Please find your student s name tag There is

Please find your student’s name tag. There is a post-it so that you may write 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 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. k 12. ca. us phone – 944 – 6840 x 8407

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

Possible solutions ØReview the weekly agenda (student planner or on-line) ØReview students grades with student (on-line portal) ØHave student check “No Names” ØConsider Homework Help ØRead with your student ØAsk your student what he/she thinks the problem is and create a solution together ØConsider using a clear folder for finished work ØUse study sites listed on the web page ØHave 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: N 2 SSWTSW, 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 Mc. Graw-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 q. Vocabulary – Academic q. Writing q. Speaking and Listening v presentations using technology