Course Syllabus
Name of Course: Reading Skills 1
Name of Teacher: Anita Natale
E-Mail Address:ANATALE@APTOSHS.NET
Voice Mail # 684@688-6565		Room # E-206	Preparation Period: 4
I	Course Description/Outline (reflects needed skills) This course is a required adjunct to Advanced ELD and/or English 1 SDAIE. This course emphasizes strategies and activities for improving reading comprehension, developing vocabulary, and increasing reading speed as students work with textbooks, works of fiction and nonfiction, newspapers, magazines and workplace and functional documents. Other activities include skill development in academic literacy such as: notetaking, completing research, test preparation, group, partner and individual project work. Reading outside of the school day for reinforcement and measurable skill development is required for this course. Students will use Accelerated Reader texts and quizzes to monitor ongoing progress in quantity and complexity of reading material and quality of reading comprehension. Students are expected to increase the quantity, variety and complexity of their reading outside of school so that they may meet grade level reading requirements. Students will also use their outside reading to contribute to their “Million Word Challenge” total reading goals. Reading Skills 2 students will receive credit for one year of a Language Arts elective, but will not receive credit for the Univ. of California A-F requirements.
II	Materials Provided (name of textbook, other resources, video used,etc.) Accelerated REader TEXTS AND QUIZZES THE lANGUAGE OF lITERATURE iNTERACTIVE READER WEBSTER’S NEW WORLD DICTIONARY VARIOUS CLASS TEXTS AVAILABLE INCLUDING: THE CIRCUIT, SOLDIER’S HEART, THE ILLUSTRATED MAN, FLIGHT #116 IS DOWN, SHARK BAIT, THE WATSONS GO TO BIRMINGHAM, JULIE OF THE WOLVES, FROZEN MAN, SOMEWHERE IN THE DARKNESS, A SUMMER LIFE, hOUSE ON mANGO STREET nEWSWEEK MAGAZINE, SCHOLASTIC SCOPE MAGAZINE, THE SANTA CRUZ SENTINEL NEWSPAPER VIDEOS: IN A CLASS OF HIS OWN, RENAISSANCE MAN, COACH CARTER, CHEATERS
III	Materials Required 3-ring binder with binder paper pencils and blue or black ink pen books, homework and any material necessary for class single subject spiral notebook (70-100 pages for class journal) INDEX CARD HOLDER AND LINED INDEX CARDS
IV	Goals (knowledge to be acquired, technical skills, etc., ESLRs must be referenced, standards alignment) Reading Skills 2 is designed to improve students’ grade level in reading. The course develops reading comprehension at the interpretive and applied levels as well as at the literal level of understanding. This course also emphasizes oral language as an integral part of the development of the reading/thinking process. Students will be expected to: Memorize the meanings of important prefixes and suffixes Separate root words from affixes Read literature in the classroom silently and aloud Formulate questions based on readings Identify the main idea and supporting details Summarize longer texts Create and present oral and written responses to literature Find the definitions of unfamiliar words Predict the most probable conclusions based upon information in a text Make inferences Differentiate between cause and effect Use context clues to define unfamiliar words Paraphrase ideas Give the sequence of events in a story Find relevance in readings& compare/contrast with real life situations Examine themes, issues, and cultural and historical context in a variety of genres Research issues related to reading and collect, paraphrase and present information from primary and Secondary sources Analyze workplace and functional documents The following California State Language Arts Content Standards for Writing are addressed: 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.9, 2.1, 2.2, & 2.3. The following California State Language Arts Content Standards for Reading are addresses: 1.1, 1.2, 1.3 The following California State Language Arts Content Standards for Listening/Speaking are addressed: 1.1, 1.4, 1.7, 1.8, 1.9, 1.12, 2.2, 2.4. Students will also address California State English Language Development Standards and District English Language Development Benchmarks at the Early Advanced and Advanced Levels. The following Expected School-wide Learning Results will be addressed: A1, A3, A4, A5, B1, B2, B3, B4, C1, C2, C3, C4, D1, D6, D7, D8
