Syllabus

Syllabus 2021-2022

Scheduling

Scheduling will be determined by the district. Classes will be a combination of in-person and eLearning (virtual).

Learning Goals/Units of Instruction: Elementary Resource

An overall review of all subject areas will be based on the instructional goals of each student’s individualized education program. A variety of instructional approaches will be utilized to accommodate the different student levels. Each student will receive an interim and quarterly update for each deficit area based on his/her level of functioning and approximating the standards for that particular level.

Basic Reading

Sound out / blend words

Pronounce words in isolation

Read selections timed and not timed for fluency

Decode inflected words with endings

Identify phonemes and graphemes for r-controlled words, short vowels, long vowels, initial consonants, and digraphs

Identify compound and component words

Identify number of syllables in a word

Reading Comprehension

·Read and follow directions

·Identify causes and effects

·Make Inferences

·Draw Conclusions

·Identify Main Idea

·Answer detailed questions

·Identify sequence of events in a passage

·Distinguish between fantasy and reality in passages

Written Expression

Writes fluidly using correct pencil grip and posture.

Correctly form all uppercase and lowercase manuscript letters.

Writes simple sentences.

Punctuate sentences using period, question mark, and exclamation points.

Uses capital letters for first words in sentences, days, months, and holidays.

Writes complete sentences using plurals, possessives, pronouns, comparatives, and adverbs.

Writes a sentence with no more than 2 errors in letter formation or spacing.

Paragraph Writing:

Writes a topic sentence.

Writes at least six related middle sentences.

Writes a closing sentence.

Follows logical order.

Uses transition words.

Uses specific vocabulary.

Uses conventions at the appropriate level.

Writes using an introduction, body, and conclusion, using a variety of sentence structures.

Math

Use one to one correspondence

·Compute addition/subtraction facts to 20

·Add/Subtract multi-digit numbers with/without renaming

·Read and write numerals to 120

·State or write the time to the hour, half-hour, and quarter hour, 5 and 1 minute intervals

·State the total of a variety of different coin combinations less than $1.00

·Read and write simple fractions

·Solve story problems requiring addition/subtraction with/without renaming

·Use graphs to obtain information and solve problems

·Solve story problems with a two-step process

·State the answer given any multiplication fact 0-12

·State the answer to division facts corresponding to multiplication facts 0-12

·Multiply with regrouping a one-digit multiplier and a two-digit number

·Multiply two-digit numbers with/without renaming

·Divide a two-digit number by a one-digit divisor obtaining a one or two-digit quotient with or without a remainder

·Obtain a two or more digit quotient given a three or more digit number and two-digit divisor.

·Divide a three-digit number and a one digit divisor with regrouping required

·Identify place value to the millions

·Compute the answer requiring addition or subtraction of decimals to the tenths, hundredths, or thousandths

·Name fractional parts shaded given a whole divided into equal parts

·Add or subtract mixed numbers with or without regrouping

·Compute the sum or difference of two fractions with common denominators

Behavior/Socialization

Attend to a group lesson without interrupting or getting off-task

Complete all work assigned

Refrain from inappropriate attention seeking behavior without a reminder

Seek attention appropriately

Classroom Behavior/Social Skills

·Accept the consequences for any misbehavior without complaining

·Behave respectfully toward teachers and administrators

·Obey all classroom rules

·Remain on-task during and assignment at his / her instructional level

·Complete all work assigned

Units of Instruction

Reading

Level I

Sounds, Pronunciation, Blending, Sounding Out Words (word attack-regular words, rhyming words, beginning and stop sounds, irregular words)

Story Reading (word location, punctuation, sentence reading)

Comprehension, Story Questions (oral and written)

Picture Completion, Pair Relations, Reading Vocabulary

Level II

Pronunciation, Sounds, Word Reading,

Sentence Reading, Story Reading

Writing letters for sounds, Identifying letter combinations, Adding letters to words

Dictation, Word Endings, Compound Words

Level III

Reading for comprehension-answer questions regarding details, make predictions, sequence, draw conclusions, and infer.

SPIRE Reading

Reading Horizons

Making Connections Reading Program

Explode the Code Reading Program

Wordly Wise Vocabulary and comprehension program

Assessment Procedures

The students in Resource have had a psycho-education evaluation. Evaluation data and formal and informal assessments are used to develop annual IEPs with appropriate goals and objectives. Individual criterion for mastery of each objective is included in the IEP as are methods by which mastery will be assessed.

Students will be assessed in class both formally and informally with the use of the standard grading scale, teacher checklists, and writing rubrics. Grades will reflect the students’ instructional level.

Reporting to the parents will be done through quarterly progress reports. Goals and objectives on the IEP will be updated quarterly and the results of each student’s progress will be provided to his/her parent or guardian. Evaluations to measure progress will include curriculum-based assessments, teacher-made tests, writing samples, and teacher observation paired with the recording of data. District/State Wide Tests will also be used to measure progress.

Grading Scale (used throughout Greenville County School District)

Grades in Resource are determined by instructional level, not grade placement. Grades are given for Reading, Language, and Math only for students who receive more than 50% of their subject instruction from a resource teacher.

Missed Work:-If a student is absent, he/she will be allowed to make up missed work.

Homework policy-Since Resource class is a support service, homework is generally not given.

Attendance and Tardy Policies

The school year consists of 180 school days. To receive credit, the student must attend at least 85 of each 90-day semester courses and at least 170 days of each 180-day year courses, as well as meet all minimum requirements for each course. Accrued student absences, either lawful, or unlawful or a combination thereof, may not exceed ten (10) days during the school year. Any absences in excess of ten (10) may cause the student to lose credit for the year. Parents should submit a written excuse to the teacher following each absence.