If you are here to find out what you have missed in class….
Then please log in to: http://www.engradewv.com and check your list of assignments. All grades are posted. Remember, “MIS or M” stands for missing, which means you need to make-up that assignment (until the assignment is made-up the “MIS / M” averages the grade as a zero). An “E” means you are exempt or excused from that assignment (in the case of a daily participation assignment which can not be made-up).
In addition, check the class bookshelf drawers labeled “Handouts” and “Worksheets” to pick up any activity sheets or note handouts you may need to complete your missing assignments. If you miss a quiz or test – you must come in at lunch to take the exam, etc.
Don’t forget to check under the Español I or Español II tabs for study guides and class powerpoints.
On Fridays, all classes in the Fine Arts Department at Logan High School, which includes the foreign language classes, are participating in the SSR Program (sustained silent reading). This vastly researched campaign on reading literacy allows for all students to spend 20 minutes a day reading a book or magazine of their choice. A school planned schedule indicates which day of the week each class subject (or department) will participate in reading for the day.
Research has shown that students who participate in SSR programs “do as well or better in reading comprehension tasks than students given traditional skill-based instruction (Krashen, 2004)”; “Operationally, Faggella-Luby and Wardwell (2011) observed that students who struggled in comprehension exhibited difficulty with recognizing literal information, explicitly stated reasons for character action, or finding the central problem or main idea from text. Krashen (2004) also contends that when it comes to vocabulary acquisition, SSR provides “the best investment of reading time” (p. 43).” In other words, students who read everyday are smarter. They self train and develop strategies that enhance comprehension, vocabulary and summarizing skills.
Faggella-Luby, M., & Wardwell, M. (Winter 2011). RTI in a middle school: Findings and practical implications of a tier 2 reading comprehension study. Learning Disability Quarterly, 34(1), 35-49.
Gallagher, K. (2009). Readicide: How schools are killing reading and what you can do about it. Portland, ME: Stenhouse Publishers.
Krashen, S. (2004). The power of reading (2nd ed.). Portsmouth, NH: Libraries Unlimited and Heinemann, 2004).
Missouri Department of Elementary and Secondary Education. (2011). Student MAP scores continue slow clim [news release]. Retrieved from http://dese.mo.gov/news/2011/map-ayp.htm
Nichols, B. W. (May/June, 2009). What does the research tell us about silent sustained reading? Library Media Connection, 27(6), 47.
Reutzel, D. R.; Parker, C. F.; & Smith, J. A. (2008). Reconsidering silent sustained reading: An exploratory study of scaffolded silent reading. The Journal of Educational Research, 102(1), 37-50.