Please find your student’s name tag Please find your student’s name tag. There is a post-it so that you may write a note of encouragement inside. Thank you! Welcome Ms. Boyko Core 6

Who is she? Raised in Sacramento Graduated UCB, in PEIS (Political Economics of Industrialized Societies) Teaching credential also from CAL At WCI since 1987-’88 3 children: two daughters and a son Husband an English teacher in Acalanes High School District

General Business WCEF / district packet 3 periods and Family Contact information: email -- nboyko@wcsd.k12.ca.us phone – 944 – 6840 x8407

Potential problems Students not reading Students not turning in work Student doing poorly on assessments Student not taking advantage of class time

Possible solutions Review the weekly agenda (student planner or on-line) Review students grades with student (on-line portal) Have student check “No Names” Consider Homework Help Read with your student Ask your student what he/she thinks the problem is and create a solution together Consider using a clear folder for finished work Use study sites listed on the web page Have student talk through the assessment/information

Homework Help Be interested in your student’s school work Let your student know that homework and studying are his/her responsibility, but that you are available to help and/or seek assistance from the teacher Set a daily study time that is flexible and compatible with your family’s schedule Select well-lighted, quiet place where your student can study without interruptions Check your student’s planner and teacher web site For long-term projects help student manage his/her time Praise and support your student’s efforts

Other Help Homework Help 3:15 – 4:05, and will begin Tuesday, 9/6. There is a link to the schedule on the front page of the WCI website under the “Headlines” section. “FREE!” courtesy of WCEF Math Help –Monday (106), Tuesday – Thursday (212). General – Monday (203), Tuesday (407), Wednesday (211), Thursday (305 – science emphasis) Weekly Reports – pick up in counseling office Schoolwires www.walnutcreeksd.org select from staff directory Ask to see completed assignments Read! Model reading, read together, ask questions about reading, expect your student to read daily  

Policies Grading scale page 11 of Student Handbook (planner) Missing work receives a failing grade Unfinished class work becomes the student’s personal homework Late work, with the exception of special circumstances, receives a maximum of 60% when it is more than one day late Projects and other long-term assignments will earn a 10% grade deduction.

Reading reading is a process Reading comprehension strategies: making connections (schema) questioning visualizing finding meaning inferring synthesizing

Reading part 2 Different genres: short story, poetry, expository Knowing purpose Anthology The Language of Literature Novels, Seedfolks, The Lightning Thief, and Wrinkle in Time Accelerated Reading – independent, differentiated Common Core shift -- nonfiction

Writing 6 Traits Sentence fluency: N2SSWTSW, vary sentence length, use active verbs, complete sentences, no run-ons Word choice: verbs!, strong nouns, description, avoid too many pronouns and the mundane Organization: beginning / middle / end, use of transitions, focused Voice: appropriate, interested Ideas: developed, supporting details (proof) Conventions: spelling, punctuation, capitals

Writing part 2 & Misc. Process: prewrite, draft, revise, edit, final Writer’s workshop quarterly study: 1. personal expository , 2. argumentative essay, 3. and 4. research project/presentation, and 4. narrative Summary, compare and contrast, poetry Word study: Academic Vocabulary (schoolwide), Giggles, Wordly Wise and Classical Roots Grammar and convention rules: Giggles in the Middle

Social Studies Text Discovering Our Past, Ancient Civilizations Glencoe McGraw-Hill Essential Questions: What impact does geography have on a civilization? and What is important to know about a particular civilization? Units: archaeology and early humans, Mesopotamia, Egypt, India, China, , Israel, Greece, and Rome

Common Core Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (Speaking and Listening, S.L.6.1) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Reading Informational Text R.I.6.1) Write arguments to support claims (Writing W.6.1) Write informative/explanatory texts (W.6.2) Write narrative to develop real or imagined experiences or events (W.6.3)

Social Studies LITERACY STANDARDS Cite specific evidence to support analysis of primary and secondary sources. (RH 6-8.1) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (WHST 6-8.4)

Common Core Shifts Increase in text complexity More informational text throughout curriculums Text dependent questions / Textual evidence Academic language / vocabulary “Persuasive” writing becomes “argumentative” writing (logic and fact vs. emotion)

District Emphasis Vocabulary – Academic Writing Speaking and Listening presentations using technology