Placement in the proper level of writing benefits from input from those who know the student’s writing well. Current teachers should be consulted about placement. It is usually helpful if an academic writing sample corrected by the teacher can also be submitted.
Content: A process approach to sentence and paragraph structure serve as the building blocks for early essay development. Grammar, parts of speech, punctuation, spelling and vocabulary are included. Pencil and paper writing promotes planning, forethought and careful organization. Attention to detail, neatness, study skills and habits are daily priorities.
Content: A process approach to constructing sentence and paragraph structure are the building blocks for a more sophisticated essay development. Grammar, parts of speech, punctuation, spelling and vocabulary. Pencil and paper writing promotes planning, forethought and careful organization. Attention to detail, neatness, organization and study skills form the course foundation.
Content: Emphasis is on close reading, comprehension, analysis and retention. Students will strengthen their ability to paraphrase and summarize text, infer overall meaning, and learn how to visually outline, analyze, and write about a poem, essay, and short story - writing about what has been read.
Pencil and paper writing promotes careful planning, forethought and organization. Attention to detail, organization, planning, neatness, and study skills permeate the course.
Emphasis is on the development of active reading strategies and techniques. Students read literature in three genres -- short stories and compact novels, poetry and drama.
Students write about the reading and learn how to build vocabulary as well as increase comprehension and retention through annotating, paraphrasing and summarizing text. Students also learn how to critically analyze the poem, the essay, the structure and techniques of the drama and the elements of the short story.
Guided reading is an instructional cornerstone. Other priorities include maintaining a daily journal on reading assignments and how to read, comprehend and interpret passages aloud. Attention to detail, organization, planning, neatness and study skills permeate the course,
Authors read include Steinbeck, Shakespeare, Fitzgerald, Williams, Housman, and Hemingway.
Perrine’s Literature Structure, Sound and Sense, 8th Edition (Arp & Johnson)
Sophocles/The Oedipus Cycle (Harcourt Brace)
Other materials selected to meet individual student’s needs
All reading courses can be taken for credit and/or skill-building purposes. At the time of application, parents are asked to submit complete school records which should include a measure of the student’s current reading ability. All students enrolled in reading will be administered a Stanford Diagnostic Reading Test at the beginning and the end of the program.
In addition to in-class activities and out-of-class exercises for each student in the reading program, all students are expected to read a minimum of one hour per day from a book chosen in conjunction with both the reading teacher and the student. The purpose of this additional reading is to help students develop the habit of reading and to learn to read for pleasure. Books include fiction, adventure, mystery and sports stories. Informal comment is encouraged as a student progresses through the book, but no written review is demanded. Most students will read approximately 30 pages per day.
Designed For: Students reading on grade level or perhaps one year below grade level; intended to strengthen weak areas of reading so that the student reads with greater competence and confidence and establishes a habit of reading.
Content: Word mechanisms, vowel and consonant sounds, word stems, syllabification, vocabulary meaning, key words, phrase reading, selection of main ideas, noting details, recognizing analogies, comparing and contrasting, drawing conclusions and noting inferences and implications.
Materials: Individually selected to meet the student’s needs.
Schools that require summer reading expect that reading will be a daily activity commencing at the conclusion of the school year and continuing until the project has been completed. Wolfeboro does not assume responsibility for every student’s summer reading assignment but will support the project in one of two ways:
Designed For:Required for all students. The program is provided as a supplementary service and is not a graded course. In addition to this option, a student must take a three-core course program.
Each student is assigned a summer reading monitor. The monitor does the following:
Meets with the student two times per week during one of the student’s morning study periods.
Tracks and records the student’s progress, encourages continued reading, addresses unusual difficulties as needed and provides a quiet time for reading or study.
Most students make good progress with their assigned summer reading through this system. Since progress is at the student’s discretion, the extent of progress while at Wolfeboro can clearly vary and is dependent upon motivation and reading ability.
Summer Reading 2
Designed For: The occasional student with a challenging required reading assignment; the student who will be overwhelmed with three-core courses in addition to a summer reading requirement.
This course is considered one of the student’s three allotted courses. Accordingly, students will receive weekly grades and teacher reports. End-of-session grades as well as reports will be sent to parents.
