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Reading Strategies Syllabus

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Course Description

In Reading Strategies class the students build basic reading, writing, and study strategies and skills needed to succeed in the classroom. Through continual practice and engagement in the reading and writing processes, students gain fluency and self- confidence in their ability to comprehend and create simple to complex texts. Reading like a writer and writing like a reader, students expand their vocabulary, identify main points, and locate supporting details in what they read and write. They produce sentences and paragraphs based on personal experiences and assigned readings. Students study sentence structure and address common grammar and usage problems in the context of their own reading and writing. They use computers and word processing programs to produce their compositions.

Instructional design includes multi-day units designed around Common Core Reading and Writing Standards and literacy strategies to master grade-level reading and writing skills. Text includes high-interest, up to grade-level informational reading content that students must master to succeed in English and other core academic classes.

 

Rationale:  Students will be provided opportunities to apply communication skills to real-life problems that connect reading and writing to success in high school, further study and a career. Written and performance assessments will help the teacher monitor students’ achievement on the essential English/language arts reading and writing readiness standards. With intentional teaching of the reading and writing strategies, students can use them to succeed in all classes.

     

Topics Covered

  • Applying reading strategies to short text for comprehension

  • Fluency practice

  • Journal writing

  • Vocabulary development

  • Grammar Practice

  • Sentence and paragraph development

 

Student artifacts include completion of:

  • journal entries

  • reading comprehension and fluency assessments

  • vocabulary and grammar assignments

  • graphic organizers

  • revised written work until it meets clearly understood scoring guides and rubrics  

 

Course Schedule and Policies: This course meets daily throughout the year.

 

Assignments and Grading:

Gradebook Scores:

Reading assignments: 30%

Writing assignments: 30%

Assessments: 20%

Semester test: 20%

 

Grading Scale

A      95-100

A-     92-94

B+    89-91

B      85-88

B-     82-84

C+    78-81

C      74-77

C-     71-73

D+    68-70

D      65-67

D-     62-64

F       61-or Below




 

Materials:

Teacher will provide file folders.

Students will provide a notebook.

Students will bring to each class pencils / pens.

 

Course Expectations: Students will come prepared for class, participate in classroom discussions and activities, complete all coursework, and study for tests and quizzes.

 

Objectives / Outcomes

Iowa Core Curriculum

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

(RL.9-10.4)

Reading: Informational Text - Key Ideas and Details.

Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension.

L.09-10.RI.01.

Reading: Informational Text - Key Ideas and Details

Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.

IL.09-10.RI.01

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9– 10)

(W.9-10.5)

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above)

(W.9-10.4)

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

(W.9-10.6)

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

(W.9-10.10)