Schilling Farms Middle School

Summer work for SFMS and CHS classes now posted! Check the news feed below for more information.

Learning Support-Intervention 4th period (Hunter)

Mrs. Janet Hunter

Course Description

 Welcome to my Learning Support Class! I am excited about this program at Schilling Farms and look forward to seeing some incredible academic gains as a result of this additional support class. Students who scored below the 25th percentile on Easy CBM AND scored below proficient on the 2016 state test are required to have additional instructional time in the identified subject area. This intervention program is mandated by the State board of Education under "Response to Intervention and Instruction" which requires schools to provide additional instruction/intervention for students identified at risk based on Easy CBM/TCAP and to monitor their progress in deficit areas. These students will receive reports on their progress. The goal is for these students to achieve proficiency. Students will remain in intervention ONLY so long as progress indicates they need it. I am looking forward to a wonderful class  with your child!

Recent Posts

8th Grade week of March 20th

Notice how a fiction writer shows character development
Infer motives for a character's actions
Make connections among nonfiction books that have similar themes
Understand the characteristics of the narrative nonfiction genre
Understand a nonfiction writer's use of problem/solution
Understand an individual's use of the scientific process
Understand a nonfiction writer's use of research to support an idea
Use word history to deepen understanding of the meaning of a word
Read orally at an appropriate rate

8th Grade Week of March 6-March 10 Intervention

Notice a turning point when a character changes.
Hypothesis what leads to a change in a character
Notice connections a fiction writer makes across a text
Notice how a fiction writer signals that time has passed
Notice similarities between a fiction text and a memoir
Understand the meaning and role of a connective in a text
Friday:Writing-Contrast/Compare: Prince Caspian Novel and Movie

8th Grade-4th Period-Intervention-Week of Feb. 27

Think analytically about a decision point in a biography
Notice the information a biographer selects to include
Analyze the arguments for and against a subject's actions and express an opinion.
Understand the characteristics of a category of animals
Notice cause/effect in a nonfiction book
Infer a writer's message in a nonfiction text.
Read orally with appropriate word stress
Write positive and negative arguments about a subject's career
Write an opinion related to arguments about a subjects career.

8th grade-learning support-Feb. 20-24

Understand an author's message about truth and lies.
Understand that truth is related to a person's perspective.
Infer reasons why people lie.
Understand the function of an epilogue
Make predictions based on a chapter title.
Use morphology and word parts to understand the meaning of a word.
Read a script with integration of all dimensions of fluency.
"The Skull of Truth"

8th grade-intervention 4th period- week of Feb. 13

Novel-"The Skull of Truth"
Infer the relationships between characters.
Infer causes and effects in a fiction text.
Express an opinion about a character's behavior.
Infer the reasons for a character's behavior.
Infer a character's feelings and what a character learns.
Notice the impact of an experience on characters.
Predict what will happen as a result of a character's decision.
Engage actively in a discussion about a novel.
Use  figurative meaning to understand a word.
Notice and use punctuation to read orally with appropriate pausing and intonation.
Teacher reading- "Prince Caspian" by C.S. Lewis to students(auditory skills)
Students will take fluency test each week.

Look at the night sky Feb. 10th

An Eclipse, Comet and Full Moon will appear in the night sky on Friday night at 6:43.  Don't miss it! Hasn't happened in over 100 years.

Learning Support-8th grade-Feb. 6

Notice how an author alludes to or makes connections with another text.
Describe the problems in a fantasy
Notice attributes of a supporting character
Engage actively in a discussion about a novel
Notice an author's word choice and how it affects the quality of the writing
Read orally with appropriate intonation

8th Grade Intervention-4th period-Week of January 30

Goals: Novel "The Skull of Truth" 
Notice how an author reveals the problem in a fantasy.
Notice an author's use of foreshadowing
Predict characters' actions
Consider the significance of a chapter title in a novel.
Identify the problems that a character faces
Infer the feelings of a character and the reasons for his actions
Notice and describe attributes of a nonhuman character in a fantasy
Notice how an author shows a character's attributes
Engage actively in a discussion about a novel 
Identify connectives and understand their function
Read orally with appropriate phrasing and word stress

8th Grade-Intervention Week of January 23

Notice how the writer of a procedural text helps readers understand the importance of directions.
Think about the problem of fantasy
Understand characteristics of the fantasy genre (elements of magic or the supernatural).
Notice the setting in a fantasy and understand its importance to the story
Notice attributes of a main character in a fantasy
Engage actively in a discussion about a novel.
Use cognates to broaden understanding of a word
Read orally with appropriate phrasing

8th grade intervention-January 16th

Notice how readers' perspectives on a character change as events unfold.
Notice attributes of a main character and a supporting character.
Notice and discuss the characteristics of graphic text.
Notice how a writer builds tension
Identify and use contextual information to understand the meaning of a word
Read a script, demonstrating all dimensions of fluency
Writing about reading
Write a character sketch describing a supporting character.
Novel-Artic Freeze

Week of January 9-8th Grade Intervention

Think about a writer's selection of childhood events to include in a biography
Infer the reasons for inclusion of information in a biography
Understand the historical fiction genre
Relate the events in a historical fiction text to real-life events in the same time period
Understand the setting in a historical fiction text
Understand and use the features of a graphic text
Notice how a writer builds suspense
Understand the problem in a historical fiction text
Notice attributes of the main character in a historical fiction text
Appreciate the role of illustrations in a graphic text
Notice an important decision point in a historical fiction text

Learning Support-Intervention 8th grade-January 3-6

Goals;Comprehension-1. Think analytically about graphic features to comprehend a nonfiction text.
2. Notice connections between two nonfiction texts on related topics.
3. Synthesize information from a nonfiction text.
4. Notice similarities in the structure of two nonfiction texts.
5. Think analytically about the lead in two nonfiction texts on related topics.
6. Notice a nonfiction writer's use of problem/solution.
Fluency-Read orally at an appropriate rate-not too slow and not too fast
Moby Max Assessments
Noval-The Lion, The Witch, and The Wardrobe.

8th Grade Learning Support-December 5th

Understand a writer's use of symbolism
Notice how a writer shows readers what a symbol represents
Infer the message in a play from the dialogue, characters' actions, and stage directions
Understand the memoir genre by thinking about two examples from an experience
Infer a writer's message in a memoir

Learning Support: Intervention 8th grade:Nov. 21-22

Infer a writer's purpose.
Notice decisions points in a narrative nonfiction text.
Notice how a writer shows decision making in a narrative nonfiction text.
Infer the attributes of a main character in a realistic fiction text.
Infer the reasons for a character's decisions and actions.
Think analytically about the ending of a story.
Notice how a writer show the importance of a character's decisions.
Use word history and cognates to expand understanding of a word.
Practice reading and writing commonly misspelled words.
Read orally with appropriate word stress.
"Visiting Latonya" "The Floating Doctors""Border Collie"