ksmith@homeoftheshamrocks.

org
Semester 1
Marking Period 1:
Reading Literature: Key Ideas and Details: RL 1-3
Language L 4
Marking Period 2:
Reading Literature: Key Ideas and Details: RL 1-3
Language L 4
Semester 2
Marking Period 1:
Reading Information Text:
Key Ideas & Details, Craft & Structure: RL 1-6
Language L 4
Marking Period 2:
Reading Literature: RL 4-6
Language L 4


Grading & Assessment
Expectations that students
need to understand and
complete to be successful.
Literature Learning Targets
that students are expected to
achieve during the year. The
emphasis is on ideas, details,
craft and structure.
4
2
5
Rubrics on Page
Berrien Springs
High School
Reading 9
Together, inspiring students
to think, learn, achieve and
care in a global community.
The focus of this course is to support students in
becoming more engaged and effective readers.

2014-2015
Mrs. Kendra Smith
ksmith@homeoftheshamrocks.org

engaged - occupied, attracted, or
involved (someone's interest or
attention)
effective - successful in
producing a desired or intended
result

Inside
During Reading Workshop, students will be expected to read
a wide variety of texts in and out of class. A significant
portion of class will be spent reading and conferring with the
teacher and others. Students will actively engage in frequent
discussions about books. Writing is also required


Reading 9 | Berrien Springs High School | K. Smith 2014-2015
2

Between 1996 and
2006, the average level
of literacy required for all
occupations rose by 14
percent. Both dropouts
and high school
graduates demonstrate
significantly
worse reading skills
than they did
ten years ago.

~Kelly Gallagher, Readicide

Key Ideas and Details
I can cite strong and thorough textual
evidence that supports my inferences and
analysis of the text. (9-10.RL.1)
I can determine the theme of a text. (9-
10.RL.2)
I can analyze the development of the theme
throughout a text, including how it is shaped
by specific details/events. (9-10.RL.2)
I can give an objective summary of a text.
(9-10.RL.2)
I can analyze how complex characters
develop through the text, interact with other
characters, advance the plot, or develop the
theme. (9-10.RL.3)
Literature Learning Targets
Craft and Structure
I can analyze the impact word choice on the
meaning or tone of a text. (9-10.RL.4)
I can analyze how an authors choices about
text structure, event order, and time
manipulation, create effects such as
mystery, tension, or surprise. (9-10.RL.5)
I can analyze a point of view or cultural
experience as reflected in a work from
outside the U.S. (9-10.RL.6)
Range of Reading and Text Complexity
I can read and comprehend literature
appropriate to my grade level and skill. (9-
10.RL.10)



Reading 9 2014-2015
3


Reading changes your life.
Reading unlocks worlds
unknown or forgotten,
taking travelers around the
world and through time.
Reading helps you escape
the confines of school and
pursue your own
education. Through
characters the saints and
the sinners, real or
imagined reading shows
you how to be a better
human being.
~Donalyn Miller,
The Book Whisperer
Key Ideas and Details
I can cite strong and thorough textual evidence
that supports my inferences and analysis of the
text. (9-10.RI.1)
I can determine a central idea in a text, and
analyze how its development and how it
emerges and is shaped through details. (9-
10.RI.2)
I can give an objective summary of the text.
(9-10.RI.2)
I can analyze how an author unfolds an analysis
or series of events. (9-10.RI.3)
Craft and Structure
I can analyze the impact word choice on the
meaning or tone of a text. (9-10.RI.4)
Informational Text & Language
Learning Targets
I can determine the authors point of view in a
text. (9-10.RI.6)
I can determine the authors purpose for writing
a text. (9-10.RI.6)
Range of Reading and Text Complexity
I can read and comprehend informational text
appropriate to my grade level and skill. (9-
10.RI.10)
Language
I can use context clues to figure out word
meanings. (9-10.L.4)
I can use vocabulary appropriate to ninth grade
topics. (9-10.L.4)



Reading 9 | Berrien Springs High School | K. Smith 2014-2015
4


Independent Reading Rubric

4 3 2 1

Begin
reading
immediately

You
focused on
reading the
WHOLE
time

You stayed
in one good
reading spot

You
carefully
selected
just right
books

You commit
to a book
for 15-20
pages
before
abandoning
it

You are
engrossed
in your book

You respect
the readers
around you

You read
quietly


Need a
reminder
about
getting on
task

You read
MOST of
the time

You stayed
in one good
reading
spot

You have
just right
books

You commit
to a book
for 5-10
pages
before
abandoning
it

You
respected
the readers
around you

You read
quietly


Need
repeated
reminders
about
getting on
task

You read
SOME of
the time

You
changed
reading
spots

You had
almost right
books; you
could
choose
more
carefully

You
struggle
committing
to a book

You
distracted
some
readers
around
you.


