The mission of the Hampton City Schools Language Arts Department is to provide instruction consisting of research-based practices that will allow every child to grow in their reading, writing, listening, and speaking skills.

Elementary language arts instruction focuses on the five pillars of reading: phonics, phonemic awareness, fluency, vocabulary, and comprehension. Writing instruction begins with sentence formation, progresses to paragraph formation, and advances to essay writing. Grammar lessons are included in writing instruction.

 

Middle and high school ELA instruction emphasizes nonfiction, including informational and functional texts, and fiction, including poetry and drama.  In writing, the emphasis is on developing a variety of genres, such as expository, persuasive, narrative, analytical, and research, through a structured writing process which includes the study of grammar.

 

Reading comprehension, vocabulary, and ethical practices in research are also included throughout the language arts instructional program in HCS. 

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Literacy Pro Family Letter (PreK-8) | Literacy Pro Family Tip Sheet | How to Access Literacy Pro: A Visual Guide

Virginia Department of Education | Standards of Learning

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The ELA instructional block includes all literacy components and is divided into whole group reading, whole group writing, and differentiated small group instruction.  

 

A model is provided indicating the breakdown of minutes for each grade level:

 

Kindergarten: 170 minutes (2 hours, 50 minutes)

First Grade: 170 minutes (2 hours, 50 minutes)

Second Grade: 175 minutes (2 hours, 55 minutes) 

Third Grade: 175 minutes (2 hours, 55 minutes)

Fourth Grade: 160 minutes (2 hours, 40 minutes)

Fifth Grade: 160 minutes (2 hours, 40 minutes)

Please note: Minutes are designated for small group instruction within every ELA model.  A recommendation has been provided that allows for four small groups every day.  However, based on the number of students or reading stages within a classroom, adjustments might need to be made to ensure that students' needs are met.  For example, if a fourth grade teacher has 28 students, more than four groups might be necessary.  Also, if a significant number of students are reading below grade level, the teacher needs to ensure those students are met with daily.  This might mean that other groups of students are not met with every day.  For a smaller class size, a teacher might be able to organize students into three groups.  If teachers have questions about how to structure their small groups, they should meet with their Reading Specialist or Literacy Support Specialist to determine the best plan.

Suggested Instructional Model for Secondary Language Arts

 

LANGUAGE ARTS 6: This course of study includes fiction, nonfiction, and informational texts from multiple genres. There are four strands of instruction: Communication and media literacy; reading; writing; and research. In each unit, students read, write, think critically, and respond both orally and in writing. Writing at this level focuses on the process of writing a multiparagraph essay. Students write expository, descriptive, and narrative essays. The curriculum has been aligned with the 2010 Virginia Standards of Learning. Students will take the Grade 6 Reading SOL test.

 

LANGUAGE ARTS 7: This course of study includes short stories, poems, novels, nonfiction, and informational texts. There are four strands of instruction: Communication and media literacy; reading; writing; and research. Students will read, write, and think critically. Writing at this level focuses on narrative and expository essays. The curriculum has been aligned with the 2010 Virginia Standards of Learning. Students will take the Grade 7 Reading SOL test.

 

LANGUAGE ARTS 8: This course includes the elements of fiction, narrative nonfiction, literary criticism, nonfiction, poetry, and drama. There is both a literary and informational focus. Additionally there are four strands of instruction including: Communication and media literacy; reading; writing; and research. Students will continue to strengthen their skills in reading, writing, listening, and speaking. Writing at this level focuses on narrative, expository, and persuasive writing. The curriculum has been aligned with the 2010 Virginia Standards of Learning. Students will take the Grade 8 Reading and Writing SOL tests.

 

READ 180
• 1 year class (1 credit)
• Reading intervention
• Focuses on vocabulary and reading comprehension strategies
• Open to students in grade 6-12
• May be taken more than one time
• Includes whole group instruction, small group instruction, computer-based practice, and independent reading

 

High School Course Descriptions
Required to Graduate:
4 standard credits and 2 verified credits in English
SOL End-of-Course tests:
Writing (1 verified credit) - grade 10 & Reading (1 verified credit) - grade 11

 

English 9, 10, 11, 12 (levels 2 and 3 honors offered for each grade level)

• Make and deliver multimodal presentations

• Evaluate participation in group activities

• Evaluate persuasive techniques used in media messages

• Increase vocabulary and analyze language choices

• Analyze author’s choices in fictional texts

• Analyze nonfiction texts

• Write effectively in a variety of forms (expository, persuasive/argumentative), reflective, and analytic)

• Apply rules for correct grammar and mechanics

• Create research products that correctly reference credible sources

• Use technology ethically
  

Grade 10 literature focus: multicultural

Grade 11 literature focus: American

Grade 12 literature focus: British

AP English 11 Language and Composition

• Comparable to an introductory college-level rhetoric course

• Development of analytic and argumentative essay writing (including incorporating research effectively)

• Development of personal style

• Analysis of rhetorical elements in nonfiction

AP English 12 Literature and Composition

• Comparable to an introductory college-level literary analysis course

• Critical analysis of writer’s purpose and stylistic choices

• Writing assignments include expository, analytic, and argumentative
  

Consult your school’s guidance department to learn more about Dual Enrollment options available.

 

JOURNALISM I, II and III
• Focus on writing skills and print media in the 20th century
• Write news stories, features, sport stories, and editorials for publication in the school newspaper
• Develop skills in newspaper style, news reports, feature articles, sports stories, editorials, captions, and editing/proof symbols
• Develop production/graphics skills in design, paste-up, advertising, circulation, photo cropping and sizing, and design elements
• Explore legal restraints on free speech that affect high school publications as well as metropolitan dailies
• Develop a newspaper vocabulary

 

CREATIVE WRITING
• For students interested in writing poetry and prose
• Develop expression of feelings and ideas
• Students should have good language skills

 

ADVANCED CREATIVE WRITING
Prerequisite: Creative Writing or Teacher Recommendation
• Built on skills students have learned in Creative Writing
• Production of school literary magazine

 

TECHNICAL DRAMA
• 1 semester class (1/2 credit)
• Non performance class
• Basics of set construction and design, lighting, and costume makeup
• Practical experience which supplements classroom theory

 

ACTING I
• 1 semester class (1/2 credit)
• Performance class
• Trains beginning dramatic students in use of voice and body in stage projection

 

ACTING II/DIRECTING
Prerequisite: Acting I and Technical Drama
• Act in and direct several one-act plays
• Open to juniors and seniors who have successfully completed Acting I and Technical Drama

 

SAT/ACT PREP
Prerequisites: Algebra I, Geometry, and a college-bound course of study
• Classes meet every other day for 90 minutes (1/2 elective credit)
• 1 Semester Course: Half Math/Half Verbal & Writing
• Students may elect to receive a pass/fail grade or letter grade
• Uses SAT Software & SAT Practice Tests

• To monitor, evaluate, and support ELA programs, diagnostic assessments, and implementation throughout HCS to assess value to student achievement.
• To maintain a structured, data-driven, cohesive plan for all reading personnel through professional development.
• To support district initiatives to improve PSAT, SAT, and SOL performance through differentiated instruction in grades K-12.
• To provide writing guidelines aligned with standards and writing portfolios and folders, adopted rubrics, and formal writing assessments in grades K-12.
• To revise curriculum to the current standards with emphasis on rigor and differentiation to meet the needs of all students.
• To revise pacing guides consistent with the curriculum.
• To revise quarterly critical skills assessments in response to data, test blueprints, and curricula.
• To partner with the Special Education department for instructional strategies and intervention resources to improve student achievement.
• To partner with Title 1 to share instructional strategies to improve student achievement. 
• To train new teachers throughout HCS in language arts instruction.
• To train Early Reading Intervention Assistants in all kindergarten and grade one classrooms.
• To provide professional development and materials throughout HCS on the instructional strategies for language arts teachers in grades K-12.