Reading Syllabus
READING SYLLABUS
SIXTH GRADE
MRS. LECLAIR, ROOM 222
Course Description
This course is designed to foster a love of reading and to enjoy becoming a life-long reader. We will use an anthology of excerpts that will include all genres. We will also step outside the textbook and read full novels and books. With that, expect a number of book reports, each uniquely designed in order to satisfy different learning styles and to incorporate technology. This course is also designed to provide for greater achievement on the sixth grade reading comprehension MCAS test. We will use the Department of Secondary Education’s A.S.E. response to literature process.
Overarching Questions (What’s the big idea?)
Why is it important to learn to read?
Why is it even more important to read to learn?
Course Objectives as set forth by the Common Core State Standards
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Textbooks
Scott Foresman’s Reading Street will be in two volumes. The textbooks will be handed out one at a time and must be covered. You are responsible financially if they are lost or damaged. There is a link on my website to the textbooks online.
Class Policies
Come to school ready to read and have an open-mind for ALL genres.
You will receive a reading log every week. It must be filled out and signed proving that you read for at least 15 minutes every night.
Refer to Grading Policy page for my expectations regarding grading and weighting.
Refer to Classroom Management page regarding my expectations on behavior.
Websites
SIXTH GRADE
MRS. LECLAIR, ROOM 222
Course Description
This course is designed to foster a love of reading and to enjoy becoming a life-long reader. We will use an anthology of excerpts that will include all genres. We will also step outside the textbook and read full novels and books. With that, expect a number of book reports, each uniquely designed in order to satisfy different learning styles and to incorporate technology. This course is also designed to provide for greater achievement on the sixth grade reading comprehension MCAS test. We will use the Department of Secondary Education’s A.S.E. response to literature process.
Overarching Questions (What’s the big idea?)
Why is it important to learn to read?
Why is it even more important to read to learn?
Course Objectives as set forth by the Common Core State Standards
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
Textbooks
Scott Foresman’s Reading Street will be in two volumes. The textbooks will be handed out one at a time and must be covered. You are responsible financially if they are lost or damaged. There is a link on my website to the textbooks online.
Class Policies
Come to school ready to read and have an open-mind for ALL genres.
You will receive a reading log every week. It must be filled out and signed proving that you read for at least 15 minutes every night.
Refer to Grading Policy page for my expectations regarding grading and weighting.
Refer to Classroom Management page regarding my expectations on behavior.
Websites