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Curriculum: Language Arts / Literacy
The goal of the elementary Language Arts instructional program is to develop lifelong readers and writers. Competence in the areas of reading and writing increases overall motivation to achieve.Grade-level appropriate instruction is provided in the areas of:
The purpose of the Kindergarten Language Arts Program is to build foundational knowledge that will prepare students with the skills needed for later learning in the language arts. In kindergarten, students develop their knowledge of letters, words, and sounds so that they may read simple sentences. They identify basic facts and ideas to show their comprehension of what they have read, heard, or viewed. They learn comprehension strategies (e.g., making predictions) to understand text, and listen and respond to both fiction and non-fiction texts. They learn basic story elements (setting, characters, important events) and how to retell familiar stories. Kindergarten students also learn to write words and brief sentences that are legible, using their developing alphabetic knowledge.
The purpose of the Grade One Language Arts Program is to help students
be able to read and write more independently. First grade students will
learn to decode letter patterns by using phonics, syllabication, and word
parts. They will work towards fluent oral and silent reading. They learn
a variety of comprehension strategies (e.g., activating background knowledge)
in order to read and understand grade level text, in both fiction and
nonfiction. First grade students learn to identify and describe the plot,
setting, and character(s) in a story, in addition to the beginning, middle,
and end of a story.
In grade one, students write coherent sentences and
paragraphs that develop a central idea, and learn to use the writing process
(prewriting, drafting, revising, editing, etc.). They write narrative
and expository descriptions of familiar objects and experiences.
The purpose of the Grade Two Language Arts Program is to extend word-recognition
fluency, deepen understanding of text, and to increase writing proficiency.
Second grade students will decode letter patterns using phonics, syllabication,
and word parts. They work on achieving fluent oral and silent reading.
They learn more comprehension skills and strategies (e.g., state purpose
in reading, recognize cause and effect) to read and understand grade level
text, in both fiction and nonfiction. Second grade students also learn
to compare and contrast different plots, settings, and characters.
In grade two, students write coherent sentences and
paragraphs that develop a main idea. Students progress through the writing
process (drafting, revising, etc.). They write narratives based on familiar
experiences, and friendly letters.
The purpose of the Grade Three Language Arts Program is to provide the
last period of formal phonics instruction, and to provide increasing emphasis
on vocabulary development, comprehension strategies, and writing. Third
grade students will decode multi-syllabic words and read with appropriate
pacing, intonation, and expression. They will extend their literal and
inferential comprehension of grade level material, and increase their
ability to read in a variety of genres (e.g., fairy tales, fables, textbooks,
etc.). Third grade students distinguish main ideas and supporting details,
and are able to determine theme or author's message in fiction and nonfiction
text.
In grade three, students write paragraphs that develop
a topic sentence with supporting facts and details. They write narratives
and descriptions with well-chosen details, and learn the correct format
for writing personal and formal letters, thank-you notes, and invitations.
The purpose of the Grade Four Language Arts Program is to help students
move from learning to read to reading to learn in subject-matter content.
Fourth grade students read increasingly complex narrative and expository
text with appropriate pacing, intonation, and expression. They use appropriate
comprehension strategies when reading for different purposes, and learn
to compare and contrast information on the same topic after reading different
texts. Students also learn to define and identify figurative language
(e.g., simile, metaphor, etc.).
In grade four, students write multiple-paragraph
compositions, with an introduction, supporting paragraphs, and a conclusion.
They write narratives, responses to literature, information reports, and
summaries.
The purpose of the Grade Five Language Arts Program is to continue ensuring
that students are prepared to read complex narrative and expository texts
in subject-matter areas. Fifth grade students discern main ideas, concepts,
and evidence in text. They identify conflict and resolution in fiction,
and understand and recognize themes, as well as common literary devices
(e.g., imagery, symbolism).
In grade five, students write effective multiple-paragraph
narrative and expository compositions. They write formal introductions,
use supporting evidence, and summarize important ideas in a conclusion.
They write narratives, responses to literature, research reports, and
persuasive compositions.
The English/Language Arts program for grade 6 is balanced and comprehensive. The language arts processes of reading, writing, listening, and speaking are taught in an integrated and inter-related manner. Course components include the study of rich and varied literature; writing in the genres of narrative, persuasive, expository, and response to literature, direct instruction in language arts skills and strategies, including vocabulary development, spelling, and grammar; a balance of oral and written language activities; and on-going diagnosis and assessment.
Course Descriptions for 2011 - 2012
Course Descriptions for 2010 - 2011
The English/Language Arts program for grade 7 is balanced and comprehensive. The language arts processes of reading, writing, listening, and speaking are taught in an integrated and inter-related manner. Course components include the study of rich and varied literature including expository texts; writing in the genres of narrative, persuasive, expository, response to literature and summaries of reading materials; direct instruction in language arts skills and strategies, including vocabulary development, spelling, and grammar; a balance of oral and written language activities; and on-going diagnosis and assessment.
