Transcript Welcome to Reading! - Mrs. Scott`s Reading Page!

Welcome to Reading!
Mrs. Scott
About Mrs. Scott’s credentials…
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I have been teaching for 13 years
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5 years in Pennsylvania
8 years at Perry Hall
Born and raised in Pennsylvania
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Bachelor’s Degree in Education/French from
Bloomsburg University
Master’s Degree in Education and Technology from
Wilkes University
Master’s Degree in Reading from Towson University
About my family…
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I am married and we have two daughters,
Hayley and Hannah. We live in Bel Air.
Reading Program
Overview
Scott Foresman Reading Program
Use a textbook with a collection of short
stories and excerpts from novels
 Six units focus on specific reading skills
such as:
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Finding the plot
 Determining cause and effect
 Finding the author’s viewpoint
 Generalizing and making inferences
 Analyzing character
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Scott Foresman Reading Program
Teach specific before-during-after reading
strategies to help students become better
independent readers
 Use leveled readers
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Reinforce and remediate skills
 Challenge more advanced students
 http://www.sfreading.com
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READING 6 CLASSWORK
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Students have daily drills to review or
introduce a skill (kept in binder)
Students work both individually and as
groups on various classroom
assignments
Students must bring an independent
reading novel with them on Fridays for
self-selected reading
Students must maintain a reading
response journal in class
READING 6 CLASSWORK
Classwork grades are calculated
based on BOTH completion and
quality of drills, classwork, and
reading response journal
 Classwork is 50% of total grade
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READING 6 TESTS
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Brief Selection Tests are given usually
once per week (Fridays). Unit tests are
given twice per quarter.
Tests are based on text selections read in
class and on the reading skills taught
Occasional vocabulary quizzes are given
as needed
Tests are 35% of total grade
READING 6 HOMEWORK
Students will have written
homework 3-4 days per
week
 Students are expected to
read silently every night
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READING 6 HOMEWORK
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Reading Calendar
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Students must read for at least 15
minutes per night
Students/parents can choose the novel
or reading material
Parents must verify that their children
have read with a signature on the
calendar
Reading Calendars are due the first of
the month
Homework is 15% of total grade
Language! Program
Overview
LANGUAGE!
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This class is designed to help your child
improve his or her reading ability
Is for struggling readers, writers,
speakers, and spellers scoring below the
40th percentile
Provides explicit, research-based
instruction
LANGUAGE!
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Students read and listen to multiple levels
of text selections (INDEPENDENT,
INSTRUCTIONAL, CHALLENGING)
Build content background, vocabulary,
comprehension skills, and fluency
Organize thoughts, write increasingly
sophisticated text, and communicate
effectively through the writing process
The Six Steps
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Six steps are systematically taught
everyday
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Phonemic awareness and phonics
Word recognition and spelling
Vocabulary and morphology
Grammar and usage
Speaking and writing
Listening and reading comprehension
Step 1 - Phonemic awareness and
phonics
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Students recognize that words are
composed of phonemes, or sounds, and
that those sounds map onto letters.
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Phoneme awareness
Syllable awareness
Morpheme awareness
Sound-spelling correspondence
Syllable types
Inflectional endings
Prefixes and suffixes
Step 2 – Word Recognition and
Spelling
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In Step 2, students use the sound-to-letter
correspondences as the basis to build
words to read and spell. Students also
practice fluent reading
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Sound-spelling correspondences
Top 2,000 high-frequency words that account
for 85% of the English words in print
Fluency: word recognition and high-frequency
words
Contractions
Spelling rules
Step 3 – Vocabulary and
Morphology
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In Step 3, students link meaning to words
they can read and spell.
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Word meanings and multiple meanings
Latin and Greek roots, prefixes, and suffixes
that open the window to the meanings of
more than 60% of English words
Word relationships, antonyms, synonyms, and
homophones
Structure for word knowledge; attributes and
origins
Word forms
Step 3 – Vocabulary and
Morphology
Use of words in sentences
 Idioms and common expressions
 Defining words in context
 Signal words to facilitate interpreting
and answering questions
 Vocabulary in writing
 Transition words in writing
 Use of resources such as a dictionary
and thesaurus
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Step 4 – Grammar and Usage
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In Step 4, students learn that word
function and arrangement in a
sentence creates meaning,
contributing to comprehension and
clear written communication.
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Grammatical forms: nouns, pronouns,
verbs, adverbs, prepositions,
adjectives, conjunctions, participles
Step 4 – Grammar and Usage
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Grammatical functions: subject, predicate,
direct object, object of a preposition, verb
tense, subject/verb agreement
Sentence patterns: simple, compound,
complex
Sentence combining
Sentence parts
Writing conventions
Edit/revise written work
Step 5 – Listening and Reading
Comprehension
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In Step 5, students read multiple text
selections from different genres to
develop fluency, build background, learn
vocabulary, and increase comprehension.
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Content Area Topics: • Science, Social
Studies, The Humanities
Genres:
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Expository • Fiction • Poetry • Drama • Adventure •
Mystery • Sports • Science fiction •Historical fiction •
Articles • Essays • Reviews • Plays • Screenplays
Step 5 – Listening and Reading
Comprehension
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Skills Taught:
 Types
of text
 Preview text
 Build background
 Text structure
 Short-response questions
 Open-ended questions
 Multiple-choice questions
 Summarizing
Step 6 – Speaking and Writing
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In Step 6, students use ideas and content
from the text selections as the basis for
writing. Explicit instruction in the following:
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Structure of writing
Simple summaries
Expanded summaries
Sentence structure
Paragraph structure
Topic sentences
Concluding sentences
Paragraph writing
Step 6 – Speaking and Writing
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Explicit instruction in the following:
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Report structure
Introductory paragraphs
Concluding paragraphs
Report writing
Responding to a prompt
Answering questions
Personal narratives
Compare and contrast
Narrative writing
Persuasive writing
The writing process
My child needs more help!
I am available before school from 7:45 or
after school until 3:30 by appointment
 Please call or email to schedule a day and
time and send in written permission for
your child to stay
 Please feel free to contact me
with any questions!
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Questions?
Contact information:
[email protected]
Team website:
http://teachers.bcps.org/teachers_sec/
edrumgoole/homework.html
Phone:
410-887-5100
INFORMATION
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On the BACK of the index card provided,
please answer the following questions:
What is your favorite book?
Who is your favorite author?
What kinds of books do you like to read?
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Books about sports
Fantasy (like Harry Potter/Lord of the Rings)
Science fiction (space/vampires/monsters)
Horror stories
Mysteries
Realistic stories about kids like you
Something else
True stories