English/Language Arts

The purpose of this course is to enable students to learn and use writing and language skills for creative expression in a variety of literary forms. Emphasis will be on development of a personal writing style.

Cambridge Secondary I English provides a challenging and comprehensive set of learning objectives for English that detail what learners should know and be able to do in each year. Each stage in the sequence includes the strands of phonics, spelling and vocabulary, grammar and punctuation, reading, writing, and speaking and listening which are aimed at preparing students for success in the next grade level.

Cambridge Secondary II English provides a challenging and comprehensive set of learning objectives for English that detail what learners should know and be able to do in each year. Each stage in the sequence includes the strands of phonics, spelling and vocabulary, grammar and punctuation, reading, writing, and speaking and listening which are aimed at preparing students for success in the next grade level.

Cambridge Secondary III English provides a challenging and comprehensive set of learning objectives for English that detail what learners should know and be able to do in each year. Each stage in the sequence includes the strands of phonics, spelling and vocabulary, grammar and punctuation, reading, writing, and speaking and listening which are aimed at preparing students for success in the next grade level.

The purpose of this course is to implement a combination of research-based programs and strategies that have been proven successful in accelerating the development of reading and writing skills in older struggling readers.

The purpose of this course is to provide instruction that enables students to develop and strengthen reading skills and develop independent reading habits.

This course is designed for 7th grade students reading below grade level. The course includes foundational skill standards to be used until a student has mastered the standard. Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data. Effective implementation requires the support to be matched to student need and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in core instruction. Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring. The expected outcome is for the student to achieve grade-level proficiency. Important Note: Reading and writing courses should not be used in place of English language arts courses; reading and writing courses are intended to be used to supplement further study in English language arts. The Intensive courses have been designed for the teacher to select and teach only the appropriate standards corresponding to the students grade and/or instructional level. This course should not be used in place of grade level English language arts courses and is intended to provide intervention for students who have reading deficiencies.

This course is designed for 8th grade students reading below grade level. The course includes foundational skill standards to be used until a student has mastered the standard. Teachers will use the listed standards that correspond to student need based on diagnostic assessments and adjust according to ongoing progress monitoring data. Effective implementation requires the support to be matched to student need and is provided by the most experienced, and/or specialized expert. Instruction is individualized and targeted to the skills that pose the greatest barrier to learning and is characterized by the greatest number of minutes of instruction with the narrowest focus for an individual or a very small group of students. Individualized diagnostic data, as well as instructional time, are in addition to those provided in core instruction. Formative assessments occur more frequently and focus on the learning barriers to success and are based on intensity of needs. The larger the gap, the more frequent the progress monitoring. The expected outcome is for the student to achieve grade-level proficiency. Important Note: Reading and writing courses should not be used in place of English language arts courses; reading and writing courses are intended to be used to supplement further study in English language arts. The Intensive courses have been designed for the teacher to select and teach only the appropriate standards corresponding to the students grade and/or instructional level. This course should not be used in place of grade level English language arts courses and is intended to provide intervention for students who have reading deficiencies.

Students entering the middle grades who are not reading on grade level have a variety of reading intervention needs. *Must be paired with a second semester of M/J Intensive Reading

The purpose of this course is to enable students to develop basic skills in the production of print or electronic journalistic media.

The purpose of this course is to enable students to develop intermediate-level skills in the production of print or electronic journalistic media.

The purpose of this course is to enable students to develop skills in the production of journalism across print, multimedia, web, and broadcast/radio platforms and to become aware of journalism history, careers, ethics use, and management techniques related to the production of journalistic media. Some activities may be required outside of the school day.

Basic Assumptions for Language Arts Education: Reading, writing, speaking, listening and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in the complexity of materials and tasks and in the students’ independence in the application of skills and strategies. Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language arts.

Basic Assumptions for Language Arts Education: Reading, writing, speaking, listening and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in the complexity of materials and tasks and in the students’ independence in the application of skills and strategies. Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language arts.

Basic Assumptions for Language Arts Education: Reading, writing, speaking, listening, and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in the complexity of materials and tasks and in the students’ independence in the application of skills and strategies. Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language arts.

Basic Assumptions for Language Arts Education: Reading, writing, speaking, listening and viewing competencies are integrated throughout students’ learning experiences. Technology is available for students to develop competencies in the language arts.

Basic Assumptions for Language Arts Education: Reading, writing, speaking, listening and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in the complexity of materials and tasks and in the students’ independence in the application of skills and strategies. Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language arts.

Reading, writing, speaking, listening, and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in the complexity of materials and tasks and in the students’ independence in the application of skills and strategies. Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language arts.

Basic Assumptions for Language Arts Education: Reading, writing, speaking, listening and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in the complexity of materials and tasks and in the students’ independence in the application of skills and strategies. Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language arts.

Basic Assumptions for Language Arts Education: Reading, writing, speaking, listening and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in the complexity of materials and tasks and in The students’ independence in the application of skills and strategies. Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language arts.

Basic Assumptions for Language Arts Education: Reading, writing, speaking, listening, and viewing competencies are integrated throughout students’ learning experiences. Benchmarks for the Sunshine State Standards are repeated as needed in course sequences. As students progress from one course to the next, increases should occur in the complexity of materials and tasks and in the students’ independence in the application of skills and strategies. Learning tasks and materials accommodate the individual needs of students. Technology is available for students to develop competencies in the language arts.

This course is intended to create opportunities for students to read, write, and speak beyond the Reading and Language Arts classroom settings.

The purpose of this course is to enable students to develop and use developmental writing and language skills in a variety of writing formats for argumentative, informative, and literary analysis purposes to ensure preparation for college and career readiness.

The purpose of this course is to enable students to develop and use developmental writing and language skills in a variety of writing formats for argumentative, informative, and literary analysis purposes to ensure preparation for college and career readiness.

The purpose of this course is to develop and use writing and language skills in a variety of writing formats for expository, argumentative, informative, and literary analysis purposes to ensure writing preparation for college and career readiness.