LANGUAGE ARTS CURRICULUM FOR GRADES K-8
ARCHDIOCESE OF ATLANTA

Adopted June, 2000

Introduction

This Language Arts curriculum has been designed for use by member schools of Archdiocese of Atlanta. Discussion and planning for this curriculum involved many representatives from our member schools. The level groups for work on this document were K-2, 3-5 and 6-8 respectively.

In addition to the identification of a language arts philosophy, goals, and standards, the study of language arts has been divided into five essential understandings at each grade level. These are: oral communication, reading, written expression, literature, and vocabulary. The standards identified for each grade level represent an age-appropriate understanding of concepts.

Research for this curriculum was based on NCTE standards, the Quality Core Curriculum of Georgia, Language Arts Curriculum for the Diocese of Cleveland, and Content Knowledge: A Compendium of Standards and Benchmarks for K-12 Education (McRel/ASCD).

Jump To Philosophy For Grades K-2

Jump To Philosophy For Grades 3-5

Jump To Philosophy For Grades 6-8

Jump To Standards and Benchmarks

Jump To Suggested Resources/Reading List

Language Arts Philosophy

The study of language arts in a kindergarten through grade eight programs is varied and wide in scope. The specific needs of individual learners vary greatly as they progress through each developmental stage. While skill levels spiral, each area of learning is necessarily dependent on the next. Developmentally appropriate literature and activities drive student growth. The essential elements within a language arts program are defined as: oral communication, reading, written expression, literature, and vocabulary. Each category may also be further subdivided.

Oral Communication, Reading, Written Expression, Literature, Vocabulary

Level One (K-2):

As learners develop listening skills and spoken language proficiency, it is important that they are exposed to and encouraged to use appropriate speech. Spoken language reinforces the acquisition of reading skills. Learners should realize that the effective and responsible use of the standard English language is crucial to becoming a person who can influence their environment.

When students are learning to read, direct teacher support is critical. Learners explore a variety of developmentally appropriate reading activities, which allow them to experience success.

The development of written expression includes sound-symbol relationship, sight word usage, correct letter formation, sentence construction, and creative writing.

Literature study at this level will include an introduction to printed materials and age-appropriate genre. Exposure to literature often comes in the form of reading to the learner.

Vocabulary can be developed and expanded by frequent exposure to modeling. Picture books, dictionaries, and other resources can be used to expand young learner’s vocabulary.

Level Two (3-5):

As learners develop spoken language proficiency it is important that they apply proper use of the English language when engaging in conversation with both peers and adults. When interacting in this conversation, students must develop good listening skills, eye contact, appropriate body posture, voice modulation, and fluency of expression.

When reading at this level, students are developing comprehension and reading skills which will enable them to independently acquire and use knowledge to develop critical thinking skills across the curriculum.
Literature at this level will include an exposure to the different genres of age appropriate materials and novels. This might include the recognition of story elements. Students will also foster an appreciation of literature.

Written expression includes the writing process, grammar and mechanics, types of writing, and handwriting/keyboarding. Developing these skills enables students to confidently communicate their thoughts and ideas across the curriculum.

Vocabulary at this level can be expanded through the use of resource books, computer programs, and phonics-based activities that lend themselves to developing vocabulary and communication skills.

Level Three (6-8):

As learners continue to mature in spoken language proficiency, it is important that they progress into proper use of the English language by engaging in both formal and informal speech for a given audience and purpose. Included in this progression is the continued development of using eye contact, proper body posture, gestures, voice modulation, and fluency of expression.

Literature study at this level will include age appropriate genre such as short stories, poetry, novels – fiction and non-fiction -, and plays. Students in middle school have made the transition from learning to read to reading to learn and the program includes a variety of activities such as analyzing content, using literary terms, discussion, written response, understanding propaganda, electronic resources, and critical thinking/evaluation.

Written expression at this level includes using the writing process of prewriting, drafting, editing, and revising. Published pieces should include poetry, reflection, response, application, and analysis of literature, and the development of a well-written paragraph essay. Writing will be developed within the framework of standard English grammar.

Vocabulary instruction is implemented through an integrated literature, writing, and direct approach, which encompasses both oral and written communication. Students will also be expected to assimilate new vocabulary skills into their daily speech and writing. Students will also be expected to recognize the grammatical connection between base and related words.

