Literature / Language Arts
The Literature/Language Arts classes, which meet twice daily in a small group, focus primarily on two frameworks, Decoding and Encoding and Reading Comprehension. Students are evaluated both formally and informally (through observation and inventory) in their acquisition, automatization, and application of basic reading and spelling skills, fluency, reading comprehension, and written expression. Students are placed homogeneously in language-based classes to meet each level of ability and learning-style requirements.
Reading/Spelling
- Reading and spelling (decoding and encoding) instruction is presented through a structured multi-sensory, phonetic/linguistic approach.
- Students are instructed and continually assessed informally in the skills of syllabication and phonological and structural analysis.
- A systematic and sequential scope and sequence utilizing controlled words, sentences, and paragraphs is presented to enhance fluency/automaticity.
- Sentence patterns are used to develop, reinforce, and maintain the syntactic skills in speaking, reading, and writing.
- Interactive classroom instruction provides students with the daily individual or small group oral and silent reading necessary to develop accuracy, fluency, and confidence in their reading skills.
Reading Comprehension
- The Literature/Language Arts Curriculum parallels the Massachusetts Frameworks.
- The Reading Comprehension Program is based on group and individual readings of narrative text (e.g., short stories, novels) and expository text (e.g., factual content in books, magazines, newspapers).
- Factual, integrative, and inferential comprehension is developed incorporating visualization techniques and through the use of Thinking Maps.
- Independent and instructional level reading materials are used to reinforce and enhance fluency, knowledge base, and enjoyment.
Written Expression
- The development of writing at the sentence and paragraph level is presented in a structured manner using sentence and paragraph models and through prescribed templates or formats.
- The stages of the writing process are integrated into all written tasks.
- Students are instructed using Thinking Maps and EmPower.©
History / Language
Our History/Language Program has as its focus an in-depth study of history where we came from, our position in society today, and the value of living as a democratic nation. Our curriculum has been written to parallel the Massachusetts Frameworks.
Concepts taught in our five-phase program cover World History (8th Grade - Ancient, 9th Grade - Emergence of Modern World, American History, 10th-11th Grade, and Civics/US Government, 12th
- Information is broken down into small, sequential steps to ensure the conceptualization of information.
- Oral and written language skills are developed in conjunction with the understanding of Social Studies and History.
- Empower Writing Program and Thinking Maps are used regularly.
- Connections are made between curriculum and current events.
- Vocabulary is taught prior to the introduction of each chapter.
- Students' prior knowledge is accessed to help with comprehension.
Science
The 8th Grade and High School Science Curriculum is also language-based. It is designed for language-challenged students to help facilitate ongoing exploration and inquiry about the world in which they live. The High School Curriculum includes Biology, Engineering and Technology, and Applied Physics.
The science curriculum is based on the Massachusetts State Curriculum Frameworks.
- Science instruction occurs daily and in small groups.
- Cooperative learning is used for experiments.
- Students are involved in frequent experiments, hands-on learning activities, and other multi-modal learning techniques.
- Taking learning risks and using critical thinking are stressed.
- The goal of the Science Curriculum is to provide information and skills, which will expand the knowledge of science while increasing the student's receptive, oral, and written language ability.
- Lab experiments are written upon completion of each lab.
- All of the science classes are modified to fit student needs.
General Science, an integration of biological, physical, earth science and technology, is offered in Grade 8. Biology is recommended for Freshmen and is offered at three levels – A, B and C. Levels A and B are focused on MCAS which students will take in May of that school year. Similarly, Engineering and Technology is offered at Levels A, B and C usually during Sophomore year. Physics is taught as a third year science for Middlers, Juniors, and Seniors.
Mathematics
The Mathematics program in the 8th Grade through High School encompasses all aspects of mathematics from Life Skills Math through Calculus. Students are placed homogeneously in language-based classes to meet each level of ability, as well as learning-style requirements.
LPS's Mathematics Curriculum is based on the Massachusetts Frameworks and the NCTM Standards. However, there is also a primary focus on communication, along with problem-solving and reasoning. In the context of a mathematics classroom, we can concentrate simultaneously on extending students' mathematical abilities and fostering their communication skills.
Affirming the state's vision, we believe that all students can become mathematically literate - able to appreciate and truly understand mathematics. In addition, we are committed to helping all of our students achieve mathematical power, which encompasses a student's ability to:
- Explore, think, and reason logically.
- Use a variety of tools and methods to effectively solve non-routine problems.
- Recognize that mathematics is not simply a set of concepts and skills to be acquired.
- Develop personal self-confidence in developing mathematical abilities.
Students gain mathematical power through problem-solving, communicating, reasoning, and making connections on a consistent basis. Because of their importance, mathematics power and mathematical literacy are at the center of the LPS Mathematical Curriculum. Problem solving, communication, reasoning, and making connections are the cornerstones of the LPS Mathematics Curriculum.
Problem Solving
- A strong problem-solving approach to teaching mathematics builds on the natural, informal procedures for doing mathematics that students can develop on their own.
- Students are encouraged to refine and extend their problem-solving skills through investigations, explorations, speculations, and discussions.
Communication
- Communicating helps students clarify their thinking and sharpen their understanding.
- Problem-solving skills and reasoning abilities can be further enhanced as they discuss ideas and fine-tune their explanations. For LPS students, there's an even greater need.
- Language and communication skills are stressed in everything that is taught and done in the classroom.
Reasoning
- Reasoning involves being able to make logical conclusions, explain and justify one's thinking, and apply these skills in various mathematical and real-world contexts.
- Critical thinking and reasoning is placed at the center of what and how we teach.
- The emphasis on critical thinking, problem solving, and reasoning encourages students to realize that mathematics makes sense.
Making Connections
- Students learn to see how different mathematical concepts are connected to one another.
- Mathematics also connects and relates to other disciplines like the Arts, Science, History, Health, and Language Arts.
In order to address the afore-mentioned goals, all classes of mathematics are offered at three levels – A, B and C. Classes designated as A and B focus on success at MCAS.
Manipulatives are used at all levels to provide a tactile, as well as visual approach to learning mathematics.
Eight grade math is typically Basic or Applied Math, but some students move right into pre-Algebra or Algebra. The academic sequence is as follows:
- Life Skills Math.
- Basic Math.
- Applied Math.
- Pre-Algebra.
- Algebra I.
- Geometry.
- Algebra II.
- Pre-Calculus.
- Calculus.
Students who are struggling in a particular course, may repeat the entire course at a different level, or repeat the first or second half of the course.
