Syllabus for Multisensory Reading 7

Caputo 1

Teacher: M. Ruth Caputo

English Department

West Essex Regional School District

Syllabus for Multisensory Reading 7

Contact Information:

Ms. Caputo

Phone: 973-228-1200 ext 816

E-mail: *Preferred

Schoolwires: http://www.westex.org Click on “Teacher Websites”

Course Description:

The 7th grade Multisensory Reading 7 class provides remedial strategies in word decoding, word recognition, vocabulary, fluency and comprehension. Multisensory instruction is the explicit, structured, systematic teaching of the organization of language. Explicit language instruction involves the simultaneous reinforcement of the visual, auditory, tactile-kinesthetic, and/or articulatory-motor neural pathways which facilitate students’ abilities to learn and recall language information. Instruction is both synthetic and analytic in philosophy and presentation. Combined with a modified version of the Reading 7 curriculum, the course provides a comprehensive reading program geared to the individualized needs of the students.

The course provides remedial strategies in the careful reading and critical analysis of challenging literature and informational texts. Nancie Atwell’s reading workshop model will be used effectively with teachers as expert reading guides/models in a constructivist classroom. Mini-lessons throughout the course will provide meaningful student-centered and differentiated instructional activities with the focus on strengthening word decoding, word recognition, vocabulary, fluency, comprehension, writing, listening and speaking skills. Through the close reading of selected texts, students will deepen their understanding of the strategies strong readers use to extract meaning as well as pleasure from their reading. As they read, students develop deeper reading comprehension and stronger critical reading skills through shared inquiry, using open-ended questions with a strong focus on textual evidence. In their response to great texts students engage in meaningful writing activities.

The texts will be explored through a curriculum driven by the demands of the Common Core State Standards, specifically that students build knowledge through content rich non-fiction, that students’ reading, writing and speaking is grounded in evidence from text, both literary and informational, and that students enjoy regular practice with complex text and its academic language.

Major Course Topics by Marking Period:

MP 1

·  Phonetic and Structural Analysis of Words and High Frequency Sight Words

·  Lord of the Flies by William Golding (modified presentation)

·  Independent Reading (informational/non-fiction)

·  Vocabulary Development (from texts and root studies)

·  Teen Biz (1 weekly article assigned)

·  Reading Workshop

·  Research

MP 2

·  Syllable Types and Patterns

·  Schwa and Diacritical Markings

·  Ties That Bind Ties That Break by Lensey Namioka

·  Independent Reading

·  Vocabulary Development

·  Reading Workshop

·  Teen Biz

·  Short Stories, Poetry

·  Research

MP 3

·  Spelling Rules and Generalizations

·  Independent Reading

·  The Diary of Anne Frank by Frances Goodrich Albert Hackett

·  Vocabulary Development

·  Reading Workshop

·  Independent Reading

·  Teen Biz

·  Research

MP 4

·  Advanced Morphemes and Introduction to “Chameleons”

·  Miracle Worker by William Gibson

·  Reading Workshop

·  Poetry and Short Stories

·  Independent Reading

·  Vocabulary Development

·  Teen Biz

·  Research

*Independent Reading Selections: 2 Informational/Non-Fiction; 2 Fiction (as assigned)

**Alternative Related Texts are available to facilitate individual reading levels.

Units of Study:

Independent Reading

·  Minimum of one book per marking period: two fiction and two non-fiction

Teen Biz

·  Read non-fiction articles

·  Respond to PARCC style comprehension & open-ended questions

·  Develop critical reading skills

·  Minimum one article per week

Vocabulary Development

·  Words on the Vine – Root word study

·  Word parts – roots, suffixes, prefixes

·  Decoding, Word Recognition

In-Common Novels

·  Lord of the Flies by William Golding (modified)

·  The Diary of Anne Frank: a play by Frances Goodrich and Albert Hackett

·  Ties That Bind, Ties That Break by Lensey Namoik

·  The Miracle Worker by William Gibson

Short Stories/Poetry

·  Elements of Literature, First Course by Holt, Rinehart, and Winston

·  “Rikki Tikki Tavi” by Rudyard Kipling

·  “Song of the Trees” by Mildred Taylor

·  “Annabel Lee” by Edgar Allan Poe

·  Companion poems for in-common novels

Texts/Resources:

·  Goodrich, Frances & Hackett, Albert. The Diary of Anne Frank (play); Evanston, Illinois, McDougal Littell, 2002.

