Name of Program: 

Grade Level: 8-12

Population: All Students

Materials :

v    Centers

v    Software:  Reader’s Choice

v    Online:  TRACKS, Study Island

v    Streaming Video

v    Texts

·       Glencoe Literature Courses 4 and 5, American, and British Literature

·       Prentice Hall Writing and Grammar 9, 10, 11, and 12 levels

v    Classroom novel sets

·       See reading list

v    Library selections/videos

v    ClassServer lessons

v    CIA

·        Jane Schaffer Writing Program

General Description:

English courses combine composition, grammar, and literature for a balanced literacy program. These courses are designed to teach students to communicate in both oral and written form and to think critically. Appreciation of literature (the understanding, admiration and value of literary genres) is also a focus of these courses. Grammar review and enhancement from previous English classes and comprehensive practice and re-teaching for all writing modes continues each year. Literature study includes a chronological study of classic and contemporary literature, crossing cultures and genres of American, World, and British Literature from discoverers of America to modern writers. The focus also encourages the study of relationships between experience and literature. Advanced Placement English classes also prepare students for the College Board Advanced Placement Language Exam.

Working Theories:

v    Balanced Literary

http://www.ncrel.org/sdrs/timely/brires.htm

v    Content-Based Reading

v    Multiple Intelligences

v    Brain-Based Research

v    Whole-Part-Whole

http://www.arp.sprnet.org/curric/Dept_Chairs/whole.htm

Working Models:

v    Whole-Part-Whole (Dorothy Strickland) http://www.arp.sprnet.org/curric/Dept_Chairs/whole.htm

v    Multi-Paragraph Writing (Jane Schaffer)

v    http://www.janeschaffer.com/

v    National Standards

http://www.ncte.org/about/over/standards/110846.htm

v    Writer’s Workshop

v     

Pedagogical Resources

• How to Teach: http://www.stenhouse.com/pdfs/0405ch01.pdf
• How to Teach Reading: http://www.texasreading.org/utcrla/materials/secondary.asp

Policies: 

v    SCANS

http://www.arp.sprnet.org/default/LivingSkills/SixSkills.htm

v    Character Counts

http://www.goodcharacter.com/

http://www.arp.sprnet.org/curric/CC!/Ethics.htm

v    Reading Improvement

http://www.arp.sprnet.org/curric/READ/Initiatives.htm

v    Staff Development

http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

v    NCLB- Three Tiers

http://www.arp.sprnet.org/default/district/inservice/inserv1.htm

Time Allotments: 

v    Content-based reading (throughout the year)

v    Explicit instruction (10-15 minutes daily)

v    Guided reading/writing(15-25minutes daily)

v    Guided practice (15-20 minutes daily)

v    Share/Reflection time (5-10 minutes daily)

Mentorship Component for New Teachers:

Mentor Observation Form

Mentor Check List

 Classroom Engagement:

v    Visual Cues/Posted Objectives

v    Curriculum-based reading

v    Four classroom components

1.     Concrete (manipulatives, models, hands-on)

2.     Discussion/Mental model

3.     Symbolic/Pictorial

4.     Abstract (written on the board, formulations)

 Goals:

v    All learners will be successful on the two lowest ELA objectives at 70% on the 1^st benchmark.

v    All learners will be successful at 70% or above on the 1^st benchmark test.

v    Students will be successful on exiting Tiers before the end of 1^st semester.

v    STAR reading scores will have an improvement of ½ grade level by semester.

v    All learners will be successful at 75% or above on the writing benchmark test.

v    In 2006, at least 75% of all English students in grades 8-11^th  will  be successful on TAKS.

Major Concepts:

Concept Weaknesses:

ELA Lowest Four @ JH:

Objective 1 – Demonstrate a basic understanding of culturally diverse written texts.

Objective 2 – Apply knowledge of literary elements to understand culturally diverse written texts.

Objective 3- Use a variety of strategies to analyze culturally diverse written texts.

Objective 4- Apply critical thinking skills to analyze culturally diverse written texts.

ELA Lowest Four @ HS:

Objective 1 – Demonstrate a basic understanding of culturally diverse written texts.

Objective 2 – Demonstrate an understanding of the effects of literary elements and techniques in culturally diverse written texts.

Objective 3 – Demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.

Objective 4 - Demonstrate the ability to revise and proofread to improve the clarity and effectiveness of a piece of writing.

Example Activities:

Resources:

Accountability:

v    YEA (pre-assessment at the beginning of the school year)

v    Benchmark tests (at the end of each six weeks)

v    Grammar tests (at the end of each six weeks/included in six weeks test)

v    STAR tests (at the beginning of the school year, at the end of each semester)

v    Final Exam

v    TAKS test (administered during the spring semester)

Tier 1:  students that failed to meet minimum requirements on the Yearly Expectations Assessment given the third week of school.  These assessments were based on objectives the student needed to master from the previous grade level.  The assessments were given in English, Math, Science and Social Studies.  Parents of the students qualifying for Tier I will be notified by letter.

Tier 2: students that have failed to master objectives taught during the 1^st-3^rd six weeks of school or failed TAKS from the previous school year.  This will be measured on a benchmark test given the sixth week of school.  The parents of the students qualifying for Tier II and /or III will be notified by letter.

Tier 3: students that have failed to master objectives taught for the 1^st semester of school or any combination of Tier I and/or II.  This will be measured on a benchmark test given at the end of the 1^st semester.  The parents of the students qualifying for Tier II and/or III will be notified by letter.

Tutorial Options:

v    After school tutorials

v    Before school tutorials

v    Peer tutoring (Mu Alpha Theta and National Honor Society)

v    TAKS Class

Materials:

v    TAKS Buckle Down Booklets

v    TAKS Coach Booklets

v    Computer Tutorials (ie. TRACKS, Study Island)

v    Accelerated Reader Program

v    Credit Recovery Software

v    L&M Software

v    TEA online assessment

Allotted Time/Days:

v    Before school tutorials (7:30AM-8:00AM) arrangements made with individual teachers)

v    After school tutorials (3:30PM-4:00PM) Thursdays for high school,_________ for junior high

v    TAKS classes are offered at the high school campus throughout the school day.

Assessments:

v    ClassServer/teacher constructed tests