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.us
phone – 944 – 6840 x8407
Potential problems and solutions
Students not reading
Students not turning in work
Student doing poorly on assessments
Student 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 Help
Read with your student
Ask your student what he/she thinks the problem is
and create a solution together
Consider using a clear folder for finished work
Use study sites listed on the web page
Have 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
WCEF
Math Help –Mon., Wed.& Thurs.
General – Mon. & Wed., room 309
EL/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
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•
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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 Emphasis
Vocabulary – Academic
Writing
Speaking and Listening
 presentations using technology