English/Language Arts K-12 English/Language Arts Curriculum: English/Language Arts grade level content groups (GLCG) have worked diligently to align the curriculum with state and federal standards. Using the 2007 Maine Learning Results (Chapter 132 Parameters for Essential Instruction), Maine Department of Education support resources, and exemplars from high-performing systems around the country, MSAD #6 teachers have created a scope and sequence document that articulates what students in MSAD #6 need to know and be able to do in English Language Arts at every grade level. The pages contained in ELA Curriculum documents represent a tremendous collaborative effort on the part of grade level teachers.Thanks to all who made these web pages and other curriculum publications possible! BEHS AP ENGLISH SUMMER 2009 READING LIST APsummerreading.cwk (WP).pdf (Click on the grade icons below to view the scope and sequence for each level.) Grade Span PK-2 Grade Span 3-5 Grade Span 6-8 Grade Span 9-12

MSAD #6 Focuses on Reading

Bonny Eagle School District Literacy Philosophy We believe that all students are capable of learning and of continually improving their academic skills. Furthermore, we believe that every student must have equal access to learning opportunities.

I. Our beliefs regarding the importance of literacy and student learning • Literacy is at the core of all content areas. "Literacy is not something extra on the plate. Literacy is the plate" (Julie Meltzer). • Students will read often, both in and out of the classroom.

II. Our beliefs regarding instructional practice and student learning • Acquisition of literacy skills is a developmental process, and instruction must be designed to allow all students to progress so they develop as proficient readers. • All classrooms will be word-rich environments. • Balanced reading instruction will include phonemic awareness, phonics, fluency, vocabulary, and comprehension including metacognition. • Explicit reading instruction will include before-, during-, and after- reading activities and will be based on helping all students achieve Maine's Learning Results. • Instructional practices will reflect the "gradual release of responsibility" model: a teacher-student learning partnership that facilitates students gradually taking on responsibility for their own learning (Marzano). • One key to instructional improvement is ongoing research-based professional development.

III. Our beliefs regarding assessment and student learning • Students will reach specific achievement levels in literacy in order to continue to develop into readers and writers. • Intervention practices need to be, precise, ongoing, consistent, and matched appropriately to the student. The Response To Intervention (RTI) model will be employed to monitor student progress.