Curriculum
Source: http://www.northallegheny.org/academics/english-language-arts/curriculum
Archived: 2026-04-23 17:09
Curriculum
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Elementary
High School
Curriculum and Resource Overview
K-5 Year at a Glance
Family Resources
2020-2021 Writing Experiences
K
Students can write their name and a simple sentence. Stories may be created with pictures and words.
1
Students can write clear, coherent, and complete sentences using simple and complex sentences. A paragraph that develops a central idea may be written.
2
Students can write a paragraph with a topic sentence and supporting details.
3
Students can write multi-paragraph compositions using a variety of sentence types.
4
Students can write multi-paragraph compositions, establishing a focus, organizational structure, and point of view.
5
Students can refine and build upon multi-paragraph skills, increasing in complexity. Informational writing includes formal introductions, ample supporting evidence, and conclusions.
Each At a Glance document provides information about what to expect in ELA classes at the elementary level. Included are
example texts
essential questions that students will be able to answer
reading foundational skills
reading comprehension (informational and literature) techniques
written communication and spelling examples
speaking and listening expectations
At a Glance Documents
Kindergarten At a Glance
First Grade At a Glance
Second Grade At a Glance
Third Grade At a Glance
Fourth Grade At a Glance
Fifth Grade At a Glance
What Families Can Do to Help Their Children Learn
The Common Core State Standards ask teachers to make 12 major “shifts” or (changes) in their classrooms – six shifts in English Language Arts and six shifts in Mathematics. These changes may be an adjustment, as students and teachers lean into higher expectations for teaching and learning. As a parent, you can help and learn more by talking with your child about what they are learning. Ask open-ended questions about what they learned in school each day, read their homework and attend school events to learn about what their teachers expect. This document explains some of the ways that your child’s learning is changing and how you can help.
English Language Arts Shifts
Read as much fiction as nonfiction
Learn about the world by reading
Read more challenging material
Talk about reading using evicdence
Write about text using evidence
Know more vocabulary words
Core Classes
Electives
Summer Reading
High School ELA course offerings present students with a wide-array of options designed to meet the needs of a diverse cross-section of learners. Students are encouraged to schedule the appropriate level course based on their abilities levels, goals and interests, and teacher recommendations. All courses feature a skills-based curriculum, designed by North Allegheny ELA teachers and aligned to PA State Standards, that includes a diverse selection of grade-level appropriate fiction and nonfiction texts; instruction and assessment in multiple modes of writing and research practices; and speaking, listening, and multimedia presentation skills.
The English Language Arts Department also offers a variety of electives for students in grades 9 through 12. Electives include full year and part-time options for students interested in developing their skills in areas such as creative writing, public speaking, acting, film, broadcasting, journalism, and digital media design.
For a full list of ELA course offerings, including electives, please see the associated page of the
Program of Studies
.
Students entering Academic, Honors, and AP level courses in grades 9–12 are expected to complete required summer reading for their respective courses as laid out by course syllabi. Students will be provided a list of required titles for their course prior to the end of the previous school year. Whenever possible, digital copies of the texts will be provided to students for free through Actively Learn with access codes provided by the teacher. If students would prefer to read a physical copy of a text, they are responsible for acquiring their own copy.
A list of summer reading titles for each course can be found below.
The ELA Department presented the findings of its most recent Curriculum Review to the school board in December of 2019.
That Curriculum Review Report laid out a plan of implementation for the department over the next several years. Among the key findings and recommendations were:
The three shifts in the PA Core Standards are (1) a focus on building content knowledge through reading, (2) writing from texts, and (3) regular practice with complex texts.
Students benefit most from a writing curriculum that is focused, standards-driven, and tied to reading critically in all content areas. (National Council of Teachers of English [NCTE], 2014)
Students should be provided with more opportunities to write beyond formal, core essay assignments. Learners should be able to write for a variety of audiences in different modalities, using modern media (multimedia presentations, podcasting, journalism, website building, etc.). (NCTE, 2018)
Students should use a common approach to writing across the curriculum. (National Writing Project [NWP], 2003)
Incorporating grammar instruction within context is more effective than teaching it in isolation. Learners are more encouraged to follow grammar usage rules if explained within context so that they can see exactly how the structures are utilized. Students can then use these experiences as a model for their own writing, including the correct application of the grammar rules. (
Adler-Kassner, 2018)
Close reading instruction, an effective learning strategy, enhances students’ progress with the Core Standards. Incorporating challenging texts, consistency of themes, and the range of picture books to collegiate lessons are the appropriate means to test student understanding and comprehension of a text. Adolescent Literacies: A Handbook for Practice-Based Research (Catterson & Pearson, 2017)
Current PA Core Standards focus is on expository text and literary nonfiction that holds a high interest to students. Cross-curricular nonfiction text is necessary in literacy instruction. (Young, 2013)
Creative non-fiction texts are beneficial in the classroom versus traditional nonfiction articles. Students become disengaged when they read dull, impersonal nonfiction articles. Young adult authors are writing nonfiction books that engage students with humor, excitement, and creativity while respecting the authenticity of the history. Many nonfiction novels may also include primary sources. (Young, 2013)
To support students’ development of global competencies, the Review Team concluded that it is necessary to include a more diverse selection of core texts as part of the Curriculum Writing process. Texts should be selected with consideration of thematic differences, cultural point of view, and critical analysis of multiple genres of text (fiction, nonfiction, current events, etc.) to promote critical and cultural literacies. In addition, the ELA Department will be a catalyst within the District to promote critical literacies within other content areas, such as Social Studies, Science, and Family and Consumer Sciences. (“Reloading the Canon,” 2019)
Skip To Main Content
Elementary
High School
Curriculum and Resource Overview
K-5 Year at a Glance
Family Resources
2020-2021 Writing Experiences
K
Students can write their name and a simple sentence. Stories may be created with pictures and words.
