Reading and 8th Grade Syllabus 2006-2007 Mrs. Gable

I would like to take this opportunity to welcome students and their parents to my classroom. Although I am very much aware of the awesome responsibility I have for teaching your child, I would like for all parents to be aware that they are also a very important part of their child’s education. It is my belief that students not only need to learn to read well, but they also must learn to comprehend what they are reading. Students in my class will be expected to do a tremendous amount of reading for enjoyment and for informational purposes. I strongly feel that children must learn to comprehend what they read in order to be prepared for academic goals, technical jobs, and for the day-to-day situations that all people face. As a parent, I strongly urge you to offer your child all of the encouragement you can towards his or her reading efforts. I am looking forward to serving your child in the best way I can—by offering them a gift that will last a lifetime—the gift of reading and reading comprehension. I have attached a copy of the course syllabus for you to review. The students will be expected to keep the syllabus in their notebooks at all times. I am asking that parents provide students with the following supplies by Monday, August 14.  1” three-ring binder with loose-leaf paper only  1 pack of 5 index dividers for the three-ring binder  1 three-ring paper folder with brads for holding punched paper  Pens (black and blue only) and pencils (Please note that students will receive a zero “0” for any work done in brightly colored pens)  2 dry erase markers (preferably black)  1 roll of tissue paper or box of Kleenex  Ample supply of sticky notes to be used throughout the year  1 paperback novel—Lois Lowry’s The Giver As stated in the course syllabus, students will be expected to maintain their notebooks and they will receive a major test grade each quarter for their efforts.

I maintain a positive atmosphere in my classroom and expect students to ask a lot of questions, participate in daily discussions/activities, and put forth an honest effort towards their learning. All students deserve the best education I can provide, therefore, I do not tolerate discipline problems that prevent me from giving all students the education they deserve. To maintain this standard, I have the following rules posted in my classroom: 1. Be respectful of everyone and everyone’s property. 2. Come to class prepared with books and materials; take your books and materials with you when you leave. 3. Listen and follow directions the first time they are given. 4. Keep hands, feet, and other objects to yourself. 5. Talking is permitted after you receive permission; silent reading time means quiet time. Special Rule: Always bring a book or other approved reading material with you to class for reading.

The consequences for choosing to break these rules are as follows: 1. First offense: Verbal warning 2. Second offense: May include any of the following actions: parental contact, civic duty (such as garbage pick-up or gum-scraping), copying character quotes, writing behavior warnings, office referral, or paddling. Severe Clause: Any student who continually breaks the rules, uses profanity, fights, damages school property or the personal property of others, or is obviously disrespectful to teachers or other students will receive an office referral or be paddled. If you do NOT want your child paddled, please sign your initials in this box.

initials Seventh/Eighth Grade Reading Course Syllabus

Objectives: 1. Construct, interpret, and evaluate meaning by applying appropriate strategies to reading material. 2. Read with ease textual, functional, and recreational materials. 3. Exhibit the habit of reading for a substantial amount of time daily, including assigned and self-selected materials at their independent and instructional levels. 4. Demonstrate reading improvement gained through substantial amounts of daily reading. 5. Distinguish various forms of literature according to characteristics: poetry, short stories, novels, plays, folktales, myths, epics, nonfiction, and science fiction. 6. Determine the author’s purpose: to persuade, to inform, to entertain, and to evaluate. 7. Refine general listening behaviors:  Identify main idea and summarizing  Understanding contextual meaning of words  Listening for implications of significant details  Understanding the relationships between ideas and concepts  Connect spoken language to prior experiences and other learning concepts 8. Respond with understanding and empathy to information read and heard. 9. Develop an extended vocabulary through reading, listening and word study: synonyms, antonyms, affixes/prefixes and base words, classifications, context clues, denotation and connotation. 10. Use available computer technology to enhance reading and writing skills 11. Identify ways the power of language evokes emotion; expands thinking; and influences problem solving, decision making, and action. 12. Demonstrate effective listening and speaking behaviors for varied situations and purposes: Interpersonal situations, group discussions, and public speaking. 13. Use self-monitoring and feedback from peers and teachers to evaluate reading, writing, listening, and studying skills through the use of portfolios, journals, rubrics and checklists. 14. Increase appreciation for the power of language to evoke emotion; expand thinking skills; influence problem solving, decision making, and appropriate/inappropriate actions. 15. Participate in presentations of written material.

In order to achieve these objectives, students will participate in the following activities: 1. Regular reading assignments 2. In class recreational and informational reading 3. Difficult Spelling/Vocabulary tests of 10 words every other week 4. Journal entries and the use of sticky notes to question or comment on materials being read 5. Notebook maintenance of unit studies and vocabulary words 6. Group participation in reading circles and/or other reading group activities 7. Group and/or class participation in daily discussions, skits, debates and other planned activities 8. A variety of writing assignments 9. One major theme project to be completed the first semester 10. One major poetry project to be completed the second semester 11. Student grades will be divided into three major categories:  1/4 of grade will come from daily activities/homework/class participation  1/2 of grade will come from unit tests in vocabulary and other lessons  1/4 of grade will come from Accelerated Reader goals achievement including: points goals, reading level goals and STAR performance goals * Notebook maintenance will count as one major test grade * There will be 1-3 major unit or semester tests each 9-week grading period in addition to the notebook maintenance and the vocabulary tests.

Once again, let me say that I look forward to working with my students and hope you will feel free to contact me through the school if you have a question or a problem you would like to discuss. Leave a message with the secretary and she will be glad to pass it on.

Sincerely,

Mrs. Gable 8th grade Reading Teacher

______Parent Signature Date

______Student’s Signature Date

**These pages are to be read and signed by each student and a parent. The student is responsible for keeping this form in his or her notebook at all times.