English Language Arts
Garvey School District
2730 Del Mar Avenue
Rosemead, CA 91770
Phone: (626) 307- 3421
Grades: Kindergarten – 8th
Office Hours: 7:30 AM – 4:00 PM
English Language Arts program
Garvey School District's Language Arts program supports students in developing the literacy skills they need to become confident readers, effective writers, thoughtful communicators, and critical thinkers. Through engaging, standards-aligned instruction, students build the knowledge and skills necessary to communicate clearly, think critically, and succeed academically. Our district is committed to providing high-quality Language Arts instruction that fosters a love of reading, strengthens written and oral communication, and prepares all students for lifelong learning. Through meaningful learning experiences, students develop the ability to analyze texts, express ideas, engage in discussions, and communicate effectively across a variety of contexts. We believe literacy is the foundation for success in every subject area and an essential skill for lifelong learning.
In the area of Reading, Garvey School District teachers participate in cohorts with the Los Angeles County Office of Education (LACOE) signature professional development literacy initiative, the Getting Reading Right Program. This highly acclaimed learning is framed around helping teachers understand the Simple View of Reading (scientific model proposed by Gough/Tunmer 1986) and offers drill downs focused on the strands of Scarborough's Reading Rope so teachers may continue to provide quality evidence-based reading instruction.
Helpful Links and Tips for Families:
Every Child Ready to Read: Built by library associations, this toolkit focuses on five daily practices—singing, talking, reading, writing, and playing—to build early literacy
National Education Association (NEA) Read Across America: Features practical tips for fostering a love of reading and stage-by-stage guidance
Focus on the Science of Reading: Practice explicit phonics, letter-sound recognition, and decoding rather than guessing words from pictures or context
Read Aloud Daily: Read books together every day, ask open-ended questions about the story, and talk about new vocabulary words
Keep Tasks Manageable: Practice one small, targeted skill at a time (such as short vowel sounds or high-frequency words) rather than overwhelming your child with long study sessions.
In the area of Writing, Garvey School District teachers are trained in the Write from the Beginning and Beyond signature writing program. This is a comprehensive, critical-thinking curriculum created by Dr. Jane Buckner that uses Thinking Maps as a visual, common language to teach writing across K-8 grade levels.
Helpful Links and Tips for Families:
1. Narrative Writing (True or Fictional Stories)
- What it looks like: Students move from simple chronological strings in early grades to deep, sensory-rich autobiographical incidents or creative fiction in upper grades.
- How to help at home:
- Have your child map their story using a Flow Map (Beginning → Middle → End).
- Push for "sensory elaboration". Don't let them just say, "We went to the beach." Ask them, "What did the sand feel like? What did the ocean smell like?"
- Ensure they have a clear opening hook and a closing reflection.
2. Expository & Informative Writing (Explaining & Reporting)
- What it looks like: Writing that explains why (giving reasons for an opinion) or how (step-by-step processes). It is driven entirely by the reader's need to know.
- How to help at home:
- Use a Tree Map to organize the main idea and supporting details.
- Try a simple prompt from the official lesson samples: Read a book like Edward the Emu (a story about an emu who tries to be other animals) and ask your child: "If you could be any animal, what would you choose? Map out 3 distinct reasons why."
3. Response to Text (Literary Comprehension)
- What it looks like: Explaining thoughts or arguments about a specific book, article, or visual representation.
- How to help at home:
- After reading a book together, ask your child to state an opinion about a character's choices.
- Require textual evidence. They cannot just say "The character was mean." They must point to a specific page or action in the text to prove it.
