8th Grade Reading Syllabus (IB MYP Level 3)
CAMPBELL MIDDLE SCHOOL
678-842-6873
2010-2011
Instructor(s): Atosha Logan atosha.logan@cobbk12.org http://campbellms.typepad.com/atosha_logan/
Amanda Childress amanda.childress@cobb.k12.org http://campbellms.typepad.com/amanda_childress/
Rose Wilkins rose.wilkins@cobbk12.org http://campbellms.typepad.com/rose_wilkins/
COURSE SUMMARY:
This course further develops basic concepts of narrative, expository, persuasive, technical, poetic and dramatic text previously learned in sixth and seventh grade. The format of this course promotes student engagement through exploration of literary concepts and making natural connections between units of study and how different concepts integrate into the global community. These connections will personalize student learning and promote habits of the mind that support the IB learner profile. Throughout the year, we will use “real-life” applications of reading and encourage students to become inquirers, knowledgeable, thinkers, communicators, principled, risk takers, balanced, caring, and reflective in their learning.
By the end of both semesters of this course, students will understand conventions, main themes in text, reasoning, critical thinking, exposure to different genres, vocabulary, development of plot, structure, form and content of text.
Our study of these topics in reading will be:
• Holistic - Students will be required to use reading skills in many aspects of their lives. Their knowledge and understanding of these concepts will be required for personal decision making, and participation in civic and cultural affairs.
• Intercultural - MYP reading promotes an understanding of how cultural, societal and historical influences from a variety of cultures have influenced literary thought, and brought about its evolution. Students should be able to understand and discuss the international nature of language.
• Focused on communication - MYP reading places considerable emphasis on literacy and requires students to use reading skills through a variety of communication skills which would include media and technology. Students should come to realize that the language and reading are universal.
STUDENT AGENDA:
Your child was given a student agenda at the beginning of the school year or upon enrollment. We encourage you to regularly check this agenda for important dates and reminders, as well as for your child’s daily assignments. The agenda will also serve as the student’s hall pass and should be with your child at all times while on campus.
TEXTS AND RESOURCES:
Pearson Readers Journey
Pearson Anchor Novels (Replacement Cost- Varies)
Student Agenda (Replacement Cost - $5.00)
CLASSROOM MATERIALS:
In order to be prepared DAILY, each student should have:
• Any assignments that are due
• 3 inch three-ring binder with dividers (This binder will be used in all classes)
• School Agenda
• #2 pencils and pens
• Hole punched loose-leaf notebook paper (100 sheets or more)
• Pencil sharpener with shavings collector
CLASSROOM EXPECTATIONS
• Follow all teacher directions the first time given and in a timely manner.
• Talking is permitted, but stops immediately when the teacher or another student addresses the class.
• Students are expected to listen and respond appropriately when others are talking.
• Students will address each other by their respective names.
• Students should be prepared each day with proper supplies and learning attitude.
• No unauthorized eating in class
• Be punctual (you are tardy when the tardy bell rings)
UNITS OF STUDY
Units have been developed around five IB MYP strands: Reading, Writing, Listening, Speaking and Viewing. We will address MYP Reading Objectives through the state standards.
Estimated Timeframe Unit State Standards MYP Reading Aims
5 weeks Unit 1: Narrative Reading
Comprehension: Literary Text
T he student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
a. Literary Text: Identifies the difference between the concepts of theme in a literary work and author's purpose in an expository text.
b. Literary Text: Compares and contrasts genre characteristics from two or more selections of literature.
c. Literary Text: Analyzes a character's traits, emotions, or motivations and gives supporting evidence from the text(s).
d. Literary Text: Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
e. Literary Text: Evaluates recurring or similar themes across a variety of selections, distinguishing theme from topic.
f. Literary Text: Evaluates the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plots development, and the way in which conflicts are (or are not) addressed and resolved.
g. Literary Text: Analyzes and evaluates 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, meter) ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery).
h. Literary Text: Analyzes and evaluates how an author's use of words creates tone and mood and provides supporting details from text.
