Course Description: Reading in the Secondary Schools provides the sophisticated reading skills instruction students need to be successful beyond junior high. Students will use comprehension strategies to understand increasingly challenging text, and learn to identify informational text structures, and genres of fiction. A study of Greek and Latin roots accelerates vocabulary development. Cornell note-taking, text annotation, and Socratic discussion are among the high-level thinking practices and student skills taught, along with test preparation strategies for the Minnesota Comprehensive Assessment. Finally, students participate in an individualized independent reading program, sharing reading electronically, and in reading conferences where teachers evaluate students’ comprehension and provide suggestions for book selection.

 

Reading 7 promotes sophisticated reading skills students need to be successful beyond junior high. You will learn comprehension strategies to understand increasingly challenging text and learn to identify non␣ction text structures (chronological sequence, cause/eect, compare/contrast, and problem/solution) and genres of ␣ction. A study of Greek and Latin roots will accelerate your vocabulary development; you will also learn critical thinking, Cornell note-taking, Socratic discussions, time management, and test preparation strategies for the Minnesota Comprehensive Assessment (MCAII). You will participate in a dierentiated individualized independent reading program, sharing reading electronically and in book talks where teachers evaluate your progress and provide suggestions for reading strategies and book selection.

Reading in the Secondary Schools provides the sophisticated reading skills instruction students need to be successful beyond junior high. Students will use comprehension strategies to understand increasingly complex text and learn to identify informational text structures and genres of  fiction. A study of Greek and Latin roots accelerates vocabulary development. Close reading and text annotation, Cornell note-taking and Socratic discussion are among the high level thinking practices and student skills taught. Finally, students participate in an individualized independent reading program, sharing their reading electronically and in reading conferences where teachers evaluate students’ comprehension and provide suggestions for book selection.

The purpose of Hopkins’ Reading Intervention 9 program is to accelerate the learning of students who are not at grade level in reading or who score below the proficient level on the Minnesota Comprehensive Assessment and/or the Measure of Academic Progress Assessment.  Please ask Ms. Speicher for the enrollment key.