English 9 - Weebly



7th Grade Language Arts

2018-2019

Teacher: Mrs. Shagena

Voice Mail: 586-727-7552 x2205

Main Office: 586-727-7552

Email: kshagena@richmond.k12.mi.us

Website:

Room: 205

Prep Period: 3rd hour

Course description: Reading. Writing, Vocabulary, and Grammar

• Reading - We will be reading, analyzing, and interpreting different genres of text in class, including: fantasy/science fiction, drama, poetry, short stories, narrative nonfiction, and informational text. The majority of our reading curriculum will be studied using genre-based units in cooperation with classroom novels, including

• How Angel Peterson Got His Name by Gary Paulsen

• Glory Road an adapted screenplay by Christopher Clevelan

• The Giver by Lois Lowry

• Scholastic SCOPE magazine

• Writing - There are many different styles of writing that we will work on throughout this year, including: summary, compare and contrast, argumentative, autobiographies/ memoir, and reading responses

• Vocabulary - We will be doing vocabulary study. We will begin with literature terminology and then continue throughout the year studying Greek and Latin roots, prefixes, and suffixes.

• Grammar - We will work on grammar concepts our literature genre units and through daily oral language activities. These will include skills such as capitalization/punctuation review, possessive forms, subject-verb agreement, commas, colons, semi-colons, and parts of speech.

• The RMS ELA department builds learning outcomes based on the Common Core Standards, covering the areas of reading, writing, language, and speaking/listening. Please visit for a complete list of the literacy standards.

7th Grade Michigan ELA Standards:

Reading Standards:

Literature:

• Key Ideas and Details

• Craft and Structure

• Integration of Knowledge and Ideas

• Range of Reading and Level of Text Complexity

Speaking Listening:

• Comprehension and Collaboration

• Presentation of Knowledge and Ideas

Foundational Skills:

• Phonics and Word Recognition

• Fluency

Informational Text:

• Key Ideas and Details

• Craft and Structure

• Integration of Knowledge and Ideas

• Range of Reading and Level of Text complexity

ELA Standards:

Language:

• Conventions of Standard English

• Knowledge of Language

• Vocabulary Acquisition and Use

Writing Standards:

• Text Types and Purposes

• Productions and Distribution of Writing

• Research to Build and Present Knowledge

• Range of Writing

Supplies:

Students will need the following supplies every day:

• Unit novel (Stays in class unless checked out)

• Binder, notebook, folder and loose-leaf paper

• Pencil or pen

• Planner and laptop

• Reading Counts book

Homework Policy

Students are expected to do their best on all homework assignments. In order to be eligible for a level of performance, neatly completed homework is due at the beginning of the next class period unless specified otherwise in student planners. Students with missing or incomplete homework, papers, and projects will receive a lower level of performance credit once the assignment is completed and turned in. Assignments turned in after the corresponding summative assessment will receive an NP level of performance. (See Level of Performance rubric)

Absent/Make-up Work

Students who were absent are responsible for getting their missed assignments from the Homework/Absent folder, and turning in completed make-up work to the “Turn in bin” at the beginning or end of class periods. I usually provide make-up work time according to the number of days that they were absent. (For example, a student who was absent one day will have one day to make up the assignment after receiving it.) However, I am flexible in working with students if they have special circumstances.

Power School

I use the following assignment indicators in Power School regularly:

• M (missing) – an assignment has not been turned in on the assigned due date and will eventually result in an NP level of performance AND a “3” in learning qualities if not completed.

• L (late) – an assignment has been turned in, but earned a lower level of performance AND a “3” in learning qualities due to being late.

• If I return papers to you, you can assume they are recorded in Power School.  Students please keep all assignments until the end of the semester.

Grading Policy-

Standard Based Grading:

For the 2018-2019 school year, RMS will be moving towards standard based grading. Report cards will be evaluated on two types of criteria; Behavioral (Learning Qualities) and Academic (Levels of Performance).

See Learning Qualities Rubric:

Learning Qualities:

• Self-directed Learner

• Homework

• Integrity

• Neighborly

• Engaged

See Levels of Performance Grading Rubric:

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Test Retake Procedure

Retake tests are a fantastic opportunity for students to learn from test feedback and master concepts they may have struggled with. Retakes are the responsibility of the student. Students will be able to retake summative assessments during class or advisory time. The following applies for all test retake opportunities:

1. Due to RMS using standard based grading, students may be eligible for a retake on a particular assessment once, or several times throughout the year.