Standards and Benchmarks

STANDARD: ACQUIRE AND UTILIZE READING SKILLS AS ARE DEVELOPMENTALLY APPROPRIATE

Level I (K-2)

1. Recognizes upper and lower case letters.
2. Recognizes the sound/symbol relationship represented by letters.
3. Matches appropriate lower case letter with the corresponding upper case letter.
4. Recalls and names letters with a visual cue.
5. Recognizes and uses phonetic skills to enhance reading fluency.
6. Understands the concept of printed words.
7. Distinguishes between a letter, a word, and a sentence.
8. Recognizes rhyming words orally.
9. Recalls rhyming word pairs.
10 Integrates prior knowledge and/or personal experiences with events in a story.
11.Sequences events in a story.
12. Relates to material presented orally and/or visually.
13. Understands and repeats a simple story line.
14. Integrates language structures using semantics, phonics, and sight vocabulary when reading orally and silently.
15 Recognizes explicit main idea, story details, cause and effect relationships and the sequence of events in fiction and non-fiction.
16. Makes predictions and draws conclusions.
17. Reads orally with fluency and expression.
18. Identifies selected story elements.
19. Follows oral and written directions.
20. Locates selected information in a passage by re-reading for greater understanding.
21. Recognizes compound words, contractions and possessive forms and utilizes them correctly in written language.
22. Recognizes suffixes and prefixes and distinguishes them from the root word.

Level II (3-5)

1. Identifies main idea of a paragraph and/or story and recognizes supporting details.
2. Distinguishes between fantasy and reality in a story.
3. Distinguishes between fantasy and reality in a story.
4. Distinguishes between cause and effect in a story.
5. Distinguishes between fact and opinion in a story.
6. Develops contextual, survey, and sequencing skills when reading literature.
7. Makes inferences and draw conclusions when reading paragraphs or listening to stories.
8. Reads for enjoyment.
9. Utilizes advanced word attack skills to decode word meanings.
10. Uses context clues to determine unknown word meanings.
11. Understands word origins and their influence on various meanings.
12. Compares objects and/or concepts.
13. Contrasts objects and/or concepts.
14. Follows multistep oral and written directions.
15. Predicts realistic outcomes.
16. Develops classification skills.
17. Includes examples from a story when explaining information.
18. Responds in written work by using complete sentences.
19. Continues to develop effective oral communication skills.
20. Uses oral and written language to inform, persuade and entertain.
21. Develops age appropriate study skills.
22. Understands and applies Christian values that appear in selected literature.
23. Applies higher order thinking skills to reading comprehension.
24. Evaluates new information based on past experiences and knowledge.
25. Determines the appropriate purpose for reading a selected passage and chooses a comprehension strategy.
26. Continues to read for enjoyment.

Level III (6-8)

1. Recognizes various forms of literature.
2. Interprets literal, inferential, and critical questions about literature.
3. Interprets traditional and contemporary literature through a variety of media.
4. Describes cultures, values, and universal human experiences represented in literature.
5. Reads a variety of materials for information and pleasure.
6. Adjusts reading speed according to purpose.
7. Recognizes persuasive techniques, propaganda, bias and stereotyping in electronic information, printed word, and media.

STANDARD: UNDERSTANDS, APPLIES, AND APPRECIATES THE RELATIONSHIP BETWEEN LISTENING SKILLS AND SPEAKING SKILL

Level I (K-2)

1. Uses the media center to find information, check out books, and use technology.
2. Recalls and retells information and stories presented orally.
3. Communicates thoughts, feelings, judgements, and understandings and attitudes about reading materials.
4. Uses appropriate oral language in a given situation.
5. Interprets the meaning of questions in order to give appropriate responses.
6. Uses a descriptive vocabulary to express oneself.
7. Understands and uses increasingly complex sentence structure in oral communication.
8. Follows three step oral directions.
9. Uses appropriate etiquette when engaged in conversation.
10. Becomes aware and respects a variety of literary genre by using appropriate listening skills.

Level II (3-5)

1. Responds to questions in complete sentences.
2. Summarizes main idea and its supporting details.
3. Makes inferences and draws conclusions from an oral presentation.
4. Follows and gives directions orally.
5. Develops necessary skills to communicate effectively through oral presentations.
6. Develops respect for the opinions of others.
7. Develops a willingness to participate in class discussions.
8. Develops an inquiring attitude, asks questions and listens carefully for the answers and ideas of others.

