Francesca Poulos, Ph.D.
Special Education Teacher Wilby HS
School year 2014-2015
Wilby High School’s Core Value and Beliefs
The students, faculty, staff and administration of Wilby High school will work cooperatively with families,
members of the community and the Board of Education to create a safe, welcoming academic
environment which embraces, challenges, and nurtures the diverse talents, interests and learning styles
of all its students. All students will leave Wilby High School with self respect, respect for others,
knowledge and 21st Century skills necessary to become independent, intellectually curious and selffulfilled members of society.
Course: Everyday Life Skills English – Basic English
Books: WRITE SOURCE 2000 – A Guide to Writing, Thinking, and Learning ; Expository Writing by Barbara
Mariconda and Dea Paoletta Auray; Teaching Writing, Balancing Process and Product by Gail E.
Tompkins; Daily Language Review – Scholastic; Common Core Connections, Language Arts – Scholastic
(various grade levels); Common Core Differentiated Reading – Scholastic (various grade levels); Success
with Reading Tests – Scholastic (3rd grade); Teaching Reading Through Differentiated Instruction with
Leveled Graphic Organizers – Scholastic
Internet Resources: www.edhelper.com; http://mrnussbaum.com/reading;
http://www.getworksheets.com; www.enchantedlearning.com;
http://www.do2learn.com/; http://www.readworks.org ; www.Englishforeveryone.org;
www.Perfect-english-grammar.com; https://www.worksheetlibrary.com;
www.EasyCBM.com
Brief description of the course
The purpose of this course is to assist students in developing skills needed to succeed in the global
economy. The course will provide a variety of information including but not limited to improving
communication, reading, vocabulary, and writing skills.
3rd Marking Period
Syllabus
Instructional material and activities presented will continue throughout the end of the 3rd marking
period. Instructional material will be enriched and/or modified based on lesson requirements, student
instructional levels, and specific needs.
Time frame is flexible and depends on student comprehension of the instructional material and
completion of required work.
Work will be checked and graded weekly based on the nature of the assignments. Student binders
and notebooks should be well organized and kept clean from any drawings and markings.
January
22 –
March 27
Differentiated Reading comprehension –
standardized passages
Instructional Materials

Reading of leveled nonfiction
passages retrieved from
http://www.getworksheets.c
om;
www.Englishforeveryone.org
http://www.readworks.org;
www.WorksheetsLibrary.com;
Common Core Connections, Language
Arts – Scholastic (various grade levels);
Common Core Differentiated Reading
– Scholastic (various grade levels)

Handouts, Graphic organizers
Vocabulary – Synonyms, Antonyms
Activities:
Students will


Respond to multiple choice
comprehension questions
(literal, evaluative, and
inferential) as well as to openended questions - Independently
or with support
Define vocabulary words, write
synonyms, antonyms Supported
Assessments

Write sentences using
vocabulary words Independently or with support
Reading Comprehension informative periodic
assessments www.EasyCBM.com;
http://www.readworks.org

Correct punctuation,
capitalization, tenses in given
short paragraphs
Continue the process of writing a
descriptive paragraph.
Instructional materials

Lists with descriptive adjectives,
verbs, phrases

Vocabulary
Review:

Writing clear, concise sentences
that make sense

Use descriptive vocabulary
New Learning:

Building paragraphs (Topic
sentence, support details,
conclusion)

Process of brainstorming using
the senses

Writing a fact, an inference, and
an opinion about a given picture
or a short story

Vocabulary- descriptive
adjectives, verbs

Analysis: analyze, Infer,
describe, and conclude.

Activities

Transition words

List of irregular verbs

Graphic organizers - the 5 W’s
organizer, parts of a paragraph.

Picture prompts

Story starters to complete

Handouts with paragraphs to correct
spelling, punctuation, and tenses
Assessments

Writing checklist / Teacher

Student self-check

Write an inference and a fact about a
given picture.
Students will

Practice writing paragraphs
using picture prompts and story
starters Independent/Supported

Brainstorm, develop a topic
sentence (main idea), write at
least three support details, and a
conclusion.
Grammar
Instructional Materials

Sequence of tenses.
Handouts

Irregular verbs
Quizzes

Punctuation (comma, period)
Activities
Students will

Complete handouts pertaining
to spelling, punctuation,
grammar, vocabulary Independent/Supported

Correct sentences using the
proper sequence of tenses Independent
End of 3rd
Assessment- comprehension
Materials
Marking
Period
Assessment - writing
www.EasyCBM.com and/or
www.readworks.org comprehension
passages (different levels), teacher generated
vocabulary/concepts cumulative review test,
picture prompt.