Seventh Grade Reading Handbook

Seventh Grade Reading Handbook Rita Buchanan Council Grove Middle School 2007-2008

“You’re braver than you believe, and stronger than you seem, and smarter than you think.”

Allow me to explain my philosophy, goals, room rules, grading, curriculum and basic expectations. Please refer to this handbook throughout the year. Together we can build a caring community in the classroom where each student can feel safe and affirmed, assuring that each individual will learn. I have reasonable expectations for each student as well as a great deal of respect for learning. I am concerned about each individual, no matter how skilled s/he is. Responsible students complete tasks well and promptly, follow directions, are organized (Use the agenda provided!), and study at home. Cooperation with staff and other students will also build community and promote learning. Set personal and academic goals for yourself. Check your progress often. Pay attention; do work neatly, as required, and on time. Ask thoughtful, pertinent questions, expecting help but not the answer. This applies to help from teachers, aides, paraprofessionals, and even peers. Remember, I don’t expect perfection. Some of the best learning comes after making mistakes. Learn to accept and appreciate correction. Don’t make excuses, waste time, copy/cheat/plagiarize, disrupt class, question authority, harass others, display rude or vulgar manners, or be careless. Respect each person’s right to learn and my right to teach. I will make and enforce rules. Finally, I am a team player. If it is school policy, I enforce it; don’t make me the “bad guy.” I am looking forward to this school term as an opportunity to make a positive difference in the lives of all my students. Rita Buchanan

Life Skills Integrity: To be honest, sincere, and of sound moral principle Initiative: To do what needs to be done Flexibility: To be able to alter plans Perseverance: To continue in spite of difficulties Organization: To plan and arrange in an orderly way Sense of Humor: To laugh and be playful without hurting others Effort: To try one’s hardest Common Sense: To use good judgment Problem Solving: To seek solutions Responsibility: To be accountable Patience: To wait calmly Friendship: To care about others and to be trustworthy Curiosity: To desire knowledge and truth Cooperation: To work together toward a common goal Empathy: To feel care and concern for others Tolerance: To applaud and celebrate diversity

Mission Statements State of Kansas - To prepare each person with the living, learning, and working skills and values necessary for caring, productive, and fulfilling participation in our evolving global society. USD 417 - USD 417 employees, parents, and patrons through their cooperative efforts assure district students of the knowledge, skills, and attitudes necessary to develop into life-long learners who respect themselves and others, contribute to their communities, and succeed in a changing world. CGES - CGES will provide a positive environment for all students to acquire the knowledge and skills to be productive, responsible citizens with respect for self and others.

BE-ATTITUDES Be Respectful - I will keep unkind actions and words to myself, keep my hands and feet to myself, and leave other’s property alone. Be Responsible - I will come prepared for class, turn in completed work on time, and accept responsibility for my actions. Be Reliable - I will be on time, be honest, and be positively involved in school.

Class Goals • To think critically and/or creatively • To work independently and/or with a group • To have an open mind • To practice self-control • To accept the consequences of one’s actions • To cooperate with peers and those in authority • To show leadership skills and to be a positive example to others • To celebrate diversity

Guidelines Before class 1.. Gather all materials and always bring pencil, pen, paper, texts, notebooks, agenda, and library book everyday. If an assignment is due, make sure the heading is already on the paper. Wait politely at the classroom door until students from the previous class have left. As SOON as you enter the room, get out the completed assignment so that class can begin promptly.

During class1. Take your assigned seat. 2. Go to the pencil sharpener, tissue box, and trash only if courteous to do so at that moment. For example, if the teacher is talking or students are discussing a lesson or presenting, stay in your seat. 3. Class time is work time; always be on task. Doodling is off task. If you complete all your work, please get out your library book and read quietly. 4. Passes to lockers, other rooms, the office, and the media center will be approved sparingly by the teacher. The pass must be filled out in the student’s agenda and signed by the teacher. No agenda = No pass.

Courtesies1. Remember gum, candy, and pop are not allowed in school. 2. Note writing and exchanging, doodling, wearing hats, or hair-grooming are not allowed in this classroom. 3. Bags and backpacks are to be stored in lockers so the aisles are clear for the teacher and students to pass. (This is required by the fire marshal as well.)4. Take care of the texts, your agendas, and workbooks.5. Keep your hands to yourself.6. Be in class on time; be where you are supposed to be.7. Keep your feet on the floor rather than on the book racks under the desk in front of you.8. DON’T PACK UP EARLY!Wait to be excused even if the bell rings; I will excuse you.

Participation A student who is not prepared for class, is disruptive, is disrespectful, or fails to follow directions or rules will lose daily participation points. The student will complete a card using the WISE strategy: Identify the problem. State what should have been done. 3) Record what will be done differently next time. Accept and implement the plan. Repeated occurrences will result in loss of more points, a call to parents, change in seating, verbal correction, private conference, detention, office referral, detention and/or ISS.

