Communication is key.
Letters to parents and guardians
GATE in English
8/19/2016
Hello Parents!
Whew, it sure feels good to have one full week complete, doesn't it? As the parent of a GATE student, I thought I'd take the opportunity to share a bit about how I incorporate enrichment activities into my English classes. Reading comprehension assignments and activities are often differentiated without students' knowledge. Your child and the child next to him/her may be asked to read texts at varying levels of difficulty with all students focusing on the same skill, and students likely won't know, rightly, the difference. The year-long Varsity Letter reading program is always optional for students, but I highly encourage GATE students to participate. Students who read 10 books of their choosing and complete 10 creative projects in a school year earn a letter E in sixth grade, a B in 7th, and an S in 8th. Information on this is forthcoming. I find that presenting the program to students in the first few weeks usually results in glazed eyes and confusion, so I give them a bit of time to get used to middle school life first! Vocabulary assignments will often be more creative. While others are making flashcards or practicing using the words in a sentence, your child may be creating a video that visually demonstrates the meaning of the words and presenting their videos to the rest of the class. Another option, if deemed appropriate, will be the study of an entirely different set of higher-level words. Writing assignments for all students will often include several options, and one of those will always be more challenging, lengthy, or complex should your child choose to complete it. I encourage GATE students to participate in the DAR and Patriot's Pen essay contests as well. Research projects, which occur closer to the end of the year, will be based completely on interest and (somewhat) self-directed, allowing students to engage more fully in the research process. I will encourage GATE students to research problem-based topics that connect real-world issues to their interests. An example activity and a bit of background...I just finished my Master in Education with a school library endorsement. To stay connected and current, I write reviews for a professional library publication. An added bonus is getting to keep all of the books for my classroom! We have been reviewing character, plot, setting, conflict, and theme in class. After assessing their needs, I asked a group of students in my Core 2 who I felt already had a solid grasp of the material to skim a series of nonfiction books about Native Americans that I am currently reviewing. They also briefly discussed a few guiding questions regarding the usefulness and appropriateness of the series for students. They immediately pointed out that the books did not glaze over or dumb down the hardships Native Americans experienced and felt that my review, which I asked them to read and critique, needed to state that the books were most appropriate for middle school aged students, not fourth and fifth graders as I had determined. I think they got a lot out of this quick out-of-the-box activity, and we had a fantastic chat together. As always, please feel free to contact me with questions or concerns. Thanks and have a great weekend, Aimee
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