100 10027
120 Developmental Reading (SCP) 190
130 Overview
140 1 semester
150 9
160 
170 4
180 
210 23.1 Language Arts - Reading and Responding
211 1.9.1
212 1.9.2
213 1.9.3
214 1.9.4
215 1.9.5
216 1.9.6
220 23.1 Language Arts - Reading and Responding
221 2.9.1
222 2.9.2
223 2.9.3
224 2.9.4
225 2.9.5
226 2.9.6
230 23.1 Language Arts - Reading and Responding
231 2.9.7
232 3.9.1
233 3.9.3
234 3.9.4
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300 
300 What active reading strategies will promote student success?
300 
300 What reading techniques and approaches can convert each "reluctant" reader into a "willing" reader?
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300 
400 
400 Developmental Reading is a course designed for "reluctant" readers who scored poorly on the CMT (1 or 2), performed poorly in previous language arts classes, are ineligible for special education services related to reading and who display an unwillingness to read in both academic and personal settings.
400 
400 Through a series of reading experiences, students will be given a daily opportunity to read a variety of high interest texts in a supportive, student-centered environment.  Vocabulary games and activites will also enhance students' ability to access new texts.
500 
500 Students in Developmental Reading will develop the ability to:
500 
500 -- become active readers by making and then evaluating predictions
500 -- establish purposes for reading
500 -- determine most appropriate personal means of monitoring comprehension
500 -- apply the most effective comprehension strategies
500 -- select and organize relevant  information from text to summarize
500 -- make and justify inferences from explicit or implicit information
500 -- generate and respond to questions
500 -- discuss and respond to texts by making text-to-self, text-to-text, and text-to-world connections
500 -- identify and discuss the underlying theme or main idea in texts
500 -- choose a variety of genres to read for personal enjoyment
500 -- develop vocabulary through listening, speaking, and reading
500 -- analyze the meaning of words and phrases in context
600 
600 All students will:
600 
600 -- be given pre and post DRP tests
600 -- read articles from The Norwich Bulletin, or other such periodicals, on a daily basis and complete a one-page journal responses
600 -- read a self-selected text on a daily basis and complete a one-page journal response
600 -- orally respond on a daily basis to a segment of a high interest text read to the class by the instructor
600 -- create a personal dictionary of new vocabulary words
600 -- participate on a weekly basis in a vocabulary game or activity
600 -- orally respond to classic children's books read to the class by the instructor
700 
700 On a daily basis, students will be evaluated according to a participation rubric.
800 
800 Upon occasion, students will have the opportunity to respond to texts through art projects.
800 
800 The instructor may also choose to have students view the movie versions of texts read in class.
820 
820 The text chosen and read by the class varys greatly from semester to semester (to insure a connection to students' interests).  Texts may include:
820 
820 Pet Semetary by Stephen King
820 The Night Shift by Stephen King
820 Counterfeit Son by Elaine Marie Alphin
820 The Rag and Bone Shop by Robert Cormier
820 Love that Dog by Sharon Creech
820 Assorted trade magazines and newspapers
840 
840 Successful completion of this class with a minimum grade of a 70% will satisfy the graduation skill requirements for reading.
840 
840 This course is not an elective for freshment who meet the placement criteria.  This course does not take the place of English 1.