Core Beliefs


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Core Beliefs

Language is at the heart of all human interaction. The fully literate person uses language in every aspect of life, not just for communication, but also as a tool for thinking critically, gaining knowledge, and becoming a lifelong learner in a diverse society.

We believe:

Language development begins in the home, and the school continues this learning process in a supportive and engaging environment.
Language is basic to thinking and learning.
Language learning is developmental and continues at an individual rate throughout the K-12 experience.
Students must acquire a foundation of skills and strategies that can be applied in a variety of visual, written, technological, and oral communications.
Language is used to communicate and evaluate information across all content areas.
All students can learn to communicate effectively for functional and aesthetic purposes through instruction and real- world applications.


Our literacy philosophy is simple – reading is a complex process that is heavily involved with writing, listening and speaking across all content areas. Reading is a meaning-making process that continues through life. We have a diverse group of students, and we believe that it is most effective to teach reading and writing using a constructivist model of gradual release of responsibility. We seek to provide the optimal organizational structure for literacy learning: balanced literacy through a workshop model.


To provide literacy skills and knowledge, with a focus on critical reading, analytical reasoning, effective speaking, and lucid writing, so that each student can receive, access, process, and produce information as required to communicate successfully in the 21st century.                                                             



The New Jersey Student Learning Standards for English Language Arts (ELA) build on the best of existing standards and reflect the skills and knowledge students need to succeed in college, career, and life.The ELA Standards were revised in 2016 to reflect the strong beliefs that
  • Literature and informational (nonfiction) text are important for our students and should maintain their rightful place in our classrooms;
  • Background knowledge and motivation are critical to the success of students when learning to read and when accessing complex text;
  • Research by students provides the opportunity to learn more about a subject, but equally as important, provides students the opportunity to look beyond their research to questions left unanswered (new avenues for student research);
  • Using evidence remains a critical skill, interspersed throughout the standards, allowing students to ground their thinking in the work of authors and experts in literature and in the content areas;
  • Literacy must be recognized and guided in content areas so that students recognize the academic vocabulary, media representations, and power of language inherent in the work of scholars and experts, and
  • The importance of foundational skills in the early grades, as students learn to read, cannot be overstated and calls for targeted, sustained intervention at any point of struggle for a student.


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Grade 3

Grade 4

Grade 5

Unit 1

My Name is Maria Isabel

Ramona the Pest

Because of Winn Dixie

Unit 2

When Tia Lola Came to Visit/Stay

Tales of a Fourth Grade Nothing

Bud, Not Buddy

Unit 3

Tales of Despereuax


Number the Stars

Unit 4

Giving Tree

Charlie and the Chocolate Factory




Grade 6

Grade 7

Grade 8

Unit 1 /Unidad 1

Esperanza Rising

Esperanza Renace

Freak the Mighty

Tuck Para Siempre

The Outsiders

Los Rebeldes

Unit 2 /Unidad 2

The Devils Arithmetic

El Niño con el Pijama de Rayas



Diary of Anne Frank

El Diario de Anne Frank

Unit 3 /Unidad 3

Running out of Time

Lejos del Polvo

Among the Hidden

El Hacha

The Giver

El Dador

Unit 4 /Unidad 4

The Lightening Thief

El Ladron del Rayo

The Color of my Words

El Color de mis Palabras

House on Mango Street

La Casa En Mango Street

Professional Development

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Date Session Participants
*District-Wide PD Day  
High Quality ELA Instruction (Review & Vocabulary)  Grade 2 Teachers
2/20/2018 Unit Implementation (Reflection & Grammar)  Grade 3 ELA Teachers
3/6/2018 Unit Implementation (Reflection & Grammar)  Grade 4 ELA Teachers
3/7/2018 Unit Implementation (Reflection & Grammar)  Grade 5 ELA Teachers


Date Session Participants
11/7/2017 Unit Introduction - Day 1  Grade 6-8 ELA Teachers
2/6/2018 Unit Reflection & Grammar - Day 1  Grade 6-8 ELA Teachers
2/7/2018 Unit Reflection & Grammar - Day 2  Grade 6-8 ELA Teachers
3/27/2018 Unit Writing & Formative Assessment - Day 1 Grade 6-8 ELA Teachers
3/28/2018 Unit Writing & Formative Assessment - Day 1 ? Grade 6-8 ELA Teachers


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Brain Pop                       NewsELA

                      Raz Kids


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Contact Us

             English Language Arts

                Department Team

 Zuleima Perez, Supervisor of Humanities 1-5
Phone: (732) 745-5300, Ext: 5582
                    Lennox Small Ed.D, Supervisor of Humanities 6-12
           Phone: (732) 745-5300, Ext: 5583
Lissette Flores, Secretary
Phone: (732) 745-5300, Ext: 5580

                 Reading Specialists

Carol Giordano, Reading Specialist

A.C Redshaw Elementary School K-5

Tania Miller, Reading Specialist

Lincoln Elementary School K-3

Lincoln Annex School 4-7


Brianne Giuliani, Reading Specialist

Livingston Elementary School K-5


LaVonne Wallace, Reading Specialist

Lord Stirling Community School K-5


Cara Drozd, Reading Specialist

McKinley Community SchoolK-8


Laura Cosentino, Reading Specialist

Paul Robeson Community School For The Arts K-7

Jennifer Ridolfo, Reading Specialist

Roosevelt Elementary School K-5


Patricia Reece, Reading Specialist

Woodrow Wilson Elementary School K-8

Amy Eckert, Reading Specialist

New Brunswick Middle School 6-8


New Brunswick High School 9-12

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