Level III (6-8)

1. Participates in oral presentations such as plays, storytelling, and poetry reading.
2. Communicates effectively through oral expression while adjusting manor and style of speaking to suit audience and situation.
3. Displays the ability to express one’s ideas clearly while respecting the opinions of others.
4. Demonstrates appropriate listening skills as an audience member.

STANDARD: RECOGNIZES THE ELEMENTS OF LITERATURE AND LITERARY DEVICES THROUGH EXPOSURE TO A VARIETY OF GENRE

Level I (K-2)

1. Distinguishes between fiction, non-fiction, and poetry.
2. Recognizes the elements of literature and literary devices through exposure to a variety of genre.
3. Reads and discusses poetry, fiction and non-fiction to develop an appreciation of each.
4. Identifies various literary forms.
5. Responds to literal, inferential, and evaluative questions about literature.
6. Selects a variety of literature for independent reading.
7. Experiences literature through a variety of media.
8. Recognizes the cultural diversity in literature.
9. Distinguishes between reality and fantasy in reading selections.

Level II (3-5)

1. Recognizes the elements of literature and literary devices through an exposure to a variety of literature.
2. Recognizes theme, plot and author’s message in fiction and non-fiction.
3. Identifies the central problem or conflict and understands the resolution.
4. Recognizes biographies as forms of non-fiction.
5. Distinguishes between biographies and autobiographies.
6. Distinguishes between history and historical fiction in reading materials.
7. Analyzes for setting, plot, main ideas, character development, conflict, resolution and/or conclusions.
8. Expands upon life experiences in order to relate to events in selected literature.
9. Recognizes figurative language (simile, metaphor, personification, and hyperbole) in literary works.
10. Recognizes author’s use of persuasion.

Level III (6-8)

1. Recognizes and understands literary elements and techniques such as plot, setting, theme, characterization, conflict, figurative language, and point of view.
2. Recognizes and interprets elements of poetry such as rhyme, rhythm, stanza, personification, simile, metaphor, and alliteration.

STANDARD: DEVELOPS A CONTINUALLY EXPANDING SPOKEN AND WRITTEN VOCABULARY

Level I (K-2)

1. Uses grade/age appropriate Standard American English when communicating formally.
2. Increases spoken and written vocabulary to reflect a growing range of interests and knowledge.
3. Uses phonetic spelling to express ideas.
4. Uses context clues to determine meaning in oral and written sentences and paragraphs.
5. Uses a variety of language patterns and sentence structures in spoken and written communication.
6. Writes about topics of personal interest using pictures, phonetic spelling, and basic sight words.

Level II (3-5)

1. Presents formal and informal oral presentations.
2. Uses newly acquired vocabulary in oral language as well as in written sentences, essays, and short stories.
3. Develops greater use of dictionary and thesaurus skills.
4. Understands the importance of spelling correctly in formal assignments and applies it to other written assignments.
5. Summarizes articles and/or chapters from selected books.
6. Recites poems using clear diction, phrasing and voice control.
7. Develops a broad base of words through a strong vocabulary program.
8. Uses learned vocabulary in context, not in isolation.
9. Written and spoken vocabulary reflects increased knowledge and experiences.
10. Understands the importance of daily reading as a vehicle for expanding vocabulary.
11. Utilizes language, which is grammatically correct in both spoken and written form.
12. Develops imagination and creativity in written works.
13. Understands the importance of selecting details to support main ideas.
14. Uses details to develop plot.
15. Writes personal, formal and business letters accurately.
16. Understands the format for invitations and thank you letters.
17. Uses multiple sources of information when writing a report.
18. Compares and/or contrasts ideas in essays.
19. Develops a portfolio, which contains a wide variety of written samples.
20. Knows and uses a multiple- step writing process.
21. Differentiates among various writing styles.

Level III (6-8)

1. Uses context clues to determine meanings of unknown words.
2. Interprets literal and nonliteral meanings of words.
3. Applies learned vocabulary to speech and writing.
4. Determines denotative and connotative meanings of words in oral and written context.
5. Demonstrates correct usage of words including definition, synonym, antonym, analogy, and forms of words.
6. Expands listening, speaking, and reading vocabulary.
7. Identifies introduced vocabulary usage in the real world including media and literature.

