CURRICULUM MAP: 10027.map

Developmental Reading (SCP) 190
Overview

TIME FRAME: 1 semester
GRADE: 9
CONTACT:

         MAP LEVEL: 4
23.1 LANGUAGE ARTS - READING AND RESPONDING

23.1.1.9.1 -- Students will activate prior knowledge, establish purposes for reading and adjust the purposes while reading.

23.1.1.9.2 -- Students will determine and apply the most effective means of monitoring comprehension and apply the appropriate strategies.

23.1.1.9.3 -- Students will select and organize relevant information from text to summarize.

23.1.1.9.4 -- Students will identify, use and analyze text structures.

23.1.1.9.5 -- Students will draw conclusions and use evidence to substantiate them by using texts heard, read and viewed.

23.1.1.9.6 -- Students will make and justify inferences from explicit and or implicit information.

23.1 LANGUAGE ARTS - READING AND RESPONDING

23.1.2.9.1 -- Students will generate and respond to questions.

23.1.2.9.2 -- Students will interpret information that is implied in a text.

23.1.2.9.3 -- Students will distinguish between fact and opinion.

23.1.2.9.4 -- Students will make, support and defend judgments about texts.

23.1.2.9.5 -- Students will discuss and respond to texts by making text-to-self, text-to-text and text-to-world connections.

23.1.2.9.6 -- Students will identify and discuss the underlying theme or main idea in texts.

23.1 LANGUAGE ARTS - READING AND RESPONDING

23.1.2.9.7 -- Students will choose a variety of genres to read for personal enjoyment.

23.1.3.9.1 -- Students will use phonetic, structural, syntactical and contextual clues to read and understand words.

23.1.3.9.3 -- Students will analyze the meaning of words and phrases in context.

23.1.3.9.4 -- Students will develop vocabulary through listening, speaking, reading and writing.




What active reading strategies will promote student success?

What reading techniques and approaches can convert each "reluctant" reader into a "willing" reader?






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.

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.




Students in Developmental Reading will develop the ability to:

-- become active readers by making and then evaluating predictions
-- establish purposes for reading
-- determine most appropriate personal means of monitoring comprehension
-- apply the most effective comprehension strategies
-- select and organize relevant information from text to summarize
-- make and justify inferences from explicit or implicit information
-- generate and respond to questions
-- discuss and respond to texts by making text-to-self, text-to-text, and text-to-world connections
-- identify and discuss the underlying theme or main idea in texts
-- choose a variety of genres to read for personal enjoyment
-- develop vocabulary through listening, speaking, and reading
-- analyze the meaning of words and phrases in context




All students will:

-- be given pre and post DRP tests
-- read articles from The Norwich Bulletin, or other such periodicals, on a daily basis and complete a one-page journal responses
-- read a self-selected text on a daily basis and complete a one-page journal response
-- orally respond on a daily basis to a segment of a high interest text read to the class by the instructor
-- create a personal dictionary of new vocabulary words
-- participate on a weekly basis in a vocabulary game or activity
-- orally respond to classic children's books read to the class by the instructor




On a daily basis, students will be evaluated according to a participation rubric.




Upon occasion, students will have the opportunity to respond to texts through art projects.

The instructor may also choose to have students view the movie versions of texts read in class.




The text chosen and read by the class varys greatly from semester to semester (to insure a connection to students' interests). Texts may include:

Pet Semetary by Stephen King
The Night Shift by Stephen King
Counterfeit Son by Elaine Marie Alphin
The Rag and Bone Shop by Robert Cormier
Love that Dog by Sharon Creech
Assorted trade magazines and newspapers




Successful completion of this class with a minimum grade of a 70% will satisfy the graduation skill requirements for reading.

This course is not an elective for freshment who meet the placement criteria. This course does not take the place of English 1.