12/2/22
What’s Happening at Twin?
6th Grade
Pre-Algebra Survey: 6th Grade Pre-Algebra Survey is continuing their unit on rational numbers. Rational numbers include all positive and negative integers, fractions, and decimals. This month we will be focused on the multiplication and division of rational numbers and then applying all four operations and following the order of operations. Last month, we talked about encouraging the students to look for structure. This has definitely shown up in class as the students have worked. This month, we’d like for you to encourage the students to be precise in their work. This includes knowing definitions (like absolute value is the distance of a number from 0), including units in answers, and converting to different units as necessary. Thank you for all the help at home!
The students have access to these apps that they should be using regularly:
Math Facts Ninja - For students who need extra practice with their math facts.
IXL - This app covers topics in line with the Common Core Curriculum which the students are covering this year. This program is designed to develop critical thinking skills.
Pre-Algebra: 6th Grade Pre-Algebra is working on their expressions unit, which involves understanding variables, combining like terms, and writing mathematical expressions. A big focus will be on using mathematical properties to create equivalent expressions. This is the foundation of much of their future math work, so it is great to see how hard the students are working. Last month we talked about encouraging the students to look for structure. This has definitely shown up in class as the students worked. This month, we’d like for you to encourage the students to be precise in their work. This includes knowing definitions (like absolute value is the distance of a number from 0), including units in answers, and converting to different units as necessary. Thank you for all the help at home!
The students have access to these apps that they should be using regularly:
Math Facts Ninja - For students who need extra practice with their math facts.
IXL - This app covers topics in line with the Common Core Curriculum which the students are covering this year. This program is designed to develop critical thinking skills.
Language Arts: This year, we have been working on identifying themes in fiction and central idea in informational text. Taking this up a notch for Trimester 2, students are now starting to learn how to write an analysis paragraph in order to explain how text evidence supports their chosen theme/central idea. In addition, we will be writing fictional narratives with a focus on description and sensory details.
Science: The 6th-grade scientists are into our third unit of the year about Weather and the Water Cycle- a perfect unit to start as we enter into the winter season when precipitation in the Chicago area is always ever-changing. They’ll learn how the water cycle has no beginning or end.
SS: In social studies this month, students will be learning about different forms of government throughout history. We will study how pharaohs ruled Egypt, how laws were first created in Mesopotamia and the beginning of democracy. For every form of government we learn about in the past, we will be making connections to how it impacts us in modern times.
7th Grade
Pre Algebra- We are currently working on our expressions unit, which involves understanding variables, combining like terms, and writing mathematical expressions. A big focus will be on using mathematical properties to create equivalent expressions. This is the foundation of much of their future math work, so it is great to see how hard the students are working. Last month we talked about encouraging the students to look for structure. This has definitely shown up in class as the students worked.
Bridge to Algebra 1- We are continuing our work in Unit 3: Linear Function. We have been working hard to understand the key features found in equations written in slope-intercept form and standard form and how they relate to the context of word problems. Soon, we will be comparing functions by analyzing their key features in relation to one another.
Algebra 1- In Unit 4: Systems of Linear Equations and Inequalities, students are exposed to three different ways in which they can solve a system of linear equations and inequalities. They will also be required to interpret key features of these solutions within the given context. Success in this unit requires a lot of prior knowledge from past units.
Language Arts - We’re talking and writing about how authors reveal their (or their characters’) perspectives on a topic and we’re refining our skills in analytical writing. In LA ADV, December will start off with a unit on satire, both in fictional and in informational text. It’s a challenge that students love once they start figuring it out. In LA, we’ve got some great poetry lined up for students to read and analyze; as they get accustomed to the process of poetry analysis, they start to feel confident and really enjoy it. Even though book clubs are over, students should be reading every night for 20 minutes or more from a book of their choice. Readers are stronger students than non-readers. Please help us develop your child as a strong reader by supporting this policy.
Science- In Unit 3, we are learning about how our bodies work and use energy to make us feel the way we do. Students are looking at a case study about a 13-year-old girl named Kenna who started feeling sick for an extended period of time. They are planning and conducting investigations into how her body works differently from that of a healthy person to help them determine what is making Kenna feel sick. Once they discover her illness, they will be investigating how genetic and environmental factors can influence health in different ways. Students are getting a lot of practice analyzing graphs and models to help them in their investigations and draw conclusions based on data.
SS: We are beginning to explore, investigate, and analyze civics / taking responsibility and informed action… along with our origins and systems of the American government. This comes after taking the necessary time to reflect on perspectives of the Boston Massacre and the amazing Declaration of Independence. The U.S. Constitution and its establishment after the failed Articles of Confederation will be a focus of attention. In addition, our nation and government is based on seven key principles or foundations. Are we living up to them? Our great Constitution contains seven articles, or “chapters”, that define and establish our system of government. Within this are the three branches of government to check and balance each other. Is there one branch that is more vital than the others? The Bill of Rights was demanded to be added during the ratification debates, and these are our 10 first Amendments safeguarding and protecting our liberties. Is there a right that is most important, or perhaps a provision that is not as critical to our people and society today? Government systems transcend the national, state, and local levels… not to mention government systems to compare globally. Students are typically very curious during this time of the study, especially given American and global events these days, thus, the inquiry model of teaching and learning proves itself very well.
