August 31, 2005
Newspapers provide information to millions of people across the world every day. Being able to read, understand, and find information in newspapers is an essential life skill. Because of the many types of information in newspapers, including articles, charts, graphs, photos, comics, and schedules, readers must use a variety of basic skills from several subjects, including reading, writing, math, and geography.
We are nearing the end of our newspaper unit. Students have enjoyed exploring different sections of the newspaper. Hopefully, they will pick up one to read more frequently!
Skills
1. Acquires new vocabulary
2. Reads and understands charts, graphs, photos, maps
3. Reads informational texts
4. Develops he academic and personal habits of reading that build interest, understanding, and expertise
5. Reads out loud and silently
6. Uses context clues to gain meaning of unfamiliar words
7. Identifies evidence used to support an argument
8. Recognizes and traces the development of the author's argument for and against an issue
9. Answers literal and inferential questions
Assessment
Pre and Post Unit Test
Daily classwork
Standards
PS 1 READING COMPREHENSION
The learner reads closely to discern the author's perspective and the facts/details that support it. The learner reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to form a sound interpretation.
ELA7R1.1 Comprehension/Literary text
The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The texts are of the quality and complexity illustrated by the Grade Seven reading list. For literary texts, the student identifies the characteristics of various genres and produces evidence of reading that:
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Resources
Fun Brain
Cyberguides
Books Online
Children's Literature Web Guide
Digital Book Index
Teacher Tools
Exemplary Unit: Narrative: Autobiographical Pieces (Reading)
Standard Elements
Standard Element: ELA7R1.1.a
Distinguishes between the concepts of theme in literary work and the author's purpose in an expository text.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.1.b
Interprets a character's traits, emotions, or motivations and gives supporting evidence from a text.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.1.c
Relates a literary work to information about its setting or historical moment.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.1.d
Analyzes recurring and similar themes across a variety of selections, distinguishing theme from topic.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Resources
ELibrary - Under Advanced Search click on Select a topic area to search. Click on Middle School ELA Subject Tree. Click on Folk Tales, Legends & Fables. Click on Stories Stories Everywhere.
Standard Element: ELA7R.1.1.e
Identifies events that advance the plot and determines how each event explains past or present action(s) or foreshadows future action(s)
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Peformance Standards, 2004
Standard Element: ELA7R.1.1.f
Analyzes characterization (dynamic and static) in prose and plays as delineated through a character's thoughts, words, speech patterns, and actions; the narrator's description; and the thoughts, words, and actions of other characters.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.1.g
Explains and analyzes the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme) ii. Figurative language (e.g., simile, metaphor, personification, and hyperbole) iii.Graphics (e.g., captial letters, line length, word position).
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Resources
Elements of Poetry-A Brief Introduction
A Wacky World of Words
Standard Element: ELA7R.1.1.h
Identifies and analyzes how an author's use of words creates tone and mood, giving supporting evidence from text.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.1.i
Identifies and analyzes similarities and differences in tradional literature from different cultures.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
ELA7R.1.2 Comprehension/Informative Text
The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The text are of the quality and complexity illustrated by the Grade Seven reading list. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that:
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Resources
Info Please
Time for Kids
National Geographic
BAM! Body and Mind
CNN Students
Teacher Tools
Teach-Nology
Standard Elements
Standard Element: ELA7R.1.2.a
Analyzes common textual features to obtain information (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Resources
Ask Eric: Writing; Lesson Plan-Focus on Summarizing Information
Standard Element: ELA7R.1.2.b
Identifies and uses knowledge of common graphic features to draw conclusions and make judgements (e.g., graphic organizers, diagrams, captions, illustrations).
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Resources
Time for Kids
National Geographic
Standard Element: ELA7R.1.2.c
Applies knowledge of common organizational structures and patterns (e.g., logical order, cause and effect realtionships, comparison and contrast, transitions, overlays).
