AIG 7th GRADE WRITING TEST - FEBRUARY 12, 2010

Parents/Guardians:

At each grade level, your child is engaged in a special language arts unit from the Center of Gifted Education The College of William and Mary.  The 6th grade unit is Patterns of Change, 7th grade is Persuasion, and 8th is Utopia.  The units are designed especially to meet the needs of high ability students.  The goals are as follows:

• To develop analytical and interpretive skills in literature
• To develop persuasive writing skills 
• To develop linguistic competency 
• To develop listening/oral communication skills 
• To develop reasoning skills in the language arts 
• To understand the concept of cyclical change in the language arts (6th grade); of change in all facets of life (7th grade); and of utopia in language arts (8th grade) 

In the 6th GRADE, students will read the following novels:  A Wrinkle in Time by Madeline L’Engle; Bridge to Terabithia by Katherine Paterson; A Long Way from Chicago by Richard Peck; The Watsons Go to Birmingham, 1963 by Christopher Paul Curtis; Maniac Magee by Jerry Spinelli; and My Daniel by Pam Conrad.

In the 7th GRADE, students will read the following novels:  Journey to Topaz by Yoshiko Uchida; Taking Sides by Gary Soto; Roll of Thunder, Hear My Cry by Mildred D. Taylor, and Rising Voices: Writings of Young Native Americans by Arlene B. Hirschfelder and Beverly R. Singer. 

In the 8th GRADE, students will read the following novels:  Lord of the Flies by William Golding; Animal Farm by George Orwell; and The Giver by Lois Lowry.  The play A Midsummer Night’s Dream by William Shakespeare will also be read.

We will also read high-quality poems, short stories, speeches and essays. Students will be asked to write some responses on index cards.  These cards are stapled inside of a reading folder that they design and are to be referred to during class discussions.  Students will be asked to write in their journals, from time to time, to clarify their thinking, analyze ideas, vocabulary, and/or structure; and to also record their ideas about the works read.  In addition, the 7th graders will complete an independent grammar packet, deliver speeches and participate in debates.

Currently, the students are reading the novels, and I am reinforcing the writing process to ensure students understand and can apply the writing steps that they were taught in grades (5th, 6th, 7th) prior to my becoming their teacher. The units are assessed in several ways.  First, they were given a pretest in the language arts areas of literacy analysis and writing.  This assessment was given to all Knox AIG students in November 2009 shortly after receiving the materials to begin the units. Second, a portfolio of writing pieces, including self, teacher, and peer assessment of work will document progress in writing skills.  Other written activities of the unit, including graphic organizers and response writings will also be collected and reviewed.  Finally, a posttest will be administered to determine growth.

GRAMMAR FOCUS using Grammar, Usage, and Mechanics (McDougal Littell) workbook 

• 6th grade - review subject/verb agreement, identify and correctly punctuate complete sentences vs. fragments; sentence types—complex, compound, compound-complex, simple; roles of the different parts of speech—nouns, verbs, adverbs, adjectives, prepositions, interjections, pronouns, conjunctions—in sentence construction. 
•  7th grade - review subject/verb agreement, review complex sentences vs. fragments and run-ons; review sentence types and punctuate them properly; identify and edit errors; review parts of speech; phrases, clauses, appositives, infinitives, gerunds
• 8th grade - review subject/verb agreement, review and use a variety of complete sentences and punctuate properly; review phrases, clauses, appositives, gerunds, infinitives; identify and edit errors; become more aware of errors in speech

VOCABULARY FOCUS (all grades) using Words: The Power Within by Patsy Smith Stone (WordSkills,™ Inc.) - word part vocabulary—suffixes, prefixes, affixes, root words, structural analysis, synonyms, antonyms and definitions; 

activities revolving around Larry Bell's 12 Powerful Words will also be included.

The work is done as a whole class, sometimes in small groups, and often individually.  As parents/guardians, your support will be needed at home to ensure that independent reading is done every night.   As the units progress, there will be more extended writing assignments and projects, beyond those done in class, that will have to be worked on or completed at home.  These extended writing assignments are forthcoming in a few months (late February/ early March 2010) and will continue throughout the remainder of the year.  Other ways you may become involved with the work of the units in order to help me to help your child be successful are as follows:

• Read the same works of literature your child(ren) is reading and discuss with them the key ideas.
• Share events in your life that might mirror events in the works we are reading. 
• Discuss an issue from a book or other work, sharing ideas and opinions that can help your child(ren) to think and discuss critically.
• Discuss family history and heritage with your child.
• When watching movies or TV together, discuss the ideas presented with your child(ren) and encourage them to pay close attention to how arguments are handled in the media.
• Point out examples of cycles or cyclic change that you notice and encourage your child(ren) to do the same.
• Play word games (Boogle® or Scrabble®) to enhance vocabulary and language usage.

For complete Standard Course of Study information, visit the North Carolina Department of Education's website.  Also, please, reference/revisit the syllabus, rules, regulations, grading, etc, that was sent home by your child(ren) at the beginning of the 2009-2010 school year (See copy below). 

Thank you for your interest in the curriculum. Sincere appreciation to those of you who have visited the classroom, have offered to help and have given me words of encouragement and support.  Do not hesitate to contact me as the units progress.

Respectfully,

Ella D. Woods, ELA/AIG

Knox Middle School

“Honor, Pride, Victory! Treat students as if they were what they ought to be, and help them to become what they are capable of being.”

