Name: Rob Moore,
English Language Arts Readingand Writing 6th grade; Intro. to Computer ScienceSwimming and WaterpoloCoachEmail: firstname.lastname@example.orgCampus Phone # 281-585-6626Room #: 103Attended: University of Houston, San Jacinto College.I teach 1st - 7th period. My conference is 4th period.
Watch my video! https://youtu.be/WgmJSOh2s7gAbout Me: This is my 22nd year teaching in the Alvin ISD; all of it at Harby. I have been coaching Swimming/Warterpolo for 20 years. Our season is in the Spring, starting around early March. I am also the sponser of Harby's Fellowship of Christian Athletes.I will be teaching 6th grade English Language Arts - Reading and Writing. I see these classes as "Art" - a very creative place to be. I will impart and equip the necessary tools and knowledge to help each of my students become great writers and readers. We will be really focusing on Literacy this year. I believe if we can learn to comprehend and retain that which we read, learning is much more fun and rewarding.I will also be teaching Intro. to Computer Science - a fun project-based course that helps students understand basic principles of Hardware and Software design. My background is in Career and Technology so I'm looking forward to the class!I have lived in the Houston/Alvin/Pearland area my entire life. I graduated from Lamar High School and was on their swim team. I have two business degrees: an Associates of Applied Science in Business from San Jacinto College and a Bachelor's of Science in Business Administration from the University of Houston. Before teaching, I spent about 12 years as a Legal Analyst for Shell Oil Co. and Chevron.
Besides spending time with my great family, I enjoy surfing, playing music (drums, guitar, bass, and ukulele), biking, swimming, golf, disk golf, and triathlons (although I don't care for the running..) I attend Revolution Church in Pearland and I also serve at Sandy Creek Bible Camp near Brenham.We have a lot of fun in my classes - I look forward to many great memories...As you knowwe will be transitioning to online learning for those who choose it . Google Classroom will be our primary means of communication, instruction, and learning. Rest assured that I am just an email away. I will be checking it often. Please feel free to reach out to me.
You will begin to see assignments starting the week of Monday, August 24, 2020. They will be sent out to be completed by week's end. I want to make sure that you have the opportunity in these strange times to begin your learning.Here are my codes for Google Classroom. There is one for each class. Simply open GClassroom, then join with the code and you're in!n3jclld Comp. Sci. 1st periodgz7kphn 6 Read 2nd period(axkfy7h for AVL) 2nd (Fund/Comp.Sci - AVL)fduvb35 6th Read 3rd periodz6oodry 3rd (Fund/Comp.Sci - AVL)tcy3pby 6th Read 5th periodzyx3rpt 6th Write 6th periodl5ie2mz 6th Write 7th periodGoogle Meets links are on the GClassroom page for each class- so it's easy to connect. GMeets is a way for all of us to see each other "live", so it's as close to being there as you can get. All work will be put in the Google Classroom so you can see it at a later time.
Be prepared and ready to learn every day!
Stay on task and participate. Don’t be afraid to share your thoughts!
Turn in all assignments on time. Class attendance is also important!
Be respectful towards others. Encourage one another and stay united as a team!Syllabus:
STRAND 1: Foundational Language Skills
(1) Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
(A) listen actively to interpret a message, ask clarifying questions, and respond appropriately;
(B) follow and give oral instructions that include multiple action steps;
(C) give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively; and
(D) participate in student-led discussions by eliciting and considering suggestions from other group members, taking notes, and identifying points of agreement and disagreement.
(2) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
(A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech;
(B) use context such as definition, analogy, and examples to clarify the meaning of words; and
(C) determine the meaning and usage of grade-level academic English words derived from Greek and Latin roots such as mis/mit, bene, man, vac, scrib/script, and jur/jus.
(3) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to adjust fluency when reading grade-level text based on the reading purpose.
(4) Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to self-select text and read independently for a sustained period of time.
Strand 2: Comprehension Skills
(5) Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:
(A) establish purpose for reading assigned and self-selected text;
(B) generate questions about text before, during, and after reading to deepen understanding and gain information;
(C) make, correct, or confirm predictions using text features, characteristics of genre, and structures;
(D) create mental images to deepen understanding;
(E) make connections to personal experiences, ideas in other texts, and society;
(F) make inferences and use evidence to support understanding;
(G) evaluate details read to determine key ideas;
(H) synthesize information to create new understanding; and
(I) monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down.
