*students should arrive on time to class.
*students should have their homework, a pencil with an eraser, and their computer.
*students should get their folder from the front of the room and look for instructions.
*"Do Nows," which are posted on the board, should be begun immediately.
*When work is completed, it should be returned to the student's folder.
*Classwork assigned in Google Classroom should be completed per instrructions.
*the objectives for the day will be given with instructions (written/verbal delivery).
*homework assignments are written on the board and should be added to personal agendas (calenders).
*if there is an unexpected disruption, or one student needs attention for a period of time, all students should go to their folders and complete uncompleted work, or work on other activities that are in students' folders. Students should use flash cards, letter tiles, read novels, or do word games until instruction can continue. These activities are expected to commence and take place in an orderly and responsible manner, with little or even no direct instruction from the teacher.
*students will work independently when not working one-on-one with the teacher.
*there should be no talking, unless one student is answering/helping another student with an assignment that is not meant as an independent expression of learning (this expectation will be expressed at the instruction period), and in those situations, students should talk in a very low to whisper voice.
*if two students are having a one-on-one lesson with the teacher, there should be a focus on the lesson. Socializing is not appropriate at this time.
*students are encouraged to try their best and attempt the sounds and words.
*students need to complete the modeled procedures for the lesson as they have been shown. Although it may seem that variations would do no harm, the number of times and the ways in which the reading and spelling sections are done, particularly when corrections are made, are very important. The procedures are research based and have proven over time to produce the greatest growth in mastery.
*lessons are designed around where the student is at the time of assessments, which are given at the beginning of the year; therefore, students should try to do their best on these assessments and not worry about what they have not yet mastered, as it will be covered in a systematic and sequential manner.
*after each unit of study, students will have a benchmark assessment to monitor skill growth and retention.
*short stories/a novel will be assigned throughout the year. The novels are used to practice skills, increase fluency, master comprehension skills, learn genres, learn vocabulary, and to learn to read with a purpose.
*writing will be practiced throughout the course. Writing helps with word choice, spelling, punctuation, word order, reading comprehension, and links with listening and speaking.
*vocabulary will be practiced to help with reading fluency and future comprehension.
*prefixes, suffixes, and roots will be learned to help decode words for meaning and to learn how words are being used, such as nouns, adjectives, and verbs.
*semantic maps, associations, tracing, touch and movement, mnemonics, and visual and auditory pathways will be employed to help with reading/spelling skills.
*Although reading questions will be designed to elicit critical thinking, concepts will be clearly and directly explained; we will progress in manageable steps from simple to complex, attach new learning to old, and address all essential components.
*students can email me or leave comments on Google Classroom when necessary.
The literacy support classes are designed to enhance students' abilities, especially as readers, and to encourage students to want to read, to read often, and to share what they have read with others.