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ELA position statements (PDFs) •
Reading 1 |
Instructional Administrators for English Language Arts and Reading
• Middle School level: Lynne Wells
• High School level: Patricia Hansbury-Zuendt
Elementary level
The language arts program at the elementary level involves students in extensive reading and writing activities in a workshop format designed to develop competence and skill in a meaningful context. Reading instruction is based on New York State's 6 essential components of reading: phonemic awareness, word recognition, background knowledge and vocabulary, fluency, comprehension and motivation. Students often choose their own reading materials and topics for writing. The emphasis is on developing reading skills through word study comprehension and building a love of literature. Students are taught to use reading and writing effectively to learn and to express their understanding of what they have learned. Curriculum is designed to meet and exceed the NYS English Language Arts learning standards and state assessment. Grades 3-5 are tested annually by NYS ELA Assessments.
Middle School level
The middle school Language Arts program continues the focus on developing language learners as students meet more challenging demands in reading, writing, speaking, listening and viewing in the NYS learning standards for English Language Arts. Students take the New York State English Language Arts assessments in grade 6, 7 and 8 each year. These skills are used and developed in an integrated manner assuring that students learn to use language to "gain information, discover meaning, understand logical relationships, and make judgments through critical listening, reading, and viewing; speak, write, and solve problems creatively; communicate emotions, ideas, opinions, values, experiences, and information; and discover both the power and the beauty of literature as a mirror of human experience, reflecting human motives, conflicts, values, and traditions." While using language in meaningful contexts, students are taught and learn those aspects of language usage that will make them effective communicators - attention to audience and purpose, explicit vocabulary, and correct use of spelling, conventions of usage and grammatical concepts.
High School level
The goal of the English department at the high school level is to develop active learners who are effective communicators and questioning, critical, and reflective thinkers in reading, writing, speaking and listening.
Four units of English are required for graduation. In all
English classes students read and respond to both classic and contemporary
literature, write regularly, study vocabulary, and attend to spelling and
language issues. Students use word processing to facilitate revision and
editing. During each year students will read several full-length works of
fiction, drama, and non-fiction plus many shorter pieces - essays, short
stories, poems, and excerpts. In grades 9 through 11, students have the
option of selecting an integrated English and social studies class.
Students wishing to prepare for the Advanced Placement examinations in
English may do so by taking AP11 (English Language and Composition) and/or
AP 12 (English Literature and Composition). Seniors may also elect to take
Syracuse University Project Advance English and earn 6 units of college
credit.
Most senior English students select from a variety of electives to fulfill
their fourth year requirement, including Public Speaking, College Writing,
and Creative Writing, among others.
