English Language Development Language Arts 

Mrs. Ramirez

maria.ramirez@bvsd.org 720-561-7151

2015-2016 School Year

Angevine Middle School

 

Angevine Middle School is a standards-based, best practice oriented Middle School, in which teachers and administrators support students as they grow and achieve academically, socially, and emotionally.  This course is designed to meet student needs in English Language Development,  Language Arts and utilizes the “continuous cycle of student learning” designed by the Colorado Department of Education.

 

 

What do students needs to know, understand, and be able to do? 

• Standard 1. Speaking and listening

• Prepare for and deliver effective oral presentations for audiences and varied purposes.

• Standard 2. Reading for all purposes

• Use information from texts to support analysis and personal responses to literature and poetry.

• Standard 3. Writing Composition 

• With awareness of audience and purpose, compose narrative writing, persuasive and informational text through the recursive process of writing.

• Standard 4. Research and reasoning

• Conducts and shares research by synthesizing information from multiple sources.

 

How do we teach effectively to ensure students learn?

• Lessons are differentiated to reach the needs of all students.

• Students will engage in group, pairs, and independent work structures.

• Students will acquire skills through guided practice, oral repetition, dialogue, composition, reading, dictation writing, identifying similarities and differences, summarizing, note taking, graphic organizers, and different level questions, exposure to language through video, internet, etc.

How do we know that students have learned? 

Grading: All assignments will be graded based on practice and participation as well as the student demonstration of mastery of the standards. 

• Grades will be determined as follows:

• 50% Summative

• These assessments are designed so students can independently demonstrate mastery of the standard(s).

• Assessments can be taken only after the student has shown extensive work to relearn the content/skill/ concept.

• Summative assessments may include but not limited to exams, presentations, writing, listening, etc.

• 40% Formative

• These assignments are designed for students to practice the skills and concepts introduced in a unit.  Students can re-do these assignments until the end of the chapter/unit only.

• 10% Practice and Participation

• Includes ROAR expectation which expects students to come to class, on time, prepared, and ready to learn.

• Participation in class in the different group activities.

• What do we do when students don’t learn or reach proficiency before expectation? 

When students do not grasp the concept taught, they will have the opportunity to relearn the topic in a small or individual setting.  I will communicate with the student and provide suggestions and support in school during times I do not have students. Students that reach proficiency before other students will be challenged with more complete text, deeper questions, and individual independent work. 

Angevine ROAR

   Angevine is a Positive Behavior Support (PBS) school.  We reward positive behaviors and frame our behavior expectations in ROAR.

 

In this class ROAR looks like:

• Students will engage respectfully with peers, adults, property, and course content.

• Students will actively participate in daily learning opportunities, ask questions, and advocate for their learning.

• Students will give their best effort in order to achieve to their ability

• Students will take responsibility for their learning by coming on time and prepared for the day’s learning activities.

 

     My name is Maria Ramirez, this is my 8th year teaching at AMS.  I have worked for BVSD for the past fourteen years. Before coming to Angevine I  worked as a district coordinator and assistant principal.  I started my teaching career in Adams 14 where I was a bilingual teacher and language specialist for 12 years.  My degrees are in Elementary and Special Education with a Bilingual Emphasis plus an administrative degree.  In 1995 I was named State Bilingual Teacher of the year and in 1996 I was National Bilingual Teacher of the Year. This gave me the opportunity to speak on the importance of being bilingual. I value knowing more than one language.  Last year I was recognized as the Boulder Valley Educator or the Year for 2015. I love to read and have a passion for writing.  I am currently working on a manuscript for my first novel.  I love to teach my students lessons that will help them not only be successful in the classroom, but in life.  Together we will learn about other cultures and the importance of speaking, reading and writing in more than one language effectively. I respect and support all students and their families.  Getting to know not only the pupils, but their families and communities is one of my commitments.    Please join us in our monthly parent meetings.