Course Descriptions for 2011 - 2012
Course Descriptions for 2010 - 2011
The English/Language Arts program for grade 8 is balanced and comprehensive. The language arts processes of reading, writing, listening, and speaking are taught in an integrated and inter-related manner. Course components include the study of rich and varied literature including expository texts; writing in the genres of narrative, persuasive, expository, and response to literature; direct instruction in language arts skills and strategies, including vocabulary development, spelling, and grammar; a balance of oral and written and language activities; and on-going diagnosis and assessment.
Course Descriptions for 2011 - 2012
Course Descriptions for 2010 - 2011
Beginning LANGUAGE! is a language arts course designed for middle school students who have difficulties in phonemic awareness, single word decoding, spelling, writing and literal comprehension, that usually reflect insufficient phonological processing. This course uses LANGUAGE!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is on building the foundations of phonemic awareness, vocabulary development, comprehension, text reading, and word recognition, while reading texts with readability levels of Primer-2.5. This course offers the flexibility of placement into an alternate LANGUAGE! course at the quarter or semester, based upon individual achievement of the student. Students who qualify in units1-12 of Level 1 will begin the course of study at Level 1 Unit 1.
Intermediate LANGUAGE! is a language arts course designed for middle school students who have difficulties in phonemic awareness, decoding, spelling, writing and literal comprehension, which usually reflect insufficient phonological processing. During this course, students master consonant blends and begin working with syllabication and morphological principals as well as interpretive comprehension strategies. This course uses LANGUAGE!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is on building the foundations of phonemic awareness, vocabulary development, comprehension, text reading, word recognition, and writing while reading texts with readability levels of 2.6 to 4.5. This course offers the flexibility of placement into an alternate course at the semester, based upon individual achievement of the student. Students who qualify in units 13 – 24 will begin the course of study at Level 1 Unit 13.
Advanced LANGUAGE! is a language arts course designed for students who have the foundations of reading in place and are decoding and spelling multi-syllabic words, expanding and building upon literal and interpretive comprehension strategies and using various writing strategies to develop cohesive compositions. This course uses Language!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is upon expanding vocabulary development, spelling, comprehension, fluent text reading, word recognition, and writing, while reading texts with readability levels of 4.6 - 6.0. This course offers the flexibility of placement into an alternate course at the semester, based upon individual achievement of the student. Students who qualify in units 25-36 of Advance LANGUAGE! will begin the course of study at Level II Unit 25.
Advanced Academic Reading is a course designed to improve the reading skills of middle school students. Emphasis is on increasing students1Zù4 reading comprehension strategies, reading vocabulary, and metacognitive strategies for reading informational text (non-fiction) with comprehension and fluency. Focus is on applying specific reading strategies to various subject area texts being used in other content areas. It will supplement, not supplant, Middle School English 6,7,8, ELD III, or ELD IVL.
Students will implement the writing process to explore and create effective writing. Writing is viewed as a means of expression, a means of communication, and a highly intellectual activity. Students will analyze the various writing genres through reading, writing, and critiquing techniques tied to writing. Students will strengthen their knowledge and application of various writing strategies to enable them to display more sophistication and polish in their final compositions. Emphasis will also be placed on the conventions of writing, spelling, punctuation, paragraphing, and organization.
Debate is a language arts elective course designed to improve skills in the four language arts areas (reading, writing, listening, and speaking). Students will also practice to mastery their research skills, reasoning ability, and critical thinking competency. They will apply these skills by sharing orally and in writing their developed opinions and research findings on a variety of timely issues in a variety of debate formats including Lincoln/Douglas, Four Debater, and Socratic Seminar. Students will also participate in Mock Trial as a long-range learning project.
This course includes a study of modern newspapers, the history of journalism in the United States, newspaper organization, analysis of news, the effects of propaganda, and newsgathering and writing. Students will focus upon a study of the physical makeup of a newspaper and the production of a minimum of four newspapers.
This course is designed to teach students how to create and produce a school yearbook. Students will focus on the elements of the purpose of a yearbook, developing a theme, creating layouts and designs, photography, writing, and editing. Students will also participate in the marketing and sales of the yearbook.
Fast Track is a before/after school reading intervention program offered to students in Grades 6-8 four days a week for a quarter. This comprehensive, research-based reading intervention program is designed to supplement and accelerate students attainment of grade level reading proficiency through systematic instruction and practice of the 5 key components of reading: phonological awareness, phonics, comprehension, vocabulary, and fluency. Lessons take a scaffolded approach and use six steps to reinforce each skill: introduce, demonstrate, coach, apply, assess, and reteach. The course uses high interest-age appropriate topics that are presented in a thematic, magazine format. This course is recommended for students in Langauge Arts 6,7,8 Core classes (double period classes) who need additional instruction in reading to be successful with grade level standards.