Comprehension: Informational 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 Eight reading list.
a. Informational Text: Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).
b. Informational Text: Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).
c. Informational Text: Recognizes and traces the development of an author's argument, point of view, or perspective in text.
d. Informational Text: Understands and explains the use of a complex mechanical device by following technical directions.
e. Informational Text: Use information from a variety of consumer, workplace, and public documents (e.g., job applications) to explain a situation or decision and to solve a problem
Vocabulary:The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student
a. Determines pronunciation, meanings, alternate words choices, parts of speech, or etymologies of words.
b. Determines the meaning of unfamiliar words in content and context specific reading and writing.
c. Demonstrates an initial understanding of the history of the English language.
ELA8R3 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
a. Using letter-sound knowledge to decode written English and using a range of cueing systems to determine pronunciation and meaning.
b Using self-correction when subsequent reading indicates an earlier miscue.
c. Reading with a rhythm, flow, and meter that sounds like everyday speech
ELA8R4
The student acquires knowledge of Georgia authors and significant text created by them. The student:
a. Identifies a variety of Georgia authors both male and female.
b. Identifies authors' connections to Georgia through a variety of materials including electronic media.
c Identifies award winning Georgia authors.
d. Examines texts from different genres created by Georgia authors.
e. Relates literary works created by Georgia authors to historical settings and or events.
f. Explains how Georgia is reflected in a literary work through setting, characterization, historical context, or current events.
g. Evaluates recurring or similar themes across a variety of selection written by Georgia authors, distinguishing theme from topic.
ELA8RC1 1,000,000 Words
The student reads a minimum of 25 grade-level appropriate books for book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines.
ELA8RC2 Discussion
The student participates in discussions related to curricular learning in all subject areas; the student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
f. Recognizes and uses the features of disciplinary texts
ELA8RC3 Vocab in Content Areas
The student acquires new vocabulary in each content area and uses it correctly; the student
a Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
ELA8RC4 Context
The student establishes a context for information acquired by reading across subject areas; the student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.
The aims of teaching and learning In reading are to encourage and enable students to:
Use the language as a vehicle for though, creativity, reflection, learning and self-expression
Use language as a tool for personal growth, social interaction and for developing relationships within the international community
Comprehend more clearly aspects of their own culture and those of other cultures by exploring the interdependence of human beings through a variety of works
Explore the many facets of the language through the use of media and information technology
Develop the skills involved in speaking, listening, reading, writing and viewing in a variety of contexts
Respond appropriately to a variety of texts
Read widely to promote a lifelong interest in language and literature
Develop a critical and creative approach to studying and analyzing literature
Develop ;language skills through interdisciplinary work
Consider the role of literature both culturally and historically
Reflect on the learning process in various ways at various stages
Empathize with real people and fictional characters as and when appropriate
7 weeks Unit 2: Expository/Technical Reading
7 weeks Unit 3: Persuasive Reading
1 week Unit 4:Standards Review
4 weeks Unit 5: Research/Informational Reading
1 week Unit 6: Poetry
4 weeks Unit 7: Response to Literature
AREAS OF INTERACTION:
During the course, we will use the areas of interaction to build connections between students’ knowledge and experience related to the real world. For example, students will develop approaches to learning that help them become problem solvers and critical thinkers. Students will seek ways to determine how reading and language supports community and service endeavors. Students will determine how human ingenuity has influenced the progression and modernization of reading topics. Students will consider the use of language and how it has changed the environment. Students will explore health and social education and its impact on the need for language and reading.
METHODOLOGY:
In the MYP, teachers work together to develop a variety of opportunities for learning focusing on the approaches to learning, especially critical thinking and reflection. Individual and collaborative active learning are at the heart of the classroom instruction. Real world connections and opportunities to investigate and solve problems will help students become world citizens who understand contemporary issues with a depth and wisdom drawn from experience and future trends.
METHODS OF ASSESSMENT:
A balance of formative and summative assessments will be used to assess student learning. Rubrics and checklists will provide students with assignment expectations.
GRADING AND REPORTING:
Numerical grades will be issued to indicate academic performance. Class averages will be determined using the following weighted averages for content to be covered. Parents may access Pinnacle Internet Viewer (PIV) (the free online grade book) to view your student’s grades, missing assignments, and attendance. In addition, at least two assignments per nine weeks will be assessed using the IB MYP learning objectives in three criteria. These include: Content, Organization and Style and language usage.
1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks
Narrative Reading – 30%
Expository/Technical Reading– 60% Persuasive Reading – 70%
Standards Review – 30% Research/Informational Reading –80%
Poetry—20% Response to Literature – 100%
• Classwork (40 %) – All daily activities are to be kept together in a notebook. Although the notebook itself will not be graded for accuracy, there will be occasional open reference assignments that will require every student to use their own notebook. Students will not be allowed to use another student’s notebook. (Examples: task rotations, graphic organizers, foldables, warm-ups, Anticipation Guides, Reflection Exercise, etc.)
• Tests/Projects (30 %) – A test will be given at the end of each unit. Extensive review is utilized before tests. Projects may be assigned at times to supplement the material covered in class. Ample time will be given for completion of projects.
• Quizzes (10 %) – Quizzes will be given periodically to assess the material covered in class.
• Performance Tasks (10 %) – Performance Tasks allow students to demonstrate their understanding of the content through real-world simulations.
• Homework (10 %) – If you do not understand a concept or assignment, it is your responsibility to ask the teacher prior to leaving the class. Homework will be scored on the basis of completion and honest effort. No “answers only” assignments will be accepted.
MAKE-UP WORK POLICY
Students will be given the same number of days absent to complete his/her make-up work. Students and parents are encouraged to use the homework hotline to check on work missed while absent. Students or parents may call the homework hotline after 6:00 p.m. each day to get homework assignments. Regardless of reason for absences, it is your student’s responsibility to make up missed work, and to make arrangements with the teacher to complete missed assignments. If a student wishes to turn in a late assignment for any reason other than being absent, a late penalty will apply. Students should visit the “Make-up Work Station” to obtain any handouts, etc. Make-up work should be placed in the make-up work folder with a completed Late Work form attached.
Major tests and quizzes must be made up within one week of returning to school.
CONDUCT
Students must follow the CMS Scholarly Expectations Plan as outlined in the Student Agenda. The agenda must be with students at all times and will serve as their hall pass. In addition, students are expected to abide by ALL classroom procedures and expectations. Conduct grades will be determined using the number of classroom infractions earned by a student during the grading period. Additionally, the teacher’s assessment of the student’s overall behavior in his/her class will be considered in assigning conduct grades.
PARENT TIPS
Parents may register to receive access to Pinnacle Internet Viewer (PIV) (the free online grade book), which can be used to keep up with student progress. Students will record assignments and homework in their agenda. Teachers will update their blogs on a weekly basis. Please feel free to email anytime. If you do not receive a response within 48 hours, your email may have been blocked. Therefore, please send a note in your student’s agenda. While at home, parents are encouraged to:
• Set a regular time and routine for doing homework.
• Establish a regular place which is well lit and quiet for completing homework.
• Remove distractions during home study time. No television, phone calls, or text messaging.
• Insist that homework assignments are completed daily
This plan can be changed to reflect the needs of the students.
CAMPBELL MIDDLE SCHOOL
678-842-6873
2010-2011
Instructor(s): Atosha Logan atosha.logan@cobbk12.org http://campbellms.typepad.com/atosha_logan/
Amanda Childress amanda.childress@cobb.k12.org http://campbellms.typepad.com/amanda_childress/
Rose Wilkins rose.wilkins@cobbk12.org http://campbellms.typepad.com/rose_wilkins/
COURSE SUMMARY:
This course further develops basic concepts of narrative, expository, persuasive, technical, poetic and dramatic text previously learned in sixth and seventh grade. The format of this course promotes student engagement through exploration of literary concepts and making natural connections between units of study and how different concepts integrate into the global community. These connections will personalize student learning and promote habits of the mind that support the IB learner profile. Throughout the year, we will use “real-life” applications of reading and encourage students to become inquirers, knowledgeable, thinkers, communicators, principled, risk takers, balanced, caring, and reflective in their learning.
