Mrs. Fournier

Amy Fournier

 

Mrs. Fournier, Literacy Specialist
 
LJHS Literacy - Room 213
Grades 7
 
Teacher: Mrs. Fournier
 
e-mail address: afournier@msad49.org
 
Homework Hotline: 453-4200 ext. 2318
 
Texts: multi-genre class library: fiction, nonfiction, short stories, audiobooks, essays, poetry, biography, magazines, newspapers, Plugged-Into-Reading core novels
 
7th Grade Course Description:
 
The 7th grade Literacy Program provides reading services to students reading below grade level who need continued instruction and support in comprehension skills, metacognitive reading strategies, fluency, and writing. Students are usually referred by classroom teachers, but referrals may be made by a parent/guardian,  guidance counselor, or the student.  Classes in the Literacy Room are smaller in size due to the remediation focus, and students are scheduled for literacy class during a language arts block period.  The literacy class is in part a reading and writing workshop structure, direct instruction, and scaffolding in reading and writing strategies.
 
Reading instruction is structured to provide an environment where students discover their personal reading identities, create reading goals, and develop a positive attitude towards reading.  Self-monitoring reading strategies, fluency, vocabulary in context, aesthetic responses, and literary terms/devices are taught with authentic literature through direct instruction, read alouds, shared and guided reading, and partnership and independent reading.  Students self-select books and other reading materials at their interest and readability level to read at home and during START.  Engaging in out-of-class reading is for recreational reading to promote reading as an enjoyable lifelong activity and to apply what they are learning in class to be active readers. Other purposes for out-of-class independent book reading and other reading texts are to build organizational skills, improve fluency and reading rate, expand vocabulary, time management skills, and responsibility.
 
The writing portion of the literacy class teaches students to write fluently about what they know using various genres like narrative, letters, persuasive, essays, poetry, fiction, and nonfiction.  Students also learn note-taking skills for comprehension and summary writing.  Students engage in direct instruction, mini-lessons, conferring, and peer conferences during the writing process to pre-write, revise for topic development, clarity, and organization of ideas, edit for rules/conventions of grammar/spelling, and publish some pieces of writing. 
 
 
Course Objectives:
Upon successful completion of this course, the student should be able to:
1. Use metacognitive reading strategies for comprehension
-  literal comprehension
-  aesthetic comprehension
-  inferential comprehension
-  critical comprehension
-  word identification/meaning
2.    Read with the basic elements of fluency: automatic word recognition and prosody; "Reading fluency refers to efficient, effective word recognition skills that permit a reader to construct meaning of text. Fluency is manifested in accurate, rapid, and expressive oral reading and is applied during, and makes possible silent reading comprehension (Pikulski & Chard, Reading Teacher, March 2005).
-  accuracy: word identification, miscues
-  rate:  adjust speed according to text and reading purpose
-  phrasing, pitch, stress
-  expression
-  meta-fluency
3.    Utilize reading and writing strategies to answer constructed response prompts
4.    Read nonfiction text to take notes (central/main ideas and supporting details) and use the notes to write a summary.
5.    Self-select reading text that is engaging to each student
-  foster positive attitudes towards reading
-  focus on reading for a duration of uninterrupted time
-  discover reading for enjoyment
6.  Communicate clearly through writing using basic conventions of English grammar
7.  Engage in teacher and peer reading and writing conferences
8.  Develop communication/speaking skills during group discussion 
 
Course Activities:
-  shared reading, guided reading, independent reading, read alouds, partnership reading
-  fluency partnerships and Reader's Theater
-  Word Work - word identification, context clues, word meaning, word families,  vocabulary embellishments
- conversation circles for engaging, thoughtful discussions
-  prior instructional activities for Common District Reading and Writing Assessments and  Constructed Response Prompts
-  writing  conferences with teacher and peers
-  Language Usage lessons and practice
 
Course Requirements:
-  students must always have an independent book that they take to START, home, and literacy class
-  students are administered the DRA2 (Developmental Reading Assessment) Pre and Post assessments; NWEA Reading and Language Usage; District Common Assessments
 
Out-of-Class Independent START and Home Reading Expectations: 
Students need to read out of the classroom setting to grow as readers.  This time reading in books they sign out of the school and classroom libraries and books they have at home allows them to practice and apply the skills and strategies they are learning during class guided instruction and practicing with class partnership reading. Going to the library is a time for students to explore different genres and topics to read.  With family support students will read at home.  Students are always welcome to read after school in Room 213 if they need a quiet space before going home or to after-school activities. 
 

Make-Up Policy for Incomplete Class Work: 
- If a student  has incomplete class work they are to finish it during START homeroom time and/or after school in the literacy room
Grading:
Classwork and Progress Checks- 60% 
Assessment - 20%
Class Discussion/Assessment Observation Criteria - 20%
Habits of Work Rubric - 4, 3, 2, 1 Scale
Criteria:  Prepared for Class, Engages in Class, Demonstrates Effort and      Perseverance, Conducts Self Respectfully 

1. Independent assessments of reading skills/strategies and comprehension based on direct instruction and scaffolding.
       - Proficient w/ Distinction, Proficient, Partially Proficient, Substantially, Below Proficient
2. Independent written activities, graphic organizers, mini-posters.
3. Student participation and engagement in whole group, small group, partner, and independent activities.
4. Class Conversation Circle Discussion Criteria/Expectations
5. Class Independent Partnership Reading - Google Sheets Log/Book Completion
6. Common District Assessments
 
Behavioral Expectations (both social and academic):
 
Students in the Literacy Room are expected to:
*follow all school rules in the Students Handbook, the Four Standards of Behavior, and School Rules Against Bullying - all are posted in the classroom. 
*be on time to class, be respectful
*be positive and appropriate in comments/speaking to others
*be a good listener and wait turns to speak
*not disrupt teaching and learning

Classroom Management Plan:
I Noticed Tickets and Reminder Tickets - student earn tickets for appropriate, productive behaviors (collected to earn rewards) and reminder tickets for inappropriate, unproductive behaviors.  

Behavior Communication and Consequences
Communication will be made about behavioral and/or academic issues:

1.  Home communication when a student receives 3 Reminder Tickets
2.  Home and office communication when a student receives 2 more Reminder Tickets and an office lunch detention
3.  Behavior Intervention Form completed and handed in to the principal after 2 more Reminder Tickets


Common Core Standards assessed through Common District Assessments:
 
Language Standard:  Vocabulary Acquisition and Use
Reading Standard for Literature: Key Ideas and Details
Reading Standard for Information:  Key Ideas and Details
Writing Standard:  Production and Distribution of Writing
Speaking and Listening:  Comprehension and Collaboration
 
 

Common Academic Vocabulary

Strategies

Fluency

Rate

Expression

Accuracy

Phrasing

Visualize/visualization
Predict/prediction
Connect/connection
Infer/inference
Questioning
Reflect/reflection
Personal response
Summarizing
Clarifying
Supporting
Drawing conclusions
Context clues
Purpose
Rereading
Skimming/scanning
Previewing
Main idea
Supporting details
Evidence
Examples
Explain
Relevant/irrelevant
Define
Identify
Sequence/sequential order
Chronological order
According to
Describe
Causes
Reasons
At least #
Synonyms
Antonyms
Characterization
Theme
Conflict
Foreshadowing
Flashback
Plot
Setting
Climax
Genre
Narrator
Point of view
Dialogue
Imagery
Tone
Mood
Elaborate
Acknowledge
Clarify