They don't read it linearly. They've seen it before. The staple, the page numbers, and the subheadings are common to many documents. Also, you have provided the stylization cues. You may spend the whole first class session going over the document linearly, elaborating, answering questions, pointing out the connections between the objectives and the content.
Some students take notes, but most just listen.
They don't know the document or the course as well as you do. The next day, when they take a look at that course disclosure, they may have their notes. Mostly, they'll rely on memory for what you told them orally. For starters, let's chunk up that course disclosure. Instead of one document, we're going to make seven different web pages, one for each of the seven sections.