Students pursue a balanced literacy program with an emphasis on writing. Writing activities will be based on literature and non-fiction to provide a highly motivated curriculum. Students will receive instruction in the conventions of standard edited English and research techniques. Students will demonstrate the writing process, applying the process to composing texts in various genres including narrative/autobiographical, literary analysis, expository, and persuasive.
Students pursue a balanced, integrated literacy program of literature and language study. In literature, students develop strategies to construct meaning and interact thoughtfully with all genres of literature and nonfiction texts. Writing activities are extensions of experiences developed through reading literary and nonfiction works. Students will engage in a variety of expository and creative writing tasks which connect literature and their life experiences. Students will use writing process activities in a variety of genres including persuasive, expository, narrative, and literary analysis of texts. Students also receive instruction in the conventions of written language, effective oral communication, and research techniques.
Students will engage in a variety of academic and creative writing tasks which connect both literature and nonfiction to their life experiences. Students will use writing process activities in a variety of genres; persuasive, expository, narrative, reflective and literary analysis of texts. Students also receive instruction in the conventions of written language and effective oral communication. Students explore themes found in American literature and the American experience through a balanced, integrated program of literature and language study. Students read and respond to historically and/or culturally significant works of American and non-fiction texts tracing the development of American writing from the colonial period forward. In addition, students write a(n) historical investigation report. (Junior Thesis)
This one-year rhetoric and composition course is for college bound seniors to enable them to read and write academic prose effectively and strategically and to increase their mastery of academic language. This rigorous course is built around in-depth studies of various expository, analytic, or argumentative writings on non-literacy topics and the rhetorical analysis of lengthier non-fiction and fiction genres, such as autobiography, biography, novel, and drama. Pivotal to the curriculum is the deepening of student1Zù4s critical reading, writing and thinking skills about both expository and literary prose with the emphasis on fostering their ability to argue and extend their understanding of complex material in writing. Students will be expected to engage in depth with diverse and challenging material in writing. In addition, they will be expected to increase their awareness and application of the techniques employed by authors. They will read closely to examine relationships between an author1Zù4s argument or theme and his or her audience and purpose, to analyze the impact of structural and rhetorical strategies, and to examine the social, political, and philosophical assumptions that underlie the text. Assessment will be both oral and
This course is designed for the student who has not yet passed the CAHSEE. Students will review the content standards taught in previous grades. To that end, students pursue a concentrated study of the writing process, essay genres, close reading of fiction and non-fiction, research skills and correctness to demonstrate achievement on the skills required to pass the CAHSEE and for college. Reading and writing activities are based on contemporary themes in literature and non-fiction selections to provide for an ever changing and highly motivational curriculum. Where available, students learn to use technology to support production of text, correctness, and research reading and writing
British Literature presents an integrated, literature-based program which generally follows an historical sequence from the Anglo-Saxon period to contemporary works. This course is designed for the collegebound student seeking more academic challenge than the regular college preparatory class, where reading is more demanding, writing is more frequent, and assessment is more rigorous. Students contrast the literary forms, stylistic techniques, and characteristics of the major literary periods. They not only analyze such devices as figurative language, imagery, speaker, and tone, they also relate the literature to the geographical, philosophical, political, religious, cultural, and social influences of those periods. A student who successfully completes British Literature is able to respond to works of great complexity and depth in an articulate and sophisticated manner.
This one-year creative writing course is for college bound seniors to enable them to read and write effectively and creatively and to increase their mastery of various literary genres. Writing is viewed as a means of expression, a means of communication, and a highly intellectual activity. Each participant is a writer and an artist in a community of writers which serves as a sounding board, editor, audience, etc. This rigorous course is built around in-depth studies of various non-fiction and fiction genres, such as memoir, essay, poetry, short story, screenplays, novel, and drama. Pivotal to the curriculum is the deepening of student’s critical reading, writing and thinking skills and their ability to extend their understanding of complex material in reading and writing. In addition, they will be expected to increase their awareness and application of the techniques employed by authors. They will read closely to examine relationships between an author’s purpose or theme and his or her audience and purpose, to analyze the impact of structural and literacy strategies, and to examine and practice techniques of revision and editing. Assessment will be both oral and written and each student must submit a portfolio and work for publication.
This course is designed to help college preparatory students understand the basic language of film, develop analytic skills, and explore the historical development of visual media. Students actively apply analytical skills used with literature to analyze films, viewing films actively, rather than as passive bystanders. The course explores the relationship of film to specific works of literature and the effectiveness of films as literature. Students will demonstrate proficiency in analysis of film through oral and written formats by writing and presenting comparisons of novels and stories to film adaptations, writing expository essays and responses to various essays about film, and writing reviews of films. Good writing skills and regular homework are required.
