Welcome, students! I'm so glad you're here!!! Please look through EACH tab of this website, as the website IS the syllabus. However, here are a few things you'll need to know in the first few weeks of joining us...
Supplies:
SCHOOL WIDE SUPPLIES:
Required: Highly Suggested:
- One 3-4" Binder for A day - planner
- One 3-4" Binder for B day - pencil pouch
- 8 tab dividers (one for each class) - medium post-it notes
- loose leaf paper - highlighters (at least one color - several - writing utensil different colors can be helpful)
- erasers
- white out
- mini-stapler / staples
- one hole punch
ENRICHMENT READING 1 SUPPLIES (specifically, in addition to the above):
Required: Suggested / Optional:
- (see above) - 5 small tab dividers (Example: Vocabulary, - Writing Utensil: Blue or Black Reading Logs, Classwork, Extra Credit,
Ink Pens or Pencils To Turn In)
Required: Highly Suggested:
- One 3-4" Binder for A day - planner
- One 3-4" Binder for B day - pencil pouch
- 8 tab dividers (one for each class) - medium post-it notes
- loose leaf paper - highlighters (at least one color - several - writing utensil different colors can be helpful)
- erasers
- white out
- mini-stapler / staples
- one hole punch
ENRICHMENT READING 1 SUPPLIES (specifically, in addition to the above):
Required: Suggested / Optional:
- (see above) - 5 small tab dividers (Example: Vocabulary, - Writing Utensil: Blue or Black Reading Logs, Classwork, Extra Credit,
Ink Pens or Pencils To Turn In)
While certainly not required, your donations are greatly appreciated! Here are a few items we use frequently: - (plain white) computer paper - (college or wide ruled) loose leaf notebook paper - construction paper (for projects) - Lysol or Clorox (lemon) wipes - Hand Sanitizer (Germ-X) - Kleenex - Post-It Notes (medium / large sizes) - pens / pencils / erasers - Band-Aids - We would LOVE gently used or new high interest teen books to add to our classroom library! Books that are also movies are especially popular. (ex. Divergent series, Maze Runner series, etc.) - (...anything else you think might be useful) |
The Program:
As our program for Reading Enrichment 1 continually evolves, I ask for your flexibility and an open mind. We will be trying lots of new things! Some will work wonderfully, and some things I will want to change. Always remember that my first priority is to do what works best for us to learn and make reading level growth. Any changes or additions that I make will be to make that happen. The basic class structure is as follows.
- Warm-up (5-10 minutes) Students will practice vocabulary (KFC - prefixes/roots/suffixes) or building fluency with a partner. Fluency is the rate, accuracy, and smoothness with which you read. (Think of driving a stick shift versus an automatic.)
- Whole Group (15-20 min.) Teacher instructs the day’s lesson and focus with modeling, guided practice, and movement toward independent practice. Collaborative learning is essential to make the magic happen! Therefore, all students must be engaged and actively participate.
- Rotations (20 min. for each station): Students are then separated into three groups (based upon data) that rotate through the next three stations simultaneously.
1. Small Group (Teacher Led Instruction / Differentiated Instruction): We tackle weak skill areas depending on need: word recognition, vocabulary (acquisition and context clues), comprehension
2. Independent Reading: Students read a book of their choosing (based on a range of books appropriate to their individual reading level or lexile) and complete a log (and one skills based worksheet per book), that determines comprehension and focus.
3. Independent Work: Depending on the day... students practice what they learned in Whole Group; Achieve 3000 on the computer (lexiled article, activities, and FSA like comprehension questions); typing instruction (to assist in the "writing" portion of the FSA - poor typing skills often lowers scores of otherwise capable students).
- Wrap-up (5 min. closing): Review homework and check for understanding (answer the essential question).
- Warm-up (5-10 minutes) Students will practice vocabulary (KFC - prefixes/roots/suffixes) or building fluency with a partner. Fluency is the rate, accuracy, and smoothness with which you read. (Think of driving a stick shift versus an automatic.)
- Whole Group (15-20 min.) Teacher instructs the day’s lesson and focus with modeling, guided practice, and movement toward independent practice. Collaborative learning is essential to make the magic happen! Therefore, all students must be engaged and actively participate.
- Rotations (20 min. for each station): Students are then separated into three groups (based upon data) that rotate through the next three stations simultaneously.
1. Small Group (Teacher Led Instruction / Differentiated Instruction): We tackle weak skill areas depending on need: word recognition, vocabulary (acquisition and context clues), comprehension
2. Independent Reading: Students read a book of their choosing (based on a range of books appropriate to their individual reading level or lexile) and complete a log (and one skills based worksheet per book), that determines comprehension and focus.
3. Independent Work: Depending on the day... students practice what they learned in Whole Group; Achieve 3000 on the computer (lexiled article, activities, and FSA like comprehension questions); typing instruction (to assist in the "writing" portion of the FSA - poor typing skills often lowers scores of otherwise capable students).
- Wrap-up (5 min. closing): Review homework and check for understanding (answer the essential question).
