ENGLISH LANGUAGE ARTS GOALS ITERACY RAMEWORKold.sandi.net › board › reports › 2002 › br.010108 › d50 › 10englishlangarts.pdfFor English language arts and English language

Course of StudyPart III: Curriculum AreasEnglish Language Arts

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ENGLISH LANGUAGE ARTS

English language arts, K–12, focuses on the process by which we use language. Students increase theircommunications abilities through reading, writing, speaking, and listening activities that are related to andreinforce one another. Instruction respects the home language of students and builds from this base theEnglish language skills needed to communicate with people from many different backgrounds.

MAJOR GOALS

English language arts instruction is designed to enable students to develop their command of reading,writing, spelling, handwriting, speaking, and listening skills. The instruction is intended to help studentsachieve the district-adopted English language arts standards for each course in the English language artscurriculum.

SAN DIEGO LITERACY FRAMEWORK

Students learn to read, write, and speak successfully when a variety of instructional approaches areprovided. The following approaches provide the framework for the implementation of San Diego CitySchools’ literacy program.

Reading Aloud

Reading aloud introduces students to the joys of reading and the art of listening. Reading aloud providesopportunities to model reading strategies. Through reading aloud students understand that the languageof books is different from spoken language, develop understanding of the patterns and structures ofwritten language, learn new words and ideas, and learn about and locate models of particular genres, orforms of writing.

Independent Reading

Independent reading by students gives them opportunities to practice the strategies they have learned inshared reading, guided reading, read aloud, and word study. Teachers provide guidance with bookchoices, tailor teaching to meet individual needs, and meet with individuals to monitor progress. Booksfrom a range of levels are available in the classroom. Students become proficient at selecting books thatmatch their interests and reading levels.

Word Study

Word study provides students with the opportunity to become aware of sounds in words and how theyrelate to symbols in written language. Word study prepares students to become familiar with both thevisual aspects of letters and words and the phonological pattern of words. Beginning readers are taughtthe alphabet, the relationship between sounds and letters, blending of sound-letter links, and highfrequency words, as well as regular patterns.


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Observation and Assessment

Systematic assessment, which is recorded, builds a profile of the progress a student is making in literacy.Ongoing assessment informs teaching and tells teachers what students can do and what they need to donext. Teachers assess students in a variety of ways and focus on individual students. Running records,informal comprehension assessments, observations and writing samples are all critical components ofpurposeful assessing. In addition to ongoing assessment, students participate in assessments such asstandardized testing and district assessment portfolios.

Shared Reading

Shared reading with an enlarged text or a text everyone can see provides an opportunity for all students tosuccessfully participate in reading. Each student, regardless of reading level, can be engaged in thereading process. Teachers demonstrate the reading process and strategies that successful readers use.Students and teachers share the task of reading, supported by a safe environment in which the entire classreads text (with the assistance of the teacher) that might otherwise prove to be too difficult. Students learnto interpret illustrations, diagrams, and charts. Teachers identify and discuss with students theconventions, structures, and language features of written texts.

Guided Reading

Guided reading provides an opportunity for students to practice reading strategies and takeresponsibility for their reading. Students practice for themselves the strategies that have been introducedin shared reading. The text that is selected must match the needs of the group of readers. Teachers usingthis approach must be able to identify the supports and challenges in the reading material. With someguidance, students read for themselves within the group setting. Teachers listen in and make decisions onthe instructional needs of each student.

Modeled Writing

Modeled writing introduces students to the joys of writing. Teachers demonstrate the strategies ofproficient adult writers. Teachers model the writing process and, through the process, add, revise, askquestions and clarify the purpose of the writing.

Shared Writing

Shared writing provides an opportunity for all students to successfully participate in the writing process.The students and teachers share the task of writing. The writing comes from the students’ thoughts andideas. Teachers identify and discuss with students the conventions, structures, and language features ofwritten text.

Guided Writing

Guided writing provides an opportunity to work with groups of students or an individual student oneffective writing strategies as determined through teacher observation of student behaviors and work. Theneeded strategies and skills are demonstrated within the context of authentic writing tasks. Guidedwriting provides an opportunity to develop a student’s independence and ability to self-monitor his orher own learning of writing strategies and skills.


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Independent Writing

Independent writing provides an opportunity for students to practice using the writing strategies theyhave learned during modeled writing, shared writing, and guided writing. Students are encouraged towrite for authentic purposes and to use a variety of styles. Teachers confer with students and encouragethem to publish their work.

EVALUATION

A variety of assessment indicators are used throughout the K–12 language arts program to determinestudent performance and progress. The charts on the pages that follow show the sequence of languageinstruction, K–12, and list the assessment indicators used at each grade level and course.


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ENGLISH LANGUAGE ARTS STANDARDS

In January 2001, the San Diego Unified School District Board of Education formally adopted the stateacademic standards for language arts for use in the San Diego City Schools. The Board made its decision toensure clear links to the state assessment and accountability systems, the curriculum adoption process, andstate-sponsored professional development. The state language arts standards are available at the followingWeb site:

www.cde.ca.gov/board/

BASIC REFERENCES

Every Child a Reader: The Report of the California Reading Task Force. Sacramento: California Department ofEducation, 12995.

Language Arts Framework (Draft): K–12. California Department of Education, 1998.

Language Arts Standards (Draft): K–12. California Department of Education, 1998.

San Diego Literacy Framework. San Diego City Schools, 1998.

Teaching Reading: California Advisory. Sacramento: California Department of Education, 1996.

DIAGRAM OF COURSE SEQUENCE: INTEGRATED LANGUAGE ARTS, GRADES K–6AGES 4–12

Age 4–7 6–9 8–12

Grade Kindergarten 1 2 3 4 5 6

Reading Learning to read.

Reading instruction includes systematic,explicit phonics and emphasizes phonemicawareness, spelling, and comprehensionstrategies

Reading to learn

Reading strategies focusing on comprehension

Oral/WrittenLanguage

Attention given tocommunicating ideas anddeveloping fluency first, withform and correctness cominglater

Fluency developed with the use of the writing process and speakingin spontaneous and structured situations


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Handwriting Introduction to thecorrect formationof each letter

Manuscriptinstruction

Mainten-ance ofmanuscript

Cursiveinstruction

Maintenance of manuscript and cursive

English 5th:GenreStudies

5th*

English 5th:LiteracyBlock 5th*

* For grade 5 students who are assigned to classes within a secondary school scheduling environment.


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DIAGRAM OF COURSE SEQUENCE: ENGLISH LANGUAGE ARTS, GRADES 6–12

Grade 61 7 8 9 10 11 12

Requirements Year course required at eachgrade level.

Two-semester course re-quired at each grade level.

Four semester creditsrequired.