This course is designed to be an academic preparation for college. Multicultural Literature provides students with an opportunity to come to some basic understanding of their own culture and the culture of others in order to promote more understanding of our multicultural society. Students will read and respond to diverse writers and genres reflecting contemporary society. They will compare and contrast attitudes, values, customs, and traditions expressed in these literary works, exploring what is universal for all cultures as well as the unique experiences of individual cultures. Students will analyze and discuss such themes as tolerance, prejudice, racism, etc. in a historical, contemporary, and political context. As well, students will engage in close reading of nonfiction and texts as a catalyst to engage in intensive practice of the writing process. They will compose autobiographical/biographical narratives, persuasive essays, responses to literature, reflective essays as well as job and college applications and an academic rÈsumÈ.
LANGUAGE! I is a language arts course designed for high school students who have difficulties in phonemic awareness, single word decoding, spelling, writing, and literal comprehension, that usually reflects insufficient phonological processing. This course uses LANGUAGE!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is on building the foundations of phonemic awareness, vocabulary development, comprehension, text reading, word recognition, and writing, while reading texts with readability levels of Primer-3.5. This course offers the flexibility of placement into an alternate course at the semester, based upon individual achievement of the student. Students who qualify in units 1-18 of Level 1 will begin the course of student at Level 1.
LANGUAGE! II is a language arts course designed for high school students who have insufficient phonological processing and need linguistic support in phonology, morphology, semantics, and syntax. Encoding and decoding concepts are still an important component, but at this level, students expand and build upon literal and interpretive comprehension strategies along with composing and analyzing written language. This course uses LANGUAGE!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is on word study, spelling, vocabulary development, comprehension, and writing, while reading texts with readability levels of 3.6-6. This course offers the flexibility of placement into an alternate course at the semester, based upon individual achievement of the student. Students who qualify in units 19-36 of Level 2 will begin the course of student at Level 2.
Intermediate LANGUAGE II AB is a language arts course designed for high school students who have difficulties in phonemic awareness, decoding, spelling, writing and literal comprehension, which usually reflect insufficient phonological processing. During this course, students master consonant blends and begin working with syllabication and morphological principals as well as interpretive comprehension strategies. This course uses LANGUAGE!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is on building the foundations of phonemic awareness, vocabulary development, comprehension, text reading, word recognition, and writing while reading texts with readability levels of 2.6 to 4.5. This course offers the flexibility of placement into an alternate course at the semester, based upon individual achievement of the student. Students who qualify in units 13 – 24 will begin the course of study at Level 1, Book C, Unit 13.
LANGUAGE II CD is a language arts course designed for high school students who have the foundations of reading in place and are decoding and spelling multi-syllabic words, expanding and building upon literal and interpretive comprehension strategies and using various writing strategies to develop cohesive compositions. This course uses Language!, a sequential, balanced literacy program emphasizing developmental reading instruction. Its emphasis is upon expanding vocabulary development, spelling, comprehension, fluent text reading, word recognition, and writing, while reading texts with readability levels of 4.6 - 6.0. This course offers the flexibility of placement into an alternate course at the semester, based upon individual achievement of the student. Students who qualify in units 25-36 of LANGUAGE II CD will begin the course of study at Level II, Book E, Unit 25.
Literacy Workshop, a balanced literacy program emphasizing developmental reading instruction, is designed specifically for students without serious learning disabilities who are reading two or more grades below their current grade level. Students enrolled in this course are typically reading between a mid 5th and end of 6th grade reading level of fiction and ction text and score at the Below Basic level on the CST. Emphasis is upon increasing students1 reading comprehension strategies, application of flexible decoding strategies, reading vocabulary, and metacognitive strategies for reading both narrative and informational text with comprehension and fluency. Areas of focus are those critical to adolescent reading improvement: ” Motivation ” Guided and independent reading” Acquisition and practice of essential reading comprehension strategies
Literacy Workshop, a balanced literacy program emphasizing developmental reading instruction, is designed specifically for students without serious learning disabilities who are reading two or more grades below their current grade level. Students enrolled in this course are typically reading between a mid 6th and end of 7th grade reading level of fiction and nonfiction text and score at the Below Basic level on the CST. Emphasis is upon increasing students1 reading comprehension strategies, application of flexible decoding strategies, reading vocabulary, and metacognitive strategies for reading both narrative and informational text with comprehension and fluency. Areas of focus are those critical to adolescent reading improvement: ” Motivation ” Guided and independent reading ” Acquisition and practice of essential reading comprehension strategies.
