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Keys to Success Parent meeting August 25 , 2014

Keys to Success Parent meeting August 25 , 2014. Seventh grade teachers 1st Nine Weeks Focus. Student Information Forms. Please visit http://tinyurl.com/ku3wor2 to complete the student information sheet. We only have 62 out of 122 responses. Keys to success.

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Keys to Success Parent meeting August 25 , 2014

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  1. Keys to Success Parent meeting August 25, 2014 Seventh grade teachers 1st Nine Weeks Focus

  2. Student Information Forms • Please visit http://tinyurl.com/ku3wor2 to complete the student information sheet. • We only have 62 out of 122 responses

  3. Keys to success • Turn in assignments on time • Be responsible for yourself and your actions- own them! • Be aware of attendance, tardies, early dismissals • Larger amount of content to cover • Most assignments cannot be completed without some teacher directives • Expect a challenge • HIGH expectations and RIGOROUS curriculum • Some students are preparing for HIGH SCHOOL level courses next year

  4. Policy for make-up work • Absent 1 day- Two days to complete assignments • Absent 2 days- Three days to complete assignments • Absent 3 days- Four days to complete assignments • Absent 4 days- Five days to complete assignments

  5. GT Math- 1st 9 weeks • Ratios • Rates • Proportions • scale drawings • Scale factors • Similar Polygons • Percents • Percent Increase and Decrease • Sales, Markups and Markdowns

  6. Accelerated Math - 1st 9 weeks Ratios and Proportions -rates -unit rates -equivalent rates The Number System -rational vs. irrational numbers -convert between decimals and fractions -approximate irrational numbers (QUICK) review of key topics from last year -integers -fractions -decimals

  7. Math- 1st 9 weeks Ratios and Rates Proportional Relationships Percents Adding and Subtracting Rational Numbers

  8. GT Reading 1st 9-Weeks Focus: • Introduction to Reading Workshop • Thematic Unit- Bold Actions (in Collections) • Great Books unit • Close Read study using Notice and Note strategies

  9. General Reading1st 9- Weeks Focus • Introduction to Reading Workshop • Thematic Unit- Bold Action (in Collections) • Close Read study using Notice and Note strategies

  10. Looking ahead… • Map Testing window opens August 25- September 19

  11. Writing: First Nine Weeks Outline August 18-October 21 Writing Focus: Introduction to Writing Workshop & Narrative (Nonfiction and Fiction) • Daily Grade: Writing Entries – 5 Sentences Minimum (GT: 10 Sentences Minimum) • Classwork Grade: Jump Start Responses – 5 Sentences Minimum (GT: 10 Sentences Minimum), Writer’s Manual Check – End of Each Unit • Major Grades: Introduction to Workshop Guidelines, Published Narrative, Published Fictional Narrative (GT: Short Argument Piece)

  12. Writing: Workshop Setup Jump Start 10 Minutes • Students begin class by writing into the day in order to launch the mentality for writing. This establishes a predictable routine for students to practice writing in a similar environment to test taking situations. Brain Jam 5-15 Minutes • The teacher presents a short lesson focused on a single topic to help students with a particular writing skill. Some mini lessons are planned in advance; some are based on analysis of prior student writing; some mini-lessons are derived from observations during student conferences. • During this time, the students will practice the strategy in written form, and may apply the strategy to their future writing. Independent Writing 25-30 Minutes • Students spend this time writing independently while the teacher writes and/or conferences with others. • The student moves through the circular process of writing: prewriting, drafting, revising, editing, and publishing. • The student applies strategies from mini-lessons and conferences with the teacher Sharing 5-10 Minutes • Students read their writing to the class in order to gain feedback and suggestions.

