1. Welcome to Reading! Mrs. Scott

2. About Mrs. Scott’s credentials… I have been teaching for 13 years I have been teaching for 13 years 5 years in Pennsylvania 5 years in Pennsylvania 8 years at Perry Hall 8 years at Perry Hall Born and raised in Pennsylvania Born and raised in Pennsylvania Bachelor’s Degree in Education/French from Bloomsburg University Bachelor’s Degree in Education/French from Bloomsburg University Master’s Degree in Education and Technology from Wilkes University Master’s Degree in Education and Technology from Wilkes University Master’s Degree in Reading from Towson University Master’s Degree in Reading from Towson University

3. About my family… I am married and we have two daughters, Hayley and Hannah. We live in Bel Air. I am married and we have two daughters, Hayley and Hannah. We live in Bel Air.

4. Reading Program Overview Reading Program Overview

5. Scott Foresman Reading Program Use a textbook with a collection of short stories and excerpts from novels Use a textbook with a collection of short stories and excerpts from novels Six units focus on specific reading skills such as: Six units focus on specific reading skills such as: Finding the plot Finding the plot Determining cause and effect Determining cause and effect Finding the author’s viewpoint Finding the author’s viewpoint Generalizing and making inferences Generalizing and making inferences Analyzing character Analyzing character

6. Scott Foresman Reading Program Teach specific before-during-after reading strategies to help students become better independent readers Teach specific before-during-after reading strategies to help students become better independent readers Use leveled readers Use leveled readers Reinforce and remediate skills Reinforce and remediate skills Challenge more advanced students Challenge more advanced students http://www.sfreading.com http://www.sfreading.com http://www.sfreading.com

7. READING 6 CLASSWORK Students have daily drills to review or introduce a skill (kept in binder) 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 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 bring an independent reading novel with them on Fridays for self-selected reading Students must maintain a reading response journal in class Students must maintain a reading response journal in class

8. READING 6 CLASSWORK READING 6 CLASSWORK Classwork grades are calculated based on BOTH completion and quality of drills, classwork, and reading response journal Classwork grades are calculated based on BOTH completion and quality of drills, classwork, and reading response journal Classwork is 50% of total grade Classwork is 50% of total grade

9. READING 6 TESTS Brief Selection Tests are given usually once per week (Fridays). Unit tests are given twice per quarter. 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 Tests are based on text selections read in class and on the reading skills taught Occasional vocabulary quizzes are given as needed Occasional vocabulary quizzes are given as needed Tests are 35% of total grade Tests are 35% of total grade

10. READING 6 HOMEWORK Students will have written homework 3-4 days per week Students will have written homework 3-4 days per week Students are expected to read silently every night Students are expected to read silently every night

11. READING 6 HOMEWORK Reading Calendar Reading Calendar Students must read for at least 15 minutes per night Students must read for at least 15 minutes per night Students/parents can choose the novel or reading material Students/parents can choose the novel or reading material Parents must verify that their children have read with a signature on the calendar Parents must verify that their children have read with a signature on the calendar Reading Calendars are due the first of the month Reading Calendars are due the first of the month Homework is 15% of total grade Homework is 15% of total grade

12. Language! Program Overview

13. LANGUAGE! This class is designed to help your child improve his or her reading ability 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 Is for struggling readers, writers, speakers, and spellers scoring below the 40th percentile Provides explicit, research-based instruction Provides explicit, research-based instruction

14. LANGUAGE! Students read and listen to multiple levels of text selections (INDEPENDENT, INSTRUCTIONAL, CHALLENGING) Students read and listen to multiple levels of text selections (INDEPENDENT, INSTRUCTIONAL, CHALLENGING) Build content background, vocabulary, comprehension skills, and fluency Build content background, vocabulary, comprehension skills, and fluency Organize thoughts, write increasingly sophisticated text, and communicate effectively through the writing process Organize thoughts, write increasingly sophisticated text, and communicate effectively through the writing process

15. The Six Steps Six steps are systematically taught everyday Six steps are systematically taught everyday 1. Phonemic awareness and phonics 2. Word recognition and spelling 3. Vocabulary and morphology 4. Grammar and usage 5. Speaking and writing 6. Listening and reading comprehension

16. Step 1 - Phonemic awareness and phonics Students recognize that words are composed of phonemes, or sounds, and that those sounds map onto letters. Phoneme awareness Syllable awareness Morpheme awareness Sound-spelling correspondence Syllable types Inflectional endings Prefixes and suffixes

17. Step 2 – Word Recognition and Spelling 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 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

18. Step 3 – Vocabulary and Morphology In Step 3, students link meaning to words they can read and spell. 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

19. 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

20. Step 4 – Grammar and Usage In Step 4, students learn that word function and arrangement in a sentence creates meaning, contributing to comprehension and clear written communication. Grammatical forms: nouns, pronouns, verbs, adverbs, prepositions, adjectives, conjunctions, participles

21. Step 4 – Grammar and Usage 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

22. Step 5 – Listening and Reading Comprehension In Step 5, students read multiple text selections from different genres to develop fluency, build background, learn vocabulary, and increase comprehension. Content Area Topics: Science, Social Studies, The Humanities Genres: Expository Fiction Poetry Drama Adventure Mystery Sports Science fiction Historical fiction Articles Essays Reviews Plays Screenplays

23. Step 5 – Listening and Reading Comprehension Skills Taught: Types of text Preview text Build background Text structure Short-response questions Open-ended questions Multiple-choice questions Summarizing

24. Step 6 – Speaking and Writing In Step 6, students use ideas and content from the text selections as the basis for writing. Explicit instruction in the following: Structure of writing Simple summaries Expanded summaries Sentence structure Paragraph structure Topic sentences Concluding sentences Paragraph writing

25. Step 6 – Speaking and Writing Explicit instruction in the following: 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

26. My child needs more help! I am available before school from 7:45 or after school until 3:30 by appointment 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 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! Please feel free to contact me with any questions!

27. Questions? Contact information: mscott6@bcps.org Team website: http://teachers.bcps.org/teachers_sec/ edrumgoole/homework.html Phone: 410-887-5100

28. INFORMATION On the BACK of the index card provided, please answer the following questions: On the BACK of the index card provided, please answer the following questions: What is your favorite book? What is your favorite book? Who is your favorite author? Who is your favorite author? What kinds of books do you like to read? What kinds of books do you like to read? Books about sports Books about sports Fantasy (like Harry Potter/Lord of the Rings) Fantasy (like Harry Potter/Lord of the Rings) Science fiction (space/vampires/monsters) Science fiction (space/vampires/monsters) Horror stories Horror stories Mysteries Mysteries Realistic stories about kids like you Realistic stories about kids like you Something else Something else True stories True stories