COURSE EXPECTATIONS

Seventh Grade Reading, BobMillerMiddle School

2013-2014

Mr. Rowell

Reading 7 Grade-Level and Reading 7 Accelerated

Room 726

Parents and students: The final page of this document is a signature page; once the

the course expectations have been read and reviewed, please

print out, fill out, and sign this page for submission to the

instructor.

I. COURSE GOALS AND SPECIFICS

This one year required course reinforces the development of strategic reading behaviors. This course emphasizes an interactive approach in which students construct meaning from text. The course focus is on students using vocabulary, thought processes, and strategies to become independent readers and learners.

Assessments of students’ knowledge base, range of ability, and comfort level with different aspects of written language will be multifold. These assessments will focus, as mentioned above, largely on written work, including short in-class journal writing, longer essays and stories worked on and revised both in and outside of class, occasional quizzes and tests, and, if necessary, alternate means, to be determined on a need-by-need basis.

Some Specifics

Students will:

  • Build on their existing English reading comprehension
  • Utilize the reading process as a foundation for learning
  • Add to their storehouse of English words, through regular exposure to and review of new vocabulary words within a variety of contexts
  • Learn and use word analysis skills and strategies to strengthen vocabulary and increase comprehension
  • Enhance their ability to read critically
  • Read to understand, interpret, and analyze literature (fiction)
  • Read to understand, interpret, and analyze informational text (nonfiction)
  • Practice critical reading as a prelude to critical writing
  • Engage in short creative writing
  • Practice strategic study/learning behaviors
  • Apply effective information acquisition and research strategies
  • Work with support to address any weaknesses or discrepancies in reading
  • Work to develop themselves as independent learners who read for information as well as enjoyment
  • Have the opportunity periodically to read silently (materials of their own choosing, with parental and instructor approval) in class
  • Receive appropriate curricular instruction geared to prepare them for formal evaluatory exams
  • Be exposed to a wide variety of multicultural literature to help them build a sense of respect for and tolerance of others
  • Encourage one another in the pursuit of excellence in reading comprehension, facility with written communication, and in confident use of spoken English
  • Be encouraged to develop the love of reading as a lifetime skill

II. ASSIGNMENTS: IN-CLASS WORK AND HOMEWORK

Personal philosophy, combined with this instructor’s acknowledgement of more recently accepted pedagogical practice, is at the root of the course’s basic assignment criteria. Although homework will be assigned on a reasonably regular basis, it is designed as a means of reinforcing material taught in class, as well as a means of assessing student comprehension. Homework will typically be assigned two to three times a week. Children’s schedules can often be demanding, and a respite from school is important!

If a student is having difficulty with a given assignment, or is experiencing problems completing various assignments in a reasonable amount of time, he or she (and, if appropriate, parents) should contact me to discuss the situation and any and all corrective and/or assistive measures that can be taken to help that student succeed.

Although all assignments should be turned in on time and in a state of completion, there will inevitably be times when a student may be late submitting work. Late work will be accepted on a case-by-case basis when a major assignment and grade is involved, with the possibility of an imposed penalty (deduction from grade percentage total, etc.). Under normal circumstances, with routine assignments, late work will be marked down 10 percent for each day that it is late. Work submitted after five days past due will not be accepted. Please note: Students in accelerated classes will receive the following penalties for late work --- first day late is a 25% deduction; second day late is a 50% deduction; third day late is a 100% deduction (no credit for assignment).

III. ABSENCES AND MAKE-UP WORK

Personal absences are another fact of life---therefore, students are given the opportunity to make up any missed work if they have been out sick or have an arranged absence for reasons other than personal illness. In the former case, a student should contact me within three days of his or return to school to make arrangements for work to be made up. If a student has been absent for three days or more, he or she will have a minimum of one week to make up missed work. Circumstances surrounding an absence and the individual student’s general record will be taken into account when determining timetables for completing assigned work.

IV. EXTRA CREDIT

I will offer a limited amount of extra credit work during each quarter; this is intended primarily to help students “bootstrap” their overall grade if they have missed an assignment or haven’t performed as well on a test or other graded work as they would like to have.