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.2.d
Recognizes and traces the development of the author's argument for and against an issue.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.2.e
Identifies evidence used to support an argument.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.2.f
Understands and explains the use of a simple device by following technical directions.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
ELA7R.1.3 Vocabulary
The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student
Blooms Scope Hours Source
Evaluation Introduce 1 Georgia Performance Standards, 2004
Resources
Dictionary Reference
Brain Pop
CNN Students
Teacher Tools
Teach-Nology
Standard Elements
Standard Element: ELA7R.1.3.a
Determines the meaning of unfamiliar words using context clues (e.g. contrast, cause and effect, etc.)
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.3.b
Uses knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to determine the meaning of unfamiliar words
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.3.c
Identifies and explains idioms and analogies in prose and poetry.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.3.d
Determines word meanings through the use of definition, example, restatement, or contrast.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
ELA7R.1.4 Fluency
The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners by
Blooms Scope Hours Source
Evaluation Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA7R.1.4.a
Using letter-sound knowledge to decode written English and using a range of cueing systems (e.g. phonics and context clues) to determine pronunciation and meaning.
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.4.b
Using self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).
Blooms Scope Hours Source
Evaluation Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7R.1.4.c
Reading with a rhythm, flow, and meter that sounds like everyday speech (fluency).
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Reading Across the Curriculum
PS 2 READING ACROSS THE CURRICULUM
The learner reads to develop the academic and personal habits of reading that build interest, understanding, and expertise in all areas of learning while developing the specific vocabulary of each subject in context.
ELA7RC.2.1 1,000,000 Words
The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplnes. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Resources
Books Online
Children's Literature Web Guide
Digital Book Index
ELA7RC.2.2 Discussion
The student participates in discussions related to the curricular learning in all subject areas; the student
Blooms Scope Hours Source
Evaluation Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA7RC.2.2.a
Identifies messages and themes from books in all subject areas.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7RC.2.2.b
Responds to a variety of texts in multiple modes of discourse.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7RC.2.2.c
Relates messages and themes from one subject.
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7RC.2.2.d
Evaluates the merits of texts in every subject discipline.
Blooms Scope Hours Source
Evaluation Introduce 1 Georgia Performance Standard, 2004
Standard Element: ELA7RC.2.2.e
Examines the authors purpose in writing.
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7RC.2.2.f
Recognizes and uses the features of disciplinary texts (e.g. charts, graphs, photos, maps, highlighted vocabulary).
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
ELA7RC.2.3 Vocabulary in Content Areas
The student acquires new vocabulary in each content area and uses it correctly; the student
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA7RC.2.3.a
Demonstrates an understanding of contextual vocabulary in various subjects.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7RC.2.3.b
Uses content vocabulary in writing and speaking.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7RC.2.3.c
Explores understanding of new words found in subject area texts.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
ELA7RC.2.4 Context
The student establishes a context for information acquired by reading across the subject areas; the student
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA7RC.2.4 .a
Explores life experiences related to subject area content.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7RC.2.4 .b
Discuss in both writing and speaking how certain words and concepts relate to multiple subjects.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA7RC.2.4.c
Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
Posted by Kirshner at 07:07 PM
Parents, I need your support. As stated in the class syllabus/welcome letter, students are to read (from a book, magazine, or newspaper) 20-30 minutes each evening. They are to record their reading in the column labeled Pages Read Outside of Class. They may record this on the log I gave them or on the log they use for Language Arts class; it doesn't matter as long as they bring the log to class each day. They may want to combine the LA binder and the Reading binder to simplify this task. I will be periodically checking their logs for a grade. Students need your help and reminders to read 20-30 minutes (outside of school) and make an entry in their reading logs. I appreciate everything you do for your child and for Mabry Middle School. Thanks!
Posted by Kirshner at 06:26 PM
Essential Question: Why do you think reading about historical and scientific mysteries facinates people?
Students will read fascinating stories about historical and scientific mysteries such as the last flight of Amelia Earhart, the mayhem that resulted from Orson Welles's famous broadcast of "The War of The Worlds", and others.
