Reading 7

Course Syllabus

Mrs. Angie Geis
Best Time to Contact:
After school or planning period: —Voice Mail will be returned within 24 hours
BSMS (269) 473-0620 — From 7:30am- 3:30pm it is automatically forwarded to voicemail. I will check it often throughout the day.
E-mail Address:
Course Materials
And Recommended Supplies
Independent Reading books—MUST HAVE!
Pens, pencils and paper, post – its, 1 in binder, folder
Composition notebook- not shared with another class

COURSE DESCRIPTION: Reading 7 focuses on reading comprehension strategies for narrative and informational text forms, including digital text. Students will have the opportunity to practice their silent reading fluency and oral reading fluency. While we study those strategies, we will be writing, speaking and listening.

Reading 7 will be focusing on the Common Core Standards for Reading and Speaking and Listening. To view the Grade 7 specific standards by strand, please visit: Reading Literature Grade 7 Common Core Standards, Informational Text Grade 7 Common Core Standards and Speaking and Listening Grade 7 Common Core Standards. The following are the College and Career Readiness Anchor Standards for Reading (Literature and Informational Text):

Key Ideas and Details

1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

10. Read and comprehend complex literary and informational texts independently and proficiently.


  • We will be having extended periods of time set aside for Reading Workshop. This will be a time where everyone is reading his or her own independent reading book. It is a MUST that the student has a book to read each day.

  • There will be times when I model and teach skills and text features using mentor texts and selected articles and texts. For each skill to be studied, there are selected Mentor Texts that may be read aloud to the class, or we discuss a short piece of text that has been read by the class. I conduct mini-lessons on these skills and students will be asked to demonstrate what they have learned as they discuss text and respond through writing. I expect that students will transfer what they have learned through reading selected text in class to their own silent reading books.

  • Throughout the year, we will be involved in a deeper study of issues related to reading and other 7th grade content areas as we become involved in projects. Some projects will be done only in Reading class, and others will involve other classes in 7th grade. Projects are a way for students to use the inquiry process to solve problems and propose solutions. During a class project, work will be done in class and with a cooperative group and each student is expected to contribute his or her knowledge to the process.

  • To get the most out of this class, students need to attend each day.

  • Time will be given in class to work on daily practice (formative) assignments.

  • It is expected that students will read for 30 minutes every day of the week in their own independent reading book. They will be keeping track of the books they read this year, with a goal of over 20 books! Students will be required to do to document their learning and independent reading in their Reader’s Notebook.

The purpose of scoring is to inform parents and students about the level of current understanding on the standards being taught. Scores are meant to accurately reflect what a student understands about the standards and shall not include non-academic factors related to work habits or class behavior.
  • Students will be evaluated through a variety of assessments.
  • Assessments include: scales, rubrics, tests, quizzes, projects, reading reports, and essays.
Formative Assignments-The building blocks to achieving an understanding of each element of knowledge that needs to be used, in order to master the overarching standard.
Summative Assignments-The opportunities for students to present their knowledge of all of the elements of the standard, to demonstrate a proficiency level of understanding. Students may redo/retake any summative assignment; however students are responsible for initiating this learning process with the teacher on their own time.

The report cards will also provide students and parents with scores on the following criteria: work completion, preparation, punctuality, participation and effort. These work habits do not affect their academic score, but rather are designed to provide feedback.


First marking period: Launching the Reader’s Notebook and Independent Reading Unit

Second marking period: Informational Reading Unit and Battle of the Books Competition

Third marking period: Narrative Reading Unit (The Giver, by Lois Lowry)

Fourth marking period: Novel Study (The Rock and The River by Kekla Magoon) and
M-Step testing

  • Composition notebook not to be shared with another class
  • lined paper
  • 2 pocket folder
  • 1 inch 3 ring binder
  • pencils/pens/highlighters
  • post it notes

Students are expected to behave in the Shamrock Way at all times

1. Remain quietly in your assigned seat at all times unless permission is given. You are tardy if you are not in your seat when the bell rings.
2. Be prepared for class before the bell rings always having your silent reading book, your Reader’s Notebook, your planner, binder and all necessary supplies for class.
3. Communicate, listen and participate appropriately so that respect is given to others and their learning. This includes listening to directions the first time they are given and working so that you don’t interfere with the learning process.
4. Respect another person’s space and belongings. Keep you hands and feet to yourself and don’t take or alter another person’s or school property without permission.
5. You own your behavior and actions, so make good choices! There are consequences to your behavior that are based on your own actions. You are responsible for how you handle your emotions, therefore think through situations before you react and make responsible choices.
6. All other school rules and expectations as outlined in the school handbook or other school communications will apply.