Reading 9/10 Syllabus

Reading 9/10 Syllabus

Teacher: Mrs. Enos

Classroom Website: http://readwithenos.blogspot.com

School E-mail: Laura.Enos@fpsmail.org

Room: B106                                                  

Welcome to Reading 9/10!  This course offers you the opportunity to grow as a reader, reflector and analyzer.  Whether you feel in this moment that improving your reading and vocabulary skills is important to you or not, hopefully by the end of the semester you will see how applicable the issues we cover in class are connected to the topics and situations that you will be faced with beyond this classroom experience.  Remember, we aren’t all starting at the same place—our strengths and weaknesses are as varied as our personalities.  Each of us can improve this year if we work together to build a strong classroom community.  In other words:  We must respect each other!

Materials:

* A notebook or binder with paper (this will be used for brainstorming, in-class activities, journaling, written reflections, homework and background notes)

*A folder/binder/organizer to store your writing assignment  (don’t throw anything away!)

*Pencils

*Highlighter

*Google Account login & password It won’t be a requirement to use it, but it will certainly come in handy if you don’t have a flash-drive to save your writing as a google doc.  You can also type up your work on a Word document or if you have another approved typing device (Neo, Braille, etc.)

          

Agenda:

           Writing(Good Writers Make for Good Readers): This will entail journaling, writing

reflections, formulating discussion questions, brainstorming, outlining, and essay writing.            

 Reading: We will examine a variety of authors and a variety of literary genres:

novels (choice reading and literature circles), fictional short stories (including all fictional sub-genres), poetry, non-fiction (a variety of examples), and drama.

Text Schedule: Quarter A will be predominantly nonfiction and Quarter B will mostly entail fictional pieces in regards to the types of texts we’ll be reading for classroom lessons..

       

Choice Reading: Our reading goal for the year is that every student reads for at least 100 minutes/week (For example: That would be the equivalent of reading 20 minutes a day for 5 days with 2 days off) at or above his/her reading level.  A log will be kept where an adult (family member, friend, teacher, mentor, etc.) will sign off, witnessing and verifying what you’ve read and length of time.  There will be some silent reading time built into the week as well that can go towards these 100 minutes since I know many of you work/have a job outside of the school day or are involved in extracurricular activities.

Quizzes: Vocabulary quizzes (new words, prefixes and suffixes)  will be given periodically with the purpose of checking your knowledge, progression, and mastery of the material.  Essentially, are you understanding the information being learned in class?

Texts/Exams: Tests will be given at the completion of each quarter (CRTs - cold reads). Therewill always be an in-class review and study guide given prior to the test.  We will also have a reading comprehension pre and post assessment to measure your individual growth (Did your skills improve over the 18 weeks we were in class together?), and we will do continuous reading fluency checks with the goal of improving on your pronunciation and fluidity skills while you read.

Homework: In addition to sustained silent reading in the home/outside of school, each Friday your notebook/writing binder will be turned into your teacher including the following:

* a “letter-essay” to reflect on what you’ve been reading (examples and further explanation will be given

* journaling we’ve done throughout the week

*In-class activities completed on notebook paper as opposed to a handout

*Newspaper/Informational print comprehension homework: You will receive a free copy of the Fremont Tribune each Thursday and the accompanying assignment will be due the next day/Friday.

*Notes taken in class

*All of the work we’ve done during the week will be turned in for feedback,

evaluation and credit/a grade in the gradebook.  Every day counts so your

attendance is very important!

Policy Philosophy:

-          developed by the Northwest Regional Educational Laboratory (2005) found on http:// www.netc.org/focus/strategies/home.php

• Homework provides time outside of the classroom for students to practice and deepen their understanding of the content being presented in class.
• Homework is meant to be set at an appropriate level based on a student’s prior knowledge or level of exposure to specific content.
• Regardless of student ability or prior coursework, the amount of time students actively and attentively devote to homework increases their achievement.(Keith & Cool, 1992)
• Feedback will be given along with a grade for all turned in homework assignments.  I make an effort for assigned homework to not be “busywork” but to possess quality/purpose in your child’s learning experience.

• Parent Involvement:
• Students and/or Parents should set regular time frames, a place to focus, and clear expectations for where and when their children will work on homework.
• Encourage the following skills with your child throughout the school year: responsibility, confidence, persistence, goal-setting, and planning.
• Facilitate homework completion, not teach content
• Encouraging healthy study habits supports learning.  Not only will your child see and feel the reward for his/her efforts, but they will grow in their ability to effectively handle areas of difficulty (Bempechat 2004).

Grading: assignment grades are based on total points—every assignment counts!

·         A = 100% - 93%

·         B = 92% - 86%

·         C = 85% -78%

·         D = 77% -70%

·         F = 69% - Below

·         You will receive two days for every one day missed of class to make up any homework (school policy) that was given/assigned the day of your absence.

Late Homework: A student can turn in completed-late work the following day for a 70%.  After that, up to a 50% can be earned (again the work must be fully completed).  If your IEP qualifies you for extended time, that will be honored, but please be proactive and discuss the need for an extension with your teacher.  We will work together to come up with the best solution.

Extra Credit:  Will not be given.  If you have an idea for an alternative to an assignment given, please discuss with your teacher the possibility for an alternative product to turn in to show me what you’ve learned.  Rather than ask about extra credit, we will be focusing on not settling for zeros in the gradebook and working to our highest ability.

Procedures/Rules:

·         Tardiness: If you arrive late to class, you must have a legitimate pass from a FHS staff member.

·         Etiquette: It is important that all students treat one another with kindness and respect.  The Student Handbook clearly defines the school’s expectations. The rules of the Student Handbook will be enforced at all times in this classroom.  Please respect the learning environment to avoid a consequence for a poor choice. If a behavior issue arises, parental units and administration will be contacted immediately to best address the issue.  Also, always clean up your work area before leaving my room, don’t leave a mess behind you.  If you borrow my materials, please return them promptly (pencils, erasers, etc.).

Leaving the Room: Restroom and water breaks should be taken care of during the passing period.   I will make exceptions if you have special needs or are not feeling well, but please let me know at the start of class or ask for a pass (all passes will be given on the day’s date of your student planner/agenda---No planner = no hallway pass).  

I’m looking forward to an enriching semester!