By the end of both semesters of this course, students will understand conventions, main themes in text, reasoning, critical thinking, exposure to different genres, vocabulary, development of plot, structure, form and content of text.
Our study of these topics in reading will be:
• Holistic - Students will be required to use reading skills in many aspects of their lives. Their knowledge and understanding of these concepts will be required for personal decision making, and participation in civic and cultural affairs.
• Intercultural - MYP reading promotes an understanding of how cultural, societal and historical influences from a variety of cultures have influenced literary thought, and brought about its evolution. Students should be able to understand and discuss the international nature of language.
• Focused on communication - MYP reading places considerable emphasis on literacy and requires students to use reading skills through a variety of communication skills which would include media and technology. Students should come to realize that the language and reading are universal.
STUDENT AGENDA:
Your child was given a student agenda at the beginning of the school year or upon enrollment. We encourage you to regularly check this agenda for important dates and reminders, as well as for your child’s daily assignments. The agenda will also serve as the student’s hall pass and should be with your child at all times while on campus.
TEXTS AND RESOURCES:
Pearson Readers Journey
Pearson Anchor Novels (Replacement Cost- Varies)
Student Agenda (Replacement Cost - $5.00)
CLASSROOM MATERIALS:
In order to be prepared DAILY, each student should have:
• Any assignments that are due
• 3 inch three-ring binder with dividers (This binder will be used in all classes)
• School Agenda
• #2 pencils and pens
• Hole punched loose-leaf notebook paper (100 sheets or more)
• Pencil sharpener with shavings collector
CLASSROOM EXPECTATIONS
• Follow all teacher directions the first time given and in a timely manner.
• Talking is permitted, but stops immediately when the teacher or another student addresses the class.
• Students are expected to listen and respond appropriately when others are talking.
• Students will address each other by their respective names.
• Students should be prepared each day with proper supplies and learning attitude.
• No unauthorized eating in class
• Be punctual (you are tardy when the tardy bell rings)
UNITS OF STUDY
Units have been developed around five IB MYP strands: Reading, Writing, Listening, Speaking and Viewing. We will address MYP Reading Objectives through the state standards.
Estimated Timeframe Unit State Standards MYP Reading Aims
5 weeks Unit 1: Narrative Reading
Comprehension: Literary Text
T he student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts.
a. Literary Text: Identifies the difference between the concepts of theme in a literary work and author's purpose in an expository text.
b. Literary Text: Compares and contrasts genre characteristics from two or more selections of literature.
c. Literary Text: Analyzes a character's traits, emotions, or motivations and gives supporting evidence from the text(s).
d. Literary Text: Compares and contrasts motivations and reactions of literary characters from different historical eras confronting similar situations or conflicts.
e. Literary Text: Evaluates recurring or similar themes across a variety of selections, distinguishing theme from topic.
f. Literary Text: Evaluates the structural elements of the plot (e.g., subplots, parallel episodes, climax), the plots development, and the way in which conflicts are (or are not) addressed and resolved.
g. Literary Text: Analyzes and evaluates 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, meter) ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery).
h. Literary Text: Analyzes and evaluates how an author's use of words creates tone and mood and provides supporting details from text.
