Elementary School

Kindergarten

Teacher: Ms. Mackenzie

Email: smackenzie@pinnacleacademy.com

Co-Teacher: Ms. Zeyneb Cakmak

Email: zcakmak@pinnacleacademyva.com

Website

 


 

SIS  (Student Information System)

If you are new to the school, you will be issued an account on the first day of instruction. Grades and basic classroom details will be posted here, in addition to being sent home. You can access SIS through the Pinnacle Academy website from any computer. This is a great way to keep up with the class and your student from home.

School Wide Rules

Respect yourself and others.
Follow directions for the first time they are given.
Be prepared for class.
Keep your hands, feet, and objects to yourself.
Transition quickly and quietly.

Students cannot be on school grounds before 8am and after 4pm unless previous arrangements have been made.

All students must follow the uniform policy.

Please refer to the Parent/Student Handbook if you have any further questions regarding the school wide rules.

Classroom Rules

During the first week of school we will work together as a class to determine our classroom rules.

Classroom Behavior Plan

In our classroom we have a clip chart. Students will have their own clip that will start on a large paw at the beginning of each day. They will then have a chance to put their clip onto the color chart starting on whichever color represents their behavior. Throughout the day students will be able to move up or down depending on how their day is progressing.

The colors on the clip chart represent:

Purple:Awesome, you have earned  two paws

White: Good Job, you have earned one paw

Yellow: Warning

Orange: Stop what you are doing, a think sheet will be sent home

Red: Stop! You will be sent to the office

This clip chart allows students to earn paws for rewards. At the end of each week if a student has earned 5 paws they have earned dress down day on Friday and if they have earned 10 paws they have earned dress down day on Friday as well as a coupon from the class coupon book (including homework pass, extra dress down day, etc.)

Snack Time

We will be having a morning snack time each day. Please send your child with a healthy snack (fruit, veggies, yogurt, cheese, etc.). Cookies, cake, pudding, and candy are not acceptable snacks. We are trying to promote healthy bodies and healthy minds! Also, please send your student with a reusable water bottle each day that they can keep with them.

Homework

Written homework will be given four nights a week (Monday through Thursday) starting the third week of school. You can expect word study and math each of these nights with the occasional science, social studies, or character education homework. Students will also receive a reading log where you can write down what books they have read (or had read to them). It is recommended that kindergartners are reading or read to 15 minutes each night. Student’s homework grade is based on completeness. Please complete ALL homework by the due date (which is the following day, unless otherwise specified).

Curriculum

Throughout the year our students will be introduced to a variety of topics in Language Arts, Math, Science, Social Studies, and Character Education including:


Reading:

  • Reading and comprehending a variety of literature
  • Using text features
  • Developing knowledge of letter names and letter-sound relationships
  • Reading for meaning
  • Applying beginning reading concepts
  • Demonstrating comprehension
  • Developing an understanding of new vocabulary


Writing:

  • Communicating through drawing and writing
  • Planning
  • Drafting
  • Sharing written work
  • Handwriting
  • Expanding use of vocabulary
  • Writing a variety of literature
  • Participating in group discussions
  • Listening actively
  • Recognizing sounds in words


Math
:

  • Whole numbers
  • Patterning
  • Procedures for computation
  • Non/Standard units
  • Identifying, Classifying, and Transforming Shapes
  • Collecting, Organizing, and Analyzing Data
  • Fractions


Science:

  • Plants and Pumpkins
  • Animals, Ants, and Squirrels
  • Resources
  • Shadows
  • Weather
  • Magnets
  • Colors of Objects
  • Water
  • Observation
  • Prediction
  • Collecting Data
  • Measuring
  • Nonstandard Units

Social Studies:

  • Citizenship
  • National Holidays
  • Symbols of USA and Virginia
  • Important people in American history
  • Economics
  • Past and Present
  • Change
  • Location
  • Diversity
  • Making Connections
  • Following Rules
  • Using Maps and Globes
  • Character Education:
  • Skills for learning
  • Empathy
  • Feelings
  • Emotional management
  • Handling disappointment
  • Problem solving
  • Fair ways to play

Grading Scale:                            

98-100 A+
93-97 A
90-92 A-
87-89 B+
83-86 B
80-82 B-
77-79 C+
73-76 C
70-72 C-
67-69 D+
64-66 D
61-63 D-
0-60 F 

Weighted Scale:

Classroom Work (group work, partner, & individual) = 40%
Homework = 15%
Participation and Behavior = 20%
Assessments = 25%

As we progress through the school year, I will inform you of any changes that have been necessary to our course syllabus and/or classroom policies and procedures.

Please review this syllabus with your child and complete the following page and return to class by September 4, 2015.

Reading

Reading and comprehending a variety of literature
Using text features
Developing knowledge of letter names and letter-sound relationships
Reading for meaning
Applying beginning reading concepts
Demonstrating comprehension
Developing an understanding of new vocabulary

Writing

Communicating through drawing and writing
Planning
Drafting
Sharing written work
Handwriting
Expanding use of vocabulary
Writing a variety of literature
Participating in group discussions
Listening actively
Recognizing sounds in words

Math

Whole numbers
Patterning
Procedures for computation
Non/Standard units
Identifying, Classifying, and Transforming Shapes
Collecting, Organizing, and Analyzing Data
Fractions

Science

Plants and Pumpkins
Animals, Ants, and Squirrels
Resources
Shadows
Weather
Magnets
Colors of Objects
Water
Observation
Prediction
Collecting Data
Measuring
Nonstandard Units

Social Studies

Citizenship
National Holidays
Symbols of USA and Virginia
Important people in American history
Economics
Past and Present
Change
Location
Diversity
Making Connections
Following Rules
Using Maps and Globes
Character Education:
Skills for learning
Empathy
Feelings
Emotional management
Handling disappointment
Problem solving
Fair ways to play

Computer

The main focus during the first weeks of computer lessons is to introduce and improve using mouse and keyboarding skills through educational online resources. The selected learning games target math and reading skills. Teacher introduces and models activities, then provides guided/assisted practice sessions. Students will consistently and regularly type the alphabet A-Z to develop letter recognition and basic keyboard literacy.

Spanish
Music

1st Grade

Teacher:  Mrs. Campbell

Email: JCampbell@pinnacleacademyva.com

Website

 


 

SYLLABUS

HELLO and WELCOME to a new school year at Pinnacle Academy! This is my third year teaching at PA and I could not be more excited for the school year to begin! We have a fun-filled school year ahead of us with a lot of learning and happy memories to be made! However, in order to have fun, we need some structure to go along with it.

