Oral language development is an essential component for the elementary instruction of reading and writing. Demonstrating comprehension of a variety of printed materials is a major component of reading instruction, along with using word analysis strategies and information resources. The teaching of writing provides student growth in learning how to plan, compose, revise, and edit in a variety of forms for a variety of purposes. Students are taught using the various reading programs in the elementary grades, being exposed to the Virginia Standards of Learning daily.

The Scott Foresman Reading series, used in the elementary grades, is a literature-based language arts program designed to foster and to enhance literacy skills. The stories used are unabridged, time-honored favorites organized in six units for each grade level. Skills are drawn directly from the literature and applied in lessons so that learning is authentic and meaningful to the learner. The principals of the Scott Foresman Reading series are:

1. Children learn best when reading authentic literature.

2. Children respond best when learning takes place in meaningful context.

3. Children grow in language development through an integrated curriculum.

4. Children participate actively as members of the community of readers and writers.

5. Children benefit from ongoing assessment that guides instruction.

The goal is to develop strong readers, writers, communicators, and thinkers based on these guiding principals. The Standards of Learning are taught while using the Scott Foresman Reading series and leveled books as the students read fiction and nonfiction literature and work on related skills. Best practices for teaching literacy are being incorporated in K-5 schools. It is based on the philosophy that students learn best when there is a balance between listening, speaking, reading and writing. Lessons are taught using a variety of integrated, hands-on activities, which support the English SOL. In the elementary classrooms you will find:

• Teachers emphasizing phonological awareness, phonics, vocabulary, comprehension and fluency.

• Teachers reading aloud to children modeling comprehension strategies, sharing excellent literature and using literary language.

• Students and teachers reading together from big books, poems, songs or stories.

• Teachers guiding students who have similar reading behaviors during small group reading instruction building on the students’ strengths.

• Teachers providing time for independent reading offering students the opportunity to select and enjoy literature that they can read on their own.

• Teachers providing mini-lessons for reading, individual conferences for support and opportunities to reflect on comprehension strategies.

• Teachers demonstrating and modeling thinking as they teach writing skills in whole group settings.

• Teachers and students sharing the pen as they create a piece of writing that becomes a collection of reading materials.

• Teachers providing mini-lessons for writing, individual conferences for support, and opportunities for reflection during writing workshop.

• Students having the opportunity to write independently while writing in journals or in response to literature.

• Teachers providing strategies for spelling and word study.

• Students using technology to publish their literary works.

Accelerated Reader is provided in elementary schools. This program is designed as an incentive to read more and increase reading comprehension. In the AR program, students choose books to read based upon a personal computerized comprehension test, receive a computer generated feedback report, and are recognized at varying achievement levels as points are accumulated. Teachers and parents also receive computer-generated reports on student progress. Some of the reading support programs in Chesapeake include Read 180 and Soar To Success in grades 3-5. Read 180 is a reading intervention program to engage students who are currently reading below grade in a highly motivating, technology enhanced acceleration program. Soar To Success is a small-group reading intervention program and is research based. It uses authentic books, reciprocal teaching, and graphic organizers in fast-paced lessons to help intermediate students accelerate their reading. The program is designed to be used to help students who are experiencing some reading difficulty in grades three, four, and five. The two major goals of Soar To Success are to (1) accelerate student abilities as quickly as possible, and (2) help students learn to apply and use the comprehension and decoding strategies effectively as they read across the curriculum.

Assessment informs instruction to meet student needs. Some of the assessment tools used are PALS screening, observation survey, unit tests, reading and writing benchmark tests, and the state assessments. Technology is an important tool in research, assessment, and enhancing student’s learning in all areas.

Recognizing the need for students to be prepared to read and to participate in society as literate citizens equipped with the ability to communicate effectively, the English curriculum in Chesapeake addresses this need by encompassing all of the English Standards of Learning as set forth by the Board of Education for the Commonwealth of Virginia. The English standards are organized into four related strands (oral language, reading/literature, writing, and research). Children in Chesapeake should be the recipients of a balanced instructional program that will support their efforts in the community, in the workplace, or in postsecondary education.

Effective January 1, 2023, the district must adhere to the Revised School Board Policy  6-31 and Senate Bill 656.  We are required to provide prior notification to the parent/legal guardian of a minor child of instructional material with sexually explicit content, as defined in the policy, that will be used in the parent/legal guardian’s student’s classes during the school year.

Appropriate steps and actions for compliance with Senate Bill 656 are outlined in our Student Handbook.

The following texts have been identified as having some element of sexually explicit content as defined by VA State Senate Bill 656. The following list is not perceived to be a comprehensive list and continues to be added to as additional texts are identified meeting the criteria of Bill 656.

There are many ways families can help their students develop good reading and writing skills.

• Create a reading/writing nook in your home

  • Provide an area of your home that will be designated just for reading and writing.

  • The area will need good lighting and a flat surface for writing

  • Provide access to paper, pens, pencils, erasers, a dictionary, and a thesaurus.

• Encourage writing in your home

  • When your child has a writing assignment due, engage in a conversation about the chosen topic.

  • Focus on the ideas generated; encourage research and the time spent on writing.

  • Be aware that writing is a process, students need to return to the same piece of writing several times. A polished finished product needs effort and time.

• Encourage reading in your home

  • Give books or magazines as gifts whenever appropriate.

  • Ask your child what he or she is reading and discuss what you are currently reading.