Reading 9
Course Description
This is an elective class designed to help students build their critical reading skills. This class addresses objectives that students commonly encounter on standardized tests. Lessons help readers develop reading and thinking skills in order to meet the elements of the Career and College Readiness Core Standards for Minnesota Language Arts Academic Standards. These lessons also reinforce reading and vocabulary strategies which students use in their science class. Students are using multimodal media to read different types of print in literature and informational text.
Major Topics Covered
A major goal of Reading 9 is to increase student comprehension, frequency, understanding, and enjoyment of reading. Reading instruction is built upon two primary components: The first is word recognition, consisting of advanced phonics, decoding, word recognition, and fluency skills and strategies. The second is linguistic comprehension, consisting of instructional components designed to enhance students’ skills in making predictions, summarizing, building a strong vocabulary, and using reading strategies to succeed in taking standardized tests.
Learner Outcomes
Students will develop reading skills
Students will learn Literary and Text Elements
Students will read and identify different genres
Students will learn and practice vocabulary skills
Students will enhance their writing skills through different types of writing
Students will learn and use correct grammar
Students will practice and perform listening, speaking, and viewing skills
Materials Needed for Class
-Chromebook
-Notebook
-Folder
-Pencil
-Current novel for book study project
Evaluation:
-Pass (80% or higher) Fail (79% or below)
-Grades based on: classwork, assessments and participation
Classroom Management Plan
Classroom Rules
1. Listen and follow directions
-Directions, rules and procedures are all developed for your benefit, so follow them and pay attention during instruction
2. Exit/Entry
-Be in your seat when the bell rings with appropriate materials. There will be NO LINING UP at the door, I dismiss you from your seat, not the bell.
3. Be Responsible and Respectful
If YOU choose to break a rule: 3 Strike System
Strike 1: Verbal or visual warning
Strike 2: Moved to chair in front, next to Mr. Stumne
Strike 3: Removal from classroom, discussion with Mr. Stumne, possibly more depending on situation
1:1 Device Management Plan
As a member of a 1:1 program, it is your responsibility to bring your device to class each day charged and ready for use. Failure to do so will result in your being sent to the Media Center to receive a violation. If your device is in need of charging it will be kept and charged for the remainder of the class hour or until it reaches 50%. It is your responsibility to pick it up between classes. Loaner devices are available only for devices that are mailed in for repair.
Violation #1 - Warning
Violation #2 - Detention
Violation #3 - Detention and loss of privilege to take device home for the period of 20 school days.
Tardiness
-You are considered tardy if you are not in your seat when the bell rings
-Verbal reminder and marked in Schoolview
-After three tardies, detention will be assigned (every 3 days tardy is counted as 1 day absent)
Bathroom/Hall pass
You must ask permission to use the hall pass. The hall pass is a privilege to use and will only be allowed 3 times per quarter. It is your responsibility to keep track of your passes. If you need to use the hall pass and do not have a pass, you will need to make up 5 minutes with me during your lunch or after school. If you fail to make up the time, you will be assigned a detention.
Materials Used in Class
-Content Area Textbooks (History, Science, etc)
-Novels and applications to support Grade level benchmarks
-Jr. Scholastic articles
*Notice, cell phones are not on this list. Cell phones are not allowed for use during Reading 9. Students will be given one warning, then the phone will be confiscated and turned into the office. If the student refuses to give their phone to the instructor after the second offence, they will be sent to the office along with their phone.
Reading goals for you are:
-Demonstrate independence
-Build strong reading skills
-Comprehend as well as critique
-Value evidence presented to you as a reader
-Use technology and digital media strategically and capably
Test Preparation
Students will review and use the RAPT, Sum it Up, and other reading strategies learned prior to this class and develop new strategies including, The Prediction Strategy, The Summarization Strategy, and the Bridging Strategy.
Students will learn new vocabulary strategies
Students will set individual and group goals for performance
Literature
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-Determine a theme or central idea of a text and analyze its development over the course of the text.
-Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
-Determine the meaning of words and phrases as they are used in a text.
-Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise..
-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
-Analyze multiple interpretations of a story, drama, or poem evaluating how each version interprets the source text.
-Read and comprehend literature, including stories, dramas, and poems, with scaffolding as needed.
Informational text
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences draw from the text.
-Determine a central ideas of a text and analyze their development over the course of text.
-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of a text.
-Determine the meaning of words and phrases as they are used in a text.
-Analyze how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (a section or chapter)
-Determine an author's point of view or purpose in a text and analyze the author's position on the piece.
-Evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
-Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.
-Analyze U.S. Documents of historical and literary significance including how they address related themes and concepts.
Standards Covered in Class
The standards covered in class are the Common Core English-Language Arts Standards.
How Parents Can Help
How Parents Can Help
-Expect your child to read a book within their lexile at home each day
-Ask to see your child's planner weekly
-Sign up for a Schoolview account and check Schoolview two times a week. If a computer is not available, discuss options with the teacher.