Discipline

  • Classroom
    In our 1st grade class we will be using “BRAVO” as a reward method. BRAVO is a team management system that promotes team work and fosters collaboration among students. Each team will work together to earn a tally. Teams can earn a tally by being the first group ready to
    transition or staying focused and working hard at their desk or keeping their area clean. Teams with the most tallies at the end of the week will earn a
    BRAVO coupon. They will decide as a group which coupon they want and they can use their coupon on Monday.
  • Individual
    Each student has a clothespin with his or her class number on it. The students start the day on a Puma Paw Print. When they
    demonstrate positive behavior they can move up to White and earn 1 PAW and if they continue to demonstrate positive behavior they can move up to Purple and earn 2 PAWS. Students will accumulate the PAWS weekly to earn dress down and/or other prizes on Friday. 5 PAWS= Dress Down and 10 PAWS equals a special coupon from the teacher. If the students have trouble following the rules after a reminder and redirection, they could move down to other colors that will not earn PAWS (Warning, Think Sheet, and Office, respectively). Students will also move clothespin down for being tardy (unexcused) in the morning. However, the students’ clothespins can move up or down as the behavior does, so there is always time to focus on earning PAWS with positive behavior! It is a good idea to ask your students what color they are on each day or check their agenda books weekly to see how many PAWS have been earned!

*Students will also earn different PAWS for each special class that can be redeemed (after 25 have been earned) for prizes from the Pinnacle Academy prize bucket*

Homework and Communication

Homework and important forms: Each student will have their own RED folder that will go home with them each afternoon and MUST be returned back to school every day. On the left side of the folder it will say “HOME,” which is where their homework will go and any important forms. On the right side of the folder will say “SCHOOL,” which is where the student will place their completed homework and any forms that need to be returned back to me. You are also more than welcome to write me a quick note and place in their folder. Otherwise please feel free to email me with any questions or concerns you may have. Students are responsible for turning in their homework every day. They will have Math and Word Study homework Monday through Thursday. Students will periodically have Science and Social Studies homework. The last day I will accept late work is on Friday. Your student will have as many days they are absent to complete their make-up work. They will each receive a Reading Log which I will check every Friday for a grade. Each student is required to read at least 15 minutes each night. At the end of the month I will collect the reading log and the student who has the most logged minutes will earn a book of their choice.

Snacks

We will be having a snack every day. Please make sure snacks are healthy, peanut-free and “snack sized.” I would also recommend each student bring a reusable water bottle. I will allow them to refill at the water fountain.

Class Website

Each week I will post the class newsletter on our 1st grade website. It will contain an overview of what we are learning in each subject, including
dates for tests and quizzes, important event dates for PA, and any notes for the class. These notes can range from supplies needed for an activity,
announcement of an upcoming field trip, or reminders about library books and other housekeeping items. Please remember to read through the newsletter ASAP to be updated on our classroom activities.

SIS

Please check SIS regularly to stay up to date with your student’s classwork and homework. If you see an “M” (missing) in the box for the assignment that
means I have not received it. Please remember you have until Friday to hand in make-up work.

Library

We will be walking to the Oakton Public Library every other Tuesday. Each student will need their own library card to check out books. Students are responsible for turning their books in on time. They can return books when we go to the library; otherwise, please make sure to do it on your own to avoid late fees.

I am excited to watch your child grow and learn in our 1st grade class!

Thank you in advance for helping the school year run smoothly!

Best,

Mrs. Campbell

2nd Grade

Teacher: Mrs. Hopkins

Email: Shopkins@pinnacleacademyva.com

Website

 


 

Welcome to another great year at Pinnacle Academy! This is my sixth year teaching at P.A. and my fifth year in second grade! We are going to have a great year full of fun and learning. Below are some important points to note throughout the year. Remember to keep this paper somewhere handy!

Behavior: The system in use this year has two parts. The first part is a class-based behavior system and the second is an individual-based behavior system. Combining these two strategies ensures a successful classroom environment.

Class: The whole class votes on a reward they want to earn and I draw blanks to represent the amount of letters in the prize’s name. For example, Extra Recess would have blanks that look like this: _ _ _ _ _  _ _ _ _ _ _. When the whole class displays a positive behavior (being prepared for class, being quiet in the hallway, receiving a compliment from another teacher, etc.) a letter is earned. If the whole class displays a negative behavior (talking while I’m talking, being disruptive in the hallway, misplacing materials) then a letter from the word is erased. When the students spell all the letters in the words, they earn the reward and vote on another prize to win.

Individual: Each student has a clothespin with his or her class number on it. The students start the day on a Puma Paw Print. When they have positive behavior they can move up to White and earn 1 PAW or Purple and earn 2 PAWS. Students will accumulate the PAWS weekly to earn dress down and/or other prizes on Friday. 5 PAWS= Dress Down and 10 PAWS equals a special coupon from the teacher. If the students have trouble following the rules after a reminder and redirection, they could move down to other colors that will not earn PAWS (Warning, Think Sheet, and Office, respectively). However, the students’ clothespins can move up or down as the behavior does, so there is always time to focus on earning PAWS with positive behavior! It is a good idea to ask your students what color they are on each day or check SIS weekly (every Thursday afternoon under discipline) to see how many PAWS have been earned!

*Students will also earn different PAWS for each special class that can be redeemed (after 25 have been earned) for prizes from the Pinnacle Academy prize bucket*

Homework: Students will have homework every night Monday-Thursday and the homework will be the same each night. It will be written down on the board for students to copy into agendas every morning. The items are as follows:

Everyday Math workbook page (Corresponding to that day’s math lesson)

Word study activity (One activity each night and studying on Thursday)

Reading log (Read for 20 minutes and fill out the log)

2 Cursive handwriting pages (Starting in January, given on Monday and due Friday)

Extra Math/Language Arts Homework: The Everyday Math HomeLinks and Word Study homework are designed to follow the class lessons and be independent, review work. To accommodate our students who want more enrichment or practice in these areas, Pinnacle is investigating online subscriptions to help students in these areas. Please look out for this information in the future. For more free enrichment and review, check the “Enrichment” tab on the 2nd grade class website.

Tests and Quizzes: For tests and quizzes, the students will receive a study guide or study notes the day before the exam. Parents can choose to have students take home notes early and study, but it is not required. Tests and quizzes will be mentioned in the weekly newsletter on the class website and also in the students’ agendas ahead of time so you can prepare with your student. There will not be more than two exams in a single day. For example, only a word study quiz and a math quiz.

Newsletter/Website: The second grade website will be updated at the end of every week for the following week. It will contain an overview of what we are learning in each subject, including dates for tests and quizzes, a calendar of important PA events, and any notes for the class. These notes can range from supplies needed for an activity, announcement of an upcoming field trip, or reminders about library books and other housekeeping items. Please remember to read through the whole website ASAP to check with our classroom activities. You can find the website by going to pinnacleacademyva.com, then clicking the TEACHERS icon, and then clicking SECOND GRADE. You can also access it directly at http://shopkins5.wix.com/secondgrade. 

