Language and Literature - English Department
Staff
- Ms. Coles teaches Reading and English 7.
- Ms. Delaney teaches English for Speakers of Other Languages (ESOL) 1 and 5.
- Ms. Delcea teaches ESOL 2, 3, and 4.
- Mr. N. Jackson teaches Advanced English 6.
- Ms. Kleffman teaches Advanced English 8.
- Ms. Kliefoth teaches Advanced English 7 and Advanced English 8.
- Ms. Murray teaches Advanced English 6 and Reading 8.
- Ms. Millington teaches Read 180 and Reading 7.
- Ms. O'Connor teaches Advanced English 7.
- Ms. Reff teaches Reading 6 and is a 6th Grade Team Leader.
- Ms. Summers teaches Advanced English 6 and is the English Content Specialist.
- Ms. Perikles teaches Reading 6, 7, and 8 to our Learning for Independence (LFI) students.
Advanced English 6
This course integrates the five English/ language arts processes (reading, writing, listening, speaking, and viewing) and the two contents (language and literature) in a thematic organization of four units. Rigor and challenge are essential components of the instructional approach to English 6. Instruction in reading and writing strategies, grammar, and vocabulary is embedded in every unit. Teachers will implement the curriculum through the following thematic units:
- UNIT 1: FOUNDATIONS
- UNIT 2: ADVENTURES
- UNIT 3: CHALLENGES AND BARRIERS
- UNIT 4: CHOICES
Students read, analyze, and study different genres related to each of the themes and complete required common tasks. The common tasks focus primarily on the writing process for three types of writing—argument, narrative, informative/explanatory—and they include the use of information, word processing, and presentation technology to address a variety of language skills. Students have opportunities to present their work orally and through the medium of technology. All students develop portfolios and revisit their compositions as they work to strengthen their writing skills.
This course is designed for able and motivated students with a lively interest in the power and versatility of language. In preparation for advanced middle and high school English courses, students read challenging texts written in various time periods and rhetorical contexts. Students develop their ability to express ideas with clarity and precision by writing increasingly complex compositions for a variety of purposes, including literary analysis, persuasion, and research.
Reading 6 (Enrollment is based on assessment scores)
The Reading 6 curriculum focuses on building, refining, and applying reading strategies in a flexible manner to read and comprehend increasingly complex and challenging text. The Reading 6 curriculum is concentrated on effectively engaging the reader using informational or expository text. Vocabulary instruction is of paramount importance. The study of etymology, using Greek and Latin root words to discern the meaning of unfamiliar words, is an important tool for reading content area texts. Synonyms, antonyms, and multiple meaning words are included as a component of vocabulary study. A variety of optional resources have been identified to support matching readers to appropriately leveled text. Increasing the amount of reading students do independently is a contributing factor of academic success. Motivating and engaging students in enjoyable reading opportunities is a goal for all Reading 6 classes.
Read 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct instruction in reading and writing skills. Students rotate between a small-group, teacher-directed lesson, a computer station for reinforcement and practice, and an independent reading center where students read books at their reading level. The program is designed to rapidly accelerate student achievement, with the goal of bringing them to grade level.
Advanced English 7
This course integrates the five English/language arts processes (reading, writing, listening, speaking, and viewing) and the two contents (language and literature) in a thematic organization of four units. It builds on the students’ experiences in English 6 but involves greater rigor and challenge in its approach to the study of English.Teachers will implement the curriculum through the following thematic units:
- UNIT 1: IDENTITY
- UNIT 2: A SENSE OF PLACE
- UNIT 3: PERSPECTIVES
- UNIT 4: EXPRESSIONS
Students in English 7 examine language and literature in the context of the challenges people face. Students read, analyze, and study different genres related to each of the themes and complete required common tasks. Anchor texts include multicultural, contemporary, and classic titles. The common tasks focus primarily on the writing process for three types of writing— argument, narrative, informative/explanatory —and they include the use of information, word processing, and presentation technology to address a variety of language skills. Students have opportunities to present their work orally and through the medium of technology. Instruction in reading and writing strategies, grammar, and vocabulary is embedded in every unit. All students develop portfolios and revisit their compositions as they work to strengthen their writing skills. English 7 prepares students—through activities integrated into each thematic unit— for county, state, and national assessments.
