Independent Reading & Writing

Throughout this year, students will be expected to read and write independently of our units of study. The philosophy is that students will be provided opportunities to practice the skills that are necessary for success in college and life. These skills are critical thinking, reading, writing, and communicating. Regardless of the path a student chooses to take, these skills are invaluable. Our class will provide students with the opportunities to improve these skills, but it is up to the students to meet me half way and take the opportunities. Therefore, throughout the year students will be expected to read and write on their own.

The reading component:
New York State requires that students independently read 25 novels throughout the year. Students will be expected to record the title of the independent novel on their Book Card. Students will also be asked to keep a Reader's Response Journal. In any way that is comfortable and meaningful to students, they may respond in writing to their texts to deepen the understanding and connections. Students will be given time to read independently in class when time in the schedule is available.

Writing component 1:
Students will be asked to keep a Writer's Notebook. All ELA students at Pathways keeps Writer's Notebooks. This is an organic technique to improve writing that came from Ralph Fletcher and Teacher's College at Columbia. (I was fortunate enough to attend a conference with Ralph Fletcher this year!) Students can write about anything they choose in their Writer's Notebooks. It is a place to collect ideas and observations about the world. Writer's Notebooks will be collected occasionally throughout each semester and graded.

Writing component 2:
In order to prepare for the New York State Regents, SAT exam, and AP exam, students will respond to a writing prompt every other week. Students will complete be assigned these test-style essays on Friday. They will be shown a high-scoring model and we will discuss how to do well. Students will have until the following Thursday to complete the task. After review (either peer-review, teacher-review, or self-evaluation), the essays will be returned to students on Monday or Tuesday of the following week. When the essays are returned, students will have concrete suggestions of how to improve. Students will then have until that Friday to make improvements. The essay will be due the second time on Friday. By the time students hand in the essay for the second time, the cycle will repeat and they will be given a new essay prompt.