V	Units of Study (activities) 1. Prefixes, Suffixes and Roots 2. Sounds and Meanings: Phonemic Awareness 3. Dictionaries 4. Study Skills, Notetaking, Organizational Techniques 5. Analyzing Text Features: Reading Textbooks, Magazines and Newspapers 6. Reading Graphs, Maps and Diagrams 7. Text Structures: Main Idea, Supporting Details, Problem and Solution, Sequence, Cause/Effect, Comparison/Contrast, Argument 8. Reading in the content areas 9. Reading workplace and functional documents 10. Sharing what you read: Small group responses to literature 11. Current Events, Newspapers and Magazines 12. Poetry and Song

VI	Methods of Assessment (may include tests, portfolios, projects, essays, etc.) Bell assignments Classwork assignments Homework Essays (final drafts must be typed) Exams and Quizzes Projects (must be typed and/or multimedia) Methods to Accommodate Language Learners and Other Target Populations Individual, partner, and group activities Multi-cultural themes addressed Use of visuals and graphic organizers Wide use of supplemental materials Technology and media resources used for reinforcement of concepts
VII	Grading Policy Your grade will be based on a point system. Successful students will attend regularly, come to class on time, participate in class, and do all assigned work. Points are given for graded assignments: Homework 5-25 points Class participation 0-10 points Quizzes 10-50 points Projects 5-100 points Exams 100 points Grades are based on percentage of points possible A=100-90% of total points possible B=89-80% C=79-70% D=69-60% F=59% or less Points accumulate each quarter. Semester grades = First quarter grade (45%) + Second quarter grade (45%) + Final exam (10%)
VIII	Class Procedures (missed assignments, make up work assignment format) Missed assignments: If you miss a class for any reason, you are expected to make-up the assignments missed as soon as possible. The normal amount of time allowed for make-ups is within one week after you return. Students are responsible for requesting any make-up work the day they return to class. Regular written work (homework, class assignments, etc.) may be handed in after due dates without penalty if the absence is “excused.” Other “late” assignments (whether it is a period or a day) will have points taken off. The later the assignment, the more points will be subtracted.
IX	Behavioral Expectations (and consequences) The overall guideline to behavior in this class is that everyone has the right to learn in a positive environment, and no one has the right to interrupt the teaching/learning process. Classroom Rules 1. Respect People. Everyone has the right to express their opinion when appropriate and in an appropriate manner. 2. Respect Property. Do not touch or take things that do not belong to you. 3. Come to class prepared to work. Bring your pencil, pen, notebook, etc. 4. Do not disturb the learning process. Classwork begins as the bell rings. Do not talk or disrupt when the teacher is giving instructions or when anyone else is speaking. 5. No eating, drinking or personal grooming in class. Consequences: 1. Warning 2. Sign Progressive Discipline Plan/Teacher Consequences 3. Referral signed and parents contacted 4. Referral to Vice Principal for administrative consequences (school beautification, detention, Saturday school, behavior contract, parent conference, etc.) Tardies: Students are expected to be in their seats with materials ready when the bell rings, or they will be marked tardy. Excessive tardies will result in parental contact and the assignment of school detentions and/or Saturday school. Absences: Poor attendance (tardies or absences) will result in disciplinary action and will lower your grade. Excessive absences put a student in danger of having to repeat the course to receive credit. The California Education Code (Section 49067) and the Pajaro Valley Unified School District policy (6270.4) authorizes teachers to assign a failing grade to any student with seven or more unexcused absences from a class during any grading period.
I have read the “Course Syllabus” for Reading skills and I understand that outside reading and homework will be required to pass the course. Student signature....................................................................................................................... Parent/Guardian Signature................................................................................................................. Contact phone number(s)__________________________________________________________________ cc: Teacher Student 8/12/02