Questions for 8th Grade Literature
- What constitutes a tardy?
- How can I make sure my student is doing his homework?
- Where can my student obtain extra help?
- If I don't have a computer how can I check Power School?
- What should I do if my child can't find an AR book to read?
- Why can�t I skip my twenty minutes of reading?
- What are the Idaho Content Standards for Grade 8 Language Arts?
- What are the classroom procedures for the students?
What constitutes a tardy?
If the student is not IN his/her seat and PREPARED (meaning he
has a pen/pencil,paper, book, assignment)when the tardy bell
rings then he/she will be marked tardy.
How can I make sure my student is doing his homework?
There are 3 possible ways:
1. You can go onto PowerSchool at any time to check
his/her grade. The directions on how to do this are in the
planner.
2. You can check his/her planner. Your student should be
filling out the planner for every class every day.
3. You can contact me directly if you have questions. The
school phone number is 525-4416, and my e-mail is
lappina@d93.k12.id.us
Where can my student obtain extra help?
I am at school every morning by 8:15 and I am available at lunch
or I can stay after achool if pre-arranged.
If I don't have a computer how can I check Power School?
You can go to the public library and use the computers for free,
or you can contact Sandcreek and find out when the school's
computers are available.
They will be available at certain times in the evening.
Students can also check their grades before school, during lunch
or after school in the school library.
Also, you may call Sancreek school and talk to the counselor
and/or your child's teachers.
What should I do if my child can't find an AR book to read?
Our school library has plenty of AR books (over 9,000 AR quizes)
and so does the public library. I can give your child some
suggesstions. Also, Sandcreek is very fortunate to have Mrs.
Grimmitt, the school's librarian. She is an
excellent source to help your child find books and give
suggestions. Also, every quarter Mrs. Grimmitt has an AR
Challenge. She offers rewards and prizes to students who sign up
with a partner and participate in the challenge. It is a good
way for students to earn their AR goal and earn prizes. Please
visit Sandcreek's web site under AR Book Search for a list of
AR books. Also, students are allowed to read one non AR book per
quarter with my permission. The student is required to complete a
book report. See more information about AR under Acclerated
Reader Info.
Why can�t I skip my twenty minutes of reading?
Let�s figure it out mathematically!
(Source: U.S. Dept. of Education, America Reads Challenge,
1999. �Start
Early, Finish Strong: How to Help Every Child Become a
Reader.�
Washington,
D.C.)
Student A reads 20 minutes five night of every week.
Student B reads 4 minutes a night for 5 nights or none at all.
Minutes read per week:
Student A reads 20 minutes x 5 times a week = 100 minutes/week
Student B reads 4 minutes x 5 times a week = 20 minutes/week
Minutes read per month:
(Multiply minutes a week x 4 weeks each month)
Student A reads 400 minutes a month
Student B reads 80 minutes a month
Student A gets the equivalent of 10 school days of reading
practice.
Student B gets the equivalent of only 2 school days of reading
practice.
By the end of 5th grade if Student A and Student B maintain these
same
reading habits, Student A will have read the equivalent of 60
whole school
days while Student B will have read the equivalent of 12 school
days. One
would expect the gap of information retained will have widened
considerably.
Ask yourself:
Which student would you expect to read better?
Which student would you expect to know more?
Which student would you expect to write better?
Which student would have a better vocabulary?
Which student would you expect to be more successful in school?
What are the Idaho Content Standards for Grade 8 Language Arts?
Idaho Content Standards Grade 8 Language Arts
Standard 1: Reading Process
Goal 1.2 Acquire Concepts About Text
Objective
1.2.1 Analyze the organizational structure of printed material
and
electronic sources to access information.
Objective
1.2.2 Analyze specific feature of text, including the preface
and
appendix,
to understand a selection.
Objective
1.2.3 Interpret graphic features of text to clarify and extend
meaning.
This includes maps, illustrations, diagrams, timelines, or tables.
Goal 1.4 Acquire Decoding Skills Using Word Parts
Objective
1.4.1 Use structural analysis and apply root words, prefixes,
and
suffixes,
including Greek and Latin derivatives, to decode complex words.
This
includes addressing words containing a base word, a root word,
prefix, or
suffix, to assist in decoding.
Objective
1.4.2 Read abbreviations appropriate to grades level.
Goal 1.5 Acquire Decoding Skills Using Syllabication
Objective
1.5.1 Apply spelling and syllabication rules to decode unknown
words.
Goal 1.6 Acquire Decoding Skills Using Context
Objective
1.6.1 Use context clues to aid in decoding new words.
Goal 1.7 Acquire Fluency
Objective
1.7.1Read grade-level appropriate text with fluency and accuracy.
Goal 1.8 Vocabulary and Concept Development
Objective
1.8.1 Apply origins of root words, prefixes, and suffixes to
determine the
meaning of unknown words. Includes word structure to assist in
determining
meaning and may include prefixes, suffixes, syllabication, or
root words.
Objective
1.8.2 Explain relationships among words including
connotation/denotation,
antonyms, synonyms, and words with multiple meanings.
Objective
1.8.3 Define words and concepts necessary for comprehending
content area
text.
Objective
1.8.4 Clarify pronunciations, meaning. Alternate word choices,
parts of
speech and etymology of words using the dictionary, thesaurus,
glossary, and
technology resources.
Standard 2: Comprehension/Interpretation
Goal 2.1 Acquire Strategies and Skills for Comprehending
Text
Objective
2.1.1 Determine relationships among facts, ideas, and events
used in
various texts to support a central purpose. This may include the
identification and relationship of facts and main ideas within
two kinds of
text. If two selections are presented, the two must be on the
same theme or
topic. Comparison items may also be assessed under this goal.
This also
may
include the comparison from two sources on the same theme or
topic.
Objective
2.1.2 Distinguish cause and effect relationships in text to
gain meaning.
This also includes and conclusion based on determining cause and
effect.
Objective
2.1.3 Make inferences, draw conclusions, and form opinions
based on
information gathered from text and cite evidence to support.
This may
include both a literal and evaluative response to the text. Cite
evidence
means that drawing a conclusion, making inferences, and forming
opinions may
require and explanation of why something has happened. This may
also
include
information based exclusively from the text given.
Goal 2.2 Acquire Skill to Comprehend Expository Text
Objective
2.2.1 Evaluate expository text structure to extend
comprehension.
2.2.2 Generate how, why, and what - if questions for
interpreting
expository texts.
2.2.3 Apply central ideas (literal/inferential) and critical
details to
summarize information from expository text. This may include:
the
identification of main idea and/or details to summarize
information from
expository text, the identification of the specific main idea or
inferred
main idea and relevant details, and/or the summary or
paraphrasing of the
text.
2.2.4 Identify the main purpose and anticipate outcomes of
procedures
specified in informational text. This may also include the
identification
of
the Author�s purpose and/or support for that purpose.
Goal 2.3 Acquire Skills for Comprehending Literary Text
Objective
2.3.1 Read and respond to literature from a variety of genres,
including
poetry.
2.3.2 Interpret how situations, actions, and other characters
influence a
character�s personality and development. This includes
identifying and/or
analyzing of characters and their actions. The term
characterization
may
be used.
2.3.3 Analyze the importance of the setting to the mood and to
the meaning
of the story.
2.3.4 Evaluate the structural elements of the plot and
conflicts are
addressed and resolved. This may include the identification
and/or analysis
of various kinds of conflict. The literary elements of plot,
conflict, and
resolution may be addressed.
2.3.5 Explain the author�s point of view and interpret how it
influences
the story. This may require the identification of the author�s
purpose
and/or the identification of first person or third person point
of view.
2.3.6 Analyze the themes across a variety of genres and various
literary
works.
2.3.7 Identify and understand the meaning of the literary
devices:
onomatopoeia, hyperbole, imagery, simile, metaphor, imagery,
foreshadowing,
flashback, personification, or hyperbole.
What are the classroom procedures for the students?
Classroom Procedures
1. When the bell rings: Be in your seat ready to learn and
no talking. Get out any necessary assignments, pens, pencils,
books needed for class. Ask yourself “What do I need for class
today?” Begin working on your “Bell to Bell” activity if
applicable.
2. When I want your attention: I will say “Eyes up to the
front” or “I need your attention” and that is your cue to be
quiet, pens and pencils down and eyes up to the front of the room
ready to listen to instructions.
3. Sharpening pencils: Sharpening pencils is done before
the tardy bell rings. Bring a spare in case one breaks during
class.
4. Dismissal from class: If the bell rings and I am talking
to the class please remain in your seat and listen to the
instructions. I will dismiss you when I am finished.
5. Bring all of your materials, assignments, etc. to class
with you before the tardy bell rings.
6. Go to the bathroom before the tardy bell rings.
7. When turning in papers or passing
papers/assignments/tests to a classmate do so quietly.
8. When you are absent: Check the back board and web site
for your missing assignments. You have two days to turn in your
work when you are absent and it is your responsibility to get
your missing assignments.