Meetings: It is very important for parents and teachers to discuss how a student is doing in class. Please take advantage of the conferences that occur twice a year. If you have a question or concern about your student before then, please send me an e-mail and we can either discuss it then or find a time to meet. We now have office hours each and every Tuesday from 3:45-4:30, specifically to meet with parents and students, however, please do not try and discuss your student in the morning at arrival or at dismissal on other days. It interrupts the routine and takes up essential time that the students need to start and end the day.

Home Visits: Home visits are a wonderful tradition here at Pinnacle Academy where teachers visit the families of each student to make a deeper connection outside of school. I will be sending home a Home Visit form to gauge the dates and times I can visit families. Please send it back ASAP so we can make plans earlier rather than later. However, this is an optional program, so if you are not interested in a home visit please indicate as such on the form.

Puma Pride: Pinnacle Academy promotes positivity throughout the school by recognizing students who exemplify altruistic character traits. Every month the homeroom teacher chooses a student or students that have acted in accordance with that particular trait. (The trait changes every month in this order: responsible, kind, respectful, understanding, honest, dependable, fair, polite, and helpful). These students are recognized at a ceremony at the end of the month and receive a certificate from school. We hope by the end of the year all students will have earned the title of Puma Pride. 

Textbooks for Second Grade:

Language Arts: Harcourt Storytown (Grade 2, books 1&2)

Math: Chicago Everyday Math-Student Reference Book and Workbooks Vol. 1 & 2

Science: Five Ponds Press-Exploring Science All Around Us (Grade 2)

Social Studies: Five Ponds Press-Our World Near and Far (Grade 2)

Curriculum by Subject:

Language Arts: Reading fiction and non-fiction, identifying title, author, illustrator, setting, plot, major and minor characters, problems, solutions, nouns, verbs, adjectives, conjunctions, prepositions, homophones, homonyms, synonyms, antonyms, contractions, writing to explain, to persuade, to inform, to entertain, writing poetry, and friendly letters, recognizing sight words, non-fiction text features, text connections, and comprehension.

Math: Number sequences, calendar and clocks, grouping by 10s, number grids, addition/subtraction/multiplication/division stories, fact families, place value, money, telling time, making change, reading thermometers, estimation, exploring perimeter and area, 2D/3D shapes, points and line segments, symmetry, 2/3 digit addition and subtraction, multiples, fractions, using calculators

Science: Scientific process, science tools, graphing, magnets, matter, weather (floods and droughts, storms, wind and water erosion), adaptations (hibernation, migration, dormancy, estimation, mimicry), habitats, food chains/webs, plant parts and jobs, butterfly and frog metamorphosis life cycles, traditional life cycles

Social Studies: Map skills, continents and oceans, citizenship, Famous Americans, holidays, symbols of the U.S.A., Native Americans (Powhatan, Lakota, Pueblo), natural, capital, and human resources, bartering, economic choice, scarcity, past, present, future.

Grading Scale:

93-100: A

90-92: A-

87-89: B+

83-86: B

80-82: B-

77-79: C+

73-76: C

70-72: C-

67-69: D+

64-66: D

0-63: F

3rd Grade

Teacher: Mrs. Miller

Email: kmiller@pinnacleacademyva.com

Website

 


I am delighted to be your child’s third grade teacher. I look forward to this year and to working with your child so that he/she can have an excellent third grade experience.

The structure of the Classroom Management Plan consists of two parts.  The first part is a class-based behavior system and the second is a new, individual-based behavior system.  Combining these two strategies ensures a successful classroom environment.

Class:  The whole class votes on a reward they want to earn and I draw blanks to represent the amount of letters in the prize’s name.  For example, Extra Recess would have the blanks that look like this: _ _ _ _ _  _ _ _ _ _ _.  When the whole class displays a positive behavior (being prepared for class, being quiet in the hallway, receiving a compliment from another teacher, etc.) a letter is earned.  If the whole class displays a negative behavior (talking while I’m talking, being disruptive in the hallway, misplacing materials) then a letter from the word is erased.  When the students spell all the letters in the words, they earn the reward and vote on another prize to win.

Individual: Each student has a clothespin with his or her class number on it. The students start the day on a Puma Paw Print. When they have positive behavior they can move up to White and earn 1 PAW or Purple and earn 2 PAWS. Students will accumulate the PAWS weekly to earn dress down and/or other prizes on Friday. 5 PAWS= Dress Down and 10 PAWS equals a special coupon from the teacher. If the students have trouble following the rules after a reminder and redirection, they could move down to other colors that will not earn PAWS (Warning, Think Sheet, and Office, respectively). However, the students’ clothespins can move up or down as the behavior does, so there is always time to focus on earning PAWS with positive behavior! It is a good idea to ask your students what color they are on each day or check SIS weekly (every Thursday afternoon under discipline) to see how many PAWS have been earned!

*Students will also earn different PAWS for each special class that can be redeemed (after 25 have been earned) for prizes from the Pinnacle Academy prize bucket*

Each student will receive an agenda that is provided by Pinnacle Academy.  It will be completed daily by the students and initialed by an adult or responsible person each night.  This is a very important communication tool for the students, teacher, and home.  Thank you for your help with this procedure.

Homework Policy:

Homework is assigned to reinforce and practice daily lessons.  Students will be informed of homework assignments that will receive a grade.  Typically homework will be checked daily for completion and will be assigned Monday through Thursday evenings.  Students missing a homework assignment will be given an opportunity to complete the assignment based on excused/unexcused absence.  After that, late homework will not be accepted.

Students will complete a Strategy Response Log (SRL) to track nightly reading.  Students are required to read 30 minutes each evening and once over the weekend.  SRL’s are turned in every Monday for a reading grade.

Newsletter/Website: 

The first day of every school week the third grade website will be updated.  It will contain an overview of what we are learning in each subje3ct, including dates for tests and quizzes, a calendar of important PA events, and any notes for the class.  You can find the website by going to pinnacleacademyva.com, then clicking the TEACHERS icon, and then clicking THIRD GRADE. 

Language Arts

At the beginning of the year students will be given a reading assessment (DRA) to determine individual reading levels.  Students will also complete a word study assessment that will be used for differentiated instruction.  Leveled fiction and nonfiction books will be used for small group instruction.

Reading continues to be a priority. We will focus on fluency and on comprehension strategies. Students will be read to, they will read with others, and they will read independently. They will be immersed in rich literature of different genres. They will participate in a writing workshop program, and they will have opportunities to write in the different genres. The students will take part in a word study program. Word study is a developmental spelling program in which students categorize and discuss different word features. 

Assessments:

Process Writing: 20%

Weekly and Daily Journal Writing: 50%

Word Study Assessments: 20%

Strategy Response Log: 10%

Science

In third grade the students will plan and conduct investigations in which they will use the scientific method. The students will learn about living systems, environments, cycles, matter, energy, soil, natural disasters, and simple machines.

Assessments:

Quizzes, Tests, and Projects: 50%

Class Work, Participation, and Homework: 50%

**STUDENTS WILL PARTICIPATE IN A SCHOOL SCIENCE FAIR IN JANUARY**

Math

Textbook: Everyday Mathematics

Everyday Mathematics was developed by the University of Chicago School Mathematics Project (UCSMP) in order to enable children in elementary grades to learn more mathematical content and become life-long mathematical thinkers.  The third-grade Mathematics curriculum stresses the use of manipulatives, mental arithmetic, paper-and-pencil algorithms, and calculators to solve problems involving the addition and subtraction of whole numbers and decimals through hundredths; describe the strategies used and how they work.  Students will complete daily “Math Boxes” to check progress on a 1-4 point grading scale. 

Topics of Focus: Adding and Subtracting Whole Numbers, Linear Measures and Area, Multiplication and Division, Place Value in Whole Numbers and Decimals, Geometry, Multiplication and Division, Fractions, Measurement and Data, and Probability

Social Studies

Textbook: Our World Far and Wide

The third-grade Social Studies curriculum includes an introduction to the heritage and contributions of the peoples of ancient Greece and Rome and the West African empire of Mali.  Students should continue developing map skills and demonstrate an understanding of basic economic concepts.  Students will explain the principles of democracy and will identify the contributions of selected individuals.

Topics of Focus: History, Geography, Economics, and Civics

Assessments:

Quizzes, Tests, and Projects: 50%

Class Work, Participation, and Homework: 50%

Meetings:

It is very important for parents and teachers to discuss how a student is doing in class.  Please take advantage of the conferences that occur once after the first, second, and third quarters.  If you have a concern or question about your student before then, please send me an e-mail and I will either address your concern there, or plan to meet with you at another time.  We now have office hours every Tuesday from 3:50-4:30 specifically to meet with parents and students for issues like these.  If that time is not convenient for you, we can work together to find another time.  However, please do not try and discuss your student in the morning at arrival.  It interrupts the morning routine and takes up essential time that the students need to start the day.

Absence and Make-up Work Procedures:

Students are responsible for requesting any missed assignments upon returning to school following an excused absence.  Students will be given the same number of days as their absence to make up missed assignments.  Assignments that are due on a day the student is absent are due upon return to school.

Home Visits:

Home visits are a wonderful tradition here at Pinnacle Academy where teachers visit the families of each student to make a deeper connection outside of school.  I will be sending home a Home Visit form soon to gauge the dates and times I can visit families.

 

4th Grade

Teacher: Mrs. Petti

Email: wpetti@pinnacleacademyva.com

Website

 


 

Teacher / Parent Communication

Class website, weekly newsletter via website, email, phone, student agenda for homework assignments, signed papers, grade reports, scheduled and as-needed conferences, home visit

Classroom Policies and Procedures

Each class at Pinnacle Academy follows a school-wide program to support all students in their personal growth as responsible decision makers and self-managers.  Key components of this program are the school’s Code of Conduct featuring the PRIDE-ful Citizenship Model, and weekly character education lessons. 

  • Our weekly character education lessons utilize Second Step: Skills for Social and Academic Success, with daily follow through.
  • Our Code of Conduct describes a Classroom Management Plan consisting of
    • rules – the expected behaviors for all students
    • rewards – what the student receives for following and exceeding the rules
    • consequences – what the student chooses to accept if a rule is broken
  • The PRIDE-ful Citizenship Model reminds students and staff to show our PRIDE by being:
    • P roblem Solvers
    • R espectful
    • I  nvested
    • D ependable
    • E nthusiastic

Students in grades 4 – 8 may earn a “paw” for responsible behavior during each class period, up to 7 paws each day.  Weekly paw points and percentages will be determined on Thursday afternoons; students earning 85% or more of the possible paws for the week will be able to dress down on Fridays.  There will be additional student and class incentives for responsible behavior exceeding expectations. 

Fourth graders will take time each week to set personal growth goals and to reflect on progress toward these goals.

Classroom Expectations for Success:

  • Be prepared:
    • Have all supplies and assignments ready every day.
    • Come to school well-rested.  Eat healthy meals.
    • Bring your inquiring mind and positive energy!
  • Show respect:
    • Follow directions the first time they are given.
    • Treat all classroom materials, texts, and technology with care.
    • Respect others in the learning process.
      • Be part of our class team, ready to share ideas, listen to others’ ideas, and willing to work with each of your classmates.
      • Raise your hand to volunteer to speak at appropriate times.
      • Use an appropriate indoor voice. We share the building with others!
      • Respect others’ space and belongings.

Homework:   Assignments are copied into the student agenda each morning. 

Agenda checks will happen regularly and be part of the classwork grade.

  • Weekly Homework, Monday – Thursday:
  • Math:  Complete a daily Everyday Math page corresponding to that day’s math lesson.
  • Reading: Read for at least 20 minutes and record in your reading log.
  • Word Study: Complete one word study activity each day, and study for a Friday quiz.  Information on the weekly word study activities will come home when we launch our Word Study program during the third week of school.

Other Homework:

  • Periodic reading response activities
  • Occasional project work
  • Differentiated homework:
    • Finish incomplete classwork as needed.
    • extra practice activities as needed
    • optional extension activities to enrich the math and language arts programs
    • optional visits to websites connected to our studies

Bring to Class Every Day:

  • 1 red homework folder, with completed homework
  • independent reading book
  • reading log
  • student agenda

Bring to Class on Fridays:

  • Word Study weekly home activities

5th Grade

Teacher: Dr. Chandler

Email: dchandler@pinnacleacademyva.com

Website


SYLLABUS, POLICIES, & PROCEDURES 2015-2016

WHO IS DR. CHANDLER?

  • Successful Elementary School Classroom Teacher for 12 years
  • College Professor and teacher of aspiring teachers
  • Experienced School Administrator
  • Teacher and Coach of Chess, Soccer, Basketball
  • Author of Books and articles on Education Matters including Bullying
  • Parent Advocate in Legal Matters in Education
  • Doctorate & 3 Master Degrees in Education Field

YES, I get all of that but…

Who is he really???