Courses2 English 6th:GenreStudies 6th

English 6th:LiteracyBlock 6th

English 7th

English 7th:GenreStudies 7th


English 8th

English 8th:GenreStudies 8th


English 1,2(P)

English 1,2LiteracyBlock

AcceleratedLiteracyCore 1,2:GenreStudies 1,2

English 3,4(P)

LiteracyBlock 3,4:GenreStudies 3,4

1. One semester ofAmerican literaturefrom the list below:

a. American Literature1,2 (P)

b. Contemporary Voicesin Literature 1,2 (P) (ifemphasis is onAmerican writers)

c.Ad

vancedAmericanLiterature 1,2(HP)

2. 3 additional semestersfrom the above listand/ or the list below:

a. World Literature 1,2(P)

b. Writer’s Workshop 1,2(P)

c. Contemporary Com-munications 1,2 (SeeBus. Ed.)

1 Grade 6 middle school students only.2 Courses that appear in boldface are currently listed by the University of California as meeting its subject area.

requirement b for admission. Such courses must appear on the individual UC-approved list for each districthigh school seeking acceptance of the courses for its students.

Reading 6th (Course No. 1529), Literature 6th (Course No. 1534), and Spelling 6th (Course No. 1533) are listed inthe District’s official course file as a districtwide courses for grade 6 students. No descriptions of the courseswere provided for this publication. Please consult personnel in the Literacy Programs office for additionalinformation.


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d. APEnglishLanguageandComposition 1,2(HP)

e. EnglishLiterature 1,2 (P)

f. AP English Literatureand Composition 1,2(HP)

LiteracyBlock 5,6:GenreStudies 5,6


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Grade 63 7 8 9 10 11 12

English as a Second Language. Credit for ESL courses counts toward the English andLanguage Arts credits required for high school graduation.

Publications Yearbook 9th–12th

Journalism 6th–8th Journalism 1,2

Journalism 3,4

Journalism5,6

Special Educa-tion Courses

Functional Language Arts 6th–8th (SPED) Functional Language Arts 9th–12th (SPED)

Applied English 7th–8th(SPED)

Applied ReadingDevelopment/Improvement 7th–8th (SPED)



Multilevel English 7th–8th(SPED)

MultilevelEnglish 1,2(SPED)

Multilevel English 3,4(SPED)

Multilevel English 5,6(SPED)

3 Grade 6 middle school students only.

Course of Study Integrated Language Arts, Grade KPart III: Curriculum AreasEnglish Language Arts

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INTEGRATED LANGUAGE ARTS, Grade K

Reading; Writing; and Speaking, Listening, and Viewing

This level of instruction is intended to help students meet district-adopted English language artsstandards.

BASIC TEXTS ANDTEACHING GUIDES

For English language arts and English language arts for English language learners:

Signatures, Harcourt Brace, 1997; or

Invitations to Literacy, Houghton Mifflin, 1997; or

Spotlight on Literacy, Macmillan, 1997; or

Literacy Place, Scholastic, 1996; or

Literature Works, Silver Burdett, 1997.

For Spanish language arts for English language learners:

Invitaciones, Houghton Mifflin, 1997; or

Cuentecuentos/Cuentamundos, Macmillan, 1997; or

Solares, Scholastic, 1996.

Supplemental reading materials in English also are part of the curriculum.

Course of Study Integrated Language Arts, Grade 1Part III: Curriculum AreasEnglish Language Arts

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INTEGRATED LANGUAGE ARTS, Grade 1
















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Course of Study English 5th: Genre Studies 5thPart III: Curriculum AreasEnglish Language Arts

ENG-16

ENGLISH 5TH: GENRE STUDIES 5TH (1605)(Districtwide Pilot Course)

COURSEDESCRIPTION

Two-period, year-length course; multiple credit allowed—grade 5. Prerequisite:None. This course may be taught in the regular education setting as well as inseminar and cluster settings.

English 5th: Genre Studies 5th is a two-period literacy workshop currentlyintended for grade 5 students at Wilson Middle School. The course providesstudents opportunities to improve reading and writing by reading and writingmemoirs, poetry, short stories, historical fiction, etc. It is designed to providerigorous, standards-focused literacy instruction, using English content at a rangeof reading levels. Using a rich variety of literacy approaches and strategies, e.g.,Reader’s and Writer’s Workshop, Guided Reading, Literature Circles, and WordStudy, students engage in standards-based lessons that are scaffolded to meet arange of reading levels. Woven into the fabric of the course are the district’slanguage arts standards, the Principles of Learning, and Cambourne’s Conditionsfor Learning.

This course is intended to help students meet district-adopted English languagearts standards.













Course of Study English 5th: Literacy Block 5thPart III: Curriculum AreasEnglish Language Arts

ENG-17

ENGLISH 5TH: LITERACY BLOCK 5TH (1606)(Districtwide Pilot Course)

COURSEDESCRIPTION

Two-period, year-length course; multiple credit allowed—grade 5. Prerequisite:None. This course may be taught in the regular education setting as well as in abiliteracy setting (ELD Literacy Block 5th: 1606L).

English 5th: Literacy Block 5th is a two-period literacy workshop intended forgrade 5 students below or significantly below grade level, as measured by theStanford Diagnostic Reading Test.

The course provides students opportunities to improve reading and writing byreading and writing memoirs, poetry, short stories, historical fiction, etc. It isdesigned to provide rigorous, standards-focused literacy instruction, using Englishcontent at a range of reading levels. Using a rich variety of literacy approaches andstrategies, e.g., Reader’s and Writer’s Workshop, Guided Reading, LiteratureCircles, and Word Study, students engage in standards-based lessons that arescaffolded to meet a range of reading levels. Woven into the fabric of the course arethe district’s language arts standards, the Principles of Learning, andCambourne’s Conditions for Learning.















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COURSEDESCRIPTION

Two-period, year-length course—grade 6 in middle-level schools. Prerequisite:None. This course may be taught in the regular education setting as well asseminar and cluster settings.

(Note: To permit printing semester grade reports, English 6th is assigned coursenumber 1519 and Genre Studies 6th is assigned course number 1560. As notedabove, the official course number for this two-hour block course is 1550.)

English 6th: Genre Studies 6th is a two-period literacy workshop required for allgrade 6 middle school students. The course provides students opportunities toimprove reading and writing by reading and writing memoirs, poetry, short stories,historical fiction, etc. It is designed to provide rigorous, standards-focused literacyinstruction, using English content at a range of reading levels. Using a rich varietyof literacy approaches and strategies, e.g., Reader’s and Writer’s Workshop,Guided Reading, Literature Circles, and Word Study, students engage instandards-based lessons that are scaffolded to meet a range of reading levels.Woven into the fabric of the course are the district’s language arts standards, thePrinciples of Learning, and Cambourne’s Conditions for Learning.



Options include various combinations of the following:

Applebee, The Language of Literature, Grade 6, McDougal Littell, 1997.

Probst, Elements of Literature, Holt, Rinehart & Winston, 1997.

A selection of State-approved reading materials.

Supplemental reading materials are also part of the curriculum.


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COURSEDESCRIPTION

Two-period, year-length course; multiple credit allowed—grade 6 in middle levelschools. Prerequisite: None. This course may be taught in the regular educationsetting as well as in a biliteracy setting (ELD Literacy Block 6th: 1542L).