Skills:
1. Distinguishing fact from opionion
2. Making inferences
3. Reading out loud and reading silently
4. Using context clues
5. Answering literal and inferential comprehension questions
6. Developing new vocabulary
Standards
PS 1 READING COMPREHENSION (R)
The learner reads closely to discern the author's perspective and the facts/details that support it. The learner reads thoughtfully and purposefully, constantly checking for understanding of the author's intent and meaning in order to form a sound interp
ELA6R.1.1 Comprehension/Literary text
The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary texts. The texts are of the quality and complexity illustrated by suggested titles on the Grade Six reading list. For literary texts, the student identifies the characteristics of various genre and produces evidence of reading (see elements 6.1.1.a through 6.1.1.h.)
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA6R.1.1.a
Literary text:Identifies and analyzes sensory details and figurative language.
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.1.b
Literary text:Identifies and analyzes the author's use of dialogue and description.
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.1.c
Literary text: Relates a literary work to historical events of the period.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.1.d
Literary text: Applies knowledge of the concept that theme refers to the main idea and meaning of a selection, whether it is implied or stated, and analyzes theme as it relates to the selection.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.1.e
Literary text: Identifies and analyzes the elements of setting, characterization, plot, and the resolution of the conflict of a story or play in i. internal/external conflicts ii.character conflicts, characters vs. nature, characters vs. society iii.antagonist/protagonist
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.1.f
Literary text:Identifies the speaker and recognizes the difference between first- and third-person narration.
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.1.g
Literary text: Defines and explains how tone is conveyed in literature through word choice, sentence structure, punctuation, rhythm, repetition, and rhyme.
Blooms Scope Hours Source
Application Introduce 1 Gerogia Performance Standards, 2004
Standard Element: ELA6R.1.1.h
Literary text: Responds to and explains the effects of sound, figurative language, and graphics in order to uncover meaning in literature: i.sound (e.g., alliteration, onomatopoeia, rhyme scheme). ii.figurative language (e.g., simile, metaphor). iii.graphics (e.g., capital letters, line length).
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.1.i
Literary text: Compares traditional literature and mythology from different cultures.
Blooms Scope Hours Source
Synthesis Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.1.j
Literary text: Identifies and analyzes similarities and differences in mythologies from different cultures.
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
ELA6R.1.2 Comprehension/Informational Text
The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of informational texts. For informational texts, the student reads and comprehends in order to develop understanding and expertise. The student produces evidence of reading as listed in elements 6.1.2.a through 6.1.2.e.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA6R.1.2.a
Informational text: Applies knowledge of common textual features (e.g., paragraphs, topic sentences, concluding sentences, glossary, index).
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.2.b
Informational text:Applies knowledge of common graphic features (e.g., graphic organizers, diagrams, captions, illustrations).
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.2.c
Applies knowledge of common organizational structures and patterns (e.g., transitions, logical order, cause and effect, classification schemes).
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.2.d
Informational text: Identifies and analyzes main ideas, supporting ideas, and supporting details.
Blooms Scope Hours Source
Analysis Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.2.e
Follows multi-step instructions to complete or create a simple product.
Blooms Scope Hours Source
Synthesis Introduce 1 Georgia Performance Standards, 2004
ELA6R.1.3 Vocabulary
The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA6R1.3.a
Determines the meaning of unfamiliar words by using word, sentence, and paragraph clues.
Blooms Scope Hours Source
Knowledge Introduce 1
Standard Element: ELA6R1.3.b
Uses knowledge of Greek and Latin affixes to understand unfamiliar vocabulary.
Blooms Scope Hours Source
Knowledge Introduce 1
Standard Element: ELA6R1.3.c
Identifies and interprets words with multiple meanings.
Blooms Scope Hours Source
Knowledge Introduce 1
Standard Element: ELA6R1.3.d
Uses reference skills to determine pronunciations, meanings, alternate word choices, and parts of speech of words.
Blooms Scope Hours Source
Knowledge Introduce 1
ELA6R.1.4 Fluency
The student reads aloud, accurately (in the range of 95%), familiar material in a variety of genres of the quality and complexity illustrated in the sample reading list, in a way that makes meaning clear to listeners, by
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA6R.1.4.a
Using letter-sound knowledge to decode written English and using a range of cueing systems (e.g., phonics and context clues) to determine pronunciation and meaning.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.4.b
Using self-correction when subsequent reading indicates an earlier miscue (self-monitoring and self-correcting strategies).
