Extended Standards Language Arts
- SL.68.1c: Participate in discussion about grade-level/age-appropriate topics of text (e.g. follow rules of discussion and ask/answer questions about the topic
- SL.68.2c: Identify key details from text read aloud or presented in diverse formats.
- L.68.2b: Generate a simple sentence with beginning capitalization and ending punctuation; spell familiar words.
- L.68.5c: Identify real-life connections between words and their uses (e.g., identify wise choices).
- W.68.4b: With guidance and support, generate a written text following the conversations of a persuasive, informative, or narrative task (sentence).
Extended Standards Math
- G.68.4c: Identify cubes, rectangular prisms, cones, cylinders, and spheres (e.g. cubes, rubber eraser, funnel, paper towel roll, or ball)
- G.68.5c: Find the volume of a right rectangular prism (e.g. count the number of unit cubes it takes to fill a rectangular prism)
- G.68.6c: Identify polygons drawn on a coordinate plane (e.g. square, rectangles, quadrilaterals, triangles, (isosceles, right, scalene, obtuse).
- G.68.7c: Solve real-world problems involving perimeter
- G.68.8c: Order angles by size
- G.68.9c: Identify circles in three-dimensional objects and in the environment
- G.68.10c: Determine the direction and how many units a a figure must be shifted to be congruent to another on a coordinate plane (e.g. 3 units to the right)
- G.68.11c: Demonstrate concepts of translation (top, bottom right, and left)
-G.68.12c: Match similar shapes
- G.68.13c: Identify right triangles in the environment
- G.68.14c: Identify right triangles from a group of a variety of triangles
- G.68.15c: Sort three dimensional shapes (cubes, cones, cylinders, rectangular prisms, spheres)
How to Promote Independence
Start giving your child choices at an early age:
Getting input from your children from an early age will help them feel as if their opinion counts. This will begin to build their capacity to make decisions for themselves. Even a child that is nonverbal may express a preference about which outfit to wear.
If your child cannot avoid a specific situation, giving him choices may help him feel more in control. For example, if your son needs a shot or blood work, ask him which arm he wants to use. Children should be allowed choices, especially as they get older. The only exception to this rule are decisions that significantly impact the safety of your child.
Understand the importance of transitions:
Transitions can be very stressful and are often more than just middle school-to-high school. To help prepare your child for transitions, try the following strategies:
- Visual Countdown App: Download a visual countdown app. This app provides a visual countdown timer that helps individuals understand the concept of time remaining. For example, if your child gets 30 minutes on the computer, but has a difficult time getting off the computer, use the visual countdown app. Start the timer and display the timer for your child to see. When the timer is up, computer time is finished.
-First, Then Schedule: When your child has to transition from one activity to another, use a First, Then Schedule. Divide a piece of paper in half. On one side write "First", and the other side write "Then." Place a picture of a non-preferred activity under "First" such as brush teeth. Place a preferred activity under "Then" such as iPad or breakfast. Reference the schedule before and during the activities. Reference the schedule at the end by providing positive reinforcement ("Good job brushing your teeth!").
Please email Sabrina Sullivan or Morgan Pruckner if you would like more information or assistance in creating any materials.
Help your child set realistic career expectations:
While your child may not be able to do exactly what he or she wants to do as a career, there are ways to adapt their ideas. For example, a young person who wants to be a veterinarian and thus, becomes a pet groomer to work with animals. Encourage your child to engage in that career field with simple activities such as cleaning the cat box or feeding the cat at a certain time everyday. If you need help with ideas on incorporating specific student interests, please contact Sabrina Sullivan or Morgan Pruckner.
Get to Know: Morgan Pruckner
This year I am looking forward to visiting Polaris with all of the 8th grade students to check out available career paths. Please let me know if you would be interested in visiting with your 8th grade student! More information to come!