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Oroville Union High School District |
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English Curriculum |
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English Curriculum - Addendums |
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Mission Statement
The mission of the Oroville Union High School District is to prepare our students for the future by providing them with the necessary skills to be productive citizens.
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Foreword
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Introduction
ENGLISH CURRICULUM STATE FRAMEWORK EMPHASIS
California's educational system began a revolutionary journey in 1987 with a single giant step--publication of the English-Language Arts Framework. The framework melded existing effective teaching practices with new ideas about the development of literacy.
A skill-based curriculum has given way to a literature-based curriculum. A curriculum that once focused primarily on decoding, viewed skills as an end in themselves, and taught reading, writing, listening, and speaking as separate subjects, now bases instruction on acquisition of meaning. It integrates skills and various language arts processes into the context of the lesson.
Formal assessment that relied heavily on multiple-choice tests has given way to performance-based assessment that affirms the role of the teacher as the best observer of progress in the classroom. Even the traditional roles of the student as the recipient of knowledge and the teacher as the dispenser are giving way to a new vision that sees students as generators and evaluators of their own learning and teachers as facilitators and researchers.
The goals of the English curriculum are as follows:
· To develop skills of reading, writing, listening, speaking, and thinking.
· To prepare all students to function as informed and effective citizens.
· To prepare all students to function effectively in the world of work.
· To prepare all students to realize personal fulfillment.
· To understand significant human, ethical, cultural, and political issues and values.
· To engage students in a reassessment of their own values based on those embodied in literature.
· To provide equitable access of the English curriculum to culturally and linguistically diverse student populations.
· To develop a performance-based/integrated assessment system.
Reading, writing, listening, and speaking are integrated in a total learning program that emphasizes higher order thinking skills. Students learn to read with understanding, listen with purpose, write in their own style, speak with influence, and handle the proper conventions of Standard English--all within the context of studying the central issues embodied in literature.
Students gain English language proficiencies by reading a central core of literary works that focus on the significant issues of human civilization. The skills of reading, writing, listening, and speaking are developed by a systematic study of enduring literary works. Students must actively use their language arts skills to comprehend the ideas and values that these works embody. The English/Language Arts curriculum is comprehensive, systematic, and developmental. The central core curriculum is organized around literary works selected from great essays, poems, short stories, novels, biographies, dramas, myths, and speeches. English teachers use literature as the medium for teaching the fundamental human values that connect us as human beings and as a means to teach reading, writing, listening, speaking, and thinking. The curriculum is developmentally sequenced so all students gain an increased understanding of the works of literature they study and are better prepared to read and comprehend similar works of their own.
Students write daily. They learn to write clear, cogent, concise prose related to the literary works they study. They learn to use the writing process to prewrite, draft, revise, and edit to develop their own style and voice.
All students will take at least seven semesters of English core courses in which they systematically develop their ability to read, write, listen, and speak the English language. They will also become more knowledgeable about their cultural heritage. Courses are offered for students who want or need to gain greater proficiency in English for post secondary or career goals. Opportunities are also available for students with limited English proficiency.
This curriculum guide is to be used in conjunction with the English/Language Arts Framework for the State of California to provide teachers with the information necessary to meet the following goals:
· To provide a balanced approach to the teaching of skills, literature, and language-rich activities to ensure that all students are able to read and write proficiently.
· To include the study of literature and other high-quality materials.
· To engage students in reading, writing, speaking/listening/viewing so that they become competent users of language.
· To emphasize the cultural heritage communicated through language.
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Board Members
Dave Bruce, President
Kathy MacIntyre, Vice President
Mitch Brown, Clerk
Ed Hottell, Trustee
Dr. Steven Rocchi, Trustee
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Credits & Acknowledgements
English Curriculum Committee
Dr. Oran Roberts, Superintendent, Oroville Union High School District
Rachel Gwinnup, English Subject-Area Coordinator, OHS
Kathy Steinhaus, English Subject-Area Coordinator, LPHS
Chris Calloway, English Subject-Area Coordinator, CCHS
Meigs Meier, English Subject-Area Coordinator, PHS
Annie Bacior, English Teacher, OHS
Scott Burket, English Teacher, OHS
Steve Brown, English Teacher, OHS
Niki Carter, English Teacher, OHS
Teisha Hase, Reading Teacher, OHS
Jeff Horsley, English Teacher, OHS
Pat Hutton, SDC English Teacher, OHS
Emily Lorelli, English and ELD Teacher, OHS
Jo Ludden, RSP English Teacher, OHS
Michelle Medford, English and Journalism Teacher, OHS
Laurence Boag, English Teacher, LPHS
Cristian Bruce, Reading and English Teacher, LPHS
Linda Draper, English and Journalism Teacher, LPHS
Karen Griffith, SDC English Teacher, LPHS
Kandis Horton, English Teacher, LPHS
Andrea Lavezzi, English and ELD Teacher, LPHS
Bret Lawson, ELD English Teacher, LPHS
Ken Lovegren III, English Teacher, LPHS
Eugene Perry, English Teacher, LPHS
Lisa Ross, English Teacher, LPHS
Russel Sorenson, English Teacher, LPHS
Susan Hoopes, Adult Education Teacher, OAS
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Ordering Information
For ordering information, contact:
Oroville Union High School District
2211 Washington Avenue
Oroville, CA 95966
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Copyright Information
Copyright 2000, EdVISION.com Corp. and
Oroville Union High School District
2211 Washington Avenue
Oroville, CA 95966
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