English Language Arts Programming

Open Up Resouce- EL Education– Hillside educators and students utilize EL Education as a core ELA program to address various reading, vocabulary, and writing skills. EL was created to support students to build skills and content knowledge all while helping them become more confident and collaborative learners. Designed to provide implicit and systematic instruction, EL Education offers comprehensive English and Language arts experiences to assess language standards and engage students in meaningful content. 

Each grade level covers four modules within the school year.   The four modules allow students to build important content knowledge based on a compelling topic related to science, social studies, or literature. Each module uses rich authentic text.

Content Topics of Modules

Grade	Module 1	Module 2	Module 3	Module 4
6	Greek Mythology	Critical Problems and Design Solutions	American Indian Boarding Schools	Remarkable Accomplishments in Space Science
7	The Lost Children of Sudan	Epidemics	Harlem Renaissance	Plastic Pollution
8	Folklore of Latin America	Food Choices	Voices of the Holocaust	Lessons from Japanese Internment

EL Education Curriculum  Addressing Standards for Literacy

Reading Standards
Text Complexity	Frequent use of grade-appropriate complex text at all grade levels for all students; scaffolds so all students are successful
Vocabulary	Intentional vocabulary building from content-based text aligned to Language standards.
Close Reading	Teacher-led close reading of content-based texts; carefully developed text-dependent questions; multiple reads for deepening comprehension
Volume or Reading	Accountable independent reading at individual students’ level; reading to deepen and expand content knowledge and vocabulary
Research	Frequent research projects aligned to the Writing standards result in high-quality writing; accountable independent reading on the topic; gathering evidence to build knowledge before writing

Writing Standards
Writing Reflects Content Understanding	All writing explores specific content knowledge and synthesizes knowledge of the topic.
Specific Instruction in Aspects of Writing	Writing skills (e.g., use of introductions, transitions) and approaches (e.g., gathering evidence to support a statement) scaffolded specifically for particular writing types in each module
Writing Fluency, Ease of Writing	Frequent short writing tasks as well as developed pieces
Writing Process (Plan, Draft. Revise, Edit)	Instruction and scaffolding in each aspect of the writing process

Language Standards
Standard Grammar and Usage	Short and fully developed writing; Language Dives; embedded grammar and usage instruction within tasks
Standard Writing Conventions, including Spelling	Short and fully developed writing; Language Dives
Academic and Domain-Specific Vocabulary	Multiple reads of complex text; short and fully developed writing; Language Dives.

Speaking and Listening Standards
Participation in Discussion, Building on Others’ Ideas	Presentation of student’s work, both formally and informally, to an audience of their peers
Presentation of Ideas in a Style Appropriate to the Audience	Presentation of students’ work, both formally and informally, to an audience of their peers

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Math Programming

HMH Math in Focus-Singapore Mathematics (K-8)– Hillside educators use this multi-sensory program built on research emphasizing problem-solving. The Singapore math curriculum framework recognizes problem-solving skills as central to learning. The program’s CPA or concrete-pictorial-abstract approach helps students improve number fluency and better understand concepts through manipulatives, diagrams, models, and abstract symbols. 

6-8 Scope of Topics

Sixth Grade- Course 1

• Number and Operations
  • Sets and Numbers, Number Representation, Compare and Order numbers, Fraction Computation, Decimal Computation, Estimation and Mental Math. 
• Algebra/Expressions and Equations
  • Properties, Number Theory, Functional Relationships, Expression/Models, Number Sentences and Equations, Equality and Inequality, and The Coordinate Plane. 
• Geometry
  • Lines and Angles, Two-Dimensional Shapes and Polygons. 
• Measurement
  • Area, Surface Area and Volume. 
• Ratios
  • Ratios, Representing Ratios, Rates, Percents.
• Data Analysis/Statistics and Probability
  • Classifying and Sorting, Interpreting/Analyzing Data.
• Making Sense in Solving Problems
  • Build Skills Through Problem-Solving, Solve Real World Problems. 
• Reasoning
  • Use Appropriate Strategies and Thinking Skills to Solve Problems, Apply and Explain Problem-Solving, Explore Concepts, Investigate Mathematical Ideas, Identify, Demonstrate, and Express Regularity in Reasoning, Use a Variety of Reasoning Skills.
• Communication
  • Consolidate Mathematical Thinking, Communicate with Peers, Teachers, and Others, Share Mathematical Thinking, Construct Arguments, and Express Mathematics Ideas.
• Connection and Structure
  • Look for and Use Structure to Recognize Connections in Mathematical Ideas, Understand How Concepts Build on One Another, and Solve Real-World Problems in Contexts Outside of Mathematics.
• Representation and Model Mathematics
  • Use Representations to Attend to Precision, Select and Apply Appropriate Models and Tools to Represent Problems, and Interpret Phenomena Through Representations.