English 6th: Literacy Block 6th is a two-period literacy workshop required forgrade 6 middle school students reading below or significantly below grade level asmeasured by the Stanford Diagnostic Reading Test. The course provides studentsopportunities to improve reading and writing by reading and writing memoirs,poetry, short stories, historical fiction, etc. It is designed to provide rigorous,standards-focused literacy instruction, using English content at a range of readinglevels. Using a rich variety of literacy approaches and strategies, e.g., Reader’s andWriter’s Workshop, Guided Reading, Literature Circles, and Word Study, studentsengage in standards-based lessons that are scaffolded to meet a range of readinglevels. Woven into the fabric of the course are the district’s language artsstandards, the Principles of Learning, and Cambourne’s Conditions for Learning.







Supplemental reading materials are also part of the curriculum.

Course of Study English 7thPart III: Curriculum AreasEnglish Language Arts

ENG-20

ENGLISH 7TH (1501)

COURSEDESCRIPTION

Year course—grade 7 in middle level school; multiple credit allowed. Prerequisite:None.

This course is required of all students in grade 7, with the exception of thoseenrolled in the English 7th: Genre Studies 7th or the English 7th: Literacy Block 7thcourses. It consists of the interrelated study of literature, writing, and oralcommunication. The standard forms of American English, which include spelling,vocabulary, grammar, and usage, are taught through the study of literature. Theliterature may be taught by types (short stories, drama, nonfiction, poetry, fable,myth, legend, novel), by theme, or in interdisciplinary units. This course may betaught in the regular education setting as well as in seminar and cluster settings.



English 7th—Options include various combinations of the following:





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COURSEDESCRIPTION

Two-period, year-length course—grade 7 in schools with entry-level grade 7;multiple credit allowed. Prerequisite: None. This course may be taught in theregular education setting as well as in seminar and cluster settings.


English 7th: Genre Studies 7th is a two-period literacy workshop for students inschools with entry-level grade 7 who read at or above grade level measured by theStanford Diagnostic Reading Test. The course provides students opportunities toimprove reading and writing by reading and writing memoirs, poetry, short stories,historical fiction, etc. It is designed to provide rigorous, standards-focused literacyinstruction, using English content at a range of reading levels. Using a rich varietyof literacy approaches and strategies, e.g., Reader’s and Writer’s Workshop,Guided Reading, Literature Circles, and Word Study, students engage instandards-based lessons that are scaffolded to meet a range of reading levels.Woven into the fabric of the course are the district’s language arts standards, thePrinciples of Learning, and Cambourne’s Conditions for Learning.








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COURSEDESCRIPTION

Two-period, year-length course; multiple credit allowed—grade 8. Prerequisite:None. This course may be taught in the regular education setting as well as in abiliteracy setting (ELD Literacy Block 7th: 1543L).

English 7th: Literacy Block 7th is a two-period literacy workshop required forstudents who are reading below or significantly below grade level as measured bythe Stanford Diagnostic Reading Test. The course provides students opportunitiesto improve reading and writing by reading and writing memoirs, poetry, shortstories, historical fiction, etc. It is designed to provide rigorous, standards-focusedliteracy instruction, using English content at a range of reading levels. Using a richvariety of literacy approaches and strategies, e.g., Reader’s and Writer’s Workshop,Guided Reading, Literature Circles, and Word Study, students engage instandards-based lessons that are scaffolded to meet a range of reading levels.Woven into the fabric of the course are the district’s language arts standards, thePrinciples of Learning, and Cambourne’s Conditions for Learning.







Course of Study English 8thPart III: Curriculum AreasEnglish Language Arts

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ENGLISH 8TH (1520)

COURSEDESCRIPTION

Year course—grade 8. Prerequisite: None.

This course, required of all students in grade 8, consists of interrelated study ofliterature, writing and oral communication. The standard forms of AmericanEnglish, which include spelling, vocabulary, grammar and usage, are taughtthrough the study of literature. The literature may be taught by types (short stories,drama, nonfiction, poetry, myth, legend, folk tale, novel), by theme, or ininterdisciplinary units. This course may be taught in the regular education settingas well as in cluster and seminar settings.








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COURSEDESCRIPTION

Two-period year course—grade 8. Prerequisite: None. This course may be taught inthe regular education setting as well as in seminar and cluster settings.


English 8th: Genre Studies 8th is a two-period literacy workshop for students whoread at or above grade level as measured by the Stanford Diagnostic Reading Test.The course provides students opportunities to improve reading and writing byreading and writing memoirs, poetry, short stories, historical fiction, etc. It isdesigned to provide rigorous, standards-focused literacy instruction, using Englishcontent at a range of reading levels. Using a rich variety of literacy approaches andstrategies, e.g., Reader’s and Writer’s Workshop, Guided Reading, LiteratureCircles, and Word Study, students engage in standards-based lessons that arescaffolded to meet a range of reading levels. Woven into the fabric of the course arethe district’s language arts standards, the Principles of Learning, andCambourne’s Conditions for Learning.







Additional supplementary materials are used.


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COURSEDESCRIPTION

Two-period year-length course; multiple credit allowed—grade 8. Prerequisite:None. This course may be taught in the regular education setting as well as in abiliteracy setting (ELD Literacy Block 8th: 1544L).

English 8th: Literacy Block 8th is a two-period literacy workshop required forstudents who read below or significantly below grade level as measured by theStanford Diagnostic Reading Test in schools whose entry level is grade 7. Thecourse provides students opportunities to improve reading and writing by readingand writing memoirs, poetry, short stories, historical fiction, etc. It is designed toprovide rigorous, standards-focused literacy instruction, using English content at arange of reading levels. Using a rich variety of literacy approaches and strategies,e.g., Reader’s and Writer’s Workshop, Guided Reading, Literature Circles, andWord Study, students engage in standards-based lessons that are scaffolded tomeet a range of reading levels. Woven into the fabric of the course are the district’slanguage arts standards, the Principles of Learning, and Cambourne’s Conditionsfor Learning.







Additional supplementary materials are used.

Course of Study Journalism 6th–8thPart III: Curriculum AreasEnglish Language Arts

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JOURNALISM 6TH–8TH (1524)

COURSEDESCRIPTION

Two-semester course—grades 6–8. Prerequisite: None.

This course introduces the basic techniques and skills of journalistic writing andprepares the junior high school student for participation in school publications.



Each site selects its own resources from available publications.

Course of Study English 1,2Part III: Curriculum AreasEnglish Language Arts

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ENGLISH 1,2 (1540, 1541)

COURSEDESCRIPTION

Two-semester course—grade 9 (P). Prerequisite: None. Credit for this course countstoward the English and Language Arts credits required for high schoolgraduation.