  13. Writing: No Home Policy Since the majority of class time in the writing workshop is dedicated to independent writing, there is no reason for a writing assignment to be worked on at home. According to ReadWriteThink.org, "studies show that students who learn the writing process score better on state writing tests than those who receive only specific instruction in the skills assessed on the test. This type of authentic writing produces lifelong learners and allows students to apply their writing skills to all subjects." Each and every minute in the workshop adds up, and if a student is not using every minute to work on writing then the deadline will be hard to reach. The majority of my class time is dedicated to independent writing. In a workshop environment, students are often working on several pieces at once, which is why it is imperative that they utilize their class time wisely. Every minute counts in there. This is one of the reasons assignments are NOT allowed to be worked on at home. In addition to having ample class time to work on assignments, students are continually exposed to an environment of on demand writing. It is essential for students to master writing on demand in order to prepare for state testing accommodations. However, if a student has utilized ALL of the class time wisely and still feels that he/she could benefit from additional classroom time, he/she may come first thing in the morning (I arrive at 6:45 AM each day) or during lunch to work on the assignment. A student MUST receive a pass from me on the previous day in order to gain access to my room in the mornings.

  14. Writing: Routine Assignments Writer’s Notebook Entry (Daily Grade): Students are expected to write an entry every night of the week. In order to receive credit, the entry must meet a minimum requirement of sentences as determined by the teacher and include a date. Entries will be checked on a daily basis. If a student is absent, they are expected to make up the missing entry. If a student shows up without an entry, the student will be allowed to fill out an incomplete assignment form in which he or she will explain the reason for not having the assignment completed. If the form is returned the following day with a parent signature, the student will receive partial credit for the incomplete assignment. Jump Starts (Classwork Grade): In order to launch the mentality for writing, students begin class by writing into the day . The Jump Start responses must meet a minimum requirement of sentences as determined by the teacher and include an accurate Table of Contents in order to receive credit. Writing Process (Classwork and Major Grade): Students are expected to work through the writing process and produce evidence of each step for all major assignments. In addition, process materials are assessed daily as a classwork grade by the teacher. This helps to ensure that a major deadline does not sneak up on the students and provides ample feedback to the students on the progress of their work.

  15. Writing: Grade Book Setup 10% Daily Grades 25% Classwork Grades 25% Project Grades (Minor Assignments) 40% Product grades (Major Assignments)

  16. Writing: Syllabus For more information on my classroom policies and procedures, visit my page under the Seventh Grade Classroom on the Southwood website. Please review the information with your student this week and return a signed copy of the form indicating that you have done so by next Tuesday, September 2nd. We will be spending this week discussing the procedures and expectations thoroughly in class. If you still have questions after Friday, please email me.

  17. Science: Gradebook Setup Classwork/Homework 10% Lab 20% Project 20% Quiz 15% Major Test 35% * Benchmark 5% 2nd and 3rd quarters

  18. Science: The Wonderful World of Cells žPerform labs to investigate bacteria, protest, and viruses. How “CLEAN” is your water????? žBuild models to distinguish the difference between plant and animal cells. žUse D2L ( Draw to Learn) strategies to understand the cellular processes essential for survival.

  19. Why are You…...YOU HEREDITY….. žUse Punnett Squares to predict inherited traits ž žPerform labs to understand dominant/recessive traits inherited from your parents…….. ž žActivity to distinguish between traits and environmental factors.

  20. Social Studies- 1st 9-Weeks • Age of Exploration/ Colonization of the Americas by Europeans • “What’s on Your Plate?” Project • First quiz coming up Thursday, 9/4 (short answer- NOT multiple choice!) • Age of Reason/Enlightenment • Script-writing project

  21. Students can expect • Use of primary sources as well as video resources • Short-answer quizzes, mostly multiple-choice tests • “Study” really is a homework assignment!

  22. In order to succeed in Social Studies students need to: • Be attentive during class • Do homework and take notes; you’ll get good grades on the little stuff and learn more, which will help you make better grades on the big stuff! • Be advocates for themselves (choosing seats, etc.) • Recognize what’s NOT working for them

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