-Discuss the importance of school, district and state assessments throughout the year
-Review Test Preparation Suggestions for Parents on the PCPS Homepage
Course Description
This is an elective class designed to help students build their critical reading skills. This class addresses objectives that students commonly encounter on standardized tests. Lessons help readers develop reading and thinking skills in order to meet the elements of the Career and College Readiness Core Standards for Minnesota Language Arts Academic Standards. These lessons also reinforce reading and vocabulary strategies which students use in their science class. Students are using multimodal media to read different types of print in literature and informational text.
Major Topics Covered
A major goal of Reading 9 is to increase student comprehension, frequency, understanding, and enjoyment of reading. Reading instruction is built upon two primary components: The first is word recognition, consisting of advanced phonics, decoding, word recognition, and fluency skills and strategies. The second is linguistic comprehension, consisting of instructional components designed to enhance students’ skills in making predictions, summarizing, building a strong vocabulary, and using reading strategies to succeed in taking standardized tests.
Learner Outcomes
Students will develop reading skills
Students will learn Literary and Text Elements
Students will read and identify different genres
Students will learn and practice vocabulary skills
Students will enhance their writing skills through different types of writing
Students will learn and use correct grammar
Students will practice and perform listening, speaking, and viewing skills
Materials Needed for Class
-Chromebook
-Notebook
-Folder
-Pencil
-Current novel for book study project
Evaluation:
-Pass (80% or higher) Fail (79% or below)
-Grades based on: classwork, assessments and participation
Classroom Management Plan
Classroom Rules
1. Listen and follow directions
-Directions, rules and procedures are all developed for your benefit, so follow them and pay attention during instruction
2. Exit/Entry
-Be in your seat when the bell rings with appropriate materials. There will be NO LINING UP at the door, I dismiss you from your seat, not the bell.
3. Be Responsible and Respectful
If YOU choose to break a rule: 3 Strike System
Strike 1: Verbal or visual warning
Strike 2: Moved to chair in front, next to Mr. Stumne
Strike 3: Removal from classroom, discussion with Mr. Stumne, possibly more depending on situation
1:1 Device Management Plan
As a member of a 1:1 program, it is your responsibility to bring your device to class each day charged and ready for use. Failure to do so will result in your being sent to the Media Center to receive a violation. If your device is in need of charging it will be kept and charged for the remainder of the class hour or until it reaches 50%. It is your responsibility to pick it up between classes. Loaner devices are available only for devices that are mailed in for repair.
Violation #1 - Warning
Violation #2 - Detention
Violation #3 - Detention and loss of privilege to take device home for the period of 20 school days.
Tardiness
-You are considered tardy if you are not in your seat when the bell rings
-Verbal reminder and marked in Schoolview
-After three tardies, detention will be assigned (every 3 days tardy is counted as 1 day absent)
Bathroom/Hall pass
You must ask permission to use the hall pass. The hall pass is a privilege to use and will only be allowed 3 times per quarter. It is your responsibility to keep track of your passes. If you need to use the hall pass and do not have a pass, you will need to make up 5 minutes with me during your lunch or after school. If you fail to make up the time, you will be assigned a detention.
Materials Used in Class
-Content Area Textbooks (History, Science, etc)
-Novels and applications to support Grade level benchmarks
-Jr. Scholastic articles
*Notice, cell phones are not on this list. Cell phones are not allowed for use during Reading 9. Students will be given one warning, then the phone will be confiscated and turned into the office. If the student refuses to give their phone to the instructor after the second offence, they will be sent to the office along with their phone.
Reading goals for you are:
-Demonstrate independence
-Build strong reading skills
-Comprehend as well as critique
-Value evidence presented to you as a reader
-Use technology and digital media strategically and capably
Test Preparation
Students will review and use the RAPT, Sum it Up, and other reading strategies learned prior to this class and develop new strategies including, The Prediction Strategy, The Summarization Strategy, and the Bridging Strategy.
Students will learn new vocabulary strategies
Students will set individual and group goals for performance
Literature
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
-Determine a theme or central idea of a text and analyze its development over the course of the text.
-Analyze how complex characters develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
-Determine the meaning of words and phrases as they are used in a text.
-Analyze how an author's choices concerning how to structure a text, order events within it and manipulate time create such effects as mystery, tension, or surprise..
-Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
-Analyze multiple interpretations of a story, drama, or poem evaluating how each version interprets the source text.
-Read and comprehend literature, including stories, dramas, and poems, with scaffolding as needed.
Informational text
-Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences draw from the text.
-Determine a central ideas of a text and analyze their development over the course of text.
-Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of a text.
-Determine the meaning of words and phrases as they are used in a text.
-Analyze how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (a section or chapter)
-Determine an author's point of view or purpose in a text and analyze the author's position on the piece.
-Evaluate multiple sources of information presented in different media or formats as well as in words in order to address a question or solve a problem.
-Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient.
-Analyze U.S. Documents of historical and literary significance including how they address related themes and concepts.
Standards Covered in Class
The standards covered in class are the Common Core English-Language Arts Standards.
How Parents Can Help
How Parents Can Help
-Expect your child to read a book within their lexile at home each day
-Ask to see your child's planner weekly
-Sign up for a Schoolview account and check Schoolview two times a week. If a computer is not available, discuss options with the teacher.
-Discuss the importance of school, district and state assessments throughout the year
-Review Test Preparation Suggestions for Parents on the PCPS Homepage