Clifton Public Schools

In Grades K–5, students participate in a comprehensive literacy framework that integrates structured literacy grounded in the Science of Reading with meaningful reading and writing experiences. Instruction includes shared reading and writing, guided reading and writing, and independent reading and writing through Readers and Writers Workshop, ensuring students have multiple opportunities to model, practice, and apply skills in authentic contexts. Foundational skills instruction is delivered through Fundations and Orton-Gillingham–based methodologies (K–3), with explicit, systematic, and cumulative instruction in phonemic awareness, phonics, decoding, encoding, word study, spelling, handwriting, language conventions, and listening and speaking. Cursive handwriting is explicitly taught in Grades 2 and 3, supporting fine motor development, writing fluency, and the connection between reading and writing.

Assessment practices are aligned to inform instruction and monitor student growth. In Grades K–2, students are administered the Star Early Literacy screener to assess early reading development, while the Fountas and Pinnell Benchmark Assessment System (BAS) is utilized to determine guided reading levels and inform small group instruction. Beginning in Grade 2 and continuing through Grade 5, students participate in Star Reading as a universal screening and progress monitoring tool to assess comprehension, vocabulary, and overall reading proficiency.

In Grades 4–5, instruction builds upon this foundation by strengthening fluency, vocabulary, morphology, and comprehension. Students engage in Word Wisdom to deepen understanding of academic vocabulary, Greek and Latin roots, and word relationships, supporting both reading comprehension and written expression. Instruction also includes the use of novel units, which provide opportunities for extended reading, deep comprehension, and critical analysis of texts through discussion, writing, and project-based learning. Across all K–5 classrooms, instruction is data-driven and differentiated, utilizing assessment data to ensure targeted support, small group instruction, and intervention aligned to student needs.

Literacy units are thematic and aligned to the New Jersey Student Learning Standards (NJSLS), incorporating a balance of literary and informational texts while emphasizing close reading, evidence-based responses, and critical thinking. Students are supported in developing independence through structured strategies such as annotation, questioning, and discussion protocols.

Instruction is further enhanced through the intentional use of technology to differentiate learning and provide at-home reinforcement. These applications include Raz-Kids, Accelerated Reader 360, myON Reader, and Google Workspace for Education, all of which support student engagement, track progress, and promote independent reading within students’ individualized levels.

In Grades 6–8, literacy instruction continues to reflect the principles of the Science of Reading by strengthening fluency, vocabulary, and comprehension through explicit, strategic, and scaffolded instruction. Students engage in novel studies and thematic units aligned to the anchor New Jersey Student Learning Standards (NJSLS), including Narrative, Explanatory/Expository, Literary Analysis, Argumentative, and Opinion writing. Instruction is designed to deepen students’ ability to analyze complex texts, think critically, and communicate ideas clearly through both written and verbal responses.

Vocabulary development is a central focus, with Grade 6 students utilizing Word Wisdom to build academic vocabulary, deepen understanding of Greek and Latin roots, and strengthen word analysis skills. Across Grades 6–8, students receive direct instruction in context clues, morphology, and figurative language, enabling them to access increasingly complex texts across content areas. Comprehension is supported through structured literacy strategies, including Notice and Note signpost strategies, close reading, annotation, and evidence-based response frameworks such as ACE and other text-dependent analysis approaches. These strategies support students in identifying key moments in texts, thinking critically about the author's purpose, and developing deeper interpretations.

Instruction also emphasizes critical thinking and cross-curricular connections, integrating literacy skills into disciplines such as Visual and Performing Arts, History, Science, and College and Career Readiness. Students are consistently expected to cite and explain evidence, fostering independence and accountability in their thinking.

Learning experiences are intentionally varied and differentiated, incorporating collaborative discussions, small group instruction, choice boards, and station-based learning to meet diverse student needs. Technology is used purposefully to enhance instruction, engagement, and progress monitoring through tools such as Google Workspace for Education, Accelerated Reader 360, and myON Reader.

Through this comprehensive and aligned approach, students in Grades 6–8 continue to build the skills necessary to become independent, analytical readers and effective communicators prepared for high school and beyond.

English I will provide students with an in-depth reading and writing experience placing special emphasis on reading comprehension and writing skills. Students will read between 6-10 significant pieces of literature (mostly novels), and a collection of plays, poems, short stories and essays. Students will create at least two major writing tasks per marking period using the MLA format, and the writing-as-a-process protocols, and develop their speaking, listening, viewing and vocabulary skills. 

English II allows students to choose the content they would like to student while still aligning with New Jersey state standards.  English II offers a choice of content such as Edge of Your Seat Thrillers, Science Fiction, Literature through Film, Service Learning Through Literature, Short Stories and Contemporary Trends in English Literature. Students will write two major writing tasks per marking period in the MLA format, fully utilizing the writing-as-a-process protocols, and focus on vocabulary. 

This full year course for English III continues giving students choices. There are classes on Pop Culture, American Literature, Sports Literature, and Law, Ethics and Morality. In addition to giving the students a knowledge of these topics, emphasis is placed upon improving the students’ writing, speaking, listening and viewing skills, and immersing them in a vocabulary program 

English IV courses are just as varied. Students can choose to study Literature on the Stage, Renaissance Lit, Power in Literature, and Media in Literature.  Emphasis will be placed on the study of vocabulary and the development of reading, writing, speaking, viewing, and listening skills. 

All of these courses are also offered at the Honors level as well. English III – AP is offered with a focus on composition and non-fiction.  In English IV AP, the focus is on Literature. The English Department also offers elective courses in Creative Writing and Literature through Film. Career readiness and awareness is an emphasis in all English courses.