Strand 3: Response Skills
(6) Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:
(A) describe personal connections to a variety of sources, including self-selected texts;
(B) write responses that demonstrate understanding of texts, including comparing sources within and across genres;
(C) use text evidence to support an appropriate response;
(D) paraphrase and summarize texts in ways that maintain meaning and logical order;
(E) interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating;
(F) respond using newly acquired vocabulary as appropriate;
(G) discuss and write about the explicit or implicit meanings of text;
(H) respond orally or in writing with appropriate register, vocabulary, tone, and voice; and
(I) reflect on and adjust responses as new evidence is presented.
Strand 4: Multiple Genres
(7) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
(A) infer multiple themes within and across texts using text evidence;
(B) analyze how the characters' internal and external responses develop the plot;
(C) analyze plot elements, including rising action, climax, falling action, resolution, and non- linear elements such as flashback; and
(D) analyze how the setting, including historical and cultural settings, influences character and plot development.
(8) Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures, and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
(A) demonstrate knowledge of literary genres such as realistic fiction, adventure stories, historical fiction, mysteries, humor, and myths;
(B) analyze the effect of meter and structural elements such as line breaks in poems across a variety of poetic forms;
(C) analyze how playwrights develop characters through dialogue and staging;
(D) analyze characteristics and structural elements of informational text, including:
(i) the controlling idea or thesis with supporting evidence;
(ii) features such as introduction, foreword, preface, references, or acknowledgements to gain background information; and
(iii) organizational patterns such as definition, classification, advantage, and disadvantage;
(E) analyze characteristics and structures of argumentative text by:
(i) identifying the claim;
(ii) explaining how the author uses various types of evidence to support the argument;
(iii) identifying the intended audience or reader; and
(F) analyze characteristics of multimodal and digital texts.
Strand 5: Author’s Purpose and Craft
(9) Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:
(A) explain the author's purpose and message within a text;
(B) analyze how the use of text structure contributes to the author's purpose;
(C) analyze the author's use of print and graphic features to achieve specific purposes;
(D) describe how the author's use of figurative language such as metaphor and personification achieves specific purposes;
(E) identify the use of literary devices, including omniscient and limited point of view, to achieve a specific purpose;
(F) analyze how the author's use of language contributes to mood and voice; and
(G) explain the differences between rhetorical devices and logical fallacies.
Strand 6: Composition Skills
(10) Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
(A) plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests;
(B) develop drafts into a focused, structured, and coherent piece of writing by:
(i) organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion; and
(ii) developing an engaging idea reflecting depth of thought with specific facts and details;
(C) revise drafts for clarity, development, organization, style, word choice, and sentence variety;
(D) edit drafts using standard English conventions, including:
(i) complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments;
(ii) consistent, appropriate use of verb tenses;
(iii) conjunctive adverbs;
(iv) prepositions and prepositional phrases and their influence on subject-verb agreement;
(v) pronouns, including relative;
(vi) subordinating conjunctions to form complex sentences and correlative conjunctions such as either/or and neither/nor;
(vii) capitalization of proper nouns, including abbreviations, initials, acronyms, and organizations;
(viii) punctuation marks, including commas in complex sentences, transitions, and introductory elements; and
(ix) correct spelling, including commonly confused terms such as its/it's, affect/effect, there/their/they're, and to/two/too; and
(E) publish written work for appropriate audiences.
(11) Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:
(A) compose literary texts such as personal narratives, fiction, and poetry using genre characteristics and craft;
(B) compose informational texts, including multi-paragraph essays that convey information about a topic, using a clear controlling idea or thesis statement and genre characteristics and craft;
(C) compose multi-paragraph argumentative texts using genre characteristics and craft; and
(D) compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
Strand 7: Research and Inquiry
(12) Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes. The student is expected to:
(A) generate student-selected and teacher-guided questions for formal and informal inquiry;
(B) develop and revise a plan;
(C) refine the major research question, if necessary, guided by the answers to a secondary set of questions;
(D) identify and gather relevant information from a variety of sources;
(E) differentiate between primary and secondary sources;
(F) synthesize information from a variety of sources;
(G) differentiate between paraphrasing and plagiarism when using source materials;
(H) examine sources for:
(i) reliability, credibility, and bias; and
(ii) faulty reasoning such as hyperbole, emotional appeals, and stereotype;
(I) display academic citations and use source materials ethically; and
(J) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.
Source: The provisions of this §110.22 adopted to be effective September 25, 2017, 42 TexReg 4999.