Grading:
There is the potential for you to be graded for EVERYTHING you do in class, from participation, group work, independent work, quizzes/tests, to projects. You will not always know what is being checked for accuracy versus participation, so please try your best every time. However, accuracy will never count more than 20-30% of each assignment grade (unless a quiz/test). Therefore, as long as you show true effort (try everything with your best effort, leaving nothing blank), you will NOT fail. That is a promise. Participation is full engagement in the activities at all times. This is no cause for panic though. There are many different forms of participation and ways that you can contribute to the group. You will always be given a chance to correct your work, if you completed it all but did not understand it, so take advantage of this opportunity! You will never be singled out or made to feel embarrassed, but you will be expected to try and I will provide supports to ensure your success. Not working in class is NOT an option. It is my personal goal for you to leave this class with confidence and pride in your work and yourself. You MUST give your best effort, in each grading area, to pass! The grading areas are as follows:
Whole Group / Small Group (50%): All activities/work completed in the portion of class directly with the teacher (including homework from this - if not finished in class). Most assignments will consist of 100 points. However, smaller assignments are typically 50 points. Larger assignments will have a higher point value. For example, some packets which take us weeks to complete are 300 points as they are really multiple assignments submitted together. In those cases, I will always give a point value breakdown. The work is designed to be completed in class. IF students misbehave/goof off and decide not to work in class though OR are struggling with the skill and need additional time, it then becomes homework.
Independent Work Stations (40%): All activities/work completed in the independent reading and independent work/computer rotations. Most assignments will consist of 100 points. Ample time is given in each rotation daily and throughout the week to get work completed. If a student chooses to goof off instead of work (as I am busy teaching my Small Group rotation during these times), they understand that they are also choosing to take a zero. Achieve articles are typically assigned every 1-2 weeks (75%+ score on answers for the first attempt + completed assigned activities for each article). The article activities may be worked on at home (if needed). However, the quiz questions MUST be answered during class in the Independent Work rotation in order to count. A two book minimum is required per quarter in Independent Reading (though we may conference on a case by case basis - I am typically lenient if I see you clearly putting your all into this rotation each class). Bi-weekly reading logs are completed each day IN class. Reading logs may NOT be made up (though I do not count off for absences). It is the student's responsibility to log what they do each day, if they do not log (ex. absent, called to office, whole group lesson extension, etc.) and get me to sign off on it. (Starting 3rd quarter: One skills based worksheet is required for each book. The student will have three days to complete the worksheet.)
Outside Reading Project (10%): Outside reading (separate, high school level book) with an accompanying (small, skill based) project is required each quarter. (10% = a whole letter grade)
GRADING SCALE:
A = 90 – 100 D = 60 – 69
B = 80 – 89 F = 59 and below
C = 70 – 79
***Ungraded work & data logs will remain in your notebook. Graded work will be housed in a student portfolio & remain in the classroom. You may only remove work from your portfolio to correct and resubmit it for higher credit, if you conferenced with me and received my permission to do this. (Attach your new work on top of the old work with my signed revision slip.)
Whole Group / Small Group (50%): All activities/work completed in the portion of class directly with the teacher (including homework from this - if not finished in class). Most assignments will consist of 100 points. However, smaller assignments are typically 50 points. Larger assignments will have a higher point value. For example, some packets which take us weeks to complete are 300 points as they are really multiple assignments submitted together. In those cases, I will always give a point value breakdown. The work is designed to be completed in class. IF students misbehave/goof off and decide not to work in class though OR are struggling with the skill and need additional time, it then becomes homework.
Independent Work Stations (40%): All activities/work completed in the independent reading and independent work/computer rotations. Most assignments will consist of 100 points. Ample time is given in each rotation daily and throughout the week to get work completed. If a student chooses to goof off instead of work (as I am busy teaching my Small Group rotation during these times), they understand that they are also choosing to take a zero. Achieve articles are typically assigned every 1-2 weeks (75%+ score on answers for the first attempt + completed assigned activities for each article). The article activities may be worked on at home (if needed). However, the quiz questions MUST be answered during class in the Independent Work rotation in order to count. A two book minimum is required per quarter in Independent Reading (though we may conference on a case by case basis - I am typically lenient if I see you clearly putting your all into this rotation each class). Bi-weekly reading logs are completed each day IN class. Reading logs may NOT be made up (though I do not count off for absences). It is the student's responsibility to log what they do each day, if they do not log (ex. absent, called to office, whole group lesson extension, etc.) and get me to sign off on it. (Starting 3rd quarter: One skills based worksheet is required for each book. The student will have three days to complete the worksheet.)
Outside Reading Project (10%): Outside reading (separate, high school level book) with an accompanying (small, skill based) project is required each quarter. (10% = a whole letter grade)
GRADING SCALE:
A = 90 – 100 D = 60 – 69
B = 80 – 89 F = 59 and below
C = 70 – 79
***Ungraded work & data logs will remain in your notebook. Graded work will be housed in a student portfolio & remain in the classroom. You may only remove work from your portfolio to correct and resubmit it for higher credit, if you conferenced with me and received my permission to do this. (Attach your new work on top of the old work with my signed revision slip.)
(My tutoring is held on Thursdays, 2:05-3:30. , I require that you show up on time & be ready to work. You must also guarantee your prompt pick-up with your guardian (this is for your safety). If I am absent or you require additional tutoring, you may also attend the AVID Study Hall after school, Tuesdays from 2 – 3:30 p.m. Room 140 Tutors are students from AVID and UNF.
Parental InvolvementParents, please click below for information geared just toward you. This is a new endeavor of mine, so I will be adding information throughout the year, as this initiative evolves.
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