READING
READING
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
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.
Wyncote offers two programs to support and extend the development of reading skills: the Wilson Reading System and Wyncote's Reading Enrichment Program.
Wyncote Academy offers Wilson Reading System to students in grades 6-12. who meet one or more of the following criteria.:
Have language based disabilities
Are unable to accurately decode
Struggle with spelling
Are slow. labored readers, lacking in fluency
The Wilson Reading System is an evidence-based program designed to help students make sense of the English language and become more competent readers. Its direct, sequential, and multisensory approach reinforces the skills and knowledge that students need to be able to read at grade level. Originally developed for students with dyslexia, the program has a proven record for helping below-grade level readers to catch up with their peers..
Reading Enrichment Program
Reading Enrichment is a course offering 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).