English/Language Arts Department
GHS Course Placement/Leveling
These criteria are meant to serve as guidelines to help teachers match students to the classrooms in which they will experience the most learning and the highest achievement in the most appropriate setting for their ability and motivation. It is important to also note that we do NOT track students in the English Language Arts. Leveling is fluid. Levels can change from year to year, commensurate with student performance.
Level 2 in High School English
Students are actively engaged in reading, analyzing, and reflecting on a wide range of texts. In Level 2, students read a variety of texts, including novels, short stories, essays, poetry, drama, articles, memoirs, both fiction and nonfiction, print and non- print. Students in Level 2 engage in authentic writing purposes, formal and informal, in various modes of writing including literary analysis, persuasive writing, and narrative/creative writing.
Level 1 in High School English
Students are actively engaged in reading, analyzing, and reflecting on a wide range of texts, with greater independence than in Level 2. In Level 1, students are expected to read some texts of greater length and complexity. Students in Level 1 engage in many authentic and challenging writing purposes, formal and informal, in various modes of writing including literary analysis, persuasive writing, and narrative/creative writing. In Level 1, students read and write at an accelerated pace.
Level 1 placement recommends:
At least an “B+” average in L1 English
At least an “A-” average in L2 English
Habit of completing all homework carefully, independently, & without prompting
Motivation to write independently and regularly
Superior writing skills, especially attention to mechanical correctness
Superior reading ability well above grade level (inference-making skills)
Habit of voluntary reading, especially of quality literature