ENGLISH
English concentrates on developing skills in reading, writing, speaking,
and listening taught and practiced through the study of language, literature,
and composition both oral and written. These four skills are integrated,
especially in the workshop format conducted in the classes. At all grade
levels, students concentrate on self-expression, narration, explanation,
description, and persuasion. However, expected outcomes vary with grade
level. While a sixth grader might produce a piece explaining the plot and
characterization of a novel, an eighth grader will be able to write an in-depth
expository piece comparing the motivations of characters from two different
novels. By seventh grade, the students work with the social studies teachers
on factual summaries; in eighth, English and social studies students pursue
the persuasive essay. At all levels, students keep personal journals in
which they frequently write about many topics. Journal writing develops
fluency and helps students acquire and refine necessary skills. The English
classroom provides students with a place to work on all kinds of writing,
including work for social studies, science, and other disciplines.
The reading curriculum focuses on helping students read for enjoyment, aesthetic
and personal response; for acquisition, interpretation, and application
of information; and for critical analysis and evaluation. Whenever possible,
literature is taught through integrated thematic units. Students regularly
engage in discussion of the literature, developing critical thinking skills
as well as listening and speaking skills. Students learn several strategies
to help them understand what they read. Reader response journals provide
students with an opportunity to react to the literature and foster questioning
techniques practiced in group discussion. The reading lists at each grade
level reflect a wide variety of works which provide a rich thematic array
for class study. Students are expected to read a minimum of a book a month
in addition to assigned reading. Most students go beyond the minimum requirement
and are on their way to becoming life-long readers. In addition, each middle
school student reads a book during the summer.
While much of what the students write naturally flows from what they read,
many of the speaking and listening activities emerge from class discussions
about literature and from the small group work of writers' workshop and
cooperative learning activities. In addition, students also participate
in story telling, oral presentations, read-alouds, and other formal speaking
and listening activities.
The study of grammar and spelling is integrated into the language process
through student revision and editing. In most cases, students generate personal
spelling lists and teachers help to pinpoint errors in mechanics, grammar,
and usage.
At the middle school, the English program focuses on creating a literate
environment for its students and teachers. This humane environment nurtures
the natural language development processes for each individual. In this
literate environment, reading, writing, speaking, and listening are taught
in contexts that are meaningful to students. This approach also encourages
a different kind of student evaluation, which emphasizes methods that allow
for observation of students actively engaged in all aspects of the communication
process.
ALTERNATE ENGLISH
Students scoring below the 49th percentile on the standardized reading test
or falling below the State Reference point on the State Reading Test (DRP)
are selected for support in language arts. Students receive this support
in different ways. It is offered via small, self-contained classes which
parallel the regular English program but provide more intensive help in
comprehension, vocabulary, writing, and study skills. Another variation
takes the form of a "push-in" model, where students are placed
in a regular English class but experience the benefits of an English teacher
and reading specialist working together in the same classroom. Small groups
of students are periodically pulled out for intensive work in areas of need.
Many students test out of the program as they progress through middle school.