Blooms Scope Hours Source
Evaluation Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6R.1.4.c
Reading with a rhythm, flow, and meter that sounds like everyday speech (fluency).
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Reading Across the Curriculum
PS 2 READING ACROSS THE CURRICULUM (RC)
The learner reads to develop the academic and personal habits of reading that build interest, understanding, and expertise in all areas of learning while developing the specific vocabulary of each subject in context.
ELA6RC.2.1 1,000,000 Words
The student reads a minimum of 25 grade-level appropriate books or book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines. The student reads both informational and fictional texts in a variety of genres and modes of discourse, including technical texts related to various subject areas.
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
ELA6RC.2.2 Discussion
The student participates in discussions related to curricular learning in all subject areas; the student
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA6RC.2.2.a
Identifies messages and themes from books in all subject areas.
Blooms Scope Hours Source
Knowledge Introduce 1 Gerogia Performance Standards, 2004
Standard Element: ELA6RC.2.2.b
Responds to a variety of texts in multiple modes of discourse.
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6RC.2.2.c
Relates messages and themes from one subject area to those in another area.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6RC.2.2.d
Evaluates the merits of texts in every subject discipline.
Blooms Scope Hours Source
Evaluation Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6RC.2.2.e
Examines the authorÕs purpose in writing.
Blooms Scope Hours Source
Evaluation Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6RC.2.2.f
Recognizes and uses the features of disciplinary texts (e.g., charts, graphs, photos, maps, highlighted vocabulary).
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
ELA6RC.2.3 Vocabulary
The student acquires new vocabulary in each content area and uses it correctly; the student
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA6RC.2.3.a
Demonstrates an understanding of contextual vocabulary in various subjects.
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6RC.2.3.b
Uses content vocabulary in writing and speaking.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6RC.2.3.c
Explores understanding of new words found in subject area texts.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
ELA6RC2.4 Context
The student establishes a context for information acquired by reading across subject areas; the student
Blooms Scope Hours Source
Knowledge Introduce 1 Georgia Performance Standards, 2004
Standard Elements
Standard Element: ELA6RC.2.4.a
Explores life experiences related to subject area content.
Blooms Scope Hours Source
Application Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6RC.2.4.b
Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.
Blooms Scope Hours Source
Comprehension Introduce 1 Georgia Performance Standards, 2004
Standard Element: ELA6RC.2.4.c
Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.
Blooms Scope Hours Source
Synthesis Introduce 1 Georgia Performance Standards, 2004
Writing
Posted by Kirshner at 01:13 PM
August 17, 2005
8/15 - 8/19
6th and 7th grade reading assessments will continue this week along with some fun reading activities too. Below is a list of assessments used.
C.A.R.S. Comprehension Assessment of Reading Strategies (To provide areas of strengths & weaknesses for educational planning)
To download C.A.R.S. Strategies page 1 & 2:
Download file
Download file
Brigance Reading Comprehension (To provide approximate grade level)
Tape Recordings of oral reading (To assess fluency)
Posted by Kirshner at 05:02 PM
Seventh graders have begun a hands-on unit of study incorporating reading comprehension skills and newspapers! Ask your son or daughter what these new terms mean:
by-line, sub-heading, jump line, and date line
If possible, spend time reading the newspaper together. This time can also count as part of their 20-30 minutes of nightly reading.
Posted by Kirshner at 04:52 PM
Did your son or daughter tell you about the cookie thief? Ask them. The ability to correctly retell a story is one way to check student comprehension.
Posted by Kirshner at 04:47 PM
August 15, 2005
In our effort to let students "sample" a day in each connections class comes chaos for some. Mrs. Kirshner's students need to follow the schedule given to them; the one with their name at the top. Students still need to be in reading class each day at the period assigned. That hour does not change. They get to rotate through connections during the other connection hour. Mrs. Kirshner must be patient with the process too! Soon, I will have pre-test scores and a plan of action to share with parents at open house.
