress beyond his speaking and listening vocabulary as soon as effectively possible.
10. Reading comprehension depends upon the interrelationship between language skills, automaticity in decoding, oral vocabulary, background knowledge and thinking skills.
11. Reference skills acquired in the early grades reward the user with an independent ability to correct and improve his language arts skills.
12. A systematic study of the grammar, syntax and usage of the English language helps a student to use standard English well, to comprehend both oral and written work better, and to write with greater efficiency.
13. The base laid in grammar in the early grades can prove extremely valuable especially if instruction in composition and the other language arts is integrated with instruction in grammar.
14. A foundation for good writing lies in the opportunity a student has to listen to well-modeled speech from parents and teachers, to enjoy quality, vocabulary-rich literature, to spend time in practicing and revising various types of writing, and in learning the "mechanics" of good writing: spelling, grammar and syntax.
15. Well-written reading selections tend to reinforce a student's appreciation of authorship, personal vocabulary development, and fluency in and enjoyment of reading, writing, speaking, and listening.
16. The goal of discussions related to reading selections should be directed toward understanding and recognizing important facts or possibilities about what is read, to being assisted in drawing conclusions about the author's intent, in understanding of characters' personalities and, in general, to teach the reader about the world and life.
17. Literary and classical works that lend themselves to in-depth study aid reading comprehension, especially at upper and intermediate levels, with discussion and Socratic questioning techniques such as those developed by the Great Books and The Core Knowledge Foundation.
18. The value of print literacy in non-English languages has been recognized and provision should be made for its acquisition and continued development both for its own value and the contribution it can make to English literacy.
19. Self-image improves with a mastery of skills - appropriately expected at the individual student's level of competence.

Facts

1. Listening activities develop an interest in reading, sharpen comprehension, focus attention and enlarge the reading vocabulary in the English language.
2. Appropriate training in auditory and visual discrimination is a prerequisite to acquiring decoding skills.
3. The left-right flow of the English writing system must be learned.
4. Constant instruction and practice in seeing, writing and reading the language in a consistently left-right pattern is necessary to prevent confusion.
5. Combining writing with hearing, seeing and saying the name of the letters of the alphabet and their sequence, kinesthetically reinforces learning.
6. Learning the names of and sounds represented by the letters of the alphabet is essential in developing a proficient understanding of the component parts of a word.
7. A sequential introduction to all the main sounds of the English language along with a systematic use of blending sounds into words, reinforced by utilizing all four channels to the mind, lays the foundation for independent reading and understanding the basic relationship of the language arts.
8. The acquisition of decoding-encoding skills - going from sound, to word, to sentence, building the student's own sight vocabulary - expedites bringing the student's reading vocabulary into balance with his larger speaking vocabulary and his still larger listening vocabulary.
9. A gradual introduction in both reading and writing of the high frequency words which contain an element that cannot be decoded in keeping with simple phonics generalizations will aid in ensuring their habitual recognition.
10. Using new words in writing and reading of students' original sentences aids in the development of spoken and written vocabulary.
11. Communication consists of more than the meanings of words. There are elements of purpose and intent in communication which are controlled largely by the choice of words and their arrangement in sentences.
12. A student develops the ability to concentrate on the meaning of the material he is decoding when he has reached the point where his decoding skills are used automatically. Reading Performance and How to Achieve it, Barbara Bateman, Ph.D., J.D., University of Oregon.
13. Systematic spelling lessons combined with original sentence writing and dictionary skills reinforce comprehension and other language arts skills.
14. Spelling taught in combination with vocabulary, reading, composition and penmanship skills aids retention.
15. Early dictionary use can pique interest in meaning, origin, and structure, and can develop self-correction ability.
16. Exposing students to etymologies (how words have grown and spread across ethnic groups) develops an interest in words in general, aids the recall of spellings, and imparts a sense of history
17. Instruction in the construction of acceptable sentences should begin in the early grades. Rephrasing a nonstandard statement into a standard statement is helpful.
18. "The dull repetition of overused words, thinness of idea and vocabulary, and words introduced to annoy or offend the reader or listener do not promote communication but impede it and are therefore to be avoided." The Teaching of English Usage, Robert C. Pooley.
19. Grammar instruction, integrated with instruction in composition, critical reading, systematic spelling and other language arts, can develop an awareness of the nature of standard English and promote a willingness to use standard English in speech and writing.
20. An ability to use standard English effectively in the normal course of writing and speaking is a worthy goal, and can be facilitated when goals are clear, attainable and expected.
21. English grammar instruction is applicable to some foreign languages which students wish to study later.
22. Reading and writing "across the curriculum" should begin in the early grades since it helps develop the student's reasoning facilities, lays a basis for future work in more advanced studies, assures that every student's background and interests are taken into consideration and saves precious time for the development of language arts skills.
23. A composite of selections representative of different cultural and ethnic groups enriches a student's reading experiences and develops cultural understanding.
24. Carefully worded questions which motivate discussion help develop analytical skills, good oral habits and stimulate the ability to write creatively.
25. The development and application of basic research techniques and the ability to employ study skills in acquiring new knowledge are necessary components of a complete language arts program.
26. Learning to read, write and spell in English is facilitated for second language students who have first gained some knowledge of how their own native oral language "maps" to their printed language. We realize that the bilingual movement in the United States has not met with much success, and we understand the political moves away from it. We think these decisions are shortsighted at best, and a pending disaster at worst. Instead of ignoring the research findings, appropriate materials could easily be made available by simply translating any English program proven to work into the native language for a brief period of time.

Note:

This method has been translated into Spanish for a one-semester bilingual/transitional program, and has been used successfully by its teacher/translator to move Grade 2 bilingual students quickly and successfully into English. [Please contact us if you are interested to know more about this process.] The same thing could be done quite easily in any other language. We welcome the opportunity to assist others in this important work.