1
Students can write clear, coherent, and complete sentences using simple and complex sentences. A paragraph that develops a central idea may be written.
2
Students can write a paragraph with a topic sentence and supporting details.
3
Students can write multi-paragraph compositions using a variety of sentence types.
4
Students can write multi-paragraph compositions, establishing a focus, organizational structure, and point of view.
5
Students can refine and build upon multi-paragraph skills, increasing in complexity. Informational writing includes formal introductions, ample supporting evidence, and conclusions.
Each At a Glance document provides information about what to expect in ELA classes at the elementary level. Included are
example texts
essential questions that students will be able to answer
reading foundational skills
reading comprehension (informational and literature) techniques
written communication and spelling examples
speaking and listening expectations
At a Glance Documents
Kindergarten At a Glance
First Grade At a Glance
Second Grade At a Glance
Third Grade At a Glance
Fourth Grade At a Glance
Fifth Grade At a Glance
What Families Can Do to Help Their Children Learn
The Common Core State Standards ask teachers to make 12 major “shifts” or (changes) in their classrooms – six shifts in English Language Arts and six shifts in Mathematics. These changes may be an adjustment, as students and teachers lean into higher expectations for teaching and learning. As a parent, you can help and learn more by talking with your child about what they are learning. Ask open-ended questions about what they learned in school each day, read their homework and attend school events to learn about what their teachers expect. This document explains some of the ways that your child’s learning is changing and how you can help.
English Language Arts Shifts
Read as much fiction as nonfiction
Learn about the world by reading
Read more challenging material
Talk about reading using evicdence
Write about text using evidence
Know more vocabulary words
Core Classes
Electives
Summer Reading
High School ELA course offerings present students with a wide-array of options designed to meet the needs of a diverse cross-section of learners. Students are encouraged to schedule the appropriate level course based on their abilities levels, goals and interests, and teacher recommendations. All courses feature a skills-based curriculum, designed by North Allegheny ELA teachers and aligned to PA State Standards, that includes a diverse selection of grade-level appropriate fiction and nonfiction texts; instruction and assessment in multiple modes of writing and research practices; and speaking, listening, and multimedia presentation skills.
The English Language Arts Department also offers a variety of electives for students in grades 9 through 12. Electives include full year and part-time options for students interested in developing their skills in areas such as creative writing, public speaking, acting, film, broadcasting, journalism, and digital media design.
For a full list of ELA course offerings, including electives, please see the associated page of the
Program of Studies
.
Students entering Academic, Honors, and AP level courses in grades 9–12 are expected to complete required summer reading for their respective courses as laid out by course syllabi. Students will be provided a list of required titles for their course prior to the end of the previous school year. Whenever possible, digital copies of the texts will be provided to students for free through Actively Learn with access codes provided by the teacher. If students would prefer to read a physical copy of a text, they are responsible for acquiring their own copy.
A list of summer reading titles for each course can be found below.
The ELA Department presented the findings of its most recent Curriculum Review to the school board in December of 2019.
That Curriculum Review Report laid out a plan of implementation for the department over the next several years. Among the key findings and recommendations were:
The three shifts in the PA Core Standards are (1) a focus on building content knowledge through reading, (2) writing from texts, and (3) regular practice with complex texts.
Students benefit most from a writing curriculum that is focused, standards-driven, and tied to reading critically in all content areas. (National Council of Teachers of English [NCTE], 2014)
Students should be provided with more opportunities to write beyond formal, core essay assignments. Learners should be able to write for a variety of audiences in different modalities, using modern media (multimedia presentations, podcasting, journalism, website building, etc.). (NCTE, 2018)
Students should use a common approach to writing across the curriculum. (National Writing Project [NWP], 2003)
Incorporating grammar instruction within context is more effective than teaching it in isolation. Learners are more encouraged to follow grammar usage rules if explained within context so that they can see exactly how the structures are utilized. Students can then use these experiences as a model for their own writing, including the correct application of the grammar rules. (
Adler-Kassner, 2018)
Close reading instruction, an effective learning strategy, enhances students’ progress with the Core Standards. Incorporating challenging texts, consistency of themes, and the range of picture books to collegiate lessons are the appropriate means to test student understanding and comprehension of a text. Adolescent Literacies: A Handbook for Practice-Based Research (Catterson & Pearson, 2017)
Current PA Core Standards focus is on expository text and literary nonfiction that holds a high interest to students. Cross-curricular nonfiction text is necessary in literacy instruction. (Young, 2013)
Creative non-fiction texts are beneficial in the classroom versus traditional nonfiction articles. Students become disengaged when they read dull, impersonal nonfiction articles. Young adult authors are writing nonfiction books that engage students with humor, excitement, and creativity while respecting the authenticity of the history. Many nonfiction novels may also include primary sources. (Young, 2013)
To support students’ development of global competencies, the Review Team concluded that it is necessary to include a more diverse selection of core texts as part of the Curriculum Writing process. Texts should be selected with consideration of thematic differences, cultural point of view, and critical analysis of multiple genres of text (fiction, nonfiction, current events, etc.) to promote critical and cultural literacies. In addition, the ELA Department will be a catalyst within the District to promote critical literacies within other content areas, such as Social Studies, Science, and Family and Consumer Sciences. (“Reloading the Canon,” 2019)