8th Grade
Algebra 1: We just began Unit 3 on Systems of Linear Equations and Inequalities. We will be using our skills from the previous unit on graphing linear equations and inequalities. We have really developed a strong understanding of slope, rate of change, finding and interpreting intercepts, and relating all of these concepts to the real world. This is one of the last units before we dive into our rigorous content!
Geometry: We recently began our Triangles unit. We will be learning about the relationship between angles and sides of a triangle, medians, and altitudes, and proving triangle congruence.
Language Arts: We recently wrapped up our first book club unit in Language Arts and students did a wonderful job discussing and analyzing their novels throughout the entire unit. Students also completed many activities related to the Coming of Age Journey and explored how their characters developed and changed throughout each text. Both AT level and Advanced will begin a poetry unit in the month of December. Throughout this unit, we are not only exploring what poetry is and how to read poetry, but we’ll also be looking at how the lives of the poets influence their poems and writings. We explore how poetry can be a tool for expressing ourselves and relating to others, as well as a healing tool in some cases. In addition, we explore and practice using figurative language techniques. Next month we will move into our first Novel Unit: Great Expectations (ADV) and Flowers for Algernon(AT). These are great stories that I am sure students will enjoy!
Science: Our last unit on Sound Waves focused on “How does sound move things?”. We also wrapped up another wonderful STEM project: Foil Circuits with holiday lights. Our next unit, “Forces at a Distance” or magnetic and electromagnetic forces, will take us up to Christmas break. 8th graders will be exploring the inner workings of a speaker to engineer homemade cup speakers to manipulate the essential parts of a speaker. They’ll identify that most speakers have the same parts-a magnet, a coil of wire, and a membrane. Students investigate each of these parts to figure out how they work together in the speaker system. We will also experiment with the magnet, coils, current, and cords to see how technology can be modified and applied to a variety of different devices.
SS: In social studies, students finished up our Great Depression unit by summarizing and analyzing a speech made by Adolf Hitler. They were asked to compare and contrast his actions to handle the socio-economic downturn within Germany to that of Franklin Delano Roosevelt in America. We have just begun learning about World War II and the Holocaust. We began by researching the rise of dictators in that era, including Joseph Stalin and Adolf Hitler with his German “War Machine.” Students will use the Ladder of Prejudice to investigate the horrors of the Holocaust and the role that both bystanders and upstanders played in reaction to the Nazis. In trimester two, students will have opportunities to practice their ability to take part in the document-based questioning (“DBQ'') process. Students will work on their ability to craft a claim statement and effectively defend an argument with historical evidence.
Teacher Gifts-PTO
To make gift-giving easier this winter we are introducing GiftCrowd, a gifting site that allows families to contribute to group gifts. Use the link and select the teachers and staff you would like to join a gift for. You only need to fill out one cart and check out once.
Teachers and staff will get an email at the end of the school day on December 22 advising that they received a group gift. They will only be advised of the total gift amount and who contributed, but not the individual contribution amounts. They will then have a large selection of gift cards they can choose from. Neither the staff nor the families pay a fee for use of this service.
NWEA MAP
The MAP assessment will be administered district-wide next Monday (12/5) and Tuesday (12/6).
8th Grade World Languages Information
Dear Families -
In the month of December, 8th-grade students will participate in the AAPPL (The ACTFL Assessment of Performance toward Proficiency in Languages) assessment to assess their communicative competency with the Spanish language. The purpose of this assessment is three-fold:
1- D96 will collect valuable data that will inform our instruction to continue to enhance our Spanish curriculum and instruction.
2- Stevenson High School will use this proficiency data to make initial recommendations for Spanish coursework when your student is in high school.
3- Students will have the opportunity to have experience with an assessment that can lead them to earn the Seal of Biliteracy on their High School diploma when they are in high school.
Tell me more about the assessment.
Your child’s Spanish Teacher will share the specific assessment schedule. The tasks included in this assessment are similar to tasks we use during our regular instruction and assessment cycle in Spanish classes. The students are asked to engage in interpretive listening and reading tasks. This includes listening or reading authentic Spanish pieces and answering questions, in English, about those pieces based on the language the students already know or context given. Additionally, the students will respond to writing prompts in Spanish utilizing learned language skills. The final piece of the assessment is an interpersonal speaking opportunity in which your child will perform for the classroom teacher and will be scored based on a rubric co-constructed with all Spanish teachers across the consortium (D96, D102, D103, and D125) for consistency of expectations.
When will the test be administered?
Listening and Reading- December 8th from 1:06-2:30
Writing- December 9th from 1:06-2:30
What do students need?
Please make sure your student has headphones.
How will this information be used to make course recommendations?