STANDARD: CAN UTILIZE LANGUAGE WHICH IS GRAMMATICALLY CORRECT IN BOTH SPOKEN AND WRITTEN FORM

Level I (K-2)

1. Dictates information for teacher written experience stories and reads this information.
2. Describes objects, places or persons accurately.
3. Dictates simple directions or explains a process.
4. Identifies nouns, verbs and adjectives in written sentences.
5. Knows there are four types of sentences and names the appropriate punctuation.
6. Identifies compound words.
7. Writes compound sentences.
8. Understands that complete sentences have subjects and predicates.
9. Identifies pronouns in spoken and written language.
10. Uses singular, plural, and possessive nouns in spoken and written language.
11. Uses capitalization at the beginning of sentences and for proper nouns.
12. Uses a comma in a series.
13. Knows that quotation marks indicate the spoken language of a particular person.
14. Expands written language by using compound words, contractions, and possessives.
15. Uses prefixes and suffixes to expand meaning.
16. Develops beginning proofreading skills.

Level II (3-5)

1. Practices handwriting skills so that legibility improves.
2. Transitions from manuscript to cursive writing.
3. Applies contractions correctly to written expression.
4. Spells correctly common homophones in written language.
5. Uses irregular verbs and often-misused verbs correctly.
6. Use quotation marks correctly in language.
7. Develops editing skills.
8. Utilizes traditional paragraph format when expressing ideas in writing.
9. Uses verb tenses correctly in written language.
10. Recognizes colloquial language and dialect in written language.
11. Refines the use of correct capitalization and punctuation in formal written language.

Level III (6-8)

1. Knows eight parts of speech and their uses in sentences.
2. Knows types of sentences according to purpose: declarative, interrogative, imperative, exclamatory.
3. Uses a variety of sentence styles to include simple, compound, complex, and compound-complex.
4. Demonstrates knowledge of parts of a sentence.
5. Applies principles of standard American English to clauses and phrases including: subject-verb agreement, cases of personal pronouns, pronoun/antecedent agreement, principal parts of verbs, comparisons of adjectives and adverbs.
6. Applies standard rules of capitalization, punctuation, and spelling.

STANDARD: CREATES AND DEVELOPS FORMAL AND INFORMAL PIECES OF WRITING

Level I (K-2)

1. Uses creative spelling, pictures and sight words to write about personal experiences, people, objects, and events or to retell stories.
2. Continues to develop appropriate handwriting skills.
3. Spaces letters, words, and sentences appropriately.
4. Recognizes cursive upper and lower case letters.
5. Uses details to support topic sentence or main idea.
6. Writes letters for a variety of reasons.
7. Uses a variety of sources to find information.
8. Uses imagination and creativity in formal and informal writing.

Level II (3-5)

1. Continues to refine cursive writing skills.
2. Writes about topics using personal experience, known information, and general sources in order to expand writing process.
3. Knows the major components of a paragraph.
4. Uses paragraph indentation in formal writing.
5. Uses the writing process, which includes prewriting, drafting, revising, editing, and publishing.
6. Writes short stories containing a beginning, a middle, and an ending paragraph.
7. Knows proper style for letter writing, including a business letter.
8. Develops a portfolio, which includes a wide variety of writing samples.
9. Knows the importance of writing to persuade.
10. Is introduced to the basic principles of paraphrasing.
11. Writes for a variety of audiences and purposes.
12. Writes descriptively.
13. Utilizes technology in the writing process (i.e.: word processing, etc.).

Level III (6-8)

1. Uses a variety of prewriting strategies.
2. Uses a variety of drafting and revising strategies.
3. Uses a variety of editing and publishing strategies.
4. Evaluates own and others’ writing.
5. Uses style and structure appropriate for specific audiences and purposes.
6. Writes: expository, narrative, personal, journal, biographical/autobiographical, persuasive, descriptive, problem/solution, literature response and analysis, compare/contrast, business letters, and other examples utilizing the complete writing process in order to expand their portfolio.

STANDARD: SPELLS WORDS CORRECTLY AND APPLIES THIS SKILL IN WRITTEN LANGUAGE

Level I (K-2)

1. Spells first and last name correctly.
2. Spells selected three letter words.
3. Uses phonetic spelling to express ideas.
4. Spells high frequency words in purposeful writing activities.
5. Uses phonetic strategies to spell correctly.
6. Alphabetizes words to the second letter.
7. Includes spelling words into writing assignments.

Level II (3-5)

1. Spells contractions correctly.
2. Spells common homophones correctly when used in context.
3. Applies correct spelling to all written work..
4. Uses a dictionary when necessary to determine correct spelling of words.
5. Uses spell check in word processing software.

