Welcome to Ms. Dycus’ 7th grade reading and reading resource class.

Welcome!

 

I am excited to have your student with me this year and I look forward to working with parents and students to create a positive learning environment. Please watch my blog for updates on project due dates and requirements.

I will have dates for scheduled testing, projects and other events posted within in the next few days.

 

 

COURSE SUMMARY:

 

Students will learn, practice, and use skills and strategies that will enhance their reading abilities in all classes and in the real world. These skills and strategies will be applied to a wide variety of texts including novels, short stories, poems, informational texts, and more in order to help students read a wide variety of genres. Students will also use a variety of types of technology to enhance their understanding of the topics covered in thematic units. Using the Reading Workshop model, students will read in class daily while applying skills and strategies modeled during mini-lessons. Students will be provided opportunities to read and analyze texts at both their level and the appropriate grade level. Throughout the year, we will use “real-life” applications of writing and encourage students to become inquirers, knowledgeable, thinkers, communicators, principled, risk takers, balanced, caring, and reflective in their learning. Our study of these topics in language arts will be:

 

  • Holistic: Students will recognize and apply knowledge of writing in everyday life in preparation for becoming lifelong learners
  • Intercultural: Students will understand and appreciate various languages and cultures extending and broadening their viewpoints and international mindedness.
  • Communication: Students will utilize all methods or forms of communication in Language Arts, which address the Common Core Standards, Standard English usage and elements of speaking, viewing, and listening skills.

 

Georgia Standards of Excellence:

The course content for Reading is designed to increase students’ reading comprehension and support understanding of the Georgia Standards of Excellence for Reading and Language Arts as well as cross-curricular reading skills. Visit this link for a breakdown of the standards: https://www.georgiastandards.org/Georgia-Standards/Frameworks/ELA-Grade-6-Standards.pdf

 

 

MYP LANGUAGE A AIMS:

Reading supports the Language A aims by providing students with opportunities to:

 

  • Become active learners, efficient test takers, effective time managers, excellent organizers, competent researchers, and skillful communicators
  • Read and interpret a variety of texts
  • Analyze and talk and/or write about texts that have been viewed
  • Ask and answer pertinent questions
  • Write in a variety of forms
  • Improve vocabulary
  • Conduct simple and advanced research and present research findings orally and in writing
  • Use the media center and information technology effectively
  • Reflect critically on their own work and that of their peers

 

 

KEY CONCEPTS:

During this course, we will use the key concepts to build connections between students’ knowledge and experience related to the real world. Students will utilize prior and present knowledge from their environment, school, and other social outlets in order to effectively communicate using written and verbal language. Reading students will learn and utilize skills that will enable them to become life-long learners by applying knowledge and skills necessary for high school and college.

 

GLOBAL CONTEXTS FOR TEACHING AND LEARNING

Global contexts direct learning toward independent and shared inquiry into our common humanity and shared guardianship of the planet. Using the world as the broadest context for learning, MYP sciences can develop meaningful explorations of identities and relationships; orientation in space and time; personal and cultural expression, scientific and technical innovation; globalization and sustainability; and, fairness and development.

 

METHODOLOGY:

In the MYP, instructors 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 inquire about society will help students become world citizens who understand contemporary issues with a depth and wisdom drawn from experience and future trends.

 

METHODS OF ASSESSMENT:

The use of Synergy Internet Viewer (SIV) by parents and students is encouraged to view grades, each assignment, and class attendance at any time via the online grade book. An access code may be obtained by contacting administration. A balance of formative and summative assessments will be used to assess student learning. Rubrics and checklists will provide students with assignment expectations.

 

Class average will be determined using the following weighted averages for reading skills to be covered during the year. There will be a minimum of four tests per unit (9 weeks per unit), there will be a performative based assessment that counts as the summative AS WELL AS a multiple-choice assessment. These 2 assessments will count as 30% of your grade!

  • Formative Assessment 70%
  • Summative Assessment 30%

(Independent Reading, Classwork, Tests, Projects, and Homework will be graded and categorized by skill)

 

Submitting work past due is discouraged. If a student turns in an assignment that is past due for any reason other than being absent, a penalty will apply. Students with excused absences are given the amount of days absent from class to submit an assignment. Regardless of the reason, it is the child’s responsibility to get the work missed during an excused absence and to make arrangements with the instructor to reschedule missed tests or quizzes. If a child is absent for an extended amount of days, parents should contact the school to request work for pick-up by the parent to take to the child.

 

CONDUCT:

Student must follow the CMS Positive Behavior Intervention Plan as outlined in the Campbell Middle School Student Agenda given to all students on their first day of school. The agenda must be with students at all times and will serve as their hall pass. If the agenda is lost, students must pay a $10.00 replacement fee for a new agenda book. In addition, students are expected to abide by ALL classroom procedures and expectations, as well as dress in the CMS Standard Dress Attire. 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.

 

TEACHER CONTACT INFORMATION

E-mail: Pamela.Dycus@cobbk12.org

Blog: http://www.cobblearning.net/pdycus/

 

 

Week of April 29th

Periods 4 – 7 are reading documents about Mansa Musa and interpreting those documents to create a five paragraph essay. This is in readiness for 8th grade and high school DBQ requirements. Beginning the week of May 6th we will return to the book Outsiders and complete small writing responses in conjunction with that.

 

C O N G R A T U L A T I O N S ! ! FIRST PERIOD.

One of our NPR podcast entries won an honorable mention. This is amazing since there were 6,000 entries and only 2 overall winners. I am very proud to be apart of this achievement.

Because we have little access to technology and the podcast equipment for the rest of the year. I have allowed students to choose another project to complete. Some are doing book talks and other are creating their own research based project.

 

 

The week of March 11th

Reading AC has finished the class novel  of ROLL OF THUNDER HEAR MY CRY and will complete the summative task of creating a body biography. March 18th is the due date for this project. The link below details the project requirements.

GRASPS Task Design Prompts Narrative- body biography-2ndrzdx

All students will be taking the reading inventory this week.

Gifted Resource – Students are in various phases of writing, producing and editing podcasts and scripts. The class is a little behind schedule but we are making it work. Most students should be writing Podcast script 5.

 

The last week of February

Reading classes had a book report due on February 25th. Our next book report project is due on March 7th. We will be taking a bell ringer quiz this Friday.

 

PODCAST Project is making steady progress. Even though we are not moving as quickly as I had hoped, the amount of creative, organizational and technical skills required has grown tremendously as we are setting the bar a little higher with each podcast we finish.

 

 

The week of February 4th!

The next book report project is due February 5th.

We are still working on characterization with an emphasis on mood and tone. Please talk to your students about the text, ROLL OF THUNDER, HEAR MY CRY.

Check out the tinyurl posted below for the status of the podcasts. This week we will be working on our team status and team members will be writing job descriptions. I’m very proud of the teamwork between individuals and teams. There is lots of creativity and problem solving taking place.

The week of January 27th

Book report project 12 is due on February 5th.

We have spent the past couple of weeks studying characterization using the book Roll of Thunder, Hear my Cry. We will complete the book study with an in-class project due the week of February 2oth.

There are several podcasts which have been posted. Please see me if you are having difficulty. I should have scripts and podcasts through podcast 3 uploaded on the tiny url by January 30th.

Happy New Year!

Here are the updates for the podcast dates:

PODCAST DUE DATES – REVISED 12/18/18 

 

 

1-11                  7 minute podcast with voice over 

1-30                  10 minute podcast with music 

2-15                  15 minute podcast with interview and one other element 

3-1                     20 minute podcast with storytelling and two other elements 

3-22                   final project outline and script 

4-12                   final project – 30 minute podcast 

Please visit tinyurl.com/y9r46dww for further info,

 

There was a change in the due dates for the book report projects:

The December 20th is now due January 8th.

The January 8th project is now due January 14th.

Happy New Year!

Welcome back. 2019 is going to be a great year.

The book report that was due December 20th was pushed to January 8th.

The book report due on January 8th will now be due on the 14th.

We are evaluating the characterization elements used by authors. Students will be applying this to their in-class reading as well as their personal reading book.

Urgent Podcast Update

All content for podcasts will be posted on:

tinyurl.com/y9r46dww

Students should post scripts as instructed in class by December 10th for script 2.

The new fully produced podcast due date is December 18th.

Parents should be able to also go to this site to listen to podcasts posted there.

The first week of December!

Everyone has been given until December 10th for book report project 8!

We will be taking the Reading Inventory on December 7th. The test will count as the unit 2 summative and the grade will be based on the amount of growth the student has shown from the 8/31 test.

We will be working on context clues for periods 4 – 7, and will begin a multigenre project the following week. It will be due before we leave on December 21st. Information will be forthcoming.

Reading Resource will also have until December 10th to turn in the completed podcast 2 and script. We have the equipment up and running and this podcast should involve the use of these new items.

I will be sending home a link so that parents can listen and share these podcasts with their loved ones.