  • Driven to make sure your child is successful
  • Right-Handed- except when eating or playing ping-pong!
  • Chess Player
  • Horn Player
  • Always available for students
  • Not a Redskins Fan!
  • Dog lover with no dog!:(
  • Loves to Read
  • Eagles Fan!
  • Rides a Bicycle

A Letter from Dr. Chandler…

Dear Parents/Guardians/Students,

    Welcome back to a new and exciting school year at Pinnacle Academy! This is your new teacher, Dr. Chandler and I am very excited to be working with you and your child this year! I have done many things in education, taught a variety of subjects, coached and directed sports and activities, and have spent my life in education. The opportunity to work in a scholarly environment with friendly and dedicated professionals was one that I simply could not pass up. I can’t wait to get started.

    The 5th Grade Curriculum covers many interesting topics and this year will be filled with many meaningful learning experiences. I am passionate about learning and I feel that students learn best when the environment is warm and friendly, yet scholarly and challenging, and always expanding to include things that are interesting and relevant. For example, I hope to teach most of our Social Studies course socratically as it is done in some universities and resident private schools in New England. This is different from the “Mugs and Jugs” approach to education where the teacher is the “Jug” pouring information into the “Mugs” which are the brains of young people. In many schools, the teacher stands behind a lectern and talks from the start to the finish of the period, children take copious notes, study for the test, do a paper, take a final exam, and get a grade. That is not what will happen here, I assure you.

    A child’s ultimate success as a learner requires dedication and enthusiasm on the part of the teacher, the parents, and the student. Working together, I know this will be a memorable year for all of us. 5th Grade is a huge year in preparing for middle school and we need to be focused, have a positive attitude, and also a bit of a risk-taking personality in order to achieve our goal. I don’t like to be bored, and whenever I think I am doing that to myself, I take steps to keep the interest and fascination with scholarly matters at a high level.

    You will find in this introductory packet basic classroom policies and procedures as well as an overview of the 5th Grade Curriculum. Please read it carefully and keep in mind that more detailed information about financial matters, discipline, field trips, birthday parties, etc. are located in the student and parent handbooks. I look forward to meeting all of you very soon.

Sincerely,

Dr. Dan Chandler

P.S. Every study done where a person is asked to talk about their favorite teacher produces the same result. The person always mentions the humanistic qualities of the teacher first, and their intellectual gifts second. My degrees indicate perseverance, not genius. I hope you will find that my humanistic qualities are readily apparent to you. I would always say to my aspiring teachers- “Point to yourself.” Try it. Point to yourself. Where are you pointing? It’s not your brain, but your heart. That’s who we are first. Get ready for an interesting year!

A SAMPLE OF WHAT WE WILL LEARN THIS YEAR

 

VOCABULARY                                                        

  • Learning 10 new words each week.
  • Understanding the meaning and derivation of the words                                                 
  • Using the words learned in context.                            
  • How to use a dictionary and thesaurus                        
  • Prefixes, suffixes, compound words, and proper spelling             
  • Distinguish fact and opinion

 

READING/LITERATURE

  • Improving COMPREHENSION
  • Drawing Inferences
  • When to use speed reading                                                                                                    
  • Reading in varied genres
  • Cultural Appreciation
  • Cause and Effect, compare and contrast, proper spelling.  
  • Socratic Seminars, Memorization

 

MATH                                                                               

  • Whole Numbers & Place Value                                                                        
  • The four basic operations with whole numbers,                                           
  • Decimals, and fractions.                                                                                     
  • Interchanging fractions, decimals, percent                                                 
  • Mental Math, estimation, math discernment                                               
  • Math vocabulary
  • Probability and Statistics
  • Introductory Algebra and Geometry
  • Ratio, Area, Perimeter, volume, and formulas
  • Creating probability-based games

 

GRAMMER                                                        

  • Identify and explain ADJECTIVES, ADVERBS, PRONOUNS, CONJUNCTIONS, PREPOSITIONS
  • PUNCTUATION, Types of sentences,
  • Subject- Verb agreement

 

CREATIVE WRITING                                     

  • The Writing Process including IDEAS- ORGANIZATION-VOICE- WORD CHOICE- SENTENCE FLUENCY                                                  
  • Avoiding the pitfalls such as redundancy, triteness, comma splices, run-on sentences                                                                     
  • Opening and Clincher sentences, transitions                                              
  • Revising and editing                                                                                          
  • Writing and publishing poetry                                                                         
  • Writing an original PLAY                                                                                   
  • Alliterations, paradox, similes and metaphors                                            
  • Literal and figurative expression                                                                    
  • NARRATIVE-DESCRIPTIVE-PERSUASIVE-EXPOSITORY                                 
  • Research and Report Writing                                                                         

 

SOCIAL STUDIES

  • From the Age of Discovery to the Civil War
  • Reading in the Content Area
  • Socratic Interaction
  • A respect for different cultures
  • reasons for exploration and migration
  • reasons for wars
  • building blocks for a Nation
  • types of Government
  • famous people, landmarks, and events
  • Geography and Climate
  • Group projects and presentation skills

 

GRADING and STUDENT WORK

Here is the approximate weighting by per cent that I use to calculate grades. I say approximate because the nature of the assignment can affect the weighting. On all major assignments, typically in Social Studies, I will provide an informational sheet on what is expected and how it will be weighted.

CLASS PARTICIPATION……………………………50 %

TESTS AND OTHER ASSESSMENTS*………..25%

ASSIGNMENTS……………………………………….25%

 

Student work will be assessed in at least 15 different ways. Sometimes, these assessment strategies can overlap. Here are some important examples:

Portfolio AssessmentLooking at a collection of things such as a Social Studies project requiring writing, drawing, speaking, and collaboration, for example.

Informal AssessmentThis is the picture that forms in my mind about a student’s performance from my listening to his responses and observe his work as I move around the room.

Peer AssessmentThis is generally informal and happens when students get in small groups and read their report to one another or recite a poem, for example.

Teacher- Based AssessmentThis would be a quiz or test that I have personally created for some topic that we have been studying.

Formative AssessmentThis is an assessment given at the beginning of a unit and designed to help the teacher understand student strengths and weaknesses before he starts. This test never counts as a grade.

Summative AssessmentThis is an assessment given at the conclusion of the unit to see what the students learned and how well they learned it.

On Demand Assessment– This sounds tough, but it is really the teacher calling on a specific student by design to find out what the student knows about the topic.

Standardized Assessment– This is an assessment that comes from a national testing company or from the company who published the textbook. Sometimes schools use the tests that come from the book company. Most take some form of a national standardized test.

As you can see, there are many types of assessment- these are just a few- and as I tell the students when they ask,” Does this count?” YES- Everything counts or we would be just here wasting time!

