simple strategies to increase your teen's reading...
TRANSCRIPT
CGHS Parent Workshop_
Simple Strategies to Increase Your Teens Reading Comprehension
Central Gwinnett High School
CGHS Media Center
Monday February 92015
630 PM
bull IntroductionWelcome Cassie Milligan Parent Instructional Support Coordinator
bull Importance of Parent Involvement
Spotlight of the Month CGHS School-Parent Compact
bull Reading Strategies w Practice
o Strategy 1