bound brook school district members of the … · • develop life long learners ... • provide...

BOUND BROOK SCHOOL DISTRICT

Members of the Board of Education

Martin Gleason, President Stephen D. Clouser, Vice President Laverne Mickel Carol A. Koupiaris Hal Dietrich Robert Murray Janet Esposito Rae Siebel Robyn Ann Jeskie Kenneth Sella

Edward Hoffman, Ed.D. Superintendent of Schools

Carole Deddy

Business Administrator/Board Secretary

Dan Gallagher, Principal Mario Bernardo, Vice Principal Robert Nixon, Vice Principal

SAT Prep CREATED SUMMER 2007

JESSICA MELLOM

MISSION STATEMENT Bound Brook High School is a supportive multicultural community that provides an innovative and academically challenging educational program while offering variety of extra-curricular and social opportunities that encourage life long learning and citizenship.

VISION STATEMENT

The vision of the Bound Brook Public School community is to provide a comprehensive educational environment that will:

• Develop tolerant citizens

• Prepare graduates for their educational and vocational choices in life

• Develop life long learners

• Allow students to be users of technology

• Develop finders and users of data

• Provide educational opportunities both within and outside the classroom

• Challenge students educationally

• Provide a positive learning environment

• Make students aware of their strengths and weaknesses

• Recognize student successes.

BELIEFS

We believe that the Bound Brook community will provide a supportive environment

for academic and personal growth that will:

• Foster independence, self-reliance, and self-worth • Prepare students for a diverse and ever-changing society.

• Encourage the development of programs that promote good character in the school community.

• Enable everyone to feel physically, emotionally, and intellectually safe (free to verbally express opinions and ideas).

• Value all for their unique qualities. • Encourage all to pursue their individual goals in a challenging, supportive, and

safe environment. • Provide a positive learning environment where mutual respect and opportunity

exist for the exchange of ideas among teachers, students, parents, and community members.

• Deliver an instructional program that encompasses a variety of learning styles, interests, and levels of readiness for all students in all disciplines

• Demonstrate honesty, integrity, and trustworthiness in academic pursuits and social interactions.

• Respect all people and cultures • Encourage participation in one’s community as a social, civic, and personal

responsibility. • Promote learning as a life-long process.

ACADEMIC GOALS AND EXPECTATIONS Learning Goals

• Students are able to use basic verbal and nonverbal skills for purposes and situations they will encounter throughout their lives.

• Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

• Students shall develop their abilities to become self-sufficient individuals. • Students shall develop their abilities to become responsible members of a family,

work group, or community, including demonstrating effectiveness in community service.

• Students shall develop their abilities to think and solve problems in school situations and in a variety of situations they will encounter in life.

• Students shall develop their abilities to connect and integrate experiences and new knowledge from all subject matter fields with what they have previously learned and build on past learning experiences to acquire new information through

various media sources.

Academic Expectations

• Students will use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

• Students will make sense of the variety of materials they read, observe, and hear. • Students will use mathematical concepts and procedures to communicate, reason,

and solve problems. • Students will organize and classify information through an understanding of

terms defined in this course • Students will use appropriate conventions, and styles in their written work to

communicate ideas and information to different audiences and for different purposes.

• Students’ oral communication will incorporate appropriate forms, conventions, and styles to communicate ideas and information to different audiences and different purposes.

• Students will use of technology to collect, organize, and communicate information and ideas.

• Students will understand scientific ways of thinking and working and use those methods to solve real-life problems.

• Students will identify, analyze, and use patterns such as cycles and trends to understand past and present events and predict possible future events.

• Students will identify and analyze systems and understand how their components work together or affect each other.

• Students will use and scientific models and scales to explain the organization and functioning of living and non-living entities and predict other characteristics that might be observed.

• Students will understand that under certain conditions nature tends to remain the same or move toward a balance.

• Students will understand how living and nonliving things change over time and the factors that influence the changes.

• Students will understand number concepts and use numbers appropriately and accurately.

• Students will understand various mathematical procedures and use them appropriately and accurately.

• Students will understand space and dimensionality concepts and use them appropriately and accurately.

• Students will understand measurement concepts and use measurement appropriately and accurately.

• Students will understand mathematical change concepts and use them appropriately and accurately.

• Students will understand mathematical structure concepts including the properties and logic of various mathematical systems.

• Students will understand probability and use statistics appropriately. • Students will understand the democratic principles of justice, equality,

responsibility, and freedom and apply them to real-life situations. • Students will accurately describe various forms of government and analyze issues

that relate to the rights and responsibilities of citizens in a democracy. • Students will observe, analyze, and interpret human behaviors, social groupings,

and institutions to better understand people and the relationships among individuals and among groups.

• Students will interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

• Students will understand economic principles and are able to make economic decisions that have consequences in daily living.

• Students will understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

• Students will recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

• Students will present works of art convey a point of view. • Students will analyze and reflect on their own and others' artistic products and

performances using accepted standards. • Students will gain knowledge of major works of art, music, and literature and

appreciate creativity and the contributions of the arts and humanities. • In the products they make and the performances they present, students will show

that they understand how time, place, and society influence the Arts and Humanities such as languages, literature, and history.

• Students will demonstrate skills that promote individual well-being and healthy family relationships.

• Students will evaluate consumer products and services and make effective consumer decisions.

• Students will demonstrate the knowledge and skills they need to remain physically healthy and to accept responsibility for their own physical well-being.

• Students will demonstrate strategies for becoming and remaining mentally and emotionally healthy.

• Students will demonstrate the skills to evaluate and use services and expectation resources available in their community.

• Students will perform physical movement skills effectively in a variety of settings.

• Students will demonstrate knowledge and skills that promote physical activity and involvement in physical activity throughout their lives.

• Students will use strategies for choosing and preparing for a career. • Students will demonstrate skills and work habits that lead to success in future

schooling and work. • Students will demonstrate skills such as interviewing, writing resumes, and

completing applications that are needed to be accepted into college or other postsecondary training or to get a job.

• Students will use critical thinking skills such as analyzing, prioritizing, categorizing, evaluating, and comparing to solve a variety of problems in real-life situations.

• Students will use creative thinking skills to develop or invent novel, constructive ideas or products.

• Students will organize information to develop or change their understanding of a concept.

• Students will use a decision-making process to make informed decisions. • Students will use problem-solving processes to develop solutions to complex

problems. • Students will connect knowledge and experiences from different subject areas. • Students will use scaffolding to acquire new knowledge, develop new skills, or

interpret new experiences. • Students will expand their understanding by making connections to new

paradigms, skills, and experiences.

DISTRICT GRADING PHILOSOPHY AND POLICY (CORRESPONDS TO DEPARTMENT)

The Board of Education recognizes that a system of measuring, recording, and reporting the achievements of individual pupils is important to the continuing process of learning. The Board, therefore directs the instructional program of this school district include a system of grading that measures progress toward the New Jersey Core Curriculum Content Standards and the educational goals of the district. Pupils shall be informed at the outset of any course of study of the behaviors and achievements that are expected of them and shall be kept informed of their progress during the course of study. As a rule, grading should reward pupils for positive efforts and minimize failure, and pupils should be encouraged to evaluate their own achievements. The Superintendent shall develop and continually review in consultation with teaching staff members, parent(s) or legal guardian(s), and pupils, a grading program appropriate to the course of study and maturity of pupils. The final decision on any contested grade will be the responsibility of the Principal. A pupil classified as disabled will be graded in accordance with his/her Individualized Educational Program (IEP) or the Section 504 Plan.

