Language Arts 7 Mrs. Rachel Cutter

Language Arts 7 Mrs. Rachel Cutter

2015-2016 Phone: 503-399-3701

Email:

Course Description:

This course focuses on developing critical reading, writing and language skills in a variety of genres utilizing the workshop model of instruction in conjunction with the newly adopted Common Core State Standards.

Course Content:

Students will develop knowledge and skills related to fictional and non-fictional texts in, but not limited to, the following areas: vocabulary and figurative language, showing comprehension, developing interpretations, and examining content and structure through analysis and evaluation. Students will be reading authentic literature and informational texts of varying levels.

Students will use the writing process--prewriting, drafting, revising, editing, and publishing--to write in a variety of contexts. Students will be able to write for different purposes and to a specific audience, in addition to responding, summarizing, and citing textual evidence in analyzing texts. Editing and proofreading one’s own writing, as well as that of others, will be emphasized, especially in the areas of spelling and grammar.

Course Grading:

Academic grades are based on assignments and assessments which will demonstrate a student’s progress toward mastering and retaining state standards in language arts (please see the back of this syllabus for a description of standards-based grading). As students become more proficient, their grade will improve. And of course, students may re-assess their knowledge and improve their grade at any time. 90% of the overall language arts grade will be determined by these types of assignments and assessments, while 10% of the overall grade is determined by miscellaneous daily work and activities.

Letter grades will be assigned as follows:

Proficiency basePercentage

A = 3.25 – 4.0 81.25 - 100
B = 2.75 – 3.24 68.75 – 81.24
C = 2.0 – 2.75 50 -68.74
D = 1.5 – 1.99 37.50 -49.99
F = 0.0 – 1.49 0 – 37.49

In addition to an academic grade, each student will receive grades for work habits and citizenship. As a student transitions through middle school, these grades are equally as important as an academic grade, and help provide a well rounded view of a student’s progress and effort. Work habits and citizenship grades are as follows: O- Outstanding, S- Satisfactory, N-Needs Improvement, and U- Unsatisfactory.

Progress Check

To regularly monitor your student’s grade, I encourage you to use our online grading system (ParentVue) located on Claggett Creek’s web page. Feel free to contact the office to obtain log-on information. Additionally, printed progress reports will be sent home with the student usually half way through each grading period.

Behavior Expectations:

In this class, students are expected to abide by the school rules and policies that are printed in the student handbook. Student behavior expectations are upheld to the guiding principles of being responsible and using good judgment. Students who choose not to follow class expectations will receive the appropriate consequence.

Please detach on dotted line, sign, and have your child return the slip to Mrs. Cutter.

______

Parent SignatureDateStudent SignatureDate

Email address if available:______

Standards-Based Grading

What is standards-based grading?

Standards-based grading is a refined way of reporting what students know and how they demonstrate their learning of state content standards. Students will have multiple opportunities to prove proficiency on language arts standards during a given grading period. Student grades will reflect their knowledge of the state standards addressed in their language arts class.

What is the purpose of standards-based grading?

The purpose of standards-based grading is to align grading with the state content standards. The primary goal is to better communicate what each student knows and is able to do according to state content standards.

How is Standards-Based Grading different from traditional grading?

Traditional grading averages all of the work and other subjective factors that a student has done over a 6-week grading period or semester. Standards-based grading records student scores by content standards so that students and parents can see which skills students have mastered and which skills require more practice.

With traditional grading, low scores early in a grading period can have a very negative impact on a student’s overall grade average. Standards-based grade measure a student’s knowledge of language arts standards over time.

Traditional grades provide limited feedback; a score on a test, for example, only provides an indication that a student has done well or poorly. The scores and feedback students receive on standards-based assignments and assessments describe exactly which skills have been mastered and which skills require improvement.

Standards-based grading utilizes a scoring rubric as shown below: