Please find your student’s name tag. There is a post-it so that you might a note of encouragement inside. Thank you!

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, one just finished her Master’s and the other a college senior, son who is sophomore in college Husband an English teacher in Acalanes H.D.

General Business WCEF / district packet 3 periods and Family Rules and Policies: homework, absence, late work Contact information: -- phone – 944 – 6840 x8407

Potential problems and solutions  Students not reading  Students not turning in work  Student doing poorly on assessments  Student not taking advantage of class time  Review the weekly agenda (student planner or on-line)  Review students grades with student (on-line portal)  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 Wednesday, 9/9. 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 –Mon., Wed.& Thurs. General – Mon. & Wed., room 309 EL/Math Homework Help –Tues. & Wed., room 212 Weekly Reports – pick up in counseling office Schoolwires select from staff directorywww.walnutcreeksd.org Ask to see completed assignments Read! Model reading, read together, ask questions about reading, expect your student to read daily

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

Writing part 2 & Misc. Process: prewrite, draft, revise, edit, final Writer’s workshop quarterly study: 1. personal narrative, 2. informative essay, 3. argumentative essay, and 4. research project/presentation Summary, compare and contrast, poetry Word study: Academic Vocabulary (schoolwide), Giggles, 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