COURSE DESCRIPTION AND PREREQUISITES

11072: SAT PREP This course is designed to familiarize students with the language arts and mathematics skills needed for the Scholastic Aptitude Test. Students will use practice tests and questions to review for the exam. The course will provide and reinforce test taking strategies for students. Course is recommended for students entering the 11th grade who plan on attending a four-year college. 2..5 Credits

COURSE LEVEL RUBRIC

Superior Proficient Non-Proficient Honors Homework ~Time

Essay/Papers Multi-Media Projects Reading ~Time

Homework ~Time Essay/Papers Multi-Media Projects Reading ~Time


College Prep Homework ~Time Essay/Papers Multi-Media Projects Reading ~Time



Academic Homework ~Time Essay/Papers Multi-Media Projects Reading ~Time



Work Load by level and ability.

New Jersey Core Curriculum Content Standards (from the NJDOE. Available at http://www.nj.gov/education/cccs/s3_lal.htm)

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

Descriptive Statement: A primary reading goal is for students of all grades to read independently with fluency and comprehension so that they become lifelong readers and learners. In order to achieve this goal, students benefit from "daily opportunities to read books they choose for themselves, for their own purposes, and their own pleasures" (Calkins, 2001). Students should read grade-level appropriate or more challenging classic and contemporary literature and informational readings, both self-selected and assigned. In order to grow as readers and deepen their understanding of texts, students need many opportunities to think about, talk about, and write about the texts they are reading. A diversity of reading material (including fiction and nonfiction) provides students with opportunities to grow intellectually, emotionally, and socially as they consider universal themes, diverse cultures and perspectives, and the common aspects of human existence.

In early reading instruction (preK-2), children need rich experiences with oral language and learning about sounds, letters and words, and their relationships. Phonemic awareness, knowledge of the relationships between sounds and letters, and an understanding of the features of written English texts are essential to beginning reading. Direct systematic phonics instruction enables many students to develop their knowledge of phonics, and provides a bridge to apply this knowledge in becoming independent and fluent readers. Systematic phonics instruction typically involves explicitly teaching students a pre-specified set of letter-sound relations and having students read text that provides practice using these relations to decode words (National Reading Panel, 2000). Additionally, direct instruction and time to practice these skills should be provided in comprehension, strategy, reading fluency, and vocabulary development at all grade levels. It is important to help students become fluent readers in the early years, and then help them expand their literacy abilities as they progress through the middle and high school grades.

The reading process requires readers to respond to texts, both personally and critically, and relate prior knowledge and personal experiences to written texts. Students apply literal, inferential, and critical comprehension strategies before, during, and after reading to examine, construct, and extend meaning. In becoming fluent readers, students must draw on the word meaning and sentence structure of text and sound/symbol relationships, and use these cueing systems interchangeably in order to comprehend and gain meaning. Students need to recognize that what they hear, speak, write, and view contributes to the content and quality of their reading experiences.

Strands and Cumulative Progress Indicators

Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

A. Concepts About Print/Text

No additional indicators at this grade level.

B. Phonological Awareness


C. Decoding and Word Recognition


D. Fluency

1. Read developmentally appropriate materials at an independent level with accuracy and speed.

2. Use appropriate rhythm, flow, meter, and pronunciation when reading.

3. Read a variety of genres and types of text with fluency and comprehension.

E. Reading Strategies (before, during, and after reading)

1. Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.

2. Practice visualizing techniques before, during, and after reading to aid in comprehension.

3. Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.

F. Vocabulary and Concept Development

1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.

2. Use knowledge of root words to understand new words.

3. Apply reading vocabulary in different content areas.

G. Comprehension Skills and Response to Text

1. Identify, describe, evaluate, and synthesize the central ideas in informational texts.

2. Understand the study of literature and theories of literary criticism.

3. Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.

4. Compare and evaluate the relationship between past literary traditions and contemporary writing.

5. Analyze how works of a given period reflect historical and social events and conditions.

6. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.

7. Interpret how literary devices affect reading emotions and understanding.

8. Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).

9. Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.

10. Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.