2. If a specific standard is being assessed in quarter 1 and the child wishes to reach mastery, they may retake the assessment again. Furthermore, if that same standard is assessed once more in quarter 4, the child will still have the opportunity to master and retake an assessment on that standard until mastery is achieved.

Summative Assessment Retakes: Summative assessment retakes are available to all students, with the exception of AP and Honors classes, based on the following principles and process:

3. The higher score is the only score of record

4. Students must follow the retake process:

a. A written request by the student including an explanation for requesting the retake.

b. The student’s demonstration of effort to attain mastery learning which includes test corrections and caught-up homework.

i. Caught-up homework is defined as turning in all formative assignments by their original due date and having all assignments turned in before the summative assessment.

ii. Formative assignments will still be accepted for a level of performance grade up to the date of the summative assessment.

iii. Effort must be made on ALL formative assessments. Turning in incomplete work does not demonstrate an effort to attain mastery learning. If work is turned in uncompleted it will receive NP for level of performance and will not count toward a summative retake.

c. The teacher’s approval for retake following steps a. and b.

d. The student’s arranging with the teacher for the retake.

e. Completion of the retake within a reasonable time (teacher discretion) frame, e.g., within1.5 weeks of the original summative assessment.

5. Retakes should be in a different format from the original summative assessment.

6. End-of-semester exams cannot be retaken.

Late Work, Missing Assignments, and Level of Performance:

• FORMATIVE ASSESSMENTS: Assignments will be accepted until the time a summative assessment is given. At that time, all missing assignments will fall within NP for level of performance. Furthermore, all missing assignments and late work will be given a learning quality evaluation. Learning quality measures student behavior and wiliness to achieve mastery. (For example, a student who completes all work on time will receive a “1” for consistency, but a student who fails to turn in work or fails to complete work will receive a “3” for needs improvement. See Learning Quality rubric for details.)Work completed and turned in as part of the requirement for a Summative Retake, will be accepted, but will not be given a level of performance.

• SUMMATIVE ASSESSMENTS: All assessments must be taken. NP will only be given for summative assessments under the following conditions:

o The student earned a level of performance of NP on the assessment and did not qualify and/or chose not to retake the assessment and/or earned a NP on the retake of the assessment.

o After given an opportunity to turn in or take the summative assessment at a later date due to circumstances, the student failed to do so.

Classroom Expectations:

o Be Prompt

o Be Prepared

o Be Positive

o Be Productive

o Be Polite

* Note - Items listed in the student code of conduct are all expectations in this classroom

Consequences:

If a student chooses not to abide by the policies and procedures, the following steps will occur:

1st offense: verbal warning

2nd offense: meeting with me after class

3rd offense: Parent contacted and referral to the office if necessary

*Consequences for poor choices will include a low learning quality evaluation, loss of privileges, written reflections, and/or after school detentions.

Scholastic Book Clubs

Students are encouraged to read daily in and outside of school. With that, students may be interested in purchasing the latest high-interest, age-appropriate books through Scholastic Reading Clubs. I will provide information and flyers throughout the year for students interested in book-purchasing events. You can always send in your paid order to me, or if you wish to order online, visit readingclub. The online code for my classroom is JMPYR

Classroom Library Expectations

Please treat our classroom books with care. Here are some things to consider while enjoying them:

1. Use a bookmark to hold your place.

2. Keep careful track of the book so that you can return it in the condition in which you borrowed it. If you lose or damage it, it will be your responsibility to replace it or pay for its replacement.

3. If you borrow a book for a class period, please return it to the shelf in the place in which you found it.

4. If you find yourself drawn into the story and would like to borrow the book for an extended period of time, you may check it out by bringing me the library card or sticky note with the book’s title. I will sign it out and keep track of the card until you return the book.

5. You may only check out one book at a time from the classroom library.

6. Please note, not all books in my collection are RC, and some new books may not have a quiz ready right away. Please check before reading!

