1. 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

2. 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

3. General Business WCEF / district packet 3 periods and Family
Contact information: --
phone – 944 – 6840 x8407

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

5. 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

6. 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

7. 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 select from staff directory
Ask to see completed assignments
Read! Model reading, read together, ask questions about reading, expect your student to read daily

8. 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.

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

10. 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

11. 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

12. 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

13. 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

14. 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)

15. 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)

16. 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)

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