Welcome to Multi-sensory phonemic awareness and supplemental reading 2016-2017 school year.

The multi-sensory literacy course is structured to be a systematic approach to learning sound-symbol correspondences and spellings. We will begin with an assessment of sounds and symbols and progress through dividing words into syllables, identifying and reading syllable types, and decoding vocabulary by learning prefixes, suffixes, and roots. We will learn the rules that dictate spelling and the spelling situations that are the exceptions, and we will continuously review what we have studied through reading and spelling and writing procedures. These lesson procedures are designed to practice, extend and apply the cumulative learning to meaningful reading experiences. To help in these endeavors, the students will use all learning pathways: they will simultaneous link eyes, ears, hands, and voice to learn sounds, symbols, words, and new vocabulary. The teacher will provide immediate feedback to correct errors and guide students to self-corrections through the study process. 

 

Homework Instructions: Weekly, sounds, words, vocabulary, sentences, and readings should be practiced by the student by reading aloud a favorite text with someone, such as an older sibling, parent (s), grandparent (s), or guardian (s). The listener should ask their child to relook at miscues and focus on the sounds of the vowels, blending the syllables together. If a student is having a difficult time achieving an 80% on any section of the daily lesson, words/sentences may be sent home for a more focused practice over the weekend. If this situation is necessary, there will be an email sent, as a heads-up to the parents.  From time to time, other homework assignments will be given, such as completing a study guide and preparing for a quiz, or completing the reading or rereading of a novel section. For these assignments, there will also be an email sent home to alert parents of the student's responsibilities.

 

 The Supplemental Reading class (s) will support the language arts areas of study, such as forming paragraphs and developing essays with an emphasis on producing successful opinion and arguments for particular audiences. Students will also learn strategies for comprehension, such as text surveying and questioning techniques, reading with a purpose, and reading between texts and beyond the texts, main idea and supporting details, and making connections for the reader. Word  analysis, tone, mood, theme, and inferencing will also be part of the curriculum.

 

Homework for supplemental reading is kept to a minmum, but if work has not been produced during class, it may be necessary to send work home. Parents will be informed that the work is coming home and when it is due, via an email. If anyone has a question on any work sent home, please reach me at the email address below.

 

Mrs. Stanwick

pstanwick@ctsd.k12.nj.us

 

literacy/supplemental reading

room 117, CTMS