This course is required of all students in grade 9, with the exception of thoseenrolled in the English 1,2: Genre Studies 1,2 course. It is a one-period Reader’sand Writer’s Workshop. The course content includes units of study in major genreareas: short story, nonfiction, poetry, drama, and the novel. Activities in each unitinterrelate reading, writing, oral communication, and language study, whichincludes grammar, usage, and standard forms of American English. A variety ofgenre in writing are emphasized in each unit. This course may be taught in theregular education setting as well as in cluster and seminar settings.



Anderson, Elements of Literature, Third Course, Holt, Rinehart & Winston, 1993.

Applebee, Literature and Language (Orange Level), McDougal, Littell & Co., 1994.

Sebranek, Writer’s Inc., Write Source, 1992.

English 1,2 (Literature), San Diego City Schools, 1997–1998, Stock No. 41-E-5945.

Course of Study English 1,2 Literacy BlockPart III: Curriculum AreasEnglish Language Arts

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ENGLISH 1,2 LITERACY BLOCK (1552, 1553)(Districtwide Pilot Course)

COURSEDESCRIPTION

Two-period, two-semester course—grade 9. Prerequisite: None. This course may betaught in the regular education setting as well as in a biliteracy setting (ELDLiteracy Block 1,2: Genre Studies 1,2: 1552L, 1553L). Students may earn oneEnglish and Language Arts credit per semester and one elective credit per semester,both of which count toward the credits required for high school graduation.

(Note: To permit printing semester grade reports, English 1 is assigned coursenumber 1540, Genre Studies 1 is assigned course number 1562, English 2 isassigned course number 1541, and Genre Studies 2 is assigned course number1563. As noted above, the official course numbers for this two-hour block courseare 1552 and 1553.)

Literacy Block 1,2: Genre Studies 1,2 is a two-period literacy workshop for grade 9students reading below grade level as measured by the Stanford DiagnosticReading Test. The course provides students opportunities to improve reading andwriting by reading and writing memoirs, poetry, short stories, historical fiction, etc.It is designed to provide rigorous, standards-focused literacy instruction, usingEnglish content at a range of reading levels. Using a rich variety of literacyapproaches and strategies, e.g., Reader’s and Writer’s Workshop, Guided Reading,Literature Circles, and Word Study, students engage in standards-based lessonsthat are scaffolded to meet a range of reading levels. Woven into the fabric of thecourse are the district-adopted English language arts standards, the Principles ofLearning, and Cambourne’s Conditions for Learning.






Supplemental material is used.

Course of Study Accelerated Literacy Core 1,2: Genre Studies 1,2Part III: Curriculum AreasEnglish Language Arts

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ACCELERATED LITERACY CORE 1,2: GENRE STUDIES 1,2 (1545, 1546)

COURSEDESCRIPTION

Three-period two-semester course—grade 9. Prerequisite: None. This course maybe taught in the regular education setting as well as in a biliteracy setting (ELDLiteracy Core 1,2: Genre Studies 1,2: 1545L, 1546L). Credit for this course countstoward the English and Language Arts credits required for high school graduation.

(Note: To permit printing semester grade reports, English 1 is assigned coursenumber 1540, Genre Studies 1 is assigned course number 1562, Literacy 1 isassigned course number 1595, English 2 is assigned course number 1541, GenreStudies 2 is assigned course number 1563, and Literacy 2 is assigned coursenumber 1596. As noted above, the official course numbers for this two-hour blockcourse are 1552 and 1553.)

Literacy Core 1,2: Genre Studies 1,2 is a three-period literacy workshop for grade 9students reading significantly below grade level as measured by the StanfordDiagnostic Reading Test. The course provides students opportunities to improvereading and writing by reading and writing memoirs, poetry, short stories,historical fiction, etc. It is designed to provide rigorous, standards-focused literacyinstruction, using English content at a range of reading levels. Using a rich varietyof literacy approaches and strategies, e.g., Reader’s and Writer’s Workshop,Guided Reading, Literature Circles, and Word Study, students engage instandards-based lessons that are scaffolded to meet a range of reading levels.Woven into the fabric of the course are the district-adopted English language artsstandards, the Principles of Learning, and Cambourne’s Conditions for Learning.






Supplemental material is used.

Course of Study English 3,4Part III: Curriculum AreasEnglish Language Arts

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ENGLISH 3,4 (1570, 1571)

COURSEDESCRIPTION

Two-semester course—grade 10 (P). Prerequisite: None. Credit for this coursecounts toward the English and Language Arts credits required for high schoolgraduation.

English 3,4 is required of all students in grade 10 except students electing AdvancedEnglish 3,4 and students enrolled in English 3,4: Genre Studies 3,4. The courseemphasizes different themes and modes of communication, as well as the study ofthe short story, nonfiction, poetry, drama, and the novel. The curriculum is inalignment with the California English Language Arts Framework, which calls for astandards-based curriculum integrating reading, writing, speaking, listening, andviewing skills. Increased use of multicultural literature, and works by writers of colorand women is encouraged. Some schools have interdisciplinary teams, oftencombinations of English and social studies, occasionally with team members fromthe fine arts.

Teaching suggestions should encourage personal response to the literature andsmall group discussion activities. Writing types include: response to literature,narrative account, report, and reflective essay.



Anderson, Elements of Literature, Fourth Course, Holt, Rinehart & Winston, Inc., 1995.

Applebee, Literature and Language (Blue Level), McDougal, Littell & Co., 1994.

Sebranek, Writer’s Inc., D.C. Heath & Co., 1992.


Course of Study Literacy Block 3,4: Genre Studies 3,4Part III: Curriculum AreasEnglish Language Arts

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LITERACY BLOCK 3,4: GENRE STUDIES 3,4 (1554, 1555)(Districtwide Pilot Course)

COURSEDESCRIPTION

Two period, two-semester course—grade 10 in schools with entry-level grade 10.Prerequisite: None. This course may be taught in the regular education setting aswell as in a biliteracy setting (ELD Literacy Block 3,4: Genre Studies 3,4: 1554L,1555L). Students may earn one English and Language Arts credit per semester andone elective credit per semester, both of which count toward the credits required forhigh school graduation.

(Note: To permit printing semester grade reports, English 3 is assigned coursenumber 1570, Genre Studies 3 is assigned course number 1564, English 4 isassigned course number 1571, and Genre Studies 4 is assigned course number1565. As noted above, the official course numbers for this two-hour block courseare 1554 and 1555.)

Literacy Block 3,4: Genre Studies 3,4 is a two-period literacy workshop required forall students in schools with entry-level grade 10 who read below or significantlybelow grade level as measured by the Stanford Diagnostic Reading Test. Thecourse provides students opportunities to improve reading and writing by readingand writing memoirs, poetry, short stories, historical fiction, etc. It is designed toprovide rigorous, standards-focused literacy instruction, using English content at arange of reading levels. Using a rich variety of literacy approaches and strategies,e.g., Reader’s and Writer’s Workshop, Guided Reading, Literature Circles, andWord Study, students engage in standards-based lessons that are scaffolded tomeet a range of reading levels. Woven into the fabric of the course are the district’slanguage arts standards, the Principles of Learning, and Cambourne’s Conditionsfor Learning.



