The critical work of English Language Arts is to develop a complex and flexible literacy foundation which requires students to orchestrate multiple aspects of language in order to be proficient readers and writers.  Specifically we want our students to be able to:

Read and comprehend texts across a range of genres and text complexities and access strategies for restoring understanding; 

Construct a response, either orally or written, to texts read or written;

Compose narrative, informational, and argumentative texts.   


Scarborough Reading Rope

Elementary Resource:

Development of Reading Fluency Project: FORI Lesson Plan

FORI Lesson Plan

Elementary Announcements:

(Click on event name to view announcement fliers)


Professional Development: WONDERS

(click on document title or image below to view documents)

Whole Group Instruction
StartSmart Links Whole Group Instruction Links Collaborative Conversations Poster Instructional Time for Salt Lake City School District Elementary Schools

Secondary Announcements: (Grades 6-12)

(Click on event name to view announcement fliers)

Jeff Wilhelm Inquiry Workshops -

To view handouts from previous sessions click here: Jeff Wilhelm Handouts
To view Lesson Plans teachers have created click here: Inquiry Lesson Plans
To view Unit plans teachers have created click here: Inquiry Lesson Plans

- Or go to our Wickispace by clicking here: Jeff Wilhelm Inquiry Wickispace

Effective Writing Resource:

In Common: Effective Writing for All Students Collection of all Student Work Samples, K-12
by the Vermont Writing Collaborative, with Student Achievement Partners and CCSSO.

In Common is a collection of K-12 students writing samples gathered from classrooms across the country.
We hope that this bank of annotated student work will provide a foundation for analysis and discussions that lead to a deep and nuanced understanding of the Common Core Writing Standards.

(To view the paper on Effective Writing click on the title above or on the image below).

Effective Writing


Leave feedback
about this page