·  From There to Here. ED. Julia A. Schumacher. Logan, Iowa: Perfection Learning Corporation, 2006. Print. Mentor Text

·  Gibson, William. The Miracle Worker. New York: Bantam Books, 1956.

·  Koenig, Juliana, executive editor. Elements of Literature, First Course. Austin, Texas: Holt, Rinehart, and Winston, 2003.

·  Namoika, Lensey. Ties That Bind. Ties That Break. New York: Random House, 1999.

·  Golding, William. Lord of the Flies, New York: Penguin Group, 1954.

·  Vurnakes, Claudia.. Words on the Vine: Thirty-Six Vocabulary Units on Root Words. North Carolina: Instructional Fair, 1998. (Units 1-18)

·  Software: TeenBiz; Quia.com; Turnitin.com; NoodleTools; Membeam.com; Lexia for Older Students

·  Megawords (EPS)

·  Latin and Greek Roots: A Study of Word Families

·  Vocabulary From Classical Roots (EPS)

·  Advanced Language Tool Kit (EPS)

·  Solving Language Difficulties (EPS)

·  Angling for Words Series (EPS)

·  Orton-Gillingham Readers Books 1 and 2

·  Bridges to Literature – Green Book (McDougal Little)

·  Kleiber’s Specific Language Activities (Decatur Enterprises, 2004

·  Wilson Student Readers and Workbooks

·  Project READ Linguistic Guide

Grading and Department Policies:

·  All grades are based on a standards based percentage system. Each category will have the following value:

Formative / Summative / Homework
(non-graded)
30% / 65% / 5%
(non-graded)

·  Grades will be posted on Genesis

·  Late or missing homework receives no credit except excused absences. *Seventh grade students may turn in late homework three times during the first marking period without penalty. The fourth late homework assignment receives no credit, as do all others going forward afterwards. **Exceptions: Guidelines set forth on specific students’ IEP’s.

·  Late work loses 10% per day except excused absences.

·  Except in-class timed writes, students must be able to revise papers once to demonstrate improvement in all areas except grammar and mechanics. The revision will be worth up to twenty points more than the draft (both the draft and the final essay will be graded independently).

·  All work will be produced according to MLA formatting criteria.

·  Pupils are expected to be honest in all of their academic work. A pupil found guilty of academic dishonesty may be subjected to a full range of penalties including, but not limited to, reprimand and loss of credit for all of the work that is plagiarized.

·  No extra credit.

Assessments:

With respect to diverse learners, a variety of assessments will be incorporated each marking period. It is understood that students will have the opportunity to review their graded assessments in class and ask questions for clarification. Common assessments will be administered each marking period in addition to a summer reading assessment. A combination of formative and summative assessments will be utilized.

Modifications:

Modifications will be made as per each individual student

Standards:

Please find the English Language Arts Core Curriculum Content Standards are the following website: http://www.corestandards.org/the-standards/english-language-arts-standards.

Class Rules & Expectations:

Students are expected to follow all rules as in the West Essex Student Handbook

Students are expected to follow guidelines for Academic Honesty

Students will bring necessary texts/materials to class, as extras will not be available

Students are to be on time to class

Students are expected to treat others with courtesy, respect, and kindness

Students must ask permission before leaving the room for any reason

Students are not permitted to have electronic devices, food, or drinks in class

Students are expected to follow daily classroom procedures in an orderly fashion

Class Procedures:

Procedure for Entering the Classroom

1. Enter the classroom and find the daily activities posted on the board.

2. Pick up any handouts or required materials.

3. Go to your desk and begin working on the “DO NOW.”

Procedures for Exiting the Classroom

1. When you are told to prepare for dismissal, begin cleaning up your workspace.

2. You will leave the classroom when the teacher dismisses you. Make sure you take everything with you and leave your workspace as neat and as organized as when you found it.

3. Exit the classroom in an orderly and disciplined manner.

Discipline Plan:

Consequences are the results of the choices we make. In life there are positive consequences and negative consequences. The consequences for breaking the rules of the class are as follows:

·  First Offense: Verbal Warning

·  Second Offense: Teacher’s Detention

·  Third Offense: Parent/guardian will be contacted and student will be sent to Vice Principal

Required Materials

·  Binder

·  Six section dividers

o  Reading Strategies

o  Vocabulary

o  Teen Biz

o  Independent Reading

o  In-Common Novels

·  Journal - No Spirals!

·  Highlighters

·  Pens

·  Pencils

·  USB

I acknowledge that I have read and understood the above letter detailing the contents and requirements of the course.

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