Redeemed Credit Lost participation points may be redeemed by serving detention. Three points are awarded per day. Ten minutes of detention = one point. There is no “extra” credit. There is always extra effort and extra help. If grades are unsatisfactory, students need to redo, correct, or retest. I can give individual or small group help after school

Language Arts Supplies 1 COLLEGE RULE (70 PC.) SPIRAL NOTEBOOK PENCILS LOOSELEAF NOTEBOOK PAPER, COLLEGE RULE 2 POCKET FOLDERS FACIAL TISSUES

Reading Class Literature 55% Vocabulary 25% Participation 15% Independent Reading 5% Evaluation and Grading

Mastery Level STUDENTS SHOULD MASTER THE MATERIAL COVERED WITH AT LEAST A 70% SCORE. CORRECTIONS, RETEACHING, REDOING ASSIGNMENTS, AND RETESTS MAY BE REQUIRED. The USD 417 grading scale is used. Below 70% is unsatisfactory (D) or failing (F).

Homework Class time is needed for instruction, guided practice, discussion, and/or cooperative or collaborative work. Individual work is assigned to determine if each student understands and is accountable for the content. It also helps the student establish independent study habits. Since students' work habits and work ethic vary greatly, the amount of time spent at home will vary. It is essential to have a regular homework time; limit TV watching, and e-mailing. Read directions, lessons, and examples carefully. Studying for tests, reading independently, and completing writing projects out of class is expected.

Late Work If the work is not finished when due, it is considered late and is to be completed before the student leaves school each day. Work time is not provided in class for this late work. The student is responsible for making arrangements to stay after school. Athletic practice, paper routes, hair cuts, etc. are not excuses for leaving school. Also, the grade on the work will be lowered one letter grade. For example, an A becomes a B. If the students turns it in the next day, half credit will be given (50% = F). Late work will NOT be graded after that. A zero grade will result.

Makeup Work If a student is absent, s/he has one day for each day of illness to make up the work. This includes tests which are to be made up after school. It is the student’s responsibility to get the assignments and arrange to make up tests. If a student knows a test is scheduled on a day s/he is absent, s/he will take the test on the day s/he returns. Tell the teacher if makeup needs to be completed after school in any other classes too.

Standards and Curriculum Seventh Grade Reading Focus: Students will evaluate, synthesize, and think critically while reading all types of text in all content areas. They will identify the author’s position, style,and purpose in assigned and self-selected reading. Students will distinguish story elements with emphasis on plot and identify literary devices.

R.7.1 Students will read fluently at grade level. Students will…R.7.1.1 read expressively with appropriate pace, phrasing, intonation, and rhythm of speech. (7.1.2.2)R.7.1.2 use knowledge of complex sentence structure to read fluently. (7.1.2.3)R.7.1.3 adjust reading rate to support comprehension when reading narrative, expository, technical, and persuasivetexts. (7.1.2.5)

R.7.2 Students will expand vocabulary at grade level. Students will…R.7.2.1  determine meaning of words or phrases using context clues (e.g., definitions, restatements, examples, descriptions, comparison-contrast, clue words) from sentences or paragraphs. (7.1.3.1)R.7.2.2 locate and use reference materials available in the classroom, school, and public libraries (e.g., dictionaries, thesauri, atlases, encyclopedias, internet) that are appropriate to the task. (7.1.3.2)R.7.2.3  determine meaning of words through structural analysis, using knowledge of Greek, Latin, and Anglo-Saxon roots, prefixes, and suffixesto understand complex words, including words in science, mathematics, and social studies. (see appendix) (7.1.3.3)R.7.2.4  identify and determine the meaning of figurative language, including similes, metaphors, analogies, hyperbole, onomatopoeia, personification, and idioms. (7.1.3.4)R.7.2.5 identify word connotations and word denotations. (7.1.3.5)R.7.2.6 utilize grade level vocabulary.

R.7.3 Students will demonstrate knowledge of text characteristics (narrative, expository, technical, and persuasive) at grade level. Students will…R.7.3.1 identify characteristics of narrative, expository, technical, and persuasive texts. (7.1.4.1)R.7.3.2 understand the purpose of text features (e.g., title, graphs/charts and maps, table of contents, pictures/illustrations, boldface type, italics, glossary, index, headings, subheadings, topic and summary sentences, captions, sidebars, underlining, numbered or bulleted lists) and use such features to locate information in and to gain meaning from appropriate-level texts. (7.1.4.2)R.7.3.3 analyze how text structure (e.g., sequence, problem-solution, comparison-contrast, description, cause-effect) helps support comprehension of text. (7.1.4.6)R.7.3.4 explain the relationship between elements of an author’s style in a text (e.g., word choice, sentence structure) and his or her purpose for writing the text. (7.1.4.11)

