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 is integral to thinking and learning.
 
Language learning is progressive 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 purposes through instruction and real- world applications.
 

 Philosophy

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 variety of culturally response text and pedagogy model of gradual release of responsibility. We seek to provide the optimal organizational structure for literacy learning: balanced literacy through a workshop model.

 Vision

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.                                                             

Curriculum

Curriculum

 
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.
 

Novels

 
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          Cycle 1 Cycle 2                        Cycle 3 Cycle 4
Grade 3  My Name is Maria Isabel  The Great Cake Mystery  Donovan's Word Jar  How Tia Lola Come to Stay
Grade 4 Tales of a 4th Grade Nothing         Seedfolks One Crazy Summer Matilda

Grade 5

Because of Winn Dixie Breadwinner Sylvia and Aki
Milkweed
 
Grade 6
 
Esperanza Rising Long Walk to Water Crossover Number the Stars
Grade 7 The Color of My Words Refugee My Name is Guero Freak the Mighty
Grade 8  House on Mango Street Bad Boy Brown Girl Dreaming (poetry) Diary of Anne Frank 
Grade 9
 
 Night Internment Romeo and Juliet Looking for Alaska
Grade 10 To Kill a Mockingbird  The Love and Lies of Ruksana Ali The Secret Life of Bees Of Mice and Men
Grade 11 
 
Macbeth    Perspolis Bodega Dreams Native Son
Grade 12   I know Why the Caged Bird Sings In the Time of Butterflies  The Brief Wondrous Life of Oscar Wao Alchemist
 

Resources

News!

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2019
5th GRADE DISTRICT SPELLING BEE 
1st Place Winner
Lincoln Annex 
Maria Merino
 
2nd Place Winner
Lincoln Annex
Aylanni Peralta
 
3rd Place Winner
Lord Stirling
Justin Rodriguez
 
 
 
 

Contact Us

             English Language Arts

                Department Team

 
 
 Danielle F. Mastrogiovanni, Supervisor of Humanities 1-6
Email: Danielle_Mastrogiovanni@nbpsnj.net
Phone: (732) 745-5300, Ext:5587 
                    Lennox Small Ed.D, Supervisor of Humanities 7-12
           Email: Lennox_Small@nbpsnj.net
           Phone: (732) 745-5300, Ext: 5583
 
Lissette Flores, Secretary
Email: Lissette_Flores@nbpsnj.net
Phone: (732) 745-5300, Ext: 5580
 
 
 

                 Reading Specialists

Felicia Lake Jones, Reading Specialist

A.C Redshaw Elementary School K-5

felicia_lakejones@nbpsnj.net
EXT: 7507

Michelle C. Hagerty, Reading Specialist

Lincoln Elementary School K-3

michelle_hagerty@nbpsnj.net
EXT: 6013
 
 

Brianne Giuliani, Reading Specialist

Livingston Elementary School K-5

brianne_giuliani@nbpsnj.net
EXT: 6517
 
 
 

LaVonne Wallace, Reading Specialist

Lord Stirling Community School K-5

lavonne_wallace@nbpsnj.net
EXT: 6707
 
 
 

Carol Giordano, Reading Specialist

McKinley Community School K-8

carol_giordano@nbpsnj.net
EXT: 7014
 
 
 

 Reading Specialist

Paul Robeson Community School For The Arts K-8

Jennifer Ridolfo, Reading Specialist

Roosevelt Elementary School K-5

jennifer_ridolfo@nbpsnj.net
EXT: 7720
 
 
 

Patricia Reece, Reading Specialist

Lincoln Annex School 4-8

patricia_reece@nbpsnj.net
EXT: 6217
Tanisha Cooley, Reading Specialist
Woodrow Wilson Elementary K-8
tanisha_cooley@nbpsnj.net
EXT: 8041
 
 
 
Amy Eckert, Reading Specialist
New Brunswick Middle School 6-8
amy_eckert@nbpsnj.net
EXT: 8454
 Shantel Dabady, Reading Specialist
New Brunswick High School 9-12
shantel_dabady@nbpsnj.net
EXT: 3057
 
   
 
 
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