Anderson, Elements of Literature, Fourth Course, Holt, Rinehart & Winston, Inc., 1995.

Applebee, Literature and Language (Blue Level), McDougal, Littell & Co., 1994.

Sebranek, Writer’s Inc., D.C. Heath & Co., 1992.


Course of Study American Literature 1,2Part III: Curriculum AreasEnglish Language Arts

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AMERICAN LITERATURE 1,2 (1583, 1584)

COURSEDESCRIPTION

Two-semester course—grades 11–12 (P). Prerequisite: None. Credit for this coursecounts toward the English and Language Arts credits required for high schoolgraduation.

This optional course for grades 11–12 enables students to understand thatAmerican literature reflects social, political, and moral issues in the United States.In addition, students develop proficiencies in reading, writing, speaking, andlistening; in expressing their ideas on significant problems of American life; and instudying the communication techniques used by writers and national leaders indescribing the American scene of both the past and the present. The course mayfocus on a chronological or a thematic approach. It may be taught in the regulareducation setting as well as in a sheltered setting.



Bernstein, Literature and Language: American Literature, McDougal, Littell & Co., 1992.

Anderson, Elements of Literature, 5th Course, Holt, Rinehart & Winston, Inc., 1993.

West, Developing Writing Skills, Prentice Hall, 1980.

Course of Study Literacy Block 5,6: Genre Studies 5,6Part III: Curriculum AreasEnglish Language Arts

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LITERACY BLOCK 5,6: GENRE STUDIES 5,6 (1615, 1616)(Districtwide Pilot Course)

COURSEDESCRIPTION

Two-period, two-semester course—grade 11. Prerequisite: None. This course maybe taught in the regular education setting as well as in a biliteracy setting (ELDLiteracy Block 5,6: Genre Studies 5,6: 1615L, 1616L). Students may earn oneEnglish and Language Arts credit per semester and one elective credit persemester, both of which count toward the credits required for high schoolgraduation.

(Note: To permit printing semester grade reports, American Literature 1 is assignedcourse number 1583, Genre Studies 5 is assigned course number 1548, AmericanLiterature 2 is assigned course number 1584, and Genre Studies 6 is assignedcourse number 1549. As noted above, the official course numbers for this two-hourblock course are 1615 and 1616.)

Literacy Block 5,6: Genre Studies 5,6 is a two-period literacy workshop required forall students reading below or significantly below grade level as measured by theStanford Diagnostic Reading Test. The course provides students opportunities toimprove reading and writing by reading and writing memoirs, poetry, short stories,historical fiction, etc. It is designed to provide rigorous, standards-focused literacyinstruction, using English content at a range of reading levels. Using a rich varietyof literacy approaches and strategies, e.g., Reader’s and Writer’s Workshop,Guided Reading, Literature Circles, and Word Study, students engage instandards-based lessons that are scaffolded to meet a range of reading levels.Woven into the fabric of the course are the district’s language arts standards, thePrinciples of Learning, and Cambourne’s Conditions for Learning.



Bernstein, Literature and Language: American Literature, McDougal, Littell & Co., 1992.


West, Developing Writing Skills, Prentice Hall, 1980.

Course of Study Advanced American Literature 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-34

ADVANCED AMERICAN LITERATURE 1,2 (1589, 1590)

COURSEDESCRIPTION

Two-semester course—grade 11 (HP). Prerequisite: Upper quartile in academicachievement (GPA) or previous English teacher’s recommendation. Credit forthis course counts toward the English and Language Arts credits required forhigh school graduation.

This course corresponds with American Literature 1,2, but emphasizes greaterdepth. In addition, attention is given to the development of skills measured by theAdvanced Placement examinations in English. This course meets the require-mentsfor the Diploma with Academic Distinction. The course may be taught in theregular education setting as well as in cluster and seminar settings.



McMichael, Concise Anthology of American Literature, Macmillan Publishing Co.,College Division, 1993.


Perkins, American Tradition (Short Version), Glencoe, 1990.

Prentice Hall Literature: The American Experience, Prentice Hall, 1994.

Course of Study Contemporary Voices in Literature 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-35

CONTEMPORARY VOICES IN LITERATURE 1,2 (1612, 1613)

COURSEDESCRIPTION

Two-semester course—grades 11–12 (P). Prerequisite: None. This course may betaught in the regular education setting as well as in a biliteracy setting (ELDContemporary Voices in Literature 1,2: 1612L, 1613L). Credit for this course countstoward the English and Language Arts credits required for high schoolgraduation.

This is an optional course for grades 11–12. Students explore issues presented bycontemporary American and world writers from diverse cultural and ethnicbackgrounds. Students write for various purposes and audiences, includingworkplace writing. They work to understand how changes in technology haveaffected the uses of language. The units of study integrate all aspects of literacy:reading, writing, speaking, listening, and viewing. Students interpret and evaluatethe media and graphic information. This course may be taught in the regulareducation setting as well as in a cluster setting.



Blau, Writer’s Craft, Purple Level, McDougal Littell, 1995.

Dove, Multicultural Voices, Scott Foresman, 1995.

Kincaid, World Writers Today, Scott Foresman, 1995.

Sebranek, Writers, Inc: School to Work, D. C. Heath, 1996.

Course of Study English Literature 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-36

ENGLISH LITERATURE 1,2 (1641, 1642)

COURSEDESCRIPTION

Two-semester course—grade 12 (P). Prerequisite: “A” or “B” grade in grade 11English or previous English teacher’s recommendation. Credit for this coursecounts toward the English and Language Arts credits required for high schoolgraduation.

English Literature is a course for students who are conscious of their goals for theirsenior year: the ability to read for implications and to read classics withappreciation; the ability to use new words and old words with new meanings; andthe ability to use varying types of writing. The material read is that produced in theBritish Isles during the last 1,000 years. Key writers and types are emphasized. Thiscourse meets the requirements for the Diploma with Academic Distinction. Thecourse may be taught in the regular education setting as well as in a cluster setting.



Literature:

Probst et al., Elements of Literature: Literature of Britain, Holt, Rinehart & Winston,2000.

Or

Applebee et al., The Language of Literature: British Literature, McDougal Littell, 2000.

Language/Writing:

Raimes, Keys for Writers: A Brief Handbook, Houghton Mifflin, 1999.

Blau et al., The Writer’s Craft, Purple Level, Houghton Mifflin, 1999.

Course of Study Advanced Placement English Literature and Composition 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-37

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION 1,2(1653, 1654)

COURSEDESCRIPTION

Two-semester course—grades 11–12 (HP). Prerequisites: Grade of “A” or “B” inAdvanced American Literature 1,2 and recommendation of English teachers.(Students who do not meet these criteria but who believe they are qualified mayconsult an appropriate advanced placement teacher, counselor, or vice principal.)Credit for this course counts toward the English and Language Arts creditsrequired for high school graduation. This course also may be taught in a seminarsetting.