This course is designed for able and motivated students with a lively interest in the power and versatility of language. Students read challenging texts written in various time periods and rhetorical contexts. Students develop their ability to express ideas with clarity and precision by writing increasingly complex compositions for a variety of purposes, including literary analysis, persuasion, and research.
Reading 7 (Enrollment is based on assessment scores)
The Reading 7 curriculum is an intervention course that extends the reading strategies framed in previous reading courses. This course is designed for readers who have a foundation in decoding skills but experience difficulty comprehending grade level material. The goal of this course is to build reading comprehension of expository texts similar to what students will encounter in academic classes. They learn to flexibly apply reading strategies to problem-solve when reading informational text. Students develop vocabulary, fluency, and motivation for reading. Students work with increasingly more difficult materials as they become more independent and efficient readers. A variety of optional resources have been identified to support matching readers to appropriately leveled text. Read About and READ 180 are interventions that support the performance of students who are reading below the proficient level. Increasing the amount of reading students do independently is a contributing factor of academic success. Motivating and engaging students in enjoyable reading opportunities is a goal for all Reading 7 classes.
Read 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct instruction in reading and writing skills. Students rotate between a small-group, teacher directed lesson, a computer station for reinforcement and practice, and an independent reading center where students read books at his/her reading level. The program is designed to rapidly accelerate student achievement, with the goal of bringing them to grade level.
Advanced English 8
Advanced English classes are organized based on students’ past performance and their assessment data. English 8 is composed of two semester courses: Writing and Language 8A and Literature and Language 8B.
Writing and Language 8A—like its counterpart in ninth grade—puts writing at the center of teaching and learning. The course focuses on developing the skills students need to communicate effectively for a variety of purposes, audiences, and media in a world in which the means for communication are rapidly changing. The writing class is a workshop: Students write every day, keep a portfolio to track progress and set goals, and explore ways to convey their own voice. They read as writers, analyzing short texts, practicing the writers’ techniques, and imitating the style and sentence structures of published authors. They study literature and language as an integral part of the writing and revision process. Students write to explore their own thinking, engage in reflection, and learn each day that they have control over improving their craft.
Literature and Language 8B—like the first semester course—parallels English 9B. Both courses center on the study of language and literature as the vehicle of creative and critical thought that enables students to think about and understand the world. The focus shifts in second semester to a careful study of how professional writers create stories and use language in thoughtful and deliberate ways. Students read short stories, novels, nonfiction, drama, and poetry and explore how writers use the same techniques students have practiced in their own writing. Through careful reading of both print and non-print texts, students search for understanding and sometimes learn to be comfortable with ambiguity in a world of people who have both common and diverse experiences. The course is composed of three thematic units:
- UNIT 1: LITERATURE AS CRAFT
- UNIT 2: LITERATURE IN CONTEXT
- UNIT 3: LITERATURE AS ART
Instruction in reading and writing strategies, grammar, and vocabulary is embedded in every unit. All students develop portfolios and revisit their compositions as they work to strengthen their writing skills. English 8 prepares students for the rigors of high school English classes as well as for county, state, and national assessments. This course involves implementation of the English 8 curriculum for able and motivated students with a lively interest in the power and versatility of language. In preparation for advanced high school English courses, students read challenging texts written in various time periods and rhetorical contexts, at times making interdisciplinary connections with historical events and concepts developed in their Grade 8 U.S. History class. Students develop their ability to express ideas with clarity and precision by writing increasingly complex compositions for a variety of purposes, including literary analysis, persuasion, and research.
Reading 8 (Enrollment based on assessment scores)
The Reading 8 curriculum is an intervention course that extends the reading strategies framed in previous reading courses. This course is primarily designed for readers who experience difficulty comprehending grade-level material and who wish to improve their reading comprehension of expository text in preparation for the demands of high school. Demonstrating flexible use of strategies that are most helpful when comprehending and enjoying a variety of reading experiences is of paramount importance. Instruction to increase vocabulary is critically important to reading with understanding. Students will conduct research using electronic and traditional texts to develop their ability to understand and evaluate the challenging demands of expository texts they will encounter in high school. A variety of optional resources have been identified to support matching readers to appropriately leveled text. Read About and READ 180 are interventions that support the performance of students who are reading below the proficient level. Increasing the amount of reading students do independently is a contributing factor of academic success. Motivating and engaging students in enjoyable reading opportunities is a goal for all Reading 8 classes. Read 180 is an intensive reading intervention program designed to meet the needs of students whose reading achievement is below the proficient level. The program directly addresses individual needs through adaptive and instructional software, high-interest literature, and direct instruction in reading and writing skills. Students rotate between a small-group, teacher-directed lesson, a computer station for reinforcement and practice, and an independent reading center where students read books at his/her reading level. The program is designed to rapidly accelerate student achievement, with the goal of bringing them to grade level.
ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)
ESOL Level 1
This course is designed to teach English as a new language to Entering ESOL students. The four skill areas of reading, writing, listening, and speaking are integrated as students practice oral and written language in an academic context. Students have various learning activities that emphasize vocabulary development and oral fluency. This course meets for a double period every day.
ESOL Level 2
This course is designed to teach English as a new language to Emerging ESOL students. Students continue to develop proficiency in four skill areas of reading, writing, listening, and speaking and are integrated as students practice oral and written language in a variety of academic contexts. Learning experiences are provided to support students as they read informational and literary texts. Students also learn to respond to factual questions and write paragraph summaries about their readings. This course meets for a double period every day.
ESOL Level 3
This course is designed to teach English as a new language to Developing ESOL students. The four skill areas of reading, writing, listening, and speaking are integrated as students practice oral and written language in an academic context. Students at this level of language proficiency understand basic vocabulary dealing with everyday home and school life. Students learn to analyze reading passages and respond to both factual and inferential questions as they read and discuss both literary and informational texts. Students practice speaking fluency, applying editing skills to their writing, and composing different types of paragraphs using grammatical structures that have been taught. This course meets for a single period every day.
ESOL Level 4
This course is designed to teach English as a new language to Expanding ESOL students. The four skill areas of reading, writing, listening, and speaking are integrated as students practice applying language using a variety of academic functions, academic vocabulary, and grammatical structures in context, both orally and in writing, for a variety of academic purposes in discourse. Students practice using various reading strategies while reading a variety of literary and informational texts. Students practice writing single-text and multiple-paragraph essays. In this course, they review known text structures (problem and solution, sequence, main idea and detail, comparison and contrast); study text structure as a guide to increased comprehension; and focus on cause and effect as a structure. Students study poetry, its elements, and its interpretation as they read, analyze, and respond to poetry. They discuss and write comparisons of related ideas in two forms—poetry and prose. This course meets for a single period every day.
ESOL Level 5
This course is designed to teach English as a new language to Bridging ESOL students. Students practice applying language in the four skill areas of reading, writing, listening, and speaking both orally and in writing during extended discourse. As students expand their vocabulary and increase their control of English, they practice using sophisticated sentence structures by connecting ideas and combining sentences to form compound or complex sentences, in context, when speaking and writing. Students focus on expressing their ideas in a paragraph format. Emphasis is placed on forming introductory and concluding paragraphs. Students employ the writing process to produce five-paragraph essays. Students also select a research topic, research the topic, analyze the data, write a report, and make a presentation. In order to become more effective essay and report writers, students learn about paraphrasing and plagiarism. While conducting research, students practice using electronic-literacy skills. This course meets for a single period every day.
Current students and parents may access complete course overviews via Edline.