MIDDLE SCHOOL COURSE PLACEMENT CRITERIA
MIDDLE SCHOOL COURSE PLACEMENT CRITERIA![]()
MIDDLE SCHOOL COURSE PLACEMENT CRITERIA
Please see the attached link for all grade level English, Social Science, and Math placement guidelines for all district middle schools.
English
WELCOME TO THE ENGLISH LANGUAGE ARTS DEPARTMENT
WELCOME TO THE ENGLISH LANGUAGE ARTS DEPARTMENT![]()
WELCOME TO THE ENGLISH LANGUAGE ARTS DEPARTMENT
At DJAMS, English Language Arts curriculum focuses on reading, writing, speaking, listening, language, and critical thinking. As students advance through the grades and master these skills and standards, they are able to exhibit with increasing fullness and regularity the capacities of the literate individual. All instruction is aligned with the California Common Core State Standards and is designed to prepare students for the rigors of high school English Language Arts courses, college, career, and community.
ENGLISH TEACHERS
ENGLISH TEACHERS![]()
ENGLISH TEACHERS
| Mrs. Michelle Escutia | English 6, English 6 Accelerated |
| Mrs. Kari Fragassi | English 6, English 6 Accelerated |
| Ms. Emily Foytek | English 7, English 7 Accelerated |
| Ms. Sara Humzeh | English 8, English 8 Accelerated |
| Mrs. Alison Nero | English 7, English 7 Accelerated |
| Ms. Meghan Rider | English 6, English 7 |
| Ms. Rebekah Rylant | English 8, Reading Support |
| Mrs. Vasaturo (formerly: Whitsell) | English 8, English 8 Accelerated |
COURSE DESCRIPTIONS
COURSE DESCRIPTIONS![]()
COURSE DESCRIPTIONS
English 6
In sixth grade English/language arts, students focus on active engagement with text. They are required to analyze, define, identify, explain and critique text building on reading skills developed in the elementary years. In the area of reading, students focus on word analysis, fluency, vocabulary development, reading comprehension, and literary response and analysis. Writing is emphasized through writing strategies, writing applications and genres, and written and oral language conventions. Students also work on listening and speaking strategies and applications.
English 7
The content standards for seventh grade mark an important transition from sixth grade in two ways. First, the transition for learning to read to reading to learn is complete. Second, the standards for seventh grade are more sophisticated, intricate, and subtle. In the area of reading, students focus on word analysis, fluency, vocabulary development, reading comprehension (with an emphasis on informational text) and literary response and analysis. Writing is emphasized through writing strategies, writing applications and genres, and written and oral language conventions. Students also work on listening and speaking strategies and applications.
English 8
The content standards for eighth grade mark another transition as students prepare to master the skills necessary for high school. The eighth grade standards represent an important culmination of curriculum and learning emphasized in grades four through eight. In the area of reading, students focus on word analysis, fluency, vocabulary development, reading comprehension and literary response and analysis. Writing is emphasized through writing strategies, writing applications and genres, and written and oral language conventions. Students also work on listening strategies and speaking applications (genres and their characteristics).
English – Accelerated (See Placement Criteria)
Grades 6, 7, 8 – One Year
The Accelerated curricula integrates basic skills and extends the District curriculum in humanities while adhering to State curriculum frameworks. These programs foster intellectual curiosity and encourage independent thinking and research. Open ended projects, thematic activities and individualized assignments, as well as a variety of approaches are incorporated to enhance the basic frameworks. All includes prewriting, drafting, responding, revising, editing and post writing activities. Continual work on grammar, mechanics and spelling is included.
NON-DISCRIMINATION STATEMENT
NON-DISCRIMINATION STATEMENT![]()
NON-DISCRIMINATION STATEMENT
The Board of Trustees desires to provide a safe school environment that allows all students equal access and opportunities in the district’s academic and other educational support programs, services, and activities. The Board prohibits, at any District school or school activity, unlawful discrimination, including discriminatory harassment, intimidation, and bullying of any student based on the student’s actual or perceived race, color, ancestry, national origin, nationality, ethnicity, ethnic group identification, age, religion, marital or parental status, pregnancy, physical or mental disability, sex, sexual orientation, gender, gender identity, or gender expression or association with a person or group with one or more of these actual or perceived characteristics.