This Advanced Placement English course is designed to provide more challengingand effective instruction for the highest achieving eight to 10 percent of the grade12 students. Students are involved in both the study and practice of writing andthe study of literature. They learn to use the characteristic modes of discourse andto recognize the assumptions underlying various rhetorical strategies. Throughspeaking, listening and reading, but chiefly through the experience of their ownwriting, students become more aware of the resources of language. AdvancedPlacement English Literature and Composition 1,2 is not a survey course; it is,rather, a course to help students develop critical judgment and expressive skill.Students are encouraged to read analytically and sensitively a few carefully chosenhigh-quality selections, to develop personal communicative styles, and to reflecthonesty and precision in the use of the language. The course prepares students forthe Advanced Placement Examination in Literature and Composition, and also meets therequirements for the Diploma with Academic Distinction.


Course of Study Advanced Placement English Literature and Composition 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-38


Literature:

Perrine’s Literature: Structure, Sound and Sense, Harcourt Brace, 1998.

Or

Kennedy et al., Literature: An Introduction to Fiction, Poetry and Drama, Longman,1999.

Or

Landy et al., Heath Introduction to Literature, McDougal Littell, 1996.

Language/Writing:

Trimmer et al., Riverside Reader, Houghton Mifflin, 1999.

Or

McMahan et al., Literature and the Writing Process, Prentice Hall, 1999.

Morner et al., NTC’s Dictionary of Language Terms, NTC Publishing Group. 1991.

Course of Study Advanced Placement English Language and Composition 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-39

ADVANCED PLACEMENT ENGLISH LANGUAGE AND COMPOSITION 1,2(1655, 1656)

COURSEDESCRIPTION

Two-semester course—grade 11 (HP). Prerequisites: Grade of “A” or “B” inAdvanced English 3,4 and recommendation of English teachers. (Students who donot meet these criteria but who believe they are qualified may consult anappropriate advanced placement teacher, counselor, or vice principal.) Credit forthis course counts toward the English and Language Arts credits required for highschool graduation. This course also may be taught in a seminar setting.

This Advanced Placement English course is designed to help students becomemore skilled readers of prose written in a variety of periods, disciplines, andrhetorical contexts and to become skilled writers who can compose for a variety ofpurposes. By their writing and reading in this course, students should becomeaware of the interactions among a writer’s purposes, audience, expectations, andsubjects, as well as the way generic conventions and the resources of languagecontribute to effective writing. The overall purpose of the AP Language andComposition course, then, is to enable students to read complex texts withunderstanding and to write prose that is rich enough and complex enough formature readers.

The course prepares students for the Advanced Placement Examination in Languageand Composition and also meets the requirements for the Diploma with AcademicDistinction.



Barnet, Literature for Composition: Essays, Fiction, Poetry, Drama, Scott, Foresman &Co., 1992.

Axelrod, St. Martin’s Guide to Writing: 3rd Edition, St. Martin’s Press, 1991.

Di Yanni, Literature: Reading Fiction, Poetry, Drama and the Essay, McGraw-Hill,1992.

Kennedy, Literature: An Introduction to Fiction, Poetry and Drama, Scott, Foresman &Co., 1992.

Muller, The Short Prose Reader, Glencoe, 1991.

Course of Study World Literature 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-40

WORLD LITERATURE 1,2 (1705, 1706)

COURSEDESCRIPTION

Two-semester course—grades 11–12 (P). Prerequisite: None. This course may betaught in the regular education setting as well as in a biliteracy setting (ELD WorldLiterature 1,2: 1705L, 1706L). Credit for this course counts toward the English andLanguage Arts credits required for high school graduation.

This is an optional course for grades 11–12. Literature selections that are drawnfrom all genres range from early world literature to contemporary works by writersfrom diverse cultural and ethnic backgrounds. Students reflect in writing on whatthey have read; they also write for other purposes and various audiences. Workingindependently or in groups, students refine their use of language and understandthe effects that changes in technology have made on the uses of language. Theunits of study integrate all aspects of literacy: reading, writing, speaking, listening,and viewing. The course may be taught in the regular education setting as well asin a sheltered setting.



Blau, Writer’s Craft, Purple Level, McDougal Littell, 1995.

Holt, World Literature, Holt Rinehart, 1993.

Camus, The Stranger, McGraw-Hill, Inc., 1954.

Shakespeare (any Shakespearean play).

Course of Study Writer’s Workshop 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-41

WRITER’S WORKSHOP 1,2 (1745N, 1746N)

COURSEDESCRIPTION

Two-semester course—grades 11–12 (P). Prerequisite: None. Credit for this coursecounts toward the English and Language Arts credits required for high schoolgraduation.

This optional course provides students both instruction and practice in writing fordifferent audiences and purposes. Pieces by professional writers promptdiscussion and serve as models for further writing. Working independently and ingroups, students refine their use of language. Students also learn to interpret andevaluate writing in the media as well as information conveyed by graphics. Theunits of study integrate all aspects of literacy: reading, writing, speaking, andlistening. Students collect their work—and reflections—in portfolios.



Blau, Writer’s Craft, Yellow Level, McDougal Littell, 1995.

Rosa/Escholz, Models for Writing, 5th ed., St. Martin’s Press, 1995.

Course of Study Journalism 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-42

JOURNALISM 1,2 (1960, 1961)

COURSEDESCRIPTION

Two-semester course—grades 9–12. Prerequisite: None for Journalism 1, butJournalism 2 must be preceded by Journalism 1. Credit for this course countstoward the Fine and Practical Arts credits required for high school graduation.

This course introduces the basic techniques and skills of journalistic writing,investigates the meaning of freedom of the press and the dependency of otherfreedoms upon an informed citizenry, and prepares the student for participation inschool publications.



Ferguson/Pattern, Journalism Today, 4th ed., National Textbook, 1993.


ENG-43

JOURNALISM 3,4 (1962, 1963)

COURSEDESCRIPTION

Two-semester course—grades 11–12. Prerequisite: Journalism 1,2. Credit for thiscourse counts toward the Fine and Practical Arts credits required for high schoolgraduation.

This laboratory-type course is intended to sharpen the skills introduced inJournalism 1,2 and provide experience with a high degree of realism andapplication to college or career journalism. The class functions as a staff,producing the official school newspaper. Students not involved in the day’sproduction study journalism, perform special assignments, or work on termprojects. There is considerable flexibility in production assignments to providestudents with as wide a range of experiences as possible within an orderly,efficient structure.



Adams, Presstime, Prentice Hall, 1985.

A Guide for Teaching Journalism, San Diego City Schools, 1989, Stock No. 41-E-7998.


ENG-44

JOURNALISM 5,6 (1964, 1965)

COURSEDESCRIPTION

Two-semester course—grade 12. Prerequisite: Journalism 3,4. Credit for this coursecounts toward the Fine and Practical Arts credits required for high schoolgraduation.