V. GRADING

As a firm believer in maximizing the success of all children, I will make every effort to ensure that the grading of students in this class is well-distributed, to help offset the negative cumulative impact of the occasional lower grade or failed assignment. The basic breakdown of grading in this class is:

40%Tests / quizzes / written assessments / other assessments

  • 30%General homework and classwork
  • 30%Long-term assignments (projects, etc.)

The correlation of percentage scores and letter grades is as follows:

A =90% - 100%EXCELLENT

B =80% - 89%ABOVE AVERAGE

C =70% - 79%AVERAGE

D =60% - 69%BELOW AVERAGE

F =BELOW 60%FAILING

The above percentages are those counted toward each quarter’s and semester’s final grades. The cumulative examination given at the end of each semester will count as 20 percent of a student’s total semester grade; therefore, each quarterly grade will count as 40 percent of a semester’s overall grade. Grade percentages are rounded up to the next full percent if a fractional percent is one-half or greater (example: A percentage grade of 89.4 percent would not round up, whereas a percentage grade of 89.5 percent would round up to a 90 percent).

VI. CITIZENSHIP AND PROPER CLASS CONDUCT

In order to provide every student with the most supportive and effective learning environment, it is important that all members of the class observe some fundamental rules regarding day-to-day classroom procedures and conduct. The most important of these are as follows.

Students must:

  • Come to class prepared for the day’s learning---have any assigned homework that is due ready, bring required classroom materials (pens, pencils, journal, binder, etc.), and be organized to get started at the beginning of the class period
  • Raise their hand to speak during a lesson or activity
  • Stand to speak (when asking a question or when responding to one, unless otherwise directed)
  • Behave respectfully toward everyone else in the class
  • Refrain from “acting out”, distracting other students, or disrupting the class (examples---interrupting other students, or being out of their seats without an express purpose and permission, such as being excused to go to the restroom or sharpening a pencil)
  • Observe all general school rules as well as those established by the instructor for this classroom
  • Be prepared to share ideas and work with the class, and to participate in the total learning environment---working in groups, presenting projects, and so forth
  • Work to hold themselves and their peers to the highest standards of personal and group achievement, and to always seek honest, fair, and reasonable solutions to problems

While not every student is going to be especially outgoing and inclined to actively participate in the day-to-day activities of the class, all students are expected to contribute to the learning environment, both by “stepping up to the plate” and volunteering to work with the rest of the class, and by conducting themselves in a dignified, respectful, and polite manner. The four general categories of student citizenship standing are: O = Outstanding; S = Satisfactory; N = Needs Improvement; and U = Unsatisfactory. While every student’s behavior will be unique, operating within established rules and procedures, willingness to cooperate with teachers, administrators, other staff, and fellow students, respectful and positive regard for others, and clear effort in all academic and related classroom activities are “par for the course” for achieving “Outstanding” citizenship recognition. A “Satisfactory” status indicates that a student is generally behaving properly, contributing to the class as a whole, completing assigned work in a timely fashion, and generally cooperating with his or her instructors, other school authorities, and peers. A “Needs Improvement” mark would be a consequence of student conduct and effort that do not fairly consistently meet the expected standards. An “Unsatisfactory” designation is utilized to indicate frequent improper behavior, such as regular disruption of classroom activities, insubordination toward any school official, disrespecting or harassing fellow students, and failing to complete homework assignments or related academic activities in a timely fashion.

VII. THE BARE NECESSITIES (FOOD AND DRINK, RESTROOMS, ETC.)

Students are not allowed to bring food to class. Although they also may not bring juice, soda, or other potables (even in capped bottles), they are allowed to bring bottled water. It should generally be kept off of students’ desks, but may be consumed during class as long as drinking water is not a constant activity or a disruption to the learning environment!

During the class period, distractions and disruptions must be kept to a minimum. Therefore, students should use the restroom during the passing periods between the bells or during their lunch period. However, if a student is in dire straits with respect to nature’s call, he or she may request permission from the teacher. Please be aware that excessive calls for bathroom breaks by a student will be noted!