R.7.4. Students will comprehend a variety of texts (narrative, expository, technical, and persuasive) at grade level. Students will…R.7.4.1 use prior knowledge, content, and text type features to make, to revise, and to confirm predictions. (7.1.4.3)R.7.4.2 generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions before, during, and after reading the text. (7.1.4.4)R.7.4.3  use information from the text to make inferences and draw conclusions. (7.1.4.5)R.7.4.4 compare and contrast varying aspects (e.g., characters' traits and motives, themes, problem-solution, cause-effect relationships, ideas and concepts, procedures, viewpoints, authors' purposes) in one or more appropriate-level texts. (7.1.1.7)R.7.4.5 explain cause-effect relationships in appropriate-level narrative, expository, technical, and persuasivetexts. (7.1.4.8)

R.7.4.6 use paraphrasing and organizational skills to summarize information (e.g., stated and implied main ideas, main events, important details) from appropriate-level narrative, expository, technical, and persuasivetexts in logical order. (7.1.4.9)R.7.4.7identify the topic, main idea(s), supporting details, and theme(s) in text across the content areas and from a variety of sources in appropriate-level texts. (7.1.4.10)R.7.4.8identify the author's position in a persuasive text and describe techniques the author uses to support that position (e.g., bandwagon approach, glittering generalities, testimonials, citingstatistics, other techniques that appeal to reason or emotion). (7.1.4.14)R.7.4.9 distinguish between fact and opinion, and recognize propaganda (e.g., advertising, media, politics, warfare), bias, and stereotypes in various types of appropriate-level texts. (7.1.4.15)

R.7.5 Students will use literary concepts to interpret and respond to text at grade level. Students will…R.7.5.1 describe different aspects of major and minor characters (e.g., their physical traits, personality traits, feelings, actions, motives) and explain how those aspects influence characters' interactions with other characters and elements of the plot, including resolution of the major conflict. (7.2.1.1)R.7.5.2  identify and describe the setting (e.g., environment, time of day or year, historical period, situation, place) and analyze connections between the setting and other story elements (e.g., character, plot). (7.2.1.2)R.7.5.3 identify major and minor elements of the plot (e.g., problem or conflict, climax, resolution, rising action, falling action, subplots, parallel episodes) and explain how these elements relate to one another. (7.2.1.3)

R.7.5.4 recognize aspects of theme (e.g., moral, lesson, meaning, message, author's ideas about the subject) and recurring themes across works (e.g., bravery, loneliness, loyalty, friendship). (7.2.1.4)R.7.5.5 identify literary devices (e.g., foreshadowing, flashback, figurative language, irony, metaphor, tone/mood, symbolism). (7.2.1.5)R.7.5.6 identify point of view (e.g., first person, third person limited, objective, omniscient).

Accessing Information • There are many helpful links on the Morris County Schools web site to help students, parents, and teachers. • Please be aware of yearly scores on ITBS and Kansas Reading Assessments.

Reading Is the Basis of All LearningGOALS:1. to help students read with understanding for enjoyment and information2. to develop a program that includes comprehension strategies such as QAR and KWL, silent and oral reading, vocabulary building, prior knowledge, critical thinking skills, research and reference skills, application and interpretation, retelling or summarizing, goal structure mapping, concept mapping, and graphic organizers.

The anthology, Elements of Literature, Collections have fiction and non-fiction selections of various types, or genre, including historical fiction, fantasy, science fiction, realistic fiction, myths, legends, folk tales, personal narratives, biography, poetry, expository articles, and persuasive essays. Thematic units are used as a way to make the literature relevant to the students. Vocabulary for Achievement will build word power and prepare students for standardized tests and state assessments; this is in addition to the vocabulary words studied from the reading materials.

Form and Quality of Written Work • Place a heading in the top, right margin of the paper; list first and last name on line one; list the hour on line two; write out the date on line three. (See the model in the classroom.) • Use pencil. • Be sure to correct any error or make a change by erasing it. NEVER CROSS OUT. • If the work is typed or printed from a word processor,Use standard margins, spacing, and 12 point font.

.Leave margins around your writing on the left, right, top, and BOTTOM. Do not write on the last line or down the edge. • It is good to use the back of the paper. • Use correct spelling, mechanics, usage, and complete sentences. • Indent paragraphs. • Avoid using slang and vague language. Be specific, clear, and original. • Use grammar/usage terms and literary terms.

“The essence of our effort to see that every child has a chance must be to assure each an equal opportunity, not to become equal, but to become different, to realize whatever unique potential of mind, body, and spirit he or she possesses.” John Fischer

Seventh Grade Reading Handbook