Students electing this course supply the leadership and hold the key positions inthe publication of the school newspaper: the editor-in-chief, the copy editor, theadvertising and business manager, the managing editor, the page editors, and thecolumnists. As advanced students, they are responsible for forming the newspaperpolicy, presenting a balanced image of the school, planning page composition,meeting and dealing with business people, editing, and meeting the inevitableemergencies contingent on any regularly scheduled publication.



Adams, Presstime, Prentice Hall, 1985.

A Guide for Teaching Journalism, San Diego City Schools, 1989, Stock No. 41-E-7998.

Course of Study Functional Language Arts 6th–8thPart III: Curriculum AreasEnglish Language Arts

ENG-45

FUNCTIONAL LANGUAGE ARTS 6TH–8TH (7162N)

COURSEDESCRIPTION

Elective credit, multisemester course—grades 6–8. Prerequisite: None.

Students develop individualized language arts skills within the domestic,vocational, recreation/leisure, core curriculum, and general community focusareas. For example, within the domestic area, a student may be expected to identifya variety of labels of typical household goods; within the vocational area, a studentmay be expected to participate appropriately in filling out a variety of jobapplications; within the recreation/leisure area, a student may be expected tochoose age-appropriate leisure reading materials; within the general communityarea, a student may be expected to use a restaurant menu. Within the corecurriculum, students appropriately participate in cooperative group activities andliterature-based thematic modules which incorporate the district literacyframework.


Thematic Modules, San Diego City Schools, 2000.

Peer Tutor Training Manual, San Diego City Schools, 1995–1996, Stock No. 41-S-8905.

Controls and Choices for Students with Multiple Disabilities, San Diego City Schools,1996, Stock No. 41-S-9005.

Integrated Life Skills Curriculum Guide, San Diego City Schools, 1995, Stock No.41-T-0090.

Boardmaker, Picture Communication Symbols. Mayer-Johnson, 2000.

Course of Study Functional Language Arts 9th–12thPart III: Curriculum AreasEnglish Language Arts

ENG-46

FUNCTIONAL LANGUAGE ARTS 9TH–12TH (7163)

COURSEDESCRIPTION

Elective credit, multisemester course—grades 9–12. Prerequisite: None.

Students develop individualized language arts skills within the domestic,vocational, recreation/leisure, core curriculum, and general community focusareas. For example, within the domestic area, a student may be expected to identifya variety of labels of typical household goods or access a newspaper within thevocational area, a student may be expected to participate appropriately in fillingout a variety of job applications; within the recreation/leisure area, a student maybe expected to choose age-appropriate leisure reading materials; within the generalcommunity area, a student may be expected to use a restaurant menu. Within thecore curriculum, students appropriately participate in cooperative group activitiesand literature-based thematic modules which incorporate the district literacyframework.


Literature-based Thematic Units, San Diego City Schools, 2000.

Peer Tutor Training Manual, San Diego City Schools, 1995–1996, Stock No. 41-S-8905.

Controls and Choices for Students with Multiple Disabilities, San Diego City Schools,1996, Stock No. 41-S-9005.

Integrated Life Skills Curriculum Guide, San Diego City Schools, 1995, Stock No.41-T-0090.

Boardmaker, Picture Communication Symbols. Mayer-Johnson, 1992.

Course of Study Applied Reading Development/Improvement 7th–8thPart III: Curriculum AreasEnglish Language Arts

ENG-47

APPLIED READING DEVELOPMENT/IMPROVEMENT 7TH–8TH (7333)

COURSEDESCRIPTION

Multisemester course—grades 7–8. Prerequisite: None.

This course provides evaluation and intervention for special education studentsexperiencing difficulty with the reading process. Students learn compensatorystrategies and participate in remedial instruction in the areas of phonics, sightword acquisition, and comprehension development.


Phonology Guide, Language Circle, 1997.

Linguistics Guide, Language Circle, 1996.

Bonnie Kline Readers, Levels 1, 2, 3-1, 3-2, Language Circle 19

Goodman’s Five-Star Story Series, Jamestown, 1998.

Contemporary Readers, Volumes 1 and 2, Jamestown.

Course of Study Applied English 7th–8thPart III: Curriculum AreasEnglish Language Arts

ENG-48

APPLIED ENGLISH 7TH–8TH (7342)

COURSEDESCRIPTION

Elective credit course; can be taken for multiple credit in middle or junior highschool. (The course number and elective credit for this course can be assigned tostudents who have completed course work, but have not mastered all proficienciesrequirements for a parallel or identical special education English language artscourse.) Prerequisite: None

The Applied English course series develops oral/signed and written languageskills required for literacy, independent living, and employment.


SUPPLEMENTARYRESOURCES

AGS: Life Skills English, Teacher’s Resource Library, American Guidance Service,1997.

AGS Life Skills English, American Guidance Service, 1997.

Classics Read-Along set (12 books, 12 audiocassettes), Saddleback Educational, Inc.

Stack the Deck Writing Program

Core literature: Trouble River; George Washington Carver; Secret Missions; Rocky.

Core literature: Black Beauty; Karate Kid; Pinballs; Sarah, Plain and Tall.

Adelman, Writing and Thinking, Level 4 (Blue), Charlesbridge, 1985.

Sprint Library, Level A, Scholastic, 1989.

Vail and Papenfuss, Daily Oral Language, Levels 1 and 2, McDougal, Littell & Co.,1989.


ENG-49


COURSEDESCRIPTION

Elective credit course; can be taken for multiple credit in junior or senior highschool. (The course number and elective credit for this course can be assigned tostudents who have completed course work, but have not mastered all proficienciesrequirements for a parallel or identical special education English language artscourse.) Prerequisite: None.




LifeSchool 2000 Community Resources, Globe Fearon, 1994.

Stern, World Folktales, National Textbook Co., 1994.

Toucan, Big Book Maker: Tall Tales and American Folk Heroes, CambridgeDevelopment Lab, 1995.

Williams, The Blue Men (video), Teacher’s Discovery, 1991.

George, My Side of the Mountain (video), Teacher’s Discovery, 1968.

Twain, Adventures of Huckleberry Finn (video), Teacher’s Discovery, 1985.

Walker, The Color Purple (video), Teacher’s Discovery, 1985.

Applied English 9–10: Teaching Activities and Resources, San Diego City Schools,1989, Stock No. 41-S-8350.

Applied English 9–10: Core Literature Teacher’s Guide, San Diego City Schools, 1989,Stock No. 41-S-8450.

Core literature: Journey to Jo’burg; Dracula and Other Plays of Adventure and Suspense;Meet the Austins.

Core literature: They Led the Way: Fourteen American Women; Space Shuttle Story;Veronica Ganz.

Adelman, Writing and Thinking, Level 5 (Tan), Charlesbridge, 1985.

Sprint Library, Levels B and D, Scholastic, 1989.

Vail and Papenfuss, Daily Oral Language, Levels 3 and 4, McDougal, Littell and Co.,1989.


