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Student Enrichment English Reading Comprehension and Writing Program

Course Curriculum

INTRODUCTION

The Student Enrichment Reading Program at the Student Academy of Knowledge, while created to supplement and support the student’s standard learning experience in his or her school environment, will challenge, enhance and enrich the student’s reading and writing skills to a level beyond that found in the standard school curriculum. All students, however, will be in a safe and supportive environment, where the primary purpose is to develop the students’ critical thinking skills and to develop a lifelong love of reading and of questioning the world around them.

GOALS

  • To provide an environment that encourages divergent thinking and supports the development of originality, fluency, flexibility and elaboration.
  • To develop critical thinking skills and complex problem solving strategies.
  • To develop confidence in expressing ideas in discussions, debates, expository writing and creative writing.
  • To advance the process of inquiry through the application of skills by investigating real life situations.
  • To provide students with opportunities to develop leadership skills through positive group interaction.
  • To encourage a lifelong commitment to learning.

COURSE CONTENT

The purpose of the reading enrichment program is to challenge the students by exposing them to different literary genres in whole, small, and individual groupings. Students will be expected to become independent and more sophisticated readers through explicit instruction and consistent modeling of reading comprehension strategies. These strategies include inferring, asking questions, making connections, determining importance in text, creating mental images, and synthesizing information. Ultimately, the students will be responsible for sustaining meaningful discussions by applying the above comprehension strategies in textual analyses.

SKILLS DEVELOPMENT

Vocabulary Development

  • word analysis, decoding, and vocabulary development.
  • recognize and use complex word families when reading to decode unfamiliar words.
  • use sentence and word contexts to find meanings of unknown words. Learn to use a dictionary to find meanings and other features of unknown words.
  • Increase the knowledge of prefixes (e.g., un-, re-, pre-, bi-, mis-, dis-) and suffixes (e.g., -er, -est, -ful).

Reading Comprehension

  • read narrative and expository text aloud, fluently and accurately, and with appropriate pacing, intonation, and expression. Students learn to understand antonyms, synonyms, homophones, and homographs to determine the meanings of words.
  • reading skill comprehension strategies such as generating and responding to essential questions, making predictions, and comparing information from several sources. For example, comprehending of the purpose in reading, so students develop reading skills by telling about the information being sought. They are expected to ask questions and support answers by connecting prior knowledge with literal information found in, and inferred from, the text
  • demonstrating comprehension by identifying answers in the text. They recall major points in the text and make and modify predictions about forthcoming information
  • learning to distinguish the main idea and supporting details in expository text, then extracting appropriate and significant information including problems and solutions.
  • following simple multiple-step written instructions appropriate to their reading level, and interpreting information from diagrams, charts, and graphs.
  • learning to use titles, tables of contents, chapter headings, glossaries, and indexes to
  • locate information in text.

Literary Response

  • literary response and analysis using various genres of children’s literature. Students are introduced to a wide variety of significant works of appropriate children's literature. Students develop reading skills by distinguishing between structural features of the text and literary elements such as theme, plot, setting, and characters.
  • encouraging development of an ability to distinguish common forms of literature such as poetry, drama, fiction, and non-fiction, as well as the basic plots of classic fairy tales, myths, folktale, legends, and fables from around the world.
  • determining what characters are like by what they say or do and by how the author or illustrator portrays them.
  • learn to determine the underlying theme or author's message.
  • helping children recognize the similarities of sounds in words and rhythmic patterns such as alliteration and onomatopoeia in reading selections.
  • identifying the speaker or narrator

Writing Development

Through modeling and guided writing practice, students develop their writing skills in the following areas:

  • Narratives: Writing that tells a story or recounts an event.
  • Responses to Literature: Writing which reacts to the action, characters, plot, philosophy, or other elements of a piece of literature.
  • Persuasive: Writing that attempts to convince an audience to a particular way of thinking.
  • Informative/Expository/Procedures: Writing that explains a process or informs an audience about how to do something, or gives information about a particular topic.
  • Personal Essays: Writing in which an author explores and shares the meaning of a personal experience.

Grammar, punctuation and spelling skills are embedded in the writing development curriculum.

COURSE MATERIAL AND RESOURCES:

  • 2017-18 we will begin with the children’s classic Treasure Island by Robert Louis Stevenson. We will continue reading the classic according to the children’s engagement and interest. Thereafter, we will explore other children’s classic literature based upon student interest.
  • Students may use online resources as directed by the teacher.

The Future Begins Here

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267.991.5281

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Philadelphia, PA 19116

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