Course Outline Reading Department 2010-2011 l. Name of Course: 7th and 8th Grade Reading ll. Name of Text: Prentice Hall Literature lll. Name of Curricular Software: Prentice Hall Audio/Video CD sets and Student Express Interactive Textbook lV. Instructors: Martha Branum, Karen Hanks, Susie Hobson (Literacy Coach), Gina Parks, Joyce Winkler

V. Description of Course: The overall goals for these courses are for students to read, write, speak, and listen effectively. Students may work in individually prescribed materials, in small group instruction, or teacher-led whole class instruction. Literature is included in the reading program.

Vl. Course Objectives/Priority Academic Student Skills: The student will expand vocabulary through word study, literature, and class discussion; identify words rapidly so that attention is directed to the meaning of the text; interact with words and concepts in a text to construct appropriate meaning; read and respond to a wide variety of literary forms; conduct research and organize information; use the writing process to write coherently; listen for information and pleasure; express ideas and opinion in groups or individual situations; and interpret, evaluate, and compose visual images.

Vll. Materials Used: A wide variety of materials are necessary to accommodate the varied reading abilities and interests of the students. In addition to the textbook, materials include trade books, reading kits, audio CDs, reference books, practice exercise materials, library books, newspapers, graphic organizers, videos, and the computer.

Vlll. Instructional Methods: Instruction is done on an individual and group basis. All students are tested in class at the beginning of the course to determine their general reading level. Diagnostic testing is done to determine the specific needs of the individual students. Students are also tested according to the standardized testing schedule for the school district. Students are given weekly assignments that are designed to assist them in overcoming deficiencies noted from testing. Variety in the questioning process, oral and silent reading, teacher seen as reader, written assignments, group correction of works, and worksheets are used. lX. Approximate Dates of Major Assignments or Exams: Nine weeks and semester tests are given based on the time sequence mandated by administration. Exams, such as vocabulary or handbook tests, may be presented at different times depending on time and need. Various assigned projects may be due, according to the instructor, i.e., author research, historical research, composing the student’s own book, etc. Students will be informed of a time frame on projects.

X. Student Learning Activities: Students should bring a folder, spiral notebook, library book, agenda, pencil, and pen to class each day. Students are responsible for reading the assignments posted and for copying them into their agenda. Absent work will follow the regulations as stated in the Student Handbook. Late work will be accepted for half credit each nine weeks. Homework will rarely be assigned. Xl. Expectations for Student Conduct: 1. Be respectful of yourself, others, and your school. 2. Be on time to class. 3. Be prepared. Bring class materials and completed assignments. 4. Be cooperative.

Consequences for misconduct: 1. Verbal warning 2. Student conference 3. Lunch detention(s) 4. Before/after school detention(s) with parent contact 5. Referral to the principal

*Severe Behavior Clause: In cases of major disruption or violations such as fighting, conduct which threatens the safety of others, vulgarity, etc., students will be referred immediately to the principal’s office.

Xll. Evaluation of Student Progress: A student’s grade can be determined by adding the points a student has earned on all assignments, then dividing by the total number of assignments. Semester tests may count 10%-20% of the student’s grade. Extra credit opportunities may be given at the end of each nine weeks.

Xlll. Other: Progress Reports will go out every three weeks to all students. Students will receive and sign for these in their sixth hour class.

I, the parent/guardian of ______, have received and read the Course Outline for Reading.

Signature (Parent/Guardian) Date

I, ______, have received and read the Course Outline for Reading.

Signature (Student) Date