You were off
task, wasting
reading and
learning time

You
pretended to
read (stared
at the page,
into space,
looked
around the
room)

You moved
around a lot

You were not
prepared with
just right
books

You randomly
jump from
book to book
without
intention

You did not
respect
readers
around you;
you were off
track

Understand that your reading time will impact your
assessment (and more importantly, growth) in this
course.

D
e
t
e
r
m
i
n
a
t
i
o
n

R
u
b
r
i
c


4

Does not give
up easily

Finds another
way to
accomplish
tasks

Can do
attitude

Works bell to
bell

Finishes
Assignments

Runs through
the finish
3

Does not give
up easily

Asks for help

Willing to
learn

Finishes
assignments
and turns in
work

2

Tackles tasks
half-heartedly

Loses interest
when the
going gets
rough

Completes
most
assignments

Sometimes
does not turn
in work

1

Does not try
and unwilling to
tackle
challenging
work

Does not turn
in homework

Does not
complete
assignments

Quits work
early

read with your head and
heart
know that your ability to
read well will offer you the
greatest range of choices in
your present and future
lives
enjoy reading
challenge and respect
yourself and others as
readers
know that your reading is
meant to help you make
discoveries about yourself
and connect with others by
affirming, questioning, and
extending your thinking
develop into the strongest
reader you can be, by
showing growth from
September to June

I want you to
Reading chats with teacher
(assessment)

Monday:
Brandon A, Jeffrey M, Aidan R,
Tuesday:
Lena W, Emma R, Carly J
Wednesday:
Max W, Christian M,
Jared J, Dillon
Thursday:
Dawson F, Cameron C,
Jonathan L
Friday: Flex chats




Reading 9 2014-2015
5




Assessment:
Achievement of Standards
Reading Rubric
Determination
News ELA
Interactive Notebook
Goodreads Logging & Posts
Class Participation & Discussion
Goal Setting & Growth
Projects

Calculating your grade:
Much of your work in class will be graded on a 4-point scale
using the following criteria:

GRADE Percent Value
(if applicable)
4 90-100%
3 70-89%
2 60-60%
1 0-59%
* These values may change based on school or department policy changes*

Grading and Standards:
A= Most Assessment/Assignments are 4 with some 3's but no 2's or 1's
B= Most Assessment/Assignments are 3 with some 4's but no 2's or 1's
C= A mixture of 4's, 3's, and 2's but no 1's
Incomplete= Assignments and tasks not completed, will become an F if not addressed.

A
Distinguished: Exceeds content area standards
Like a double mocha cappuccino with homemade whipped cream and shaved chocolate on
top, the A work goes above and beyond my expectations. This work demonstrates an
authentic understanding, exceptional effort, takes risks, and presents additional insights,
originality, thoughtfulness, and creativity.

B
Advanced: Meets content area standards
Like a really good cup of coffee (with cream and sugar), the B demonstrates
understanding, shows strong thought and effort, but doesnt take any risks or offer fresh
insights or originality.

C
Proficient: Meets basic content area standards with help or a nudge. Like decaf coffee, the
C work is solid, but it just doesnt pack a punch like A or a B work. Its competent, and
(Continued)





Possibilities &
Passion
I am open to possibilities.
If an amazing class works
well together and wants to
design some curriculum
and take our learning in a
different direction we can
do that - but it takes group
work, passion, and
maturity. (See me if you
despise an assignment. See me
early, with sufficient time before
it is due, to alter it into
something that works for you.
This opportunity will NOT exist
past the original due date.)

I expect you to:
Arrive on time.
Arrive conscious of how your attitude, perspective,
and effort will impact the value of the next 48
minutes of your life each day
Be open to the reading process
Arrive and start reading before the bell. This is how
we begin our work together.
Be as present as possible
Share your ideas, opinions, and questions
Be supportive, decent, and kind to others
Respect all learners.
I know that at times you will be bored, distracted,
annoyed, and otherwise human. But please trust
that I am trying my best to present you with
learning opportunities that matter both
intellectually and personally.
Do your work and take pride in your work. When
you hand something in I need to trust that it
demonstrates what you are capable of. How else can
I honor and know you and meet you where you are?
Understand and respect the grading system.
Do the work and you have to do it well.
If you have to be here, if you have to do the work,
then why not do it well and actually get something
out of it?
Read.

Reading makes immigrants of us all. It takes us away
from home, but more important, it finds homes for us
everywhere. Hazel Rochman

Use this course as an opportunity to grow as
a reader, writer, communicator, student,
and human being.

Theres no place
like a book
Contact: ksmith@homeoftheshamrocks.org 2014-2015