English

book with pages folded into a heart shape

When a student at Smoky Hill High School completes four years of English, they will be able to use valid reasoning and relevant and sufficient evidence to support both argumentative and analytical claims; they will be able to read and analyze diverse texts for a variety of purposes; and they will be able to have meaningful, thoughtful conversation where they can both listen attentively and respectfully, and communicate their own points clearly and purposefully.

Freshmen Pathway

As freshmen, students will focus on the following Enduring Understandings:

Citing strong and thorough textual evidence to support analysis.
Determining a theme or central idea of a text and analyzing in detail its development over the course of the text. Determining the meaning of words and phrases as they are used in a text.
Writing arguments to support claims in an analysis, using valid reasoning, relevant evidence.
Initiating and participating effectively in a range of collaborative discussions.

Sophomore Pathway

As sophomores, students will focus on the following Enduring Understandings:

Crafting arguments using techniques specific to the genre.
Synthesizing multiple authoritative literary and/or information sources, creating cohesive research projects that show an understanding of the subject.
Using a recursive writing process to produce, publish, and update individual or shared writing projects.
Analyzing rhetorical and literary elements in both traditional and contemporary texts.
Utilizing context, parts of speech, grammar, and word choice to understand narrative, argumentative and informational texts.
Responding to others’ ideas and evaluating perspective and rhetoric.

Junior Pathway

As juniors, students will focus on the following Enduring Understandings:

Writing arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
Citing strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Integrating and evaluating multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
Conversing informally and formally for the intended audience and purpose while synthesizing and organizing relevant information.

Senior Pathway

English: Additional Information

English Faculty

English Courses

9th Grade

English 9
English 9 Honors
IB/MYP English 9

10th Grade

English 10
English 10 Honors
IB/MYP English 10

11th Grade

American Literature
American Literature Honors
AP Language and Composition
IB English 11

12th Grade

English 12
African American Literature
Writing on Film
Gothic Literature
Dramatic Literature
CP English 12
CE Intro to Literature
CE English Composition
AP Language and Composition
AP Literature and Composition

English Department Grading Policy

STAR READING LINK

READ Plan Information

Understanding Your Student's READ Plan

What is the READ Act?

The Colorado Reading to Ensure Academic Development (READ) Act supports early literacy development for all students, with a focus on helping K-3 students develop strong reading skills. This state initiative ensures that all students have the support they need to become confident readers by the end of third grade. Identified students beyond 3rd grade will continue on a READ Plan each year until they meet grade level proficiency (K-12).

How are students identified for a READ Plan?

Students in grades K-3 take a state-approved reading assessment (Star Early Literacy or Star Reading)
If the assessment indicates your student needs additional reading support, a personalized READ Plan is created to support student’s literacy development
Students are only identified in grades K-3
Students who have been identified as needing a READ Plan, will continue to be supported by a READ Plan until they demonstrate grade-level reading proficiency (K-12)

What does a READ Plan include?

A detailed analysis of student's specific reading strengths and areas for growth
Targeted instruction and support strategies tailored to student's needs
Regular progress monitoring data to ensure the support is effective
Collaborative strategies that can be used at home to support student's reading development

How are families informed?

Updates on student progress is provided at least three times per year (November, March, May)
Teachers partner with families to discuss and adjust support strategies
Families are encouraged to discuss student's progress or share concerns with their teacher at any time

What is your role as a family partner?

As your student's first and most important teacher, your involvement is crucial to their reading success. We value your insights and encourage you to:

Share your observations about your student's reading interests and challenges
Discuss questions or concerns with your student's teacher at any time
Participate in developing and reviewing your student's READ Plan
Implement suggested reading strategies at home in ways that work best for your family

Your student's teacher is here to support both you and your student on this reading journey. Thank you for your continued partnership.