Scholastic

READING COUNTS

This year, all ELA students in grades 6 – 8 will continue to utilize the Scholastic Reading Counts program as part of the RMS English Language Arts curriculum. Reading Counts is intended to help your child become a more fluent reader with improved comprehension skills. As the state of Michigan’s expectation of what’s considered “proficient” is significantly rising, and the rigors of high school academics are just around the corner, we are doing our very best as an ELA staff to help your child improve his/her reading skills through continuous practice. We focus on direct reading instruction and literature in class, but reading practice is done primarily outside of class, like homework. Research indicates that reading comprehension affects all areas of study, and that time spent reading is the one of the most effective ways to build vocabulary, comprehension, and even writing skills.

Reading Counts allows for students to select books that reflect their interests and reading abilities, and the program measures comprehension success through computer-based quizzes. The quizzes allow students multiple attempts to demonstrate proficiency in lieu of writing papers or book reports (so students can focus more energy on reading.) Your child will be provided over 100 minutes of in-school reading time each week with SSR, but he/she will need to also spend additional time reading outside of school as homework. Students will be given regular opportunities to visit the school library to borrow books, and they are always welcome to borrow from my classroom collection, too. During ELA class, I will help students learn to track their reading progress, quiz success, and important due dates in their planners each quarter. Reading Counts will be evaluated using the level of performance rubric and count towards your child’s quarterly grade (a portion of the summative assessments.)

Updated Reading Counts Rubric:

40+ Reading counts points earned: AP- Advanced Proficient

24 Reading counts points earned (required amount): P- Proficient

8-23 Reading counts points earned: PP- Partially Proficient

0 Reading counts points earned: NP- Not Proficient

Please understand the rubric has a grey area in which some students may read more than 12 points but less than 24 points. If this is the case, I will work with the student to determine their level of performance goal for mastery as they read their novels.

Please understand that students who demonstrate academic dishonesty in earning Reading Counts points will receive “NP” for the quarterly grade, along with disciplinary consequences.

I want to assure you that we feel that this program is effective and valuable in providing opportunities for growth and success in reading. I will do my best to help your child make appropriate book choices and stay on pace for meeting the points goal for each quarter. With our support at school and your support at home, I feel confident that all students are capable of meeting the expectations of this program.

The 1st quarter Reading Counts points will be due on 11-1-18. Students will need to earn 24 points this quarter in order to receive “P” in their quarterly report card grade. Books must be a minimal of 8 points to ensure that students are reading books that are age and reading level appropriate. If your child has a book that is less than the 8 point value, he/she may see me to consider an exception. (Otherwise, books under that amount that are will not receive credit.)

Mrs. Shagena’s 2018-2019 Classroom Contract

I have carefully read and understand the entire classroom syllabus for Mrs. Shagena’s 7th grade English class, including the following items:

• Curriculum responsibilities

• Grading and homework/make-up work policies

• Behavior expectations

• Classroom library expectations

• Information regarding the Reading Counts program

• Test retake procedures

By signing below, I acknowledge that the Richmond Middle School student code of conduct applies to her classroom, as well. (Before signing below, please be sure to thoroughly read your student code of conduct.)

Please return this completed contract to Mrs. Shagena by September 12, 2018.

print student name

student signature date

parent/guardian signature date

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Please provide how you would like to be contacted if a need arises:

1.) Parent/Guardian’s first and last name __________________________________

▪ Home phone ____________________

▪ Cell phone ______________________

▪ Work phone _____________________

▪ Email address_____________________

2.) Parent/Guardian first and last name

(if different household from student)

______________________________

▪ Home phone ____________________

▪ Cell phone ______________________

▪ Work phone _____________________

▪ Email address_____________________

Are there any special needs your child has that I should be aware of such as the following?

▪ A learning disability ______________________________________________________

▪ Allergies________________________________________________________________

▪ ADHD _________________________________________________________________

▪ Vision/hearing impairment__________________________________________________

▪ Other __________________________________________________________________

Thank you for your cooperation, and I look forward to making this a wonderful school year! (

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Learner Qualities Rubric

1 – Consistently

2 – Sometimes

3 – Needs Improvement

Grading Rubric

AP – Advanced Proficient

P – Proficient

PP – Partially Proficient

NP – Not Proficient

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