11. Analyze how an author’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

12. Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, and contracts.

13. Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, or instructional manuals).

H. Inquiry and Research

1. Select appropriate electronic media for research and evaluate the quality of the information received.

2. Develop materials for a portfolio that reflect a specific career choice.

3. Develop increased ability to critically select works to support a research topic.

4. Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

5. Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

6. Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Descriptive Statement: Writing is a complex process that begins with the recording of one’s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences, and contexts. Students should have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate, and publish their writing. In a successful writing program, students develop and demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising, editing of

multiple drafts, and post-writing processes that include publishing, presenting, evaluating, and/or performing.

Students should be helped to understand the recursive nature and shifting perspectives of the writing process, in moving from the role of writer to the role of reader and back again. It is important for students to understand that writers write, then plan and revise, and then write again. They will learn to appreciate writing not only as a product, but also as a process and mode of thinking and communicating. "By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human" (Keene, 1999). Students should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing.



A. Writing as a Process (prewriting, drafting, revising, editing, post-writing)

1. Engage in the full writing process by writing daily and for sustained amounts of time.

2. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.

3. Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.

4. Review and edit work for spelling, usage, clarity, and fluency.

5. Use the computer and word-processing software to compose, revise, edit, and publish a piece.

6. Use a scoring rubric to evaluate and improve own writing and the writing of others.

7. Reflect on own writing and establish goals for growth and improvement.

B. Writing as a Product (resulting in a formal product or publication)

1. Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

2. Critique published works for authenticity and credibility.

3. Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.

4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).

5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.

6. Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.

7. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.

8. Foresee readers’ needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.

9. Provide compelling openings and strong closure to written pieces.

10. Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).

11. Use the responses of others to review content, organization, and usage for publication.

12. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.

2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.

3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.

4. Use transition words to reinforce a logical progression of ideas.

5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.

6. Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.

7. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

8. Write legibly in manuscript or cursive to meet district standards.

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Employ the most effective writing formats and strategies for the purpose and audience.

2. Demonstrate command of a variety of writing genres, such as:

Persuasive essay Personal narrative Research report

Literary research paper Descriptive essay Critique Response to literature Parody of a particular narrative style (fable, myth, short story) Poetry

3. Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.

4. Apply all copyright laws to information used in written work.

5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.

6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications.

7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

8. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Descriptive Statement: Oral language is a powerful tool for communicating, thinking, and learning. Through speaking and listening, students acquire the building blocks necessary to connect with others, develop vocabulary, and perceive the structure of the English language. An important goal in the language arts classroom is for students to speak confidently and fluently in a variety of situations.

Speaking is the process of expressing, transmitting, and exchanging information, ideas, and emotions. When students listen and talk to others about their ideas, they are able to clarify their thinking. Whether in informal interactions with others or in more formal settings, communicators are required to organize and deliver information clearly and adapt to their listeners. Students should have multiple opportunities to use speaking for a variety of purposes, including questioning, sharing information, telling a humorous story, or helping others to achieve goals. Students should recognize that what they hear, write, read, and view contributes to the content and quality of their oral language.



A. Discussion

1. Support a position integrating multiple perspectives.

2. Support, modify, or refute a position in small or large-group discussions.

3. Assume leadership roles in student-directed discussions, projects, and forums.

4. Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage.

B. Questioning (Inquiry) and Contributing

1. Ask prepared and follow-up questions in interviews and other discussions.

2. Extend peer contributions by elaboration and illustration.

3. Analyze, evaluate, and modify group processes.

4. Select and discuss literary passages that reveal character, develop theme, and illustrate literary elements.

5. Question critically the position or viewpoint of an author.

6. Respond to audience questions by providing clarification, illustration, definition, and elaboration.

7. Participate actively in panel discussions, symposiums, and/or business meeting formats (e.g., explore a question and consider perspectives).

C. Word Choice

1. Modulate tone and clarify thoughts through word choice.

2. Improve word choice by focusing on rhetorical devices (e.g., puns, parallelism, allusion, alliteration).

D. Oral Presentation

1. Speak for a variety of purposes (e.g., persuasion, information, entertainment, literary interpretation, dramatization, personal expression).

2. Use a variety of organizational strategies (e.g., focusing idea, attention getters, clinchers, repetition, transition words).

3. Demonstrate effective delivery strategies (e.g., eye contact, body language, volume, intonation, articulation) when speaking.

4. Edit drafts of speeches independently and in peer discussions.

5. Modify oral communications through sensing audience confusion, and make impromptu revisions in oral presentation (e.g., summarizing, restating, adding illustrations/details).

6. Use a rubric to self-assess and improve oral presentations.

STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.

Descriptive Statement: Listening is the process of hearing, receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. Through active listening, students gain understanding and appreciation of language and communication. Students call on different listening skills depending on their purpose for listening (e.g., listening to letter sounds to gain phonemic awareness, comprehending information, evaluating a message, appreciating a performance). Effective listeners are able to listen actively, restate, interpret, respond to, and evaluate increasingly complex messages. Students need to recognize that what they say, read, write, and view contributes to the content and quality of their listening experiences.



A. Active Listening

1. Explore and reflect on ideas while hearing and focusing attentively.

2. Listen skillfully to distinguish emotive and persuasive rhetoric.

3. Demonstrate appropriate listener response to ideas in a persuasive speech, oral interpretation of a literary selection, or scientific or educational presentation.

B. Listening Comprehension

1. Listen to summarize, make judgments, and evaluate.

2. Evaluate the credibility of a speaker.

3. Determine when propaganda and argument are used in oral forms.

4. Listen and respond appropriately to a debate.

STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.

Descriptive Statement: Students learn how to view critically and thoughtfully in order to respond to visual messages and images in print, nonverbal interactions, the arts, and electronic media. Effective viewing is essential to comprehend and respond to personal interactions, live performances, visual arts that involve oral and/or written language, and both print media (graphs, charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and newspapers) and electronic media (television, computers, and film). A media-literate person is able to evaluate media for credibility and understands how words, images, and sounds influence

the way meanings are conveyed and understood in contemporary society. Students need to recognize that what they speak, hear, write, and read contributes to the content and quality of their viewing.



A. Constructing Meaning from Media

1. Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

2. Identify and evaluate how a media product expresses the values of the culture that produced it.

3. Identify and select media forms appropriate for the viewer’s purpose.

B. Visual and Verbal Messages

1. Analyze media for stereotyping (e.g., gender, ethnicity).

2. Compare and contrast three or more media sources.

C. Living with Media

1. Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).

2. Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).

3. Recognize that creators of media and performances use a number of forms, techniques, and technologies to convey their messages.

INSTRUCTIONAL METHODS AND STRATEGIES

In order to better serve all students in the Bound Brook School District, a variety of instructional methods and strategies will be used. The most common being Collaborative and Cooperative learning, Discovery-Based learning, Engaged learning, Problem-Based learning, and Whole Language Approach. Students will develop better study strategies and habits, and learn intrinsic motivational skills.

STUDENT ASSESSMENT RUBRIC

Bound Brook High School Assessment/Testing Rubric

5/11/07

Superior Proficient Non-Proficient Honors 40% Traditional

50% Written 10% Other

50% Traditional 40% Written 10% Other


College Prep




Academic 60% Traditional 30% Written 10% Other



Note: ‘Authentic Assessments’ will be categorized

Under either the “Traditional” or “Other” Categories

OUTCOMES Participation in the district’s English program develop a student’s integrative, interactive ways of communicating by developing his/her reading, writing, speaking, listening and viewing skills. Student’s are better able to receive information; think logically and creatively; express ideas; understand and participate meaningfully in spoken, written, and non-verbal communications; formulate and answer questions and search for, organize, evaluate and apply information. Student’s are better able to acquire knowledge of thinking and communicating, and understand one’s own purposes for thinking and communicating.