VIII. PROGRESSIVE DISCIPLINE

In the event of misbehavior by a student, he or she will be subject to a system of progressive discipline. Under normal circumstances, a “garden variety” offense---talking while the teacher or another person is speaking, getting up or moving around the class without permission, and so on---will be met with a verbal warning from the instructor. If the improper behavior continues in some way, the instructor will formally cite the student, and will call the student’s parents or guardians to make them aware of the infraction. If the problem persists, the student may be referred to a school counselor for more direct professional intervention.

If a student’s behavior is extreme and/or harmful or potentially dangerous in some fashion---he or she is physically assaulting someone, willfully destroying private or school property, threatening another student or adult, etc.---, the normal progressive discipline process will be bypassed completely, and the student will be appropriately disciplined immediately by the Dean’s Office.

IX. TARDY POLICY

BobMillerMiddle School adheres to a consistent policy of actively deterring students from failing to reach their classes on time. Deans of the school are responsible for any and all disciplinary action resulting from tardiness. All students are expected to be in class on time. A student is considered tardy when both feet are not in the classroom when the bell begins to ring. Tardy students will be reported to the deans and will receive consequences in accordance with the school-wide tardy policy.

X. ACADEMIC DISHONESTY

Any dishonest school practices by any student will be met with serious consequences. BobMillerMiddle School takes academic and personal honesty very seriously, and cheating of any sort will not be tolerated. The progression of disciplinary action for any such misconduct is straightforward. A first offense will result in confiscation of the work in question and a mark of zero for the assignment; the instructor will inform the parents of the situation, and the student will be referred to their school counselor. A second offense will result in deans’ detention; again, parents will be notified. A third offense will be met by the student being placed on “RPC” status (required parent conference) and receiving a one day in-house suspension.

XI. MATERIALS / SUPPLIES

Students will need a variety of supplies in order to accomplish the day-to-day and long-term goals of the class. Unless otherwise indicated, members of the class should have the following items on a daily basis:

  • An ample supply of white lined notebook paper (three-hole punched)
  • Pens (blue or black ink) and pencils (standard #2 pencils)
  • Colored pencils (recommended)
  • Red and green pens for grading (no gel pens, please)
  • Notebook dividers
  • A non-spiral-bound journal
  • A second non-spiral bound journal for ongoing reading logs
  • Some highlighters in assorted colors (no markers)
  • Note cards (lined or unlined; colored cards are okay)

In the event that any other materials are required, I will inform students well in

advance of what is needed (this should be a rare occurrence).

XII. CLASS INFORMATION / HOMEWORK / GRADES

Information regarding the day-to-day and week-to-week activities and assignments that students will be working on will be available through the class website, which has been registered and created through myccsd.net. Access to this site may be gained by going to the Bob Miller homepage (the URL for the school’s website is This class page should be up and running within the first couple of weeks of the school year. In addition, as the year progresses, parents may want to check on the overall and specific progress of their children. To facilitate this, parents will be able to track their kids’ performance by consulting a grade database generated through the use of the Parentlink program.

If a student or a parent has any questions, and would like to contact me, I may be reached either through the school’s main office line (702-799-2260) or via e-mail at: . I will be happy to assist students and parents in any way I can.

As a rule, I will be available for parent and student conferences before and after school. Parent appointments must be scheduled through the counseling office. Again, if there are any general or specific questions that I may be able to address, I can be reached through the aforementioned telephone number and e-mail address.

PARENT ACKNOWLEDGEMENT

Please complete and return the form below verifying that you have received and read the Course Expectations.

Please note: students are to keep the Course Expectations in their notebooks during the entire school year.

PERIOD

STUDENT NAME (please print)

(First) (Last)

STUDENT SIGNATURE

I acknowledge that I have received and read the Course Expectations for Reading 7 Accelerated / Reading 7 Grade-Level.

Parent / Guardian Name (please print)

Home PhoneWork PhoneHours

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