 

However, I will always accept assignments from students and for some major ones, I will keep giving the project or the big test back for corrections till the student has it just right. This is called Mastery Learning. In the world, aspiring Lawyers, Doctors, Accountants, Pilots, etc., keep taking the exam till they pass it. We can’t always do that because of time constraints. But I will work diligently with any student who wants to get it right. Obviously, the next time the student turns in a project, he will be quite motivated to get it right the first time. Some people think that a “tough teacher” is one who gives zeros or low grades on a project and moves on from there. I think the one who works with the student to raise his concept of what is acceptable work by having he or she do it over till it’s right is tough but caring.

 

CLASSROOM EXPECTATIONS

BEFORE CLASS

  • Enter the room ready to learn with a positive attitude
  • Be on time
  • Be well rested
  • Make sure you had a good breakfast
  • Be prepared with your assignments and materials.

 

WHEN YOU ARE IN CLASS AND THE BUILDING IN GENERAL

  • Respect and value all members of the Pinnacle Community
  • Greet people with a smile and try to talk and be friends with classmates who seem alone at times
  • Follow the directions of adults the first time, all the time
  • Remain focused and enthusiastic
  • Participate actively and be a leader in something
  • Don’t let anyone get bullied or picked on without reporting it to me or another adult.

 

CLASSROOM MANAGEMENT PLAN

I communicate with parents a lot, and I usually tell them something positive that a child is doing. However, I will also report negative things after talking to the student. Problems always go away fast if I say, “Should we call your Mom with my cell phone?” I have only had to do that about twice in my career.  On another occasion, someone’s  Mother came in and sat next to her son for a day. Everyone’s behavior improved greatly after that! Normally, though, a gentle reminder, quietly given, and away from other students so the child is not embarrassed usually takes care of the matter. I will work together with all parents to address a concern with your child.

Remember this… even the American Justice System is built on a Rehabilitative Model not a Punitive one. The schools should do no less.  That means if a child has a problem we help the person to make the problem go away rather than simply punishing a child. There are some schools that resemble a punitive model rather than a rehabilitative one.  We are not like that. The days of having to write from the dictionary or writing, “I must bring my homework in on time” 100 times went away many years ago thankfully! You and I weren’t perfect either when we were in 5th grade!

For more specifics on our discipline system, I refer you to our student handbook and ask that you review it with your child as we will here in class from time to time.

Computer

Teacher: Mr. Sapar

Email: lsapar@pinnacleacademyva.com

Website

 


 

Course Outline

Kindergarten

The main focus during the first weeks of computer lessons is to introduce and
improve using mouse and keyboarding skills through educational online resources. The
selected learning games target math and reading skills. Teacher introduces and models
activities, then provides guided/assisted practice sessions. Students will consistently and regularly type the alphabet A-Z to develop letter recognition and basic keyboard literacy.

First Grade

First grade computer lessons emphasize a strong focus on typing and word
processing throughout the year. Students will work to gain proficiency and speed using a word
processor to write and illustrate with sentences, shapes and clipart.
Students will practice with narrative, informative, and opinion
writing styles. These are “guided” writing exercises that students
will copy either exactly or very closely.

Second Grade

Second grade computer lessons focus on typing
skills development and word processing, spreadsheets, research,
and presentations. Students continue developing typing skills using
the home row keys. Students also improve their writing skills through word processing.
Students write friendly letters taking care to use appropriate capitalization, spelling, word
spacing, and punctuation. Students will research about a variety of objects. Students will learn
to locate important information on a webpage using page titles, headings, subheadings, bold
text, links, and text search techniques.

3rd – 5th Grades

Computer lessons will focus on typing skills development, spreadsheet budgets with charts, word
processing, coding and logic games, graphics/photo editing, and presentations.
Students will develop two hand home row typing proficiency. Students also create a variety of
spreadsheet budgets with charts.
Students will learn spreadsheet vocabulary such as rows, columns, cells, data, values, and simple
formulas. Spreadsheets may be created using a variety of spreadsheet applications from Microsoft,
Google, or other similar programs. Students will also cover the topics given below on Learning.com.

1. Computer Fundamentals
2. Keyboarding
3. Visual Mapping
4. Word Processing
5. Spreadsheets
6. Database
7. Online Safety
8. E-mail and Online Communication
9. Presentations
10. Web Browsing

Science

Teacher: Mr. Yilar

E-mail: yyilar@pinnacleacademyva.com

Website

 


 

Class Description

The fifth-grade science curriculum emphasizes student growth in understanding the nature of science. Through organization, analysis, and application of data, students build on prior knowledge of scientific skills and processes. Students will participate in a school-wide science fair in January.

Class Textbook

On-line resources-Glencoe, Holt Science: 5th Grade

Course Outline

The student will demonstrate an understanding;

  • of scientific reasoning, logic, and the nature of science by planning and conducting investigations
  • how sound is created and transmitted, and how it is used
  • that organisms are made of one or more cells and have distinguishing characteristics that play a vital role in the organism’s ability to survive and thrive in its environment
  • characteristics of the ocean environment.

First Quarter

Scientific Investigation

Second Quarter

Force, Motion, Energy, and Matter

Third Quarter

Life Processes and Living Systems

Fourth Quarter

Earth/Space Systems and Cycles

Art

Teacher: Mrs. Tremblay

Email: ctremblay@pinnacleacademyva.com

Website

 


 

K- 4th Grade Elementary Art Syllabus

Welcome to my class! I am looking forward to our year ahead with Art. A bit about myself – I just moved to the area from Texas, this past July.  I have two daughters, Maizie and Ciena- 12 and 8 years old.  My husband is in the Army and we have lived in a lot of places. I grew up in Seattle, WA and went to college in Northern Arizona. We have a Chocolate Lab, named Finn.  I am an artist as well as a teacher.  I paint mixed media art.  I love to run and be out doors with nature. I love coffee, sushi, and the color blue.

Please take a few minutes to read through this letter outlining art room procedures and expectations.

Student Art Supply List

White Poster Board -2 Full Sheets

Your Favorite Color/Design Duct Tape -1 Roll

Composition Book -1

*The above items are needed for the first art project.

The following items will be used by all students – as needed for various art projects/classroom needs:

Baby Wipes-1 Package (generic is fine)

Glues Sticks -2

Masking Tape – 1 Roll

Paper Towels – 1 Roll

Markers -1 Package

Water Color Set -1 (Prang Preferred)

Course Description
Areas of Study: This art course of study is part of a comprehensive,
sequential Fine Arts program that begins at the elementary level and
continues through high school. Students will acquire knowledge, understanding
and appreciation of the artistic, cultural and intellectual accomplishments
of our civilization while developing skills to express personal artistic
talents. Assessment: Student evaluation is reflected in the art grade, a composite of
a student’s participation and achievement in assignments and assessments.

