Reading Strategies Period One

Last Updated: 8/13/18
 About Reading Strategies:
Reading Strategies is designed to provide added support to students who are not reading and/or writing on grade level according to state, district, and classroom assessments. Students chosen for this course are typically scoring in the 20-39th percentiles on MAP Reading and are demonstrating growth. We feel this provides for an environment in which all students are ready and willing to learn and grow together. As a team, we practice the same skills that students are learning in 7th and 8th grade language arts classrooms in a safe environment as well as front loading or previewing some of the vocabulary, skills, and strategies that are upcoming. Our goal is to accelerate student learning in order to catch them up and start them on a road to success in reading and writing. When students leave this course, they have a positive reading disposition and continue to build success in reading and writing. 

It is my goal is for students to understand not only the skills that they are expected to know and be able to perform, but also have an accurate understanding of their abilities and how to improve. I believe that all students can learn and with the right instruction and support can be successful. I look forward to working with and supporting all students in the pursuit of growth. 

 Student Work and Expectations:
Students can expect to read and write daily! 

When students enter the room, they will complete a warm up to get them started with their day. Warm ups will include written responses to motivational quotes, editing tasks, vocabulary, close reading practice, and time to free read. 

We will then use excerpts from various textbooks for our 15-20 minute mini lessons. During these lessons, we will work together to analyze texts and practice skills together with support. We will use the gradual release of responsibility structure so that students see a model, try with a partner, and eventually are apply skills on their own. 

Next, students will have CAFE and guided reading instruction. CAFE time is similar to the Daily 5 structure that students likely experienced in elementary school in which they had choices of activities and texts to practice reading and writing. CAFE stands for Comprehension, Accuracy, Fluency, and Expanding Vocabulary. As a class we will learn how these four categories impact how we read and write and what skills they represent in order to be proficient readers and writers. During guided reading instruction, we will be using short stories from Bridges to Literature as well as other supplemental texts depending upon the needs of students. Guided groups will target the skill deficits that students currently have in groups of 3-6 students. 

At the end of class, we will come back together to review what we learned and share out questions, ah-has, or next steps. 

Students will complete all course work in class unless class time is not being used appropriately. The only task that I ask students to complete at home is at least 30 minutes of independent reading. When students practice reading at home, they are more successful and grow much faster as readers and as they become better readers, they become better writers. 

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