Read 180 Syllabus

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Read 180 Syllabus

Syllabus

The Fundamentals of Literature provides the preparatory background necessary for success in subsequent Bridges to Literature and Literature 1 courses. Participating students were chosen for this class because skill deficiencies were identified. The course curriculum is Scholastic’s Read 180 Stage C material, a research-based program proven to build the skills necessary for success in high school English course. Instruction is differentiated and tailored to the individual needs of each student. This is accomplished through the use of computer-based instruction, supplemented by report-supported instruction materials. The course is not designed specifically for special needs students. I only mention this because students often wrongly assume (because the class size is limited to 15 students) that this is a special education class.

All students take a reading inventory (SRI) assessment test during the first week of class and are then assigned to one of three small learning groups based on their SRI score and other factors. THIS IMPORTANT TEST DETERMINES THEIR READING LEVEL!

During a given block the groups rotate between three stations: individualized small group instruction, sustained silent reading, and computer software work. Their workbook is called an rBook (the book is for in-class use only), and in that book they write in pencil only. The book is augmented by revising workshop writing assignments using the ETS Criterion web-based software. Sustained silent reading is done using a finite library that does not leave the classroom and is supported by reading logs, worksheets, and other supplementary materials. Students read only those books that fall within in their Lexile score range, as determined by initial and subsequent SRA test scores.

Course Assignments Weight (per school policy)
Graded assignments are weighed in proportion to one another. Details regarding specific performance tasks and applicable assessment criteria – particularly scoring rubrics – will accompany those assignments. Although the course may include a number of non-graded assignments, completion of those tasks is essential to successfully satisfying your responsibilities for any tasks which are graded.

Homework – 10% includes written reflections on and summaries of Sustained Silent Reading (SSR) related assignments.
Class work- 33% includes rBook work, participation and SSR assignment sheets.
Quizzes- 10% include, but are not limited to workshop quizzes, SSR pc quizzes, and oral quizzes.
Projects 33% include completion of Topic Software (PC-based), SSR QuickWrite sheets and Criterion assignments.
Tests- 14% rSkills tests and all subsequent SRI tests (one at mid-term & one at course end)

Course Outline
Workshop Name
1. Survivors
2. Killer Plagues
3. Combat Zone
4. When Music Offends
5. In the Money
6. Amigo Brothers
7. Your Brain Exposed
8. Crime, Punishment, and Teens
9. The Front Lines of Justice

Required Materials

• Two pocket portfolio folder rBook (provided by school)
• Pencils- No pens. Only pencils, since we regularly make corrections to our written work.
• rBook (provided by school)
Student Responsibilities
• Participate in discussions and activities
• Effectively utilize instructional software
• Demonstrate good attendance habits
• Demonstrate mastery of course content
• Demonstrate public speaking skills
• Complete daily activities
• Write, read and use pc software daily for sustained periods of time

Expected Proficiencies:

1. Develop vocabulary appropriate to reading, writing and speaking proficiency
2. Summarize, paraphrase and categorize information.
3. Compare and contrast information, ideas and structures to clarify meaning of various materials.
4. Make inferences and predictions.
5. Connect what is read to personal experience and the world beyond the classroom.
6. Identify and interpret literary structures, elements, devices and themes.
7. Use an appropriate process to prepare to write.
8. Compose writing that conveys a clear main point with logical support.
9. Edit and revise writing for the strongest effect.
10. Use English language structure and grammar appropriately to communicate effectively.
11. Use pc skills to locate, gather, evaluate and organize information for different purposes.
12. Use active listening strategies to organize and respond to information presented in different formats for different purposes.

The Fundamentals of Literature provides the preparatory background necessary for success in subsequent Bridges to Literature and Literature 1 courses. Participating students were chosen for this class because skill deficiencies were identified. The course curriculum is Scholastic’s Read 180 Stage C material, a research-based program proven to build the skills necessary for success in high school English course. Instruction is differentiated and tailored to the individual needs of each student. This is accomplished through the use of computer-based instruction, supplemented by report-supported instruction materials. The course is not designed specifically for special needs students. I only mention this because students often wrongly assume (because the class size is limited to 15 students) that this is a special education class. All students take a reading inventory (SRI) assessment test during the first week of class and are then assigned to one of three small learning groups based on their SRI score and other factors. THIS IMPORTANT TEST DETERMINES THEIR READING LEVEL! During a given block the groups rotate between three stations: individualized small group instruction, sustained silent reading, and computer software work. Their workbook is called an rBook (the book is for in-class use only), and in that book they write in pencil only. The book is augmented by revising workshop writing assignments using the ETS Criterion web-based software. Sustained silent reading is done using a finite library that does not leave the classroom and is supported by reading logs, worksheets, and other supplementary materials. Students read only those books that fall within in their Lexile score range, as determined by initial and subsequent SRA test scores. Course Assignments Weight (per school policy) Graded assignments are weighed in proportion to one another. Details regarding specific performance tasks and applicable assessment criteria – particularly scoring rubrics – will accompany those assignments. Although the course may include a number of non-graded assignments, completion of those tasks is essential to successfully satisfying your responsibilities for any tasks which are graded. Homework – 10% includes written reflections on and summaries of Sustained Silent Reading (SSR) related assignments. Class work- 33% includes rBook work, participation and SSR assignment sheets. Quizzes- 10% include, but are not limited to workshop quizzes, SSR pc quizzes, and oral quizzes. Projects 33% include completion of Topic Software (PC-based), SSR QuickWrite sheets and Criterion assignments. Tests- 14% rSkills tests and all subsequent SRI tests (one at mid-term & one at course end) Course Outline Workshop Name 1. Survivors 2. Killer Plagues 3. Combat Zone 4. When Music Offends 5. In the Money 6. Amigo Brothers 7. Your Brain Exposed 8. Crime, Punishment, and Teens 9. The Front Lines of Justice Required Materials • Two pocket portfolio folder rBook (provided by school) • Pencils- No pens. Only pencils, since we regularly make corrections to our written work. • rBook (provided by school) Student Responsibilities • Participate in discussions and activities • Effectively utilize instructional software • Demonstrate good attendance habits • Demonstrate mastery of course content • Demonstrate public speaking skills • Complete daily activities • Write, read and use pc software daily for sustained periods of time Expected Proficiencies: 1. Develop vocabulary appropriate to reading, writing and speaking proficiency 2. Summarize, paraphrase and categorize information. 3. Compare and contrast information, ideas and structures to clarify meaning of various materials. 4. Make inferences and predictions. 5. Connect what is read to personal experience and the world beyond the classroom. 6. Identify and interpret literary structures, elements, devices and themes. 7. Use an appropriate process to prepare to write. 8. Compose writing that conveys a clear main point with logical support. 9. Edit and revise writing for the strongest effect. 10. Use English language structure and grammar appropriately to communicate effectively. 11. Use pc skills to locate, gather, evaluate and organize information for different purposes. 12. Use active listening strategies to organize and respond to information presented in different formats for different purposes.