1 Folder with pockets and brads.
Pencils, pencils, pencils.
THINGS PARENTS NEED TO KNOW:
Reading is everywhere! In order for your students to succeed in life, they will need to know how to read and understand what they are reading. The simple task of completing a college or job application requires the ability to read and respond. Our students visit the school library every other week, and are required to check out a minimum of three books on their reading level. Not only does this improve their reading skills, the students are also graded on tests they take on these books. In order to help your students' succeed in my class, please make sure they are reading at home every day. A minimum of 30 minutes will help your student become successful. Let's work together to make sure the graduating class of 2022 is successful in all that they do.
CLASS EXPECTATIONS: Students are expected to come to class prepared to learn and work. This means that each student must have the proper supplies and be prepared to be on task for the entirety of our class. There is no down-time in our classroom. Students will be respectful and be respected inside and outside of our classroom. I expect each student to dig deep and put forth their best effort every day. Thank you in advance for helping our class achieve greatness this year.
My conference time is 10:30-11:16.
If you wish to set up a conference, please call 936-829-5225, or email me at email@example.com
. I typically do not respond to emails during school hours unless it is during my conference period. Otherwise, I am busy working with our students.
My tutorial times are M/T 3:40-4:00.
I encourage you to review the Expectations listed below, and visit the link which will lead you to valuable information regarding your student and the currrent school year.
(1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In seventh grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.
(2) For students whose first language is not English, the students' native language serves as a foundation for English language acquisition.
(A) English language learners (ELLs) are acquiring English, learning content in English, and learning to read simultaneously. For this reason, it is imperative that reading instruction should be comprehensive and that students receive instruction in phonemic awareness, phonics, decoding, and word attack skills while simultaneously being taught academic vocabulary and comprehension skills and strategies. Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading. Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.
(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input. ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Vocabulary needs to be taught in the context of connected discourse so that language is meaningful. ELLs must learn how rhetorical devices in English differ from those in their native language. At the same time English learners are learning in English, the focus is on academic English, concepts, and the language structures specific to the content.
(C) During initial stages of English development, ELLs are expected to meet standards in a second language that many monolingual English speakers find difficult to meet in their native language. However, English language learners' abilities to meet these standards will be influenced by their proficiency in English. While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition. It is also critical to understand that ELLs with no previous or with interrupted schooling will require explicit and strategic support as they acquire English and learn to learn in English simultaneously.
(3) To meet Public Education Goal 1 of the Texas Education Code, §4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge, skills, and student expectations at Grade 7 as described in subsection (b) of this section.
(4) To meet Texas Education Code, §28.002(h), which states, "... each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation