Please find your student’s name tag. There is a post-it so that you might a note of encouragement inside.

Thank you!

• Raised in Sacramento• Graduated UCB, in PEIS (Political

Economics of Industrialized Societies)• Teaching credential also from CAL• At WCI since 1987-’88• 3 children: two daughters, one just

finished her Master’s and the other a college senior, son who is sophomore in college

• Husband an English teacher in Acalanes H.D.

General Business

• WCEF / district packet• 3 periods and Family• Rules and Policies: homework, absence, late

work• Contact information:

email -- nboyko@wcsd.k12.ca.usphone – 944 – 6840 x8407

Potential problems and solutionsStudents not readingStudents not turning in workStudent doing poorly on assessmentsStudent not taking advantage of class time

Review the weekly agenda (student planner or on-line)Review students grades with student (on-line portal)Consider Homework HelpRead with your studentAsk your student what he/she thinks the problem is and create a solution togetherConsider using a clear folder for finished workUse study sites listed on the web pageHave student talk through the assessment/information

Homework Help• Be interested in your student’s school work• Let your student know that homework and studying

are his/her responsibility, but that you are available to help and/or seek assistance from the teacher

• Set a daily study time that is flexible and compatible with your family’s schedule

• Select well-lighted, quiet place where your student can study without interruptions

• Check your student’s planner and teacher web site• For long-term projects help student manage his/her

time• Praise and support your student’s efforts

Other Help• Homework Help 3:15 – 4:05, and will begin Wednesday, 9/9.

There is a link to the schedule on the front page of the WCI website under the “Headlines” section. “FREE!” courtesy of WCEFMath Help –Mon., Wed.& Thurs.General – Mon. & Wed., room 309EL/Math Homework Help –Tues. & Wed., room 212

• Weekly Reports – pick up in counseling office• Schoolwires www.walnutcreeksd.org select from staff

directory• Ask to see completed assignments• Read! Model reading, read together, ask questions about

reading, expect your student to read daily

Reading reading is a process

• Reading comprehension strategies: making connections (schema) questioning

visualizing finding meaning inferring synthesizing

Reading part 2

• Different genres: short story, poetry, expository• Knowing purpose• Anthology The Language of Literature • Novels, Seedfolks, The Lightning Thief, and Wrinkle in

Time• Accelerated Reading – independent, differentiated• Common Core shift -- nonfiction

Writing

• 6 Traits– Sentence fluency: N2SSWTSW, vary sentence length, use

active verbs, complete sentences, no run-ons– Word choice: verbs!, strong nouns, description, avoid too

many pronouns and the mundane– Organization: beginning / middle / end, use of transitions,

focused– Voice: appropriate, interested– Ideas: developed, supporting details (proof)– Conventions: spelling, punctuation, capitals

Writing part 2 & Misc.

• Process: prewrite, draft, revise, edit, final• Writer’s workshop quarterly study:

1. personal narrative , 2. informative essay, 3. argumentative essay, and 4. research project/presentation

• Summary, compare and contrast, poetry• Word study: Academic Vocabulary (schoolwide),

Giggles, and Classical Roots• Grammar and convention rules: Giggles in the Middle

Social Studies

• Text Discovering Our Past, Ancient Civilizations Glencoe McGraw-Hill

• Essential Questions: What impact does geography have on a civilization? and What is important to know about a particular civilization?

• Units: archaeology and early humans, Mesopotamia, Egypt, India, China, , Israel, Greece, and Rome

Common Core• Come to discussions prepared, having read or studied

required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. (Speaking and Listening, S.L.6.1)

• Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Reading Informational Text R.I.6.1)

• Write arguments to support claims (Writing W.6.1)• Write informative/explanatory texts (W.6.2)• Write narrative to develop real or imagined experiences or

events (W.6.3)

Social Studies

• LITERACY STANDARDS• Cite specific evidence to support analysis of

primary and secondary sources. (RH 6-8.1)• Produce clear and coherent writing in which

the development, organization, and style are appropriate to task, purpose, and audience. (WHST 6-8.4)

Common Core Shifts

• Increase in text complexity• More informational text throughout

curriculums• Text dependent questions / Textual evidence• Academic language / vocabulary• “Persuasive” writing becomes

“argumentative” writing (logic and fact vs. emotion)

District EmphasisVocabulary – Academic WritingSpeaking and Listening presentations using

technology