 Seventh Grade- Course 2

• Number and Operations
  • Sets and Numbers, Number Representation, Fractions Concepts, Decimal Concepts, Fraction Computation, Decimal Computation, Estimation and Mental Math, Computation with Rational Numbers; Addition and Subtraction, Computation with Rational Numbers; Multiplication and Division. 
• Algebra/Expressions and Equations
  • Patterns, Properties, Expression Models, Number of Sentences, and Equations, Equality and Inequality, The Coordinate Plane. 
• Geometry
  • Lines and Angles, Two-Dimensional Shapes and Polygons, Three-Dimensional Shapes/Solid Figures, Circles. 
• Measurement
  • Perimeter/ Perimeter and Circumference, Area, Surface Area and Volume. 
• Ratios
  • Ratios, Representing Ratios, Rates, Percents.
• Data Analysis/Statistics and Probability
  • Interpreting/Analyzing Data, Outcomes, and Expressing Probability. 
• Making Sense in Solving Problems
  • Build Skills Through Problem-Solving, Solve Real World Problems. 
• Reasoning
  • Use Appropriate Strategies and Thinking Skills to Solve Problems, Apply and Explain Problem-Solving, Explore Concepts, Investigate Mathematical Ideas, Identify, Demonstrate, and Express Regularity in Reasoning, and Use a Variety of Reasoning Skills.
• Communication
  • Consolidate Mathematical Thinking, Communicate with Peers, Teachers, and Others, Share Mathematical Thinking, Construct Arguments, and Express Mathematics Ideas.
• Connection and Structure
  • Look for and Use Structure to Recognize Connections in Mathematical Ideas, Understand How Concepts Build on One Another, and Solve Real-World Problems in Contexts Outside of Mathematics.
• Representation and Model Mathematics
  • Use Representations to Attend to Precision, Select and Apply Appropriate Models and Tools to Represent Problems, and Interpret Phenomena Through Representations.

Eighth Grade- Course 3

• Number and Operations
  • Sets and Numbers, Number Representation, Compare and Order numbers, Place Value, Decimal Concepts, Whole Number Computation: Multiplication and Division Algorithms, Decimal Computation.
• Algebra/Expressions and Equations
  • Patterns, Properties, Number Theory, Functional Relationships, Expression Models, Number of Sentences, and Equations, Equality and Inequality, The Coordinate Plane. 
• Geometry
  • Lines and Angles, Two-Dimensional Shapes and Polygons, Three-Dimensional Shapes/Solid Figures, Congruence and Symmetry, and Transformations. 
• Measurement
  • Surface Area and Volume. 
• Ratios
  • Ratios, Representing Ratios, Rates. 
• Data Analysis/Statistics and Probability
  • Classifying and Sorting, Interpreting/Analyzing Data. 
• Making Sense in Solving Problems
  • Build Skills Through Problem-Solving, Solve Real World Problems. 
• Reasoning
  • Use Appropriate Strategies and Thinking Skills to Solve Problems, Apply and Explain Problem-Solving, Explore Concepts, Investigate Mathematical Ideas, Identify, Demonstrate, and Express Regularity in Reasoning, and Use a Variety of Reasoning Skills.
• Communication
  • Consolidate Mathematical Thinking, Communicate with Peers, Teachers, and Others, Share Mathematical Thinking, Construct Arguments, and Express Mathematics Ideas.
• Connection and Structure
  • Look for and Use Structure to Recognize Connections in Mathematical Ideas, Understand How Concepts Build on One Another, and Solve Real-World Problems in Contexts Outside of Mathematics.
• Representation and Model Mathematics
  • Use Representations to Attend to Precision, Select and Apply Appropriate Models and Tools to Represent Problems, and Interpret Phenomena Through Representations.

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Specialized Reading Programs

Project Read–Children need to understand the relationship between written letters and spoken sounds to develop the ability to read words in isolation and connected text.  Direct phonics instruction via the Project Read curriculum is scheduled daily in the primary grades. The Project Read program honors diverse learning profiles and provides lessons built on direct concept teaching, multisensory strategies, systematic instruction, and higher-level thinking skills.  The phonics section of the program is based on the Orton-Gillingham method and has been regarded by a reputation for over 45 years.

S.P.I.R.E- S.P.I.R.E. employs all the elements of Structured Literacy—phonology, sound-symbol association, syllables, morphology, syntax, and semantics—incorporating research-proven best practices for reading and language development. Every aspect of S.P.I.R.E. systematically builds reading skills. Educators use multisensory activities to engage all students. Explicit, teacher-led instruction is data-driven, allowing teachers to address areas of need, while continual practice and review then lock in permanent gains.

Heggerty-The Heggerty curriculum is backed by research and the science of reading. Each level of the Heggerty Phonemic Awareness Curriculum provides up to 35 weeks of daily lessons, focusing on eight phonemic awareness skills, along with two additional activities to develop letter and sound recognition, and language awareness.Visualizing and Verbalizing by Nancibell- Students are exposed to fiction and non-fiction selections, children’s literature, novels, poetry, and short stories that encompass a variety of genres.  The Visualizing and Verbalizing program teaches students to visualize while reading and verbalize their images, which helps them strengthen their concept imagery (the ability to create a “movie in your mind” when reading).

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Executive Functioning

Executive functioning refers to cognitive processes enabling individuals to plan, organize, and regulate their behavior effectively. In the classroom, supporting executive functioning needs is crucial for students’ academic success and overall development. 

Hillside teachers provide several strategies to promote executive functioning skills among students. 

Throughout the day and in every class, students are coached to develop effective executive functioning skills including planning and prioritizing, self-monitoring, organization, impulse and emotional control, flexible thinking, and working memory skills. They are taught how to problem solve and to reflect on the successful use of learning strategies; how to discuss which strategies work for them; and to understand why. Additionally, teachers set up clear routines and expectations, providing a structured and predictable environment. As students experience success, their self-confidence increases which encourages independence promotes motivation, builds focused effort, and finally, empowers them to take pride and ownership in their own education. 

Teachers support students’ self-regulation by teaching them strategies to manage their emotions and handle distractions effectively. Providing opportunities for reflection, self-assessment, and goal-setting can further develop students’ executive functioning skills. By incorporating these supportive strategies, classrooms become nurturing environments that empower students to develop strong executive functioning abilities, leading to increased independence and academic achievement.