AFNORTH International Middle/High School

 

COURSE TITLE:     Reading Improvement Lab

TEACHER:               Loretta M. Wilkening

ROOM:                      B1.5

EMAIL:                      Loretta_Wilkening@eu.odedodea.edu

 

 

COURSE DESCRIPTION:        This course is designed to provide instruction in interpreting words in context from general, technical, and special vocabularies, following written directions at increasingly complex levels, identifying faulty reasoning in reading material, drawing conclusions, citing evidence to support opinions formed, appraising material for bias, interpreting graphic information, using library and understanding consumer information. Special emphasis is placed on developing an appreciation for literature and fostering self-initiated reading.

 

COURSE GOALS/OBJECTIVES/STANDARDS:  The main features of the Integrated Language Arts and Reading Standards which support the above statement include systematic and intensive reading, writing, listening, speaking, and viewing, literature, the English language, and accessing and processing information.

 

DoDDS READING PROGRAM GENERAL OBJECTIVES:

 

1.        Apply Phonic and Structural Analysis Skills to Decode Letter Combinations and Words.

2.        Display Evidence of a Comprehensive Reading Vocabulary.

3.        Demonstrate Appropriate Comprehension of Printed Materials Through Oral and Written Responses.

4.        Use Appropriate Study Skills to Facilitate Learning in Content Areas.

5.        Demonstrate Appreciation of Literary Forms.

6.      Engage in Self-Initiated Reading from a Variety of Sources.

 

SCOPE & SEQUENCE – Daily Schedule:

 

¨       20 minutes of silent pleasure reading.  In this group, students will choose books that are at their independent reading level from the in-class library.  Students will keep a log of books read and number of pages read.  Each quarter, students will be required to take the Reading Counts quiz associated with one of the books they have read. 

 

¨       20 minutes working on the Read 180 program.  In this group, students will watch a short video, read about the video, learn vocabulary associated with the video, and practice spelling. 

 

¨       20 minutes in small group instruction.  In this group, I will work with students developing their reading strategies.  We will also use writing to reinforce the concepts being taught in this group. 

 

¨       10 minutes in whole group session.  In this group, we will have oral reading with whole group discussion about the reading.  During this time, students will learn through their own responses and by listening to other students’ perceptions. 

 

Students using the Read 180 program on a daily basis show the greatest improvement.  High school students in this class will be required to come during each seminar period for a 20-minute session on the Read 180 program.  Students should accrue 100 minutes per week.  Participation grades will be based on total number of minutes achieved (but not greater than 100).  On weeks when seminar is used for other activities (pep rallies, plays, etc.), students’ scores will be pro-rated based on number of minutes possible.

 

CONTINUOUS SCHOOL PROGRESS:  AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 + 1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School. 

 

In the Reading Improvement lab, I will use the 6+1 Trait writing as a framework for the writing assignments we do to reinforce reading strategies.  Examples of writing projects include writing a bibliography; writing a student newspaper, writing a book review, etc.  The traits will be used to evaluate student writing. 

 

Resources:

            Scholastic Read 180 program books and software

 

Examples of non-Read 180 books that students may select to read (not a comprehensive list):

 

                A Child Called, “It”                                              Pelzer                      At the End of Words, a Daughter’s Memoir                Stone

                A Lesson Before Dying                           Gaines                     Beast                                                                        Napoli

                A Rose Grows in Concrete                  Tupac                      Childhood’s End                                                    Clarke

                And Then There Were None                    Christie                    The Chocolate War                                                         Cormier

                Angus, Thongs and                                                                              They Cage the Animals At Night                       Burch

                   Full-frontal Snogging                      Nicolson                  What Have You Lost (Poems)                                   Nye

 

           

COURSE GRADING/ASSESSMENT:                   

           

Excellent

A+

97 – 100

4.0

 

Daily Work/Participation:

50%

Excellent

A

93 – 96

4.0

 

Excellent

A-

90 – 95

4.0

 

Reading Counts Quizzes:       

20%

Above Average

B+

87 – 89

3.0

 

Above Average

B

83 – 86

3.0

 

Read 180 Comprehension Score:        

15%

Above Average

B-

80 – 82

3.0

 

Average

C+

77 – 79

2.0

 

Read 180 Vocabulary Score:

15%

Average

C

73 – 76

2.0

 

Average

C-

70 – 72

2.0

 

 

 

Below Average

D+

67 – 69

1.0

 

Total

100%

Below Average

D

63 – 66

1.0

 

Below Average

D-

60 – 62

1.0

 

 

 

Failing

F

Below 60

0.0

 

 

 

 

Semester Grade = 50% of the first quarter + 50% of the second quarter

 

                                                                                   

CLASSROOM EXPECTATIONS

CONSEQUENCES FOR NONCOMPLIANCE

Arrive to class on time.

After-school detention

Come prepared with textbooks and assigned work.

Lack of preparation reduces the

student’s daily work grade by 25%

Be respectful of classmates and teacher.

Disruptive or disrespectful behavior will result in the student being removed from the class and/or call to the student’s parents, parent conferences, discipline referral to administration as appropriate to the level of offense

                                                                         

HOMEWORK POLICY:                 Homework assignments should always be completed before the next class session unless otherwise noted. Late homework cannot receive a grade of greater than 75%.  Completion of daily work is 50% of your grade.  Daily work generally includes in-class work and homework. 

NOTE:  Plagiarism in any form will not be tolerated.  Work that is plagiarized from the internet, books or any other source will receive a grade of “F,” and the student will not be allowed to make up the work. 

 

MAKE-UP WORK POLICY:            Make-up work will be accepted for excused absences only.  All make-up work must be completed no later than one week following the student’s return to school.  It is the student’s responsibility to find out what work was missed and complete make up work.  All make-up work must be properly labeled with: Name/Date/Page Nr., Activity Nr., Activity Title, etc.