This year's handout below gives more details on the class.
I sent this handout along with the last page about independent reading home with all students to be signed by a parent or guardian.
Language Arts Class Overview and Independent Reading Letter
Greetings Students and Parents,
Welcome back to school and to Language Arts class. I am excited to work with all of you and hopefully we will have some fun this year. Here is information about class, but feel free to contact me (email, call, write a letter :-) with any questions or comments.
Class Website : (Shows all upcoming assignments on calendar)
I have a class website primarily for parents to see what’s happening in class in terms of upcoming assignments and what happened in class. You will be most interested in the calendar page, which tracks all due dates, as well as lists what students missed when absent. Here is that address for you: http://cmsmrsmitchell.weebly.com/ In addition, students may track their assignments on the calendar, which will be in their student portal (same one parents can see on the website here) and on the Empower site.
Homework/ Writing:
Lots of writing and rough draft journaling are required in this class. Writing is a skill that demands continuous practice, and we need to try out different approaches and styles to improve. As such, there will be a required writing journal that students will maintain inside class as well as outside. Every student is expected to write 5 times per week in their journal to meet this standard and 6 times to exceed it (note that three of these entries will be done during class. I will collect and check journals bi-weekly on Wednesdays. Sometimes when we are working toward a final draft, the journals will be suspended and the final draft will be due on the Wednesday noted on the calendar. Students are expected to take four pieces of writing through to a final draft this year. Final draft work above and beyond that will count towards higher scores on learning targets and our publishing party at the end of the year (see below).
Homework/Reading: All students will keep a reading log, which will be checked weekly on Tuesdays. Every student must have an independent, self-selected reading book at all times. They will read for 100 minutes in class (20 minutes per day) and record it on their reading logs. They will also be expected to read no less than 60 minutes (or more) per week outside of class (in study hall or at home), for a total of 160 minutes+ per week. The log will need to be signed by a parent or guardian before turn in. Any reading beyond 160 minutes weekly will count towards a higher score. In addition, students will be expected to read 40+ books for our book party at the end of the year based on their goals last year. Please see “Book and Publishing parties” section for more on that.
Homework/Vocabulary: Every two weeks on Thursdays, I will collect independent vocabulary from students. These are words they choose and study on their own and show me their understanding through drawings, definitions, and understanding the synonyms and antonyms. The vocabulary work is critical to their development as readers and writers.
Book and Publishing Parties: At the end of this year, our 7th graders may participate in either or both of two parties. One will be for how many books they completed (100 pages=a book) and one will be for how many pieces of writing they took through the full writing process to publishing.
The book party will be for on an individual goal I set with each student based on last year's number attained (anyone under 30 books will not participate but most will be expected to read 41 or more). In addition, students qualify for the book party if all of their reading logs have averaged 160 minutes or more and they have completed 7 book projects (to be explained further in class).
The publishing party will celebrate students' understanding of the writing life cycle and the work must have undergone prewriting, writing, revision, conferencing (including with one adult), and publishing approval. If students publish 7 pieces (covering at least 4 different genres), they are eligible for the party. Both parties will involve food, prizes, and students may participate in either or both, provided they have achieved the goals.
Late Work Policy/Academic Tutorials:
Due dates will be set. If a student does not hand his/her assignment in by the due date, he/she will be given an Academic Tutorial to be served after school. This is not optional. It is crucial that students not fall behind in their work.
Make Up Work:
When a student has an excused absence, it is his or her responsibility to check the calendar to see what was missed, and/or check with me to catch up. This can be done before school (I am usually in my room by 7:00 a.m.), during power goal period, during homeroom waiting for bus at the end of the day, or after school until 3:00 (depending on the day) and often later.
Behavior Expectations:
I don't anticipate any problems at all this year, but it helps to have a few guidelines in place here. We have three major rules in this class; 1. There's no excuse for doing nothing. 2. If it's a distraction or a disruption, don't do it. 3. Be Nice: treat everyone with respect. The first time there is an issue or challenge with this, I will discuss it with the student, the next time will be a recess or after school with me (depending on the severity), which will include contact home and the third time will be referred to the office for further involvement with parents and school administration. In the case of severe behavior issues, I will refer the problem to administration and make sure that parents are notified.
