English Language Arts

Instructional Content Leader: Ms. Paula Browne        

New Bedford High School educators are determined to prepare students for success in the 21st century.  Through student engagement with a rich curriculum, soundly based in the Massachusetts Common Core English Language Arts Curriculum Frameworks, students will:

  • read closely
  • analyze fiction and non fiction text
  • develop their knowledge of perse literary genres, periods and cultures
  • build writing, speaking and listening skills
  • hone research skills

Course Offerings

English Language Arts 9-12

Strategic Reading

AP English Literature and Composition

AP Language and Composition

Yearbook

Journalism

Teachers

Browne, Paula Costa, Celeste Couto, Sandra DeMelo, Craig Goncalves, Regina Hayman, Shane Jupin, Rachel Leandres, Dora Lizotte, Kim Miller, Callie Muldoon, Kelly Mullin-Mendoza, Joyce Nagayoshi, Takeru Napert, Jill Nickerson, Thomas Oliveira, Jennifer Oliveira, Pamela Poulos, Justin Rivera Sanchez, Monica Rodrigues, Kathleen Szurley, Holly

Literacy Steering Committee Information

The New Bedford High School Literacy Steering Committee is a grassroots professional learning community (PLC) initiative, supported by the building principal and district leadership with a goal of improving student literacy school wide. The committee is comprised of teachers across all content areas. Committee members have a strong commitment to school success and the advancement of academic success for all students. It is the strong belief of the literacy committee that this is just the beginning of an ongoing process of school reform around reading, writing, speaking and listening.

The goal to this point is the development of consistent reading and writing strategies across all content areas to improve literacy of all students.

The scholarship that guided the literacy initiative included the following:

  • RAWAC research (Reading and Writing Across the Curriculum)
  • How Do High Schools Become Exemplary? The Achievement Gap Initiative at Harvard University (April 14, 2010)
  • Brockton High School model
  • Designing Literacy Initiatives for Whole School Improvement in Grades 7-12 - The International Center for Leadership in Education
  • Reading & writing across the curriculum - National Council of Teachers of English (March 2011)
  • Writing To Read: Evidence For How Writing Can Improve Reading - Carnegie Corporation Time To Act Report (2010)
  • Chris Tovani – I Read it, But I Don’t Get it, Do I Really Have to Teach Reading?, So What do They Really Know?

Currently the literacy initiative has implemented the following:

  • Open response writing (2011-2012 school year) – Staff received professional development on a Ten Step Process of Open Response Writing. All teachers were required to teach the process on a rotating schedule and submit student samples for each class.
  • Summer reading program (2011-2012 school year) – All high school students, including incoming freshman read an assigned book and a biography or auto-biography of their choice and completed a journal packet that was passed in for a grade at the start of the school year.
  • Reading initiative (2012-2013 school year) based on Four Components of literacy instruction (Selecting a text, setting a purpose, modeling, and holding thinking). During this academic year, an emphasis was placed on annotation.

Literacy Initiative Files

Year 1 - Open Response files

Year 2- Reading Initiative files