Comprehension: Informational 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 Eight reading list.
a. Informational Text: Analyzes and evaluates common textual features (e.g., paragraphs, topic sentences, concluding sentences, introduction, conclusion, footnotes, index, bibliography).
b. Informational Text: Applies, analyzes, and evaluates common organizational structures (e.g., graphic organizers, logical order, cause and effect relationships, comparison and contrast).
c. Informational Text: Recognizes and traces the development of an author's argument, point of view, or perspective in text.
d. Informational Text: Understands and explains the use of a complex mechanical device by following technical directions.
e. Informational Text: Use information from a variety of consumer, workplace, and public documents (e.g., job applications) to explain a situation or decision and to solve a problem
Vocabulary:The student understands and acquires new vocabulary and uses it correctly in reading and writing; the student
a. Determines pronunciation, meanings, alternate words choices, parts of speech, or etymologies of words.
b. Determines the meaning of unfamiliar words in content and context specific reading and writing.
c. Demonstrates an initial understanding of the history of the English language.
ELA8R3 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
a. Using letter-sound knowledge to decode written English and using a range of cueing systems to determine pronunciation and meaning.
b Using self-correction when subsequent reading indicates an earlier miscue.
c. Reading with a rhythm, flow, and meter that sounds like everyday speech
ELA8R4
The student acquires knowledge of Georgia authors and significant text created by them. The student:
a. Identifies a variety of Georgia authors both male and female.
b. Identifies authors' connections to Georgia through a variety of materials including electronic media.
c Identifies award winning Georgia authors.
d. Examines texts from different genres created by Georgia authors.
e. Relates literary works created by Georgia authors to historical settings and or events.
f. Explains how Georgia is reflected in a literary work through setting, characterization, historical context, or current events.
g. Evaluates recurring or similar themes across a variety of selection written by Georgia authors, distinguishing theme from topic.
ELA8RC1 1,000,000 Words
The student reads a minimum of 25 grade-level appropriate books for book equivalents (approximately 1,000,000 words) per year from a variety of subject disciplines.
ELA8RC2 Discussion
The student participates in discussions related to curricular learning in all subject areas; the student
a. Identifies messages and themes from books in all subject areas.
b. Responds to a variety of texts in multiple modes of discourse.
c. Relates messages and themes from one subject area to those in another area.
d. Evaluates the merits of texts in every subject discipline.
e. Examines the author’s purpose in writing.
f. Recognizes and uses the features of disciplinary texts
ELA8RC3 Vocab in Content Areas
The student acquires new vocabulary in each content area and uses it correctly; the student
a Demonstrates an understanding of contextual vocabulary in various subjects.
b. Uses content vocabulary in writing and speaking.
c. Explores understanding of new words found in subject area texts.
ELA8RC4 Context
The student establishes a context for information acquired by reading across subject areas; the student
a. Explores life experiences related to subject area content.
b. Discusses in both writing and speaking how certain words and concepts relate to multiple subjects.
c. Determines strategies for finding content and contextual meaning for unfamiliar words or concepts.
The aims of teaching and learning In reading are to encourage and enable students to:
Use the language as a vehicle for though, creativity, reflection, learning and self-expression
Use language as a tool for personal growth, social interaction and for developing relationships within the international community
Comprehend more clearly aspects of their own culture and those of other cultures by exploring the interdependence of human beings through a variety of works
Explore the many facets of the language through the use of media and information technology
Develop the skills involved in speaking, listening, reading, writing and viewing in a variety of contexts
Respond appropriately to a variety of texts
Read widely to promote a lifelong interest in language and literature
Develop a critical and creative approach to studying and analyzing literature
Develop ;language skills through interdisciplinary work
Consider the role of literature both culturally and historically
Reflect on the learning process in various ways at various stages
Empathize with real people and fictional characters as and when appropriate
7 weeks Unit 2: Expository/Technical Reading
7 weeks Unit 3: Persuasive Reading
1 week Unit 4:Standards Review
4 weeks Unit 5: Research/Informational Reading
1 week Unit 6: Poetry
4 weeks Unit 7: Response to Literature
AREAS OF INTERACTION:
During the course, we will use the areas of interaction to build connections between students’ knowledge and experience related to the real world. For example, students will develop approaches to learning that help them become problem solvers and critical thinkers. Students will seek ways to determine how reading and language supports community and service endeavors. Students will determine how human ingenuity has influenced the progression and modernization of reading topics. Students will consider the use of language and how it has changed the environment. Students will explore health and social education and its impact on the need for language and reading.