Learning Targets: Here is a partial list of our 7th grade ELA learning goals. I will also be working with students in reading groups on their individual reading skills as well conferencing and holding writing workshops on writing skills.
RLU5 Understands the use of simile, metaphor, idioms and proverbs add meaning in text.
RLU6 Understands personification contributes to meaning and creates tone and mood.
RLP4 Understands the implicit meaning (draw inferences) from the plot.
RLP5 Understands the type of conflict
RLT3 Understands the relationship between theme and characters, setting and plot.
RLC4 Understands how and why characters change over the course of the story.
RIC4 Understands the development of central idea through multiple main ideas in a text.
RIS3 Understands text structures are used to convey information.
LCN3 Knows the rules for using personal, possessive and indefinite pronouns. Knows the rules for using reflexive demonstrative and interrogative pronouns.
LAV2 Understands various purposes of adverbs.
LAJ3 Understands the usage/role of comparative and superlative adjectives.
LCS5 Understands the function of a preposition and prepositional phrase in a sentence.
LCC5 Understands the rules for capitalizing dialogue, key information, names of specialized functions and abbreviations.
LCP5 Understands the rules for using commas in a sentence.
LCP6 Understands the rules for using commas and quotation marks in dialogue. Understands the rules for using commas and quotation marks in citations.
RLU5 Understands the use of simile, metaphor, idioms and proverbs add meaning in text.
RLU6 Understands personification contributes to meaning and creates tone and mood.
LV5 Understands words can have multiple meanings.
WWC3 Understands figurative language enhances meaning beyond the literal meanings of words.
WTS2 Understands sentences are constructed in ways to engage the reader.
WTI5 Is skilled at using quotations and domain specific vocabulary to enhance a piece of writing.
WTO4 Is skilled at using supporting evidence to state an argument or opinion.
WN5 Understands the use of sensory details and dialogue to convey experiences and events.
ACI3 Understands quoting and paraphrasing the data and conclusions of others is possible without plagiarizing.
ACI4 Understands when quoting or paraphrasing information from another source, one must follow a standard format to cite the source.
WRE3 Understands sentence fluency can be revised to enhance writing.
Independent Reading Letter
Dear Parent/Guardian:
One of this year's reading goals for all 7th grade students is to engage in and enjoy independent reading (really!). So, with that in mind, each student will self select an independent reading book and read every week 160 minimum (100 minutes will be done in class). Any student who misses class needs to catch up on in class reading for that day as well as outside homework reading (60 minutes+). I will ask that parents/guardians sign their child's reading log and it is returned to me each week on Tuesday.
It is a requirement that all students in this 7th grade reading class have an independent book with them at all times and any time they don't know what to do, reading should be an option. My hope is to carry a wide range of books, both in the class library and in our school library for students to choose from. Though these books will be chosen based on the suitability and taste of young adults, I cannot account for whether content will be objectionable to certain parents or guardians and not to others. Therefore, please be aware of what your son/daughter is reading. I also encourage students to bring books from home. Nevertheless, it is important that you are involved with what your child is reading.
I will not ask a student to read any book that is problematic for parents. My agenda is not to compromise or come in conflict with individual family values. You are welcome to come in and examine the books in my classroom, as long as it’s not during a scheduled class. You are also welcome to talk with me about books you would like screened for specific content such as language or violence.
The whole idea of independent reading is to get young adults to seek out books that engage them and to think seriously about what they have read. I want students to read and formulate opinions about what they have read. The more one reads the more one learns. This is a lifelong habit of mind that crosses all subject areas.
Please sign and date below to indicate that you have reviewed BOTH this letter regarding independent reading and the attached Language Arts Overview. This letter is due back by Wednesday September 9, 2015. It will count towards your child's responsibility score for the year and is considered homework.
Student's first and last name ________________________________________________
Parent Guardian Signature_______________________________________ Date________________
Please feel free to contact me through the district e-mail ([email protected]) or by phone, (445-1500, ext. 1323).