SUGGESTED MATERIALS

• Practice SAT English Exams • Mock SAT Writing Prompts • Mock SAT Critical Reading questions • Mock SAT Critical Writing questions

COURSE MAP SAT PREP

National

& State

Standards

Guiding

Program

Content Topics/ Key

Skills

Enduring

Understanding

Essential Questions Assessments Connected Co-

Curricular

Support

Activities/

Experiences

SAT

Critical

Reading

Critical Reading:

test your vocabulary

and your

understanding of

sentence structure;

comprehension of

what is stated in or

implied by the

passage, not your

prior knowledge of

the topic

How can I use

my critical

reading skills to

comprehend my

reading and

understanding of

sentence structure

and implications

in a passage.

How do you show

how well you

understand what

you read? How do

I use vocabulary to

complete

sentences? I well

do I comprehend

what I read?

70 minutes (two 25 min. sections and one 20-min. section) 67 questions.

Standardized

test taking skills

across all

disciplines.

College level

understanding

of test taking

skills.

SAT

Critical

Writing

Critical Writing:

Communicate ideas

clearly and

effectively; improve

a piece of writing

through revision and

editing; recognize

and identify

sentence-level errors;

understand

grammatical

elements and

structures and how

How can I

effectively

communicate

ideas through

sentence

structure, and

usage skills?

How can I use my

vocabulary

knowledge to

improve sentences?

How do I identify

sentence errors?

How can I use my

writing skills to

improve paragraph

structure and

coherence?

35 min. (one

25-min

section and

one 10-min

section) 49

questions

Standardized

test taking skills

across all

disciplines.

College level

understanding

of test taking

skills.

they relate to each

other in a sentence;

recognize correctly

formed grammatical

structures; clearly

express ideas

through sentence-

combining and use of

transitional words

and phrases; improve

coherence of ideas

within and among

paragraphs

SAT

Essay

Essay:

develop a point of

view on an issue

presented in an

excerpt; support your

point of view using

reasoning and

examples from your

reading, studies,

experience, or

observations; follow

the conventions of

standard written

English

How can I

effectively

communicate my

point of view and

thoughts in a

pithy manner?

How can I improve

my essay writing

skills to meet the

standards of the

College Board?

How can I develop

Point of View?

How can I develop

a strong essay in 25

minutes?

25 min. 1

essay

Standardized

test taking skills

across all

disciplines.

College level

understanding

of test taking

skills.

UNIT MAP SAT PREP

NJCCS Essential Question Content/Skill Assessment

Unit: Critical Reading Days to Complete: 14

How do you show how well you understand what you read? How do I use vocabulary to complete sentences? I well do I comprehend what I read?

test your vocabulary and your understanding of sentence structure; comprehension of what is stated in or implied by the passage, not your prior knowledge of the topic

70 minutes (two 25 min. sections and one 20-min. section) 67 questions.

Unit: Critical Writing Days to Complete: 14

How can I use my vocabulary knowledge to improve sentences? How do I identify sentence errors? How can I use my writing skills to improve paragraph structure and coherence?

Communicate ideas clearly and effectively; improve a piece of writing through revision and editing; recognize and identify sentence-level errors; understand grammatical elements and structures and how they relate to each other in a sentence; recognize correctly formed grammatical structures; clearly express ideas through sentence-combining and use of transitional words and phrases; improve coherence of ideas within and among paragraphs

35 min. (one 25-min section and one 10-min section) 49 questions

Unit: Essay Days to Complete: 14

How can I improve my essay writing skills to meet the standards of the College Board? How can I develop Point of View? How can I develop a strong essay in 25 minutes?

develop a point of view on an issue presented in an excerpt; support your point of view using reasoning and examples from your reading, studies, experience, or observations; follow the conventions of standard written English

25 min. 1 essay

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