English Language Arts is a unique educational discipline that encompasses the areas of reading, writing, speaking, and listening, and is integrated across all content areas of the curriculum. The goal of the English Language Arts program is to establish life-long literacy skills which are developed in meaningful and purposeful contexts, and demonstrated in authentic applications and performances. We believe that ongoing assessment is essential for monitoring student growth and for planning future instructional directions. Using this data we evaluate and make instructional changes allowing us to improve the effectiveness of our instructional program and its effectiveness for all students K-12. Assessment data also allows us to measure our students in relation to other students in the state and nation. In addition to ongoing grade level assessments, we have established the following benchmarks to measure student progress over time.
1. By the end of second grade students understand that reading and writing are meaning making processes. They read and write for personal interest, pleasure, to gain or express information and to deepen understandings. Students grow in their effectiveness to choose books that are appropriate to their ability and demonstrate use of language structure, word knowledge skills and comprehension strategies in order to read with fluency and monitor for meaning. As writers they develop ideas and produce sequential text on assigned or self-selected topics. They create their own art, books, poetry, and dramatic presentations and to convey their growing appreciation of literacy across genres and cultures.
2. By the end of fourth grade, students understand the purpose of various literary genres and have insight into the structures of those genres for both reading and writing. They are able to read for extended periods of time, monitor their comprehension and share perspectives and ideas about their understanding. Students have the language and reasoning skills necessary to verbally express and substantiate their thoughts and are developing essay writing skills in relation to their understanding of text. As writers students self select topics, engage in using writers’ crafting techniques and write for sustained periods of time. They are able to reflect on their writing and engage in the revision process in order to make it more appealing to the reader.
3. By the end of sixth grade, students understand the elements of a literary text, including the subtleties and the interrelationship of author’s purpose, characterization, plot structure, mood and theme. They are working to apply this understanding as they read, engage in discussions, and craft their own writing for various purposes and audiences. These responses are conveyed with their own personal convictions, an increasing world view, and growing awareness and responsiveness to social issues. As readers and writers, students utilize technology to research and develop presentations on assigned or self-selected topics.
4. By the end of eighth grade, students understand how to employ reading strategies to explore and comprehend a variety of texts, identify and utilize the essential elements of fiction, non-fiction, and poetry for literary analysis, and respond considering multiple perspectives. In addition to selecting effective modes of writing and speaking for various purposes and audiences, students will begin to synthesize their reading and research to develop and defend original ideas. As students hone their critical thinking skills, they will also continue to develop skills in language choice and writing mechanics that reflect Standard English conventions.
5. By the end of tenth grade, all students have completed four trimesters of English Language Arts study with specific concentrations on literary analysis, composition, and oral communication. Students will develop and hone the analytical skills (close reading, comprehension, research, and critical interpretation) necessary to respond insightfully to diverse texts. Additionally, students will gain greater skill, fluency, and confidence as they write and speak for a wide variety of purposes and audiences and enhance their facility with language by practicing many modes of discourse. These required courses will provide students with the literacy skills necessary to continue with the 11th and 12th grade English elective program which provides a deeper understanding of literary genres and themes, exposure to literary theory, and more complex and sophisticated approaches to speaking and writing. By graduation, students will be able to read and listen critically and speak and write effectively, whether entering the work force or continuing with their education at the college level.
We need to regularly and consistently measure and monitor our performance as teachers, administrators, and other educational leaders in the Amherst community in helping our students meet the benchmark expectations listed above. The following data will be analyzed on an annual basis in order to assess our success as professionals:
1. Ongoing formative assessments including observations, checklists, rubrics, low stakes writings, reflective practices and on-demand writing samples.
2. Reading assessments using quantitative and qualitative measures, including DRA and QRI in K-6, and DRP in 7-8, inform student progress and areas of need.
3. Portfolios of student writing are used to measure and reflect student growth over time in grades K-12. Additionally, teachers in grades 1-6 use grade level writing prompts to monitor student improvement.
4. Reading and English Language Arts MCAS performance data analysis both in the aggregate and by sub-group in grades three to six, eight, and ten.
5. Number and percent of students completing SATs and the aggregate scores compared with the national average.
6. Number and percent of students selecting the honors or Advanced Placement option in English at the High School (also disaggregated by race, class, and gender).
We welcome your feedback to the English and Language Arts Curriculum Guide. Please send comments to ELA@arps.org.