Sincerely,
Nancy Mitchell
7th Grade Language Arts
Greetings Students and Parents,
Welcome back to school and to Language Arts class. I am excited to work with all of you and hopefully we will have some fun this year. Here is information about class, but feel free to contact me (email, call, write a letter :-) with any questions or comments.
Class Website : (Shows all upcoming assignments on calendar)
I have a class website primarily for parents to see what’s happening in class in terms of upcoming assignments and what happened in class. You will be most interested in the calendar page, which tracks all due dates, as well as lists what students missed when absent. Here is that address for you: http://cmsmrsmitchell.weebly.com/ In addition, students may track their assignments on the calendar, which will be in their student portal (same one parents can see on the website here) and on the Empower site.
Homework/ Writing:
Lots of writing and rough draft journaling are required in this class. Writing is a skill that demands continuous practice, and we need to try out different approaches and styles to improve. As such, there will be a required writing journal that students will maintain inside class as well as outside. Every student is expected to write 5 times per week in their journal to meet this standard and 6 times to exceed it (note that three of these entries will be done during class. I will collect and check journals bi-weekly on Wednesdays. Sometimes when we are working toward a final draft, the journals will be suspended and the final draft will be due on the Wednesday noted on the calendar. Students are expected to take four pieces of writing through to a final draft this year. Final draft work above and beyond that will count towards higher scores on learning targets and our publishing party at the end of the year (see below).
Homework/Reading: All students will keep a reading log, which will be checked weekly on Tuesdays. Every student must have an independent, self-selected reading book at all times. They will read for 100 minutes in class (20 minutes per day) and record it on their reading logs. They will also be expected to read no less than 60 minutes (or more) per week outside of class (in study hall or at home), for a total of 160 minutes+ per week. The log will need to be signed by a parent or guardian before turn in. Any reading beyond 160 minutes weekly will count towards a higher score. In addition, students will be expected to read 40+ books for our book party at the end of the year based on their goals last year. Please see “Book and Publishing parties” section for more on that.
Homework/Vocabulary: Every two weeks on Thursdays, I will collect independent vocabulary from students. These are words they choose and study on their own and show me their understanding through drawings, definitions, and understanding the synonyms and antonyms. The vocabulary work is critical to their development as readers and writers.
Book and Publishing Parties: At the end of this year, our 7th graders may participate in either or both of two parties. One will be for how many books they completed (100 pages=a book) and one will be for how many pieces of writing they took through the full writing process to publishing.
The book party will be for on an individual goal I set with each student based on last year's number attained (anyone under 30 books will not participate but most will be expected to read 41 or more). In addition, students qualify for the book party if all of their reading logs have averaged 160 minutes or more and they have completed 7 book projects (to be explained further in class).
The publishing party will celebrate students' understanding of the writing life cycle and the work must have undergone prewriting, writing, revision, conferencing (including with one adult), and publishing approval. If students publish 7 pieces (covering at least 4 different genres), they are eligible for the party. Both parties will involve food, prizes, and students may participate in either or both, provided they have achieved the goals.
Late Work Policy/Academic Tutorials:
Due dates will be set. If a student does not hand his/her assignment in by the due date, he/she will be given an Academic Tutorial to be served after school. This is not optional. It is crucial that students not fall behind in their work.
Make Up Work:
When a student has an excused absence, it is his or her responsibility to check the calendar to see what was missed, and/or check with me to catch up. This can be done before school (I am usually in my room by 7:00 a.m.), during power goal period, during homeroom waiting for bus at the end of the day, or after school until 3:00 (depending on the day) and often later.
Behavior Expectations:
I don't anticipate any problems at all this year, but it helps to have a few guidelines in place here. We have three major rules in this class; 1. There's no excuse for doing nothing. 2. If it's a distraction or a disruption, don't do it. 3. Be Nice: treat everyone with respect. The first time there is an issue or challenge with this, I will discuss it with the student, the next time will be a recess or after school with me (depending on the severity), which will include contact home and the third time will be referred to the office for further involvement with parents and school administration. In the case of severe behavior issues, I will refer the problem to administration and make sure that parents are notified.