METHODOLOGY:
In the MYP, teachers work together to develop a variety of opportunities for learning focusing on the approaches to learning, especially critical thinking and reflection. Individual and collaborative active learning are at the heart of the classroom instruction. Real world connections and opportunities to investigate and solve problems will help students become world citizens who understand contemporary issues with a depth and wisdom drawn from experience and future trends.
METHODS OF ASSESSMENT:
A balance of formative and summative assessments will be used to assess student learning. Rubrics and checklists will provide students with assignment expectations.
GRADING AND REPORTING:
Numerical grades will be issued to indicate academic performance. Class averages will be determined using the following weighted averages for content to be covered. Parents may access Pinnacle Internet Viewer (PIV) (the free online grade book) to view your student’s grades, missing assignments, and attendance. In addition, at least two assignments per nine weeks will be assessed using the IB MYP learning objectives in three criteria. These include: Content, Organization and Style and language usage.
1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks
Narrative Reading – 30%
Expository/Technical Reading– 60% Persuasive Reading – 70%
Standards Review – 30% Research/Informational Reading –80%
Poetry—20% Response to Literature – 100%
• Classwork (40 %) – All daily activities are to be kept together in a notebook. Although the notebook itself will not be graded for accuracy, there will be occasional open reference assignments that will require every student to use their own notebook. Students will not be allowed to use another student’s notebook. (Examples: task rotations, graphic organizers, foldables, warm-ups, Anticipation Guides, Reflection Exercise, etc.)
• Tests/Projects (30 %) – A test will be given at the end of each unit. Extensive review is utilized before tests. Projects may be assigned at times to supplement the material covered in class. Ample time will be given for completion of projects.
• Quizzes (10 %) – Quizzes will be given periodically to assess the material covered in class.
• Performance Tasks (10 %) – Performance Tasks allow students to demonstrate their understanding of the content through real-world simulations.
• Homework (10 %) – If you do not understand a concept or assignment, it is your responsibility to ask the teacher prior to leaving the class. Homework will be scored on the basis of completion and honest effort. No “answers only” assignments will be accepted.
MAKE-UP WORK POLICY
Students will be given the same number of days absent to complete his/her make-up work. Students and parents are encouraged to use the homework hotline to check on work missed while absent. Students or parents may call the homework hotline after 6:00 p.m. each day to get homework assignments. Regardless of reason for absences, it is your student’s responsibility to make up missed work, and to make arrangements with the teacher to complete missed assignments. If a student wishes to turn in a late assignment for any reason other than being absent, a late penalty will apply. Students should visit the “Make-up Work Station” to obtain any handouts, etc. Make-up work should be placed in the make-up work folder with a completed Late Work form attached.
Major tests and quizzes must be made up within one week of returning to school.
CONDUCT
Students must follow the CMS Scholarly Expectations Plan as outlined in the Student Agenda. The agenda must be with students at all times and will serve as their hall pass. In addition, students are expected to abide by ALL classroom procedures and expectations. Conduct grades will be determined using the number of classroom infractions earned by a student during the grading period. Additionally, the teacher’s assessment of the student’s overall behavior in his/her class will be considered in assigning conduct grades.
PARENT TIPS
Parents may register to receive access to Pinnacle Internet Viewer (PIV) (the free online grade book), which can be used to keep up with student progress. Students will record assignments and homework in their agenda. Teachers will update their blogs on a weekly basis. Please feel free to email anytime. If you do not receive a response within 48 hours, your email may have been blocked. Therefore, please send a note in your student’s agenda. While at home, parents are encouraged to:
• Set a regular time and routine for doing homework.
• Establish a regular place which is well lit and quiet for completing homework.
• Remove distractions during home study time. No television, phone calls, or text messaging.
• Insist that homework assignments are completed daily
This plan can be changed to reflect the needs of the students.