Posted by Kirshner at 04:48 PM
August 12, 2005
Do you have a great novel collecting dust on your bookshelf? So do I. LET'S SWAP! I have set up a system
for book swapping with other students.
Rules:
You must donate a book first before you can take one.
Books must be school appropriate.
Books must be middle school reading level(approximately).
Look over your books and bring them in to swap.
YOU MIGHT FIND A NOVEL THAT YOU JUST CAN'T PUT DOWN!
Posted by Kirshner at 12:36 PM
August 09, 2005
To download my Reading Syllabus, click on the link below.
Posted by Kirshner at 10:48 AM
Reading
Mrs. Kirshner
August 10, 2005
Dear Students and Parents,
I am looking forward to an exciting 2005-2006 school year and I hope you are too! The goal of our school is to maximize student achievement. Enhancing reading strengths and improving reading weaknesses will accomplish this. According to school guidelines and I.E.P. specifications, reading is provided as one of your connection classes. I hope you will take advantage of this wonderful opportunity to boost your reading skills by staying motivated and putting forth your best effort.
Notebook-
Use a 1” binder for Reading.
Label dividers: 1) Vocabulary 2) Academy of Reading 3) STARS 4)Reading Log
Keep a small supply of clean paper in each section.
Keep colored pencils and a glue stick in a zippered pouch in your binder.
Materials-
Students MUST have a novel/book for silent reading with them AT ALL TIMES.
Students should bring their binder, agenda & pen/pencils to class each day.
Students will improve reading decoding and comprehension through a variety of programs and strategies, such as, but not limited to:
1) The Academy of Reading Program (a computer program that improves decoding, builds speed, and increases fluency)
2) STARS –Strategies to Achieve Reading Success (Articles written to focus on12 different comprehension skills)
3) Insights to Comprehension (workbook devoted to comprehension skills)
4) Soar to Success Reading Program (Reading curriculum developed to attack vocabulary, literal & inferential comprehension, and fluency)
5) Newspapers and Magazines
Classwork and Homework-
Each student will be expected to read 20 – 30 minutes each night and record this in their reading log.
Homework will be assigned 2-3 times per week and will be due the next day or as otherwise indicated.
Label assignments with name, date, and class period.
Behavior Management-
Students have the opportunity to earn points each day by meeting classroom expectations.
Positive reinforcement i.e. praise, rewards, and privileges are used to encourage appropriate behaviors; however, if a student chooses to disregard or consistently fails to meet classroom expectations, the following consequences may occur
Loss of points, resulting in a lower conduct grade on report card
Serve a morning or afternoon detention
Parent/Student/Teacher conference
Meet with Administrators
Grading-
Classwork = 35%
Reading Log = 10%
Tests & Projects = 45%
Homework = 10%
Communication-
Parent / Teacher communication is very important to me. There are 4 ways to reach me.
1) The best way to reach me is through e-mail. My e-mail address is: connie.kirshner@cobbk12.org I have access to check my mail numerous times each day, and find it to be the most productive way to communicate. If you have an e-mail address and are receptive to receiving feedback through e-mail, please provide it below. I enjoy e-mailing parents happy notes, such as: letting you know an awesome test score or an exceptional act of kindness, etc. I can also provide you with information about his/her behavior, ability to attend (especially after medication changes), info to look for in your student’s book bag, reminders, etc.
2) You may want to reach me by voice mail. The telephone number to Mabry is: 770-928-5546 - extension 430. Unfortunately, I cannot check my voice mail frequently.
3) I initial the student agenda daily after the student writes their assignments and upcoming test or projects. Sometimes I write notes there, and you can do the same.
4) You will have access to my blog page (like a website) through www.mabryonline.org Look under the heading “staff”. Assignments and information will be provided, along with worksheets or project directions that can be downloaded and printed.
Sincerely,
Mrs. Kirshner
I have read Mrs. Kirshner's student letter.
Student ___________________________________________________________
Parent____________________________________________________________
Parent E-mail address: _______________________________________________
Posted by Kirshner at 10:31 AM
To download Welcome to Reading Syllabus, click on the link below.
Posted by Kirshner at 09:32 AM