Learning Targets: Here is a partial list of our 7th grade ELA learning goals. I will also be working with students in reading groups on their individual reading skills as well conferencing and holding writing workshops on writing skills.
RLU5 Understands the use of simile, metaphor, idioms and proverbs add meaning in text.
RLU6 Understands personification contributes to meaning and creates tone and mood.
RLP4 Understands the implicit meaning (draw inferences) from the plot.
RLP5 Understands the type of conflict
RLT3 Understands the relationship between theme and characters, setting and plot.
RLC4 Understands how and why characters change over the course of the story.
RIC4 Understands the development of central idea through multiple main ideas in a text.
RIS3 Understands text structures are used to convey information.
LCN3 Knows the rules for using personal, possessive and indefinite pronouns. Knows the rules for using reflexive demonstrative and interrogative pronouns.
LAV2 Understands various purposes of adverbs.
LAJ3 Understands the usage/role of comparative and superlative adjectives.
LCS5 Understands the function of a preposition and prepositional phrase in a sentence.
LCC5 Understands the rules for capitalizing dialogue, key information, names of specialized functions and abbreviations.
LCP5 Understands the rules for using commas in a sentence.
LCP6 Understands the rules for using commas and quotation marks in dialogue. Understands the rules for using commas and quotation marks in citations.
RLU5 Understands the use of simile, metaphor, idioms and proverbs add meaning in text.
RLU6 Understands personification contributes to meaning and creates tone and mood.
LV5 Understands words can have multiple meanings.
WWC3 Understands figurative language enhances meaning beyond the literal meanings of words.
WTS2 Understands sentences are constructed in ways to engage the reader.
WTI5 Is skilled at using quotations and domain specific vocabulary to enhance a piece of writing.
WTO4 Is skilled at using supporting evidence to state an argument or opinion.
WN5 Understands the use of sensory details and dialogue to convey experiences and events.
ACI3 Understands quoting and paraphrasing the data and conclusions of others is possible without plagiarizing.
ACI4 Understands when quoting or paraphrasing information from another source, one must follow a standard format to cite the source.
WRE3 Understands sentence fluency can be revised to enhance writing.
Independent Reading Letter
Dear Parent/Guardian:
One of this year's reading goals for all 7th grade students is to engage in and enjoy independent reading (really!). So, with that in mind, each student will self select an independent reading book and read every week 160 minimum (100 minutes will be done in class). Any student who misses class needs to catch up on in class reading for that day as well as outside homework reading (60 minutes+). I will ask that parents/guardians sign their child's reading log and it is returned to me each week on Tuesday.
It is a requirement that all students in this 7th grade reading class have an independent book with them at all times and any time they don't know what to do, reading should be an option. My hope is to carry a wide range of books, both in the class library and in our school library for students to choose from. Though these books will be chosen based on the suitability and taste of young adults, I cannot account for whether content will be objectionable to certain parents or guardians and not to others. Therefore, please be aware of what your son/daughter is reading. I also encourage students to bring books from home. Nevertheless, it is important that you are involved with what your child is reading.
I will not ask a student to read any book that is problematic for parents. My agenda is not to compromise or come in conflict with individual family values. You are welcome to come in and examine the books in my classroom, as long as it’s not during a scheduled class. You are also welcome to talk with me about books you would like screened for specific content such as language or violence.
The whole idea of independent reading is to get young adults to seek out books that engage them and to think seriously about what they have read. I want students to read and formulate opinions about what they have read. The more one reads the more one learns. This is a lifelong habit of mind that crosses all subject areas.
Please sign and date below to indicate that you have reviewed BOTH this letter regarding independent reading and the attached Language Arts Overview. This letter is due back by Wednesday September 9, 2015. It will count towards your child's responsibility score for the year and is considered homework.
Student's first and last name ________________________________________________
Parent Guardian Signature_______________________________________ Date________________
Please feel free to contact me through the district e-mail ([email protected]) or by phone, (445-1500, ext. 1323).
Sincerely,
Nancy Mitchell
7th Grade Language Arts