It is anticipated that very few students will be enrolled in Summer Reading 2. Offered as demand allows.
Course meets six days per week.
Includes a minimum one-hour daily preparation to include reading as well as a written component.
Extensive in-class activities to include discussion of nightly reading, response writing and journal entries.
Careful completion of any related essays or reports as stipulated by the student’s individual school.
A strong emphasis on the development of active reading strategies essential for improved reading comprehension.
Materials: Titles as required by the student’s school. Parents are to provide two copies of each required book; if needed, the second copy will be charged to the student’s personal expense account. Additional organizational and support materials may be required by the teacher.
Courses can be taken for preview, review, skill building or for credit with permission from the student's other school. Credit courses cover the material traditionally presented in a full-year course. Frequently, a double period of course work is necessary thus leaving room for only one additional course.
Selected topics in a course can be deleted or added at the request of the student’s school. We can administer another school’s final exam, although most students take the Wolfeboro exam.
Designed For: Rising 6th, 7th and 8th grade students.
Content: Comprehensive arithmetic skills including addition, subtraction, multiplication and division of whole numbers, fractions, decimals and percents. Additional topics are covered on an individual basis after the student has mastered the core curriculum. Study skills, study habits, organization, attention to detail, neatness and accountability are top priorities each and every day.
Text: Mathematics: Course I (Dolciani, Houghton Mifflin)
Designed For: Rising 7th, 8th and 9th grade students
Content: Addition, subtraction, multiplication, division of rational numbers, basic plane geometry, measurement, percents, ratio, proportion, solution of basic algebraic equations and an overall emphasis on the fraction concept. Study skills, study habits, organization, attention to detail, neatness and accountability are top priorities each and every day.
Text: Mathematics: Course II (Dolciani, Houghton Mifflin)
Designed For: Rising 8th, 9th and 10th grade students
Offered for preview, review or credit
Content: Algebra 1 through quadratic equations. Course emphasis includes core concepts as well as essential procedural skills. Topics include a brief review of pre-algebra content, manipulation of algebraic expressions, linear equations, inequalities, factoring, word problems, graphing functions and quadratic equations. Study skills, study habits, organization, attention to detail, neatness and accountability are top priorities each and every day.
Text: Modern Algebra: Structure and Method (Dolciani; McDougal, Littell)
Foreign language at Wolfeboro focuses on the four skill areas of writing, reading, listening and speaking. Emphasis is placed on college-prep grammar and writing as well as proper pronunciation.
Foreign language courses can be taken for credit or skill-building purposes. Course content is modified accordingly.
Designed For: Students in rising grades 8, 9, 10; preview, review or credit
Content: Traditional college-prep French 1 program. Included is the study of regular and irregular verbs in all three verb conjugations. Students begin reading, writing and speaking from the start and throughout the course. Particular attention is paid to grammar and vocabulary.
Designed For:Students in rising grades 8, 9, 10; preview, review or credit
Content: Traditional Spanish 1 content recognizes that students may have been previously exposed to different vocabulary inventories. Included is the study of regular and irregular verbs in all three verb conjugations. Particular attention is paid to agreement of subject with verb and noun with adjective.
Designed For: Students in rising grades 8, 9, 10; preview, review or credit
Content: Grammar up to and including the four uses of the subjunctive.
Text: Oxford Latin Course, Part I - Balme (Oxford University Press).
Many specific study skills are best attained using history content as a basis for practice. Study skills emphasized include outlining, note taking, interpretation of maps, charts, graphs, tables, and primary sources. The goal is to teach how to read and study a textbook, identify important information, synthesize, and respond intelligently in writing.
Content: Prepares students for the Upper Level SSAT. The course is taught by two master teachers: an English teacher for the Verbal and Reading Comprehension sections and a math teacher for the Quantitative sections. Teachers are well familiar with SSAT content, format and test strategy in the respective modules.
Students will develop familiarity and confidence with the SSAT. Class time, nightly homework, daily quizzes and weekly tests strengthen relevant content area skills, practicing sample test questions, and adopting a successful approach to the SSAT.
The Official Guide to the Upper Level SSAT (SSATB)
Cracking the SSAT & ISEE, 2015 Edition (Princeton Review)