Your student’s level of proficiency (interpretive listening and reading as well as writing) as indicated by this assessment combined with an analysis of their interpersonal speaking skills and teacher input will be used to make an initial course recommendation that is optimal for your student. You will receive this information in the mail late January/early February prior to needing to select courses at Stevenson. You can find the specific course sequence in this course book. In general, recommendations will be made for the following courses based on this assessment:
-Spanish 2
-Spanish 2-3 Accelerated
-Spanish 3-4 Accelerated
As this is a recommendation, your family will have the opportunity to provide input as you make the final selection for a course should your child choose to continue studying the Spanish language.
What is the Seal of Biliteracy?
The Seal of Biliteracy is intended to recognize students for multilingual skills and is indicated on a student’s high school diploma. Additionally, Illinois universities are obligated to offer college credit to students that have earned the Seal of Biliteracy through meeting the requirements.
For more information about this opportunity, use this link and click on the Seal of Biliteracy Tab.
What if my child would like to participate in a benchmark or placement assessment for a language other than Spanish?
Stevenson also provides individuals who have experience in Chinese, French, German, Hebrew, or Latin could take a placement exam to decide if a higher level language course placement would be appropriate for your child. Please visit the Stevenson website for more information and to register for the exam via this link. The deadline to register is Monday, December 12.
The purpose of the benchmark exam is two-fold:
-As indicated by this assessment, your student's level of proficiency will be used to determine the appropriate level for course recommendation. This information will be mailed in mid-January prior to Stevenson's Course Selection evenings.
-Course selection data collected in February is crucial to determining appropriate staffing, the number of sections, fiscal decisions, and building the master schedule for the following school year.
Finally, more information is available on the Stevenson website and on the Benchmark FAQ document. For additional questions, please email [email protected].
Current Patriot Consortium Mathematics Placement Process
The consortium has created criteria that defines the four strands of mathematical proficiency to highlight the attributes of a proficient mathematical thinker. The criteria are grouped into three categories (See chart on second page):
-Procedural Skills & Fluency (How well you can correctly use mathematics.)
-Conceptual Understanding (How well you utilize mathematical ideas, transfer your knowledge into new situations, and apply it to new contexts.)
-Problem-Solving with Adaptive Reasoning and Strategic Competence (How well you can apply strategies and sound reasoning.)
Over the course of the year, the mathematics teachers will be discussing these criteria with the students in class to create a portrait of each student. This portrait will be used to recommend the students into the mathematics course at Stevenson High School that matches their content knowledge as well as level of mathematics proficiency at this time.
As a district and consortium, it is our vision that each student moves on to the next course in the sequence providing that there are no significant gaps in content knowledge. If there are significant gaps in content knowledge and a change in recommendation occurs, we will contact you. We feel that this process allows a mathematical picture of the student to develop over time, which will provide a more informed recommendation.
Course Sequence for Bridge Algebra 1 Students
-Algebra 1 with Mentor math or Algebra 1 with Math Guided Study will be recommended if students need to reinforce and refresh targets in Units 1-4
-Algebra 1 will be recommended if students have mastered targets in Units 1-4
Course Sequence for Algebra 1 Students
-Geometry will be recommended if students need to reinforce and refresh targets in Units 1-4
-Geometry Accelerated will be recommended if students have mastered targets in Units 1-4
Course Sequence for Geometry Students
-Algebra 2 will be recommended if students need to reinforce and refresh targets in Units 1-3
-Algebra 2 Accelerated will be recommended if students have mastered targets in Units 1-3
PORTRAIT OF A MATHEMATICALLY PROFICIENT STUDENT
Procedural Skills & Fluency
How well you can correctly use mathematics.
(skill in carrying out procedures flexibly, accurately, efficiently, and appropriately)
I can identify and use the most efficient method for the problem. (MP7)
I can use mathematical computations, terms, symbols, formulas, and language appropriately. (MP5, 6)
I can recognize the algebraic structure in problems and use rules or procedures to solve or simplify. (MP7)
I can solve problems with accuracy. (MP6)
Conceptual Understanding
How well you utilize mathematical ideas, transfer your knowledge into new situations, and apply it to new contexts.
(comprehension of mathematical concepts, operations, and relations)
I can use diagrams, pictures, and symbols to justify my work. (MP4)
I can understand and justify the “why” of the procedure. (MP3)
I can justify solutions algebraically, graphically, and numerically. (MP3)
I can explain my solution with sound mathematical reasoning using precise mathematics vocabulary and terminology. (MP3, 8)
I can determine the reasonableness of my answer. (MP2)
Problem Solving with Adaptive Reasoning and Strategic Competence
How well you can apply strategies and sound reasoning.
(capacity for logical thought, reflection, explanation, and justification and ability to formulate, represent, and solve mathematical problems)
I can select and use all the pertinent information to solve the problem. (MP2)
I can determine a solving strategy by forming logical relationships among concepts and situations. (MP7, 8)
I can represent a situation mathematically using modeling. (MP4)
I can retain and apply information and skills from previous units to solve problems alongside new concepts. (MP7,8)
I can make connections between multiple mathematical concepts to solve problems in unfamiliar situations. (MP7,8)
I can persevere when encountering new and difficult concepts.(MP1)
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