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The following communique was sent home at the beginning of the year:

  2009-2010         AIG Language/Reading         Ms. Ella D. Woods

WELCOME to Knox Middle School’s AIG Language/Reading Class.  I so look forward to being your teacher this year.  The following information should assist you throughout the school year:

Materials

You will need a 3 ring notebook, 5 notebook dividers, a marbleized bound notebook, blue-ink ball point pens,  #2 pencils (no mechanical pencils), 3x5 index cards and a 9x12 manila folder (Throughout the year there might be an assignment—or you may decide to do a project—that will require additional materials.)

Daily Routines 

The Objective(s), a “warm-up”—Problem of the day (POD)/daily oral language (DOL) —i.e., journal writing, grammar corrections, literary terms, prefixes, suffixes, or terms for both spelling development and End-of-Grade (EOG) preparation), an Essential Question(s), the Agenda for the day, and Homework (if any), will be written on the white board.  If necessary, the lesson will begin with a review and/or “re-teach” of previous lesson.  Otherwise, the day’s lesson will be introduced, taught, and reinforcement of any essential skills to complete tasks. 

Assignments / Strategies

Appropriate Higher Order Questions will require you to apply, analyze, evaluate and synthesize information.  You will be encouraged to do critical thinking—utilizing fluency (brain-storming), flexibility (categorizing), creativity (producing original ideas), elaborating (adding details), visualization (imagining ideas, situations, and items in graphic/figurative ways), and transformation (altering existing ideas, forms, structures and procedures to create a new concept).

1.      Literature/Reading:  Works in your The Language of Literature textbook have sections called “Think Critically” and “Extend Interpretation” that lend themselves to interpretation, evaluation and application.  These sections will be used to not only reinforce critical thinking skills, but also to check for comprehension by questioning and using instructional strategies that affect student achievement based on the research findings of Robert Marzano.  The InterActive Reader Plus will be used to supplement the textbook, and The Competitive Edge will be used to supplement EOG preparation.

2.      Novels:  Class novels will be assigned based on class sets available.  All novels, including titles you personally select, will be discussed for their literary merits, for character education (i.e., honesty, fortitude, trust, etc.), and to determine how the stories impact you, in particular. A written report will be required for some of the novels.

3.      Writing and Grammar:  Lessons taken from the grammar textbook and workbook, Language Network, will be supplemented with ones from Write Source and/or Zaner-Bloser’s Strategies for Writers. 

4.      Vocabulary/Spelling/Technology:  Some attention will be given to building vocabulary from the literature textbook and the Readers Companion; however, emphasis will be placed on prefixes and suffixes taught in the Word Skills workbook; and, also, the words from the white-board (word wall) in the classroom that includes both literary terms and words related to the EOG.  Technology terms and word processing will be incorporated depending on the lesson.

5.      Lesson Format/Procedures:  These are the same for 6th, 7th and 8th grades.  Differentiation is evident when it comes to supplementary materials and the extent (degree of difficulty) to which you will be exposed to information or a particular process.  In AIG Language/Reading, I teach classes like building blocks from 6th to 8th grades.

Expectations, Rules, and Procedures

Students are responsible for ALL work covered and assigned in class and for homework.   Some tasks will require some work be completed away from school and/or home (i.e., public library).  In addition, please, adhere to the following:

1.     Come to class on time; bring your agenda, required book(s), notebook(s), paper, and pens.  Do not borrow materials from classmates; sharpen pencils before class starts.

2.      Constant red light— Prepare for class:  Clear aisles of book bags, pocketbooks, and instruments; put them in the space(s) designated in the classroom.  Place your agenda and any homework-or your written reason for not having it-on the corner of your desk.

            Flashing red light—Begin the warm-up, POD/DOL

            Red light off—Put pencils down and give me your undivided attention. 

3.      Stay awake and pay attention. Do not talk during announcements, while someone else is talking, during independent seatwork, study, quizzes or tests.  When talking is permitted, it will not be loud or profane.

4.      Raise a hand to speak or move, answer a question or to participate in class discussions.  Do not blurt out answers. 

5.      Follow all oral and/or written directions. In addition to verbally calling you back on task, the “flashing wand” may also be used to get you back on task.

6.      Do your own work and keep up with it; do not ask classmates to copy their work; do not give your work to others to copy.

7.      If you are present when an assignment is given, you are expected to turn it in on the due day. If you are absent on the due day, you are expected to turn it in on the first day you return to school.  This work must be put in my hand—not on my desk.  A maximum grade of 75 will be given for the work. Work turned in after that date will receive a grade of zero (0); however, I will be glad to review it and give you feedback for your learning.

8.      If you are absent when an assignment is given, you will receive full-credit for the work that is to be completed no later than the number of consecutive school days missed plus one additional day. This work must be put in my hand—not on my desk   Work turned in after the due date will receive a grade of zero (0); however, I will be glad to review it and give you feedback for your learning.  There are No Exceptions! to the homework rule.

9.      Respect others:  their rights, feelings, opinions, and property (hands and feet off of classmates and their belongings at all times while you are in this room).  No desks should touch unless we are working in groups; leave a gap between your desk and the one(s) beside you.

10.      Remain in your seat until you are dismissed. The only exception is a bell during a fire drill, lock down or some other emergency circumstance on a given day.

11.      You must have your agenda signed by the teacher in order to be out of the room for any reason.

12.      You will not be permitted to go to your locker nor to another teacher’s room to get items you “forgot.”  (Emergencies are an exception, and the teacher  will make that determination based on the circumstances or information provided.)

13.      Follow RSS district’s policies and procedures, as well as the school-wide policies and procedures  (i.e., Uniform Policy, Student Expectations, Disciplinary Consequences, etc.).  See the Knox Middle School Parent/Student Handbook 2009-2010 for specifics.

E. D. Woods AIG/ELA