Level III (6-8)

1. Spells frequently used words correctly both within and outside of written communication.
2. Spells and uses homophones correctly both within and outside of written communication.
3. Appropriately uses resources to aid in correct spelling of unfamiliar words (i.e.: dictionary, thesaurus).
4. Demonstrates an understanding of the benefits and limitations of electronic resources (i.e.: spell check).
5. Continually expands word bank including Greek, Latin, and French roots.

STANDARD: UNDERSTANDS THE METHODS OF ACCESSING INFORMATION AS A LEARNING AND/OR RESEARCH TOOL

Level I (K-2)

1. Listens to a story and responds to questions.
2. Sequences pictures from a story.
3. Responds to a story with a drawing.
4. Retells a story in its proper sequence.
5. Uses beginning dictionaries as information sources.

Level II (3-5)

1. Uses guide words in dictionaries and topics in encyclopedias to locate information.
2. Understands the uses of title pages, tables of contents, and glossaries as sources of information.
3. Uses a variety of media center resources to gather information.
4. Uses print and electronic resources to gather information.
5. Uses various types of graphs, symbols, charts, and maps as sources of information and as ways to organize data.
6. Uses almanac, atlas, and periodical guides as sources of information.
7. Distinguishes between quoting information from a source and plagiarizing information from a source.
8. Paraphrases information from a variety of sources.
9. Utilizes a method of survey, question, read, recite, and review.
10. Effectively uses outlining and notetaking skills.
11. Recognizes that all resource materials are not equally accurate.
12. Understands the role of propaganda in advertising.
13. Realizes that differing points of view influence sources of information.

Level III (6-8)

1. Understands the arrangement of and appropriately utilizes dictionaries, encyclopedias, thesauri, and the internet.
2. Paraphrases and summarizes source information without plagiarizing (i.e.: internet, books, periodicals, etc.).
3. Selects and retrieves appropriate sources to collect information on a selected topic.
4. Locates and analyzes information of relevance to a selected topic.
5. Uses the media center for both school assignments and pleasure.
6. Documents sources with reference citations.

Appendices

Suggested Resource Materials List

K – 2

1) Sunshine Books – TheWright Group
2) Recipe for Reading
3) Vocabulary – Steck/Vaughn
4) Words I Use When I Write (Dictionary)
5) Daily Oral Language
6) Storybook Weaver (CD ROM)
7) Jumpstart K-1-2 (CD ROM)
8) Spelling Blaster (CD ROM)
9) Student Writing Center (Software)
10) Read, Write, and Type (CD ROM)
11) Reader Rabbit (CD ROM)
12) Alphabet Activities Blackline Masters
13) Trade Books Libraries
14) Technology resources for selected series publisher

Grade 3

1) Phonics – Modern Curriculum Press
2) Accelerated Reader
3) Wordly Wise
4) Bones and Stones – Steck/Vaughn
5) Language Practice – Steck/Vaughn
6) Spelling – Steck/Vaughn
7) D’Nelian (Handwriting)
8) Zaner-Bloser (Handwriting)
9) Spelling and Vocabulary (Houghton Mifflin)
10) The Wright Group – Selected Materials
11) Trade Books Libraries
12) Technology Resources for selected series publisher

Grade 4

1) Phonics – Modern Curriculum Press
2) Vocabulary Workshop – Sadlier
3) D’Nelian (Handwriting)
4) English (McGraw-Hill)
5) Trade Books Libraries
6) Technology Resources for selected series publisher

A1.1
Grade 5

1) English (Houghton-Mifflin)
2) Vocabulary Workshop – Sadlier
3) English (McGraw-Hill)
4) Trade Books Libraries
5) Technology Resources for selected series publisher

Grades 6 – 8

1) Horizon
2) Library in the Sky (Internet)
3) Sundance
4) Kennesaw State Department of Education (Internet)
5) AOL
6) Hot Fudge Sundae (Grammar Resource)
7) Scholastic Teacher Resources
8) RightStuff.com
9) The Mailbox
10) English Teacher’ s Resource Catalog
11) Trade Books Libraries
12) Technology Resources for selected series publisher

A1.2
Recommended Novels by Grade Level

It is recommended that if an anthology is used for literature instruction that selected novels should tie in with a particular unit theme. Four (4) novels per year if read as a class group study is generally considered sufficient for upper grade students. Additional novel may be assigned as independent and/or summer reading selections.