ENG-50


COURSEDESCRIPTION

Elective credit course; can be taken for multiple credit in high school. (The coursenumber and elective credit for this course can be assigned to students who havecompleted course work, but have not mastered all proficiencies requirements for aparallel or identical special education English language arts course.) Prerequisite:None



Bricker, Challenger Paperback Book and Read-Along Cassette, Saddleback Educational,1995.

Dodge, Communication Lab 1 , LinguiSystems, 1994.

Dodge, Communication Lab 2 , LinguiSystems, 1994.

Dodge, Teachable Moments for Classroom Communication, LinguiSystems, 1994.

Hannon et al., Life Skills Workshop, LinguiSystems, 1992.

Turnbow et al., Social Language for Teens, LinguiSystems, 1993.

Hinton, The Outsiders (video), Teacher’s Discovery, 1983.

O’Henry, Gift of Love (video), Teacher’s Discovery, 1978.

Steinbeck, The Pearl (video) Teacher’s Discovery, 1995.

Freeman, The Revolt of Mother, (video) Teacher’s Discovery, 1987.

Wright, Almos’ a Man (video), Teacher’s Discovery, 1976.

Broderbund, Where in Time Is Carmen San Diego? (software), CambridgeDevelopment Lab, 1995.

Broderbund, Where in the World Is Carmen San Diego? (software), CambridgeDevelopment Lab, 1995.


Applied English 11–12: Teaching Activities and Resources, San Diego City Schools,1989, Stock No. 41-S-8360.

Applied English 11–12: Core Literature Teacher’s Guide, San Diego City Schools, 1989,Stock No. 41-S-8460.

Core literature: Life and Words of Martin Luther King Jr.; If This Is Love, I’ll TakeSpaghetti.

Core literature: Tiger Eyes; The Winner.

Adelman, Writing and Thinking, Level 5 (Tan), Charlesbridge, 1985.

Vail and Papenfuss, Daily Oral Language, Levels 5 and 6, McDougal, Littell & Co.,1989.

Course of Study Multilevel English 7th–8thPart III: Curriculum AreasEnglish Language Arts

ENG-51

MULTILEVEL ENGLISH 7TH–8TH (7509)

COURSEDESCRIPTION

Multisemester course—grades 7 and 8. Prerequisite: None. Parallel courses:English 7th and English 8th.

Multilevel English 7th-8th is the first course in a four-course English seriesdesigned to provide special education students with an adapted program thatparallels district curriculum. In this course, students develop thinking, speakingand writing skills within a context of core and extended literary works.



Scope English Anthology, Level Z , Scholastic, Inc., 1988.

Scholastic Scope Level Z, Writing and Language, Scholastic, Inc., 1989.

Morris, Lincoln Writing Dictionary , Harcourt Brace Jovanovich, 1989.

Multilevel English 7–8: Core Literature Teacher’s Guide, San Diego City Schools, 1989,Stock No. 41-S-8240.

Multilevel English 7–8: Core Literature Teacher’s Guide, Volume 2, San Diego CitySchools, 1990–91, Stock No. 41-S-8241.

Multilevel English 7–8: Core Literature Teacher’s Guide and Spelling Supplement, SanDiego City Schools, 1990–91, Stock No. 41-S-8242.

Core literature: Experiencing Poetry; Indian in the Cupboard; Sweetwater; Dragonwings.

Core literature: Experiencing Poetry; My Brother Sam Is Dead; Sounder; Collection:“Gettysburg Address,” “I Have a Dream,” “The Concord Hymn.”

Course of Study Multilevel English 1,2Part III: Curriculum AreasEnglish Language Arts

ENG-52

MULTILEVEL ENGLISH 1,2 (7511, 7512)

COURSEDESCRIPTION

Two-semester course—grade 9. Prerequisite: None. Parallel course: English 1,2.

This is the second course in a four-course series designed to provide specialeducation students with an adapted program paralleling district curriculum.Students receive instruction and practice in reading, writing, oral communication,and language study.



Robinson, Scope English Anthology, Level One, Scholastic, Inc., 1988 (includes coreliterature selection Old Yeller).

Multilevel English 1,2: Proficiency and Curriculum Guide, Semester 1, San Diego CitySchools, 1989, Stock No. 41-S-8208.

Multilevel English 1,2: Core Literature Teacher’s Guide, San Diego City Schools, 1989,Stock No. 41-S-8215.

Multilevel English 1,2: Proficiency and Curriculum Guide, Semester 2, San Diego CitySchools, 1989, Stock No. 41-S-8209.

Core literature: The Outsiders; Treasure Island; Let the Circle Be Unbroken, Old Yeller.


ENG-53


COURSEDESCRIPTION

Multisemester course—grades 10 and 11. Prerequisite: Student must read andcomprehend at the 2.5 grade level and pass Multilevel English 1,2 proficiencies.Parallel course: English 3,4.

This is the third course in a four-course series designed to provide specialeducation students with an adapted program paralleling district curriculum.Students continue to expand reading, writing, oral communication, and languagestudy skills.



Scope English Anthology, Level 3 , Scholastic, 1988.

Multilevel English 3,4, Core Literature Teacher’s Guide, San Diego City Schools, 1986,Stock No. 41-S-8220.

Multilevel English 3,4 Proficiencies and Curriculum Guide, San Diego City Schools,1989, Stock No. 41-S-8210.

Core literature: Frankenstein; Edgar Allan Poe —Ten Great Mysteries.

Core literature: To Be a Slave; The Call of the Wild; Selected Poems.


ENG-54


COURSEDESCRIPTION

Multisemester course—grades 11–12. Prerequisite: Proficiency in MultilevelEnglish 3,4. Parallel course: English 5,6.

This is the fourth course in a four-course series designed to provide specialeducation students with an adapted program paralleling district curriculum.Students receive and practice basic language skills acquired in Multilevel English1,2 and 3,4 and develop critical judgment abilities. Students analyze and discuss awide range of American authors.



Scope English Anthology, Level 5 , Scholastic, 1988.

Adelman, Writing and Thinking for Young Authors, Gold Level, Charlesbridge, 1985.

Core literature: The Pigman; Tom Sawyer.

Core literature: To Kill a Mockingbird; Arm of the Starfish.

Course of Study Publications Yearbook 9th–12thPart III: Curriculum Areas Publications Yearbook 6th–8thEnglish Language Arts

ENG-55

PUBLICATIONS YEARBOOK 9TH–12TH (8421)PUBLICATIONS YEARBOOK 6TH–8TH (8420)

COURSEDESCRIPTION

One- or two-semester course—grades 9–12 (Note: Uniform Course Code number forgrades 6–8, middle level schools only is 8420). Prerequisite: Local option. Credit forcourse 8421 counts toward the Fine and Practical Arts credits required for highschool graduation.

This course provides individual specialized training and production work inpublishing the school yearbook.



None.

Documents

ENGLISH LANGUAGE ARTS GOALS ITERACY RAMEWORKold.sandi.net › board › reports › 2002 › br.010108 › d50 › 10englishlangarts.pdfFor English language arts and English language