Teacher:  Caroline Weiner                                                     Contact: caroline.weiner@wyncoteacademy.org 

Grades:  6-12 

Course Description 

The Wilson Reading System® (WRS) directly teaches the structure of the English language using an organized and sequential system in 12 Steps, not corresponded to school grade levels. It provides a complete curriculum for explicitly and systematically teaching decoding and encoding (spelling).

From the beginning steps of the program, instruction also addresses high frequency/sight words, fluency, vocabulary, oral expressive language development and comprehension with progressively more challenging text. Throughout the program, the teacher follows a 10-part lesson plan that provides for extensive teacher-student interaction and multisensory learning methods. 

Key components directly addressed in the Wilson Reading System include: 

Phonemic awareness 

Alphabetic principle (sound/symbol relationship) 

Decoding 

Encoding (spelling) 

Advanced word analysis 

High frequency/sight word instruction 

Vocabulary development 

Fluency 

Oral expressive language development 

Listening and reading comprehension with visualization 

Metacognition 

Textbook

Wilson Reading System®, author Barbara Wilson 

Supplemental Instructional Materials: Magnetic boards and phoneme tiles, white boards, Wilson Reading Charts, The Wilson Fluency®/Basic Kit, WRS Stories for Older Readers, WRS Text Passages (enriched text and non-controlled Readable Text), reading passages from ReadWorks and Newsela, commercially-made educational games (Homonym Bingo, Quiddler) and teacher-made reading games 

Units of Study 

Beginning with phoneme segmentation, WRS directly teaches the structure of words in the English language so that students master the coding system for reading and spelling. WRS presents the language system of English in a systematic, sequential, and cumulative manner over the course of 12 Steps, or Units, so that learning is manageable and does not overwhelm the student with rules. Word construction is gradually taught to students according to six syllable types: 

Closed syllable (Steps 1-3) 

Vowel-consonant-e syllable (Step 4) 

Open syllable (Step 5) 

Consonant-le syllable (Step 6) 

R-controlled syllable (Step 8) 

Vowel digraph/diphthong “D” syllable (Step 9) 

Steps 1-6 of the program provide consistent patterns to establish a solid foundation of word knowledge, including the first four syllable types, multisyllabic words, and suffixes with unchanging base words. 

Steps 7-12 teach more complex concepts including spelling options, advanced spelling rules, and morphology, including sound options, contractions, r-controlled syllables, “D” syllables, adding suffixes to changing base words, and other advanced language structure concepts. 

Proficiencies

The student learns the new concepts through the manipulation of sound cards, syllable cards, and suffix cards by:

*Breaking the guessing habit by using learned specific skills (tapping and scooping syllables)

*Reading independently (silently) before oral reading 

*Breaking down words by syllables and sounds to spell rather than trying to spell from memory 

*Spelling orally before writing and then again when writing 

*Proofreading independently after writing a word or sentence 

*Retelling reading passages in sequence using visualizing 

Class Participation and Attendanc

Every student is expected to:

*Arrive to class on time and attend class in a consist manner 

*Be attentive and participate in class activities and discussions 

*Follow the Wilson reading and spelling strategies 

*Be prepared for class with all the necessary materials and return materials at the conclusion of class 

*Respect peers and adults in the classroom

*Be willing to have fun 

Evaluation and Assessment

Students will be given progress monitoring assessments as listed in their IEP goals. The class grade is based on a total points system for these components: 

*Weekly reading assessments for real and nonsense words 

*Dictation assignments for spelling sounds, real words, nonsense words, high-frequency words, phrases, and sentences 

*Word, sentence, and story mark-ups  

*Completion of workbook pages 

*Informal assessments of Wilson reading and spelling concepts 

*End of step assessments for reading and spelling 

Note: Grades are posted on Gradelink  

Text...

Teacher: Sarah Garner 

Contact: SGarner@Wyncoteacademy.org 

Course Overview 

Reading Enrichment is designed to support and extend the secondary English/Language Arts curriculum. In this course, students will receive support and/or enrichment based on their targeted needs in reading and writing. Emphasis is placed on thoughtful literacy (i.e. the ability to read and comprehend in complex ways).  

Course Objectives 

• Improve students’ reading and writing ability 
• Learn and use reading strategies according to purposes for reading and the nature of the text 
• Activate background knowledge and make connections to self, other texts, and the world at large 
• Analyze author’s intent/purpose and cite evidence in the text that supports his or her ideas  
• Formulate literal, inferential, and interpretive responses to questions that lead to interpretation of the text  
• Analyze meaning of words and phrases in context  
• Learn tools for development of academic vocabulary  
• Analyze texts by considering how social, cultural, and historical contexts contribute to the meaning 
• Build students’ self-confidence as readers 
• Promote students’ self-monitoring 
• Generate and promote an interest in reading as well as an understanding of its inherent value 

Course Content

Readings in this course will include literary and informational texts that are diverse in culture and content. They will be selected based on student needs and interests.  

Student Expectations 

PROMPT - Be on time for class and attend daily. 

RESPECTFUL - Show respect for yourself, peers, and faculty. 

ENGAGED - Be present and participate in a positive way.

PREPARED - Be prepared. Come to class ready to learn (with a    pen/pencil). 

Assessment 

The weight or value of a score is based on the number of points given. Both formal and informal assessments will be used to monitor student progress.  

Formal assessments include: tests (50 points), quizzes (25 points), and/or projects (50 points).  

Informal assessments include: reading/writing inventories, reader responses, questioning, exit slips, student annotations, graphic organizers, guided inquiries, etc. Informal assessments (10 points) will be used daily to inform instruction. 

You are encouraged to login to Gradelink frequently to monitor and check grades. 

Late Work 

You are expected to turn your work in on time. Every day your assignment is late, five percent will be deducted from the final mark.  

Academic Dishonesty

Copying someone else’s work is not permitted and will result in an automatic zero.