The Office of Catholic Schools does not take a specific position on the appropriateness of the content of any of the novels listed. It is the responsibility of each school’s administration to determine which pieces of literature correspond to the curriculum/themes being studied at each grade level.

Grade 3

Cam Jansen and the Mystery Bones: David Adler
Encyclopedia Brown, Boy Detective: Donald Sobol
Charlotte’s Web: E.B. White
The Little’s: John Peterson
Julian’s Glorious Summer: Ann Cameron
Class President: Johanna Hurwitz
Charlie and the Chocolate Factory: Ronald Dahl
Canada Geese Quilt: Natalie Kinsey-Warnock
Homer Price: Robert McCloskey
Ramona Quimby, Age 8: Beverly Cleary
By the Shores of Silver Lake: Laura Ingalls Wilder
The Enormous Egg: Oliver Butterworth

Grade 4

Sarah, Plain and Tall: Patricia MacLachan
Double Life of Pochohantas: Jean Fritz
Stone Fox: John Gardner
Trumpet of the Swans: E.B. White
In the Year of the Boar and Jackie Robinson: Betty Bao Lord
The Sign of the Beaver: Elizabeth Spencer
Trouble in Marsh Harbor: Susan Sharpe
Poppy: Avi
There’s A Boy in the Girls’ Bathroom: Louis Sachar
Trouble River: Betsy Byars
The Lion, The Witch and The Wardrobe: C.S. Lewis (Chronicles of Narnia, Book 2)
The War with Grandpa: Robert K. Smith
Shiloh: Phyllis R. Naylor
Maniac McGee: Jerry Spinelli

A2.1
Grade 5

Mop, Moondance and the Nagusaki Knights: Walter Myers
Tuck Everlasting: Natalie Babbit
Number the Stars: Lois Lowry
The Egypt Game: Ziljsha K. Snyder
Bridge to Tarabithia: Katherine Patterson
The Mixed-Up Files of Basil Frankweiler: E.L. Konigsburg
Old Yeller: Fred Gipson
A Door in the Wall: Marguerite DeAngeli
Remarkable Journey of Prince Jen: Lloyd Alexander
The Secret of Nimh: Robert C. O’Brien

Grade 6

Devil’s Arithmetic: Jane Yolen
The Cay: Theodore Taylor
Red Pony: John Steinbeck
Alice in Wonderland: Lewis Carroll
Wrinkle in Time: Madeline L’Engle
The Yearling: Marjorie K. Rawlings
Westing Game: Ellen Raskin
Where the Red Fern Grows: Wilson Rawls
Adventures of Ulyseus: Bernard Evslin
True Confessions of Charlotte Doyle: Avi
Hatchet: Gary Paulsen
My Side of the Mountain: Jean C. George
Walk Two Moons: Sharon Creech
The Black Pearl: Scott O’Dell
Johnny Tremain: Esther Forbes
Lincoln, A Photobiography: Russell Freedman
Pinballs: Betsy Byars

Grade 7

Island of Blue Dolphins: Scott O’Dell
The Giver: Lois Lowry
The Old Man and the Sea: Ernest Hemingway
Summer of My German Soldier: Bette Greene
Call of the Wild: Jack London
Lyddie: Katherine Paterson
Light in the Forest: Conrad Richter
Watsons Go To Birmingham: Christopher Curtis
Treasure Island: Robert Louis Stevenson

A2.3
Grade 7, continued

My Brother Sam is Dead: James L. Collier
And Then There Were None: Agatha Christie
The Witch of Blackbird Pond: Elizabeth Speare
The View from Saturday: E.L.Konigsburg

Grade 8

Holes: Louis Sachar
Adventures of Tom Sawyer: Mark Twain
Lottery Rose: Irene Hunt
The Outsiders: S.E. Hinton
Red Badge of Courage: Stephen Crane
The Miracle Worker: William Gibson
Across Five Aprils: Irene Hunt
Martian Chronicles: Ray Bradbury
Flour Babies: Anne Fine
Jacob I Have Loved: Katherine Paterson
Hound of the Baskervilles: Sir Arthur Conan Doyle
Rumblefish: S.E. Hinton

Grades 7 or 8

To Kill A Mockingbird: Harper Lee
The Diary of Anne Frank: Anne Frank
The Hiding Place: Corrie Ten Boom