The most important rule for guiding children’s art activities is that the process is always more important than the product. “Process” means allowing children to explore art materials with freedom without the pressure to copy a model or stay in the lines. Process is experimenting with paints, watching the mixing colors, and feeling the textures of more or less. Process is gluing various sizes, shapes, and colors of paper together to create a collage. Process is freedom to experiment and enjoy the feeling of creating without being concerned with the outcome or the product. Process is creating something that is uniquely yours and not a copy of someone else’s.

Class expectations and procedures:

Arrives ready to learn, organizes self, accepts suggestions/criticism,
follows class/school rules, seeks help when needed, willing to take risks,
follows safety rules, strives for accuracy, works well in a group, uses
materials responsibly, keeps trying/shows perseverance, uses
resources/references appropriately, respects others, stays on task/manages
time well, generates goals/plans, shows responsibility, shows good
desire/willingness, turns work in on time.

Be able to appreciate the creativity of others
Be able to create and respond to art in a responsible, respectful manner (for self and others)

Grading Procedures:
The art grade represents a composite of the student’s achievement, participation, and performance in daily assignments and assessments. The grade may be derived from objective and subjective teacher evaluations and observations, including the student’s demonstrations of criteria-based skills and techniques in
artwork.

Requested Class items:

During the year we will be doing unique projects that require items not commonly found in school. If you have any of the items listed below and would like to donate them for student use, I would appreciate it very much!

*Hand Sanitizer *Disinfecting Wipes *Duct *Q-Tips (needed badly!) *Wire coat hangers *Old frames * magazines or books *Office supplies *Styrofoam Egg cartons *Plastic storage containers (any size) *Shoeboxes *Mat board *Wood Bases (2×4s or similar cut into 6” or smaller squares) *Old Maps *River Rock (small) *Used crayons, colored pencils, watercolor paint trays, acrylic paint, markers (old to you, new to me!)

Never hesitate to contact me with your questions. Email is the easiest way to get in touch with me quickly

Many thanks!

Christy Tremblay

It’s going to be a great year in Art!

Music

Teacher:  Mrs. Renee Abaza

Email: rabaza@pinnacleacademyva.com

Website

 


 

GOALS

The content of the music curriculum, like that of the music standards of learning, is intended to
support the following goals for students:

  • Develop understanding of music through experiences in singing, playing instruments,
    performing rhythms, moving to music, composing, and listening.
  • Develop the ability to read and notate music.
  • Create compositions that transcribe their thoughts and emotions into forms of musical
    expression.
  • Exercise critical thinking skills by investigating and analyzing all facets of the music
    discipline.
  • Demonstrate awareness of and responsibility for the safe and responsible use of
    materials, equipment, methods, and technologies.
  • Demonstrate understanding of the relationship of music to history and culture.
  • Make connections between music and other fields of knowledge.

 

PERFORMANCE AND PRODUCTION

  • Students will learn to participate in music as a musician through singing, playing
    instruments, performing rhythms, moving to music, and improvising/composing.
  • Students will participate in all aspects of music production and demonstrate
    appropriate use of related materials, methods, and technologies.

 

MUSIC THEORY AND CULTURAL CONTENT

  • Students will understand music by using knowledge of music theory, history, and the
    connections to the culture in which it was produced.
  • Students will study and practice music theory through music reading, notation, and
    sight-reading.
  • Students will use critical thinking skills to analyze the manner in which music is
    organized.
  • Students will identify the style and distinctive characteristics of music that delineate
    each of the basic periods of music as well as the influence of technology and
    compositional techniques employed adolescents, and adults.
  • Students will be guided in the development of criteria for making informed artistic
    judgments about music, as well as about the other arts, and for evaluating the role of
    music in society.
  • Students will examine the interrelationships of current events, developing technologies,
    and music in society.

 

MUSIC APPRECIATION: COMPOSITIONS AND COMPOSERS

  • Students will develop an informed appreciation of music through guided listening to
    selected musical compositions and study of selected composers.
  • Through familiarity with how these compositions actually sound, as well as how they are
    constructed and performed, students will discuss and analyze the compositions, using
    music terminology, and will come to a deeper love for various kinds of music and joy at
    experiencing them.

 

VOCABULARY

  • Students will use music terminology pertaining to all aspects of music as identified for
    each grade based on the content and skills found in the specified grade-level objectives.
  • Students will use these words and terms in oral and written communications and apply
    them in musical experiences.

Spanish

Teacher: Mrs. Bush

Email: dbush@pinnacleacademyva.com

Website


1st Grade Spanish

Course Description

The first grade Spanish curriculum focuses on developing receptive and expressive language skills. We strive to create a comfortable environment so students are willing to take risks and participate. We use “total physical response” activities (music, dance, games, art) that combine speech and action – the same way that children learn a native language. Topics and vocabulary words connect to first grade curriculum in math, social studies, and science; For example, students learn Spanish vocabulary words that relate to farm animals and simple math problems they are learning in other classes.

Curriculum Topics

Greetings and farewells; introductions; speaking about one’s health; counting and recognizing numbers in and out of sequence from 0 to 20; naming colors and using them in appropriate contexts/descriptions; expressing opinions on specific foods; identifying/describing shapes (triangle, circle, square, rectangle, star, oval, heart); common pets; identifying specific body parts.

At the end of Kindergarten students are able to:

• state their name • say the day of the week

• count from 1 to 20 • identify basic body parts

• recognize simple animals • express likes and dislikes regarding food

• identify colors and shapes when shown a color or shape

GRADING POLICY HOW ARE THE GRADES MEASURED?

A 93-100%
A- 90-92%
B+ 87-89%
B 83-86:
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D+ 67-69%
D 64-66%


 

4th & 5th Grade Spanish

Course Description

As students’ progress into the fourth and fifth grade curriculum, they continue to develop their listening and speaking skills in Spanish and increase their guided and shared reading and writing skills. The curriculum, in an interdisciplinary link with social studies, includes such themes as Christopher Columbus’ voyages; Costa Rica, focusing on an exploration of the tropical rainforest with flora and fauna; an introduction to Spain and Madrid with its points of interest; and aspects of city life, including communities and transportation. Spanish painters, such as Picasso, Velasquez and Goya are introduced. Vocabulary topics that focus on daily activities are presented, such as telephone conversations, food shopping and clothes shopping in a department store (perhaps “El Corte Ingles” in Madrid). As the year progresses, dialogues are introduced, which allow students to interact with each other in Spanish. Lastly, they apply vocabulary they have learned in the past four to five years to communicate in simple conversations.

Curriculum topics

Review vocabulary from the previous years and additional vocabulary in weather, time, and likes and dislikes; maps and directions; animals of the rainforest; colors and sizes of animals; shopping for clothing and food; making lists and figuring prices; sports, with a focus on soccer; school vocabulary including courses, schedules, classrooms and other rooms in the school; parts of the body and describing symptoms; and community helpers.

At the end of fourth grade students are able to:

• count from 50 – 1000  • state how they feel

• describe orally and in writing the animals and fruits of the rainforest.

• identify various points of interest on a map of Madrid

• speak about their likes and dislikes, regarding clothing, food, and school

• name school subjects and give teacher’s name

• ask and answer simple questions about their schedule or school day, including times

• tell time in five minute intervals

GRADING POLICY HOW ARE THE GRADES MEASURED?

A 93-100%
A- 90-92%
B+ 87-89%
B 83-86%
B- 80-82%
C+ 77-79%
C 73-76%
C- 70-72%
D+ 67-69%
D 64-66%

Turkish

Teacher: Ms. Cakmak

Email: zcakmak@pinnacleacademyva.com

Website

 


FOR NON TURKISH STUDENTS:

COURSE DESCRIPTION

The course is designed to introduce the student to foreign language learning. Students will gain familiarity with basic written and oral vocabulary, exposed to real-life situations and develop cultural insights that will provide a background to continue learning Turkish at a more advanced level. No previous experience with the Turkish language is required.

Instruction focuses on comprehensible Turkish.

EXPECTATIONS

It is expected that each students stay focused on each lesson even though s/he may not be acting out the vocabulary. Turkish used in class is often highly interesting, usually funny. Using common sense, and interpretation of “body language” and other visual cues is the student’s task in every class. Taking risks is important; volunteering to act out vocabulary is considered an important part of participation. It is equally important to be actively paying attention when someone else is doing the action.

COURSE GOALS

By the end of the year you should be able to do the following at the beginner level:

Students will be able to understand all forms of greetings in Turkish and will be able to use them.

Using his/her understanding of the Turkish alphabet, s/he will be able to read Turkish words and approximate the correct spelling.

Count to 100  and express likes and dislikes.

Know the colors.

Understand the concept of vowel Harmony which covers majority of basic grammar Turkish language.

Students will show her/his talent by participating Turkish Olympiads such as songs, role-plays, games and movement will help activate your memory and make learning more enjoyable.

Students will have a basic vocabulary covering many action words, body, clothing, family, locations in the neighborhood, and describing words.

Students will be able to change action words depending on who is doing the action (I, he/she, they).

Students will be exposed to common weather conditions, know the days of the week, months, seasons, and be able to tell time to the hour and half hour.

Class activities such as songs, role-plays, games and movement will help activate your memory and make learning more enjoyable.

COURSE MATERIALS

One standard notebook,

1 inch binder

A pencil and pens in different colors.

I am going to supply the necessary course book Acilim 1-2 and an English-Turkish dictionary.

TURKISH ENRICHMENT COURSE

FOR TURKISH STUDENTS:

COURSE DESCRIPTION

This course is designed to enrich the students’ use of their native language. The focus of the course is on improving written skills and their reading. The course also puts emphasis on oral and vocabulary skills to help the students improve their ability to express themselves in Turkish. Along with improving their language skills, the students will also be able to learn more about their culture and country throughout the course.

EXPECTATIONS

Though Turkish is a language that the students taking this course already know, it is important for them to always keep in mind that there is much more to learn. Through the activities that will be done in the classroom, not only will the students broaden their vocabulary knowledge, but also improve their grammar and writing skills. What is expected from the students is to stay motivated and focused throughout the lessons and to participate in each class.

COURSE GOALS

The course aims to improve and broaden:

The students’ knowledge and use of Turkish vocabulary, including idioms, Turkish sayings and expressions,

The student’s knowledge and use of Turkish grammar,

The student’s ability to read and analyze Turkish texts,

The student’s knowledge about the Turkish culture.

COURSE MATERIALS

One standard notebook,

1 inch binder

A pencil and pens in different colors.

I am going to supply the necessary course book Ana Dilim 6.

GRADING

Participation (speaking, collaboration and attitude): 20%

Class activities and assignments (oral and written):  20%

Homework:                                                                      20%

Tests/Exams (oral and written)                                    30%

Projects                                                                            10%

MAKE-UPS

It is the student’s responsibility to ask the teacher for make-up homework or testing if he/she has an absence. If a student doesn’t have a make-up test until the end of each grading period, he/she will automatically receive a zero.

NOTE TAKING

Students will be expected to take notes every day during lectures, discussion and class activities. As a result note taking plays an important role in test/quiz performance. I will regularly check and grade notebooks.

CHEATING 

Any form of cheating in Turkish class will receive a zero; and if necessary, disciplinary action.

CLASS RULES AND EXPECTATIONS

Be polite: Raise your hand to volunteer to speak at appropriate times and wait to be called on.

Be prepared: Have all supplies and assignments ready every single day.

Be prompt: Be in your assigned seat and working on Bell Work immediately.

Be respectful: This class involves many group projects and participation so try to be as careful as possible to respect classmates in the learning process.

Why Should a Student Learn Turkish as a Second Language?

Increasing the number of Americans who are proficient in foreign languages and improving their ability to engage with the people of other countries through a shared language is in the national interest. The United States needs personnel who speak another language in every branch of its agencies and departments. International businesses are concerned about competition with countries that have an endless need for technically skilled workers who speak English.

After the Cold War the importance of Central Asia has continued to emerge. Countries that were once a part of the Soviet Union are renewing their connection to Turkey and the region are seeing a revitalization of Turkic languages and Turkic cultural expression. Central Asia is also a very dynamic part of the world and surprisingly under studied. This region needs more examination and key to this is supporting the study of the Turkish language.

Republic of Turkey, home to the Turkish language, is an important ally of the United States and strategically located in the geographic heart of the Middle East, having borders with Iran, Iraq, Syria, Georgia, Greece, Bulgaria, Azerbaijan, and Armenia. Supporting the continued study of the Turkish language in both the governmental and the private sector will help the U.S. continue to build strong ties with a very important ally in the Middle East and Central Asia.

Turkish is spoken not only in Turkey but also in a vast geographical area where the United States has a strong national security interest. This Turkish speaking region encompasses countries of Azerbaijan, Uzbekistan, Turkmenistan, Tatarstan, Kazakhstan, and Kyrgyzstan. This region’s importance not only comes from its geopolitical structure also from its being at the crossroads of the nation’s and the world’s energy security. Therefore, by equipping future envoys and government/industry workers with the appropriate language and cultural skills in K-12 age, where language learning is at its peak, today becomes critical to get them ready for the future America.

Recipients of this program will be qualified candidates for public service and global professionals. This program will provide secondary students meaningful opportunities to gain significant cultural competency in Turkish language and culture and will spark a lifetime interest in foreign cultures among American youth.