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 in place of language arts class.  The literacy class is in part a reading and writing workshop structure based on Nancy Atwell's teaching and Fountas and Pinnell (In The Middle and Guiding Readers and Writers), and direct instruction and scaffolding in reading and writing strategies.
 
The reading portion of the workshop structure provides 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 independent book and audiobook reading.  Students self-select books/audiobooks and other reading materials at their interest and readability level to read at home and during STAT.  Engaging in out-of-class reading is for both 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 reading/homework are to build organizational skills, time management skills, and responsibility.
 
The writing portion of the workshop setting 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 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 test-taking strategies to answer constructed response prompts
4.    Read nonfiction text to take notes (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 writing conferences
 
Course Activities:
-  shared reading, guided reading, independent reading, read alouds
-  fluency partnerships, choral reading, Reader's Theater
-  Word Work - word identification, context clues, word meaning, word families,  vocabulary embellishments
- conversation circles guiding discussions
-  partnership independent reading
-  prior instructional activities for Common District Reading Assessments and prep work with Constructed Response Prompts for standardized testing
-  writing workshop mini-lessons and conferences
-  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 to have Home Independent Reading Evidence of the reading and thinking.
-  students are administered the DRA2 (Developmental Reading Assessment) Pre and Post assessments
 
Out-of-Class Independent Reading Homework Expectations: 
1.  Read every day for 20 to 30 minutes (Monday - Friday; once on the weekend) at home, START time, and/or after school in The Reading Zone in Room 213
2.  Complete evidence to show understanding of and response to the reading
3.  2-3-book per quarter expectation - students select books from a variety of genres 
4.  students will confer with teacher in class to share their reading and earn a score for their independent reading
Make-Up Policy for Home Independent Reading:
- If a student misses reading during the week, they can join The Reading Zone after school in the literacy room and use weekend time to read
- several books can only be completed by reading at home and not only at school
 
Grading:
Independent Reading - 20%
Classwork - 60% 
Participation/class community citizenship - 20%

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. Independent reading - Book Completion/Notebook Entries/Journals
6. Common District Reading 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

Home communication will be made about any behavioral and/or academic issues. Behavior Communication & Consequences:
#1 home communication of behavior; parent/guardian address with son/daughter
#2 behavior continues:  teacher contacts parent/guardian to set up an after-school or before school conference with parent, student, teacher to determine school consequence
#3 behavior becoming a pattern; Behavior Intervention Form completed for principal with request for principal conference and one week lunch detention; copy of BIF sent home  
If behavior continues after third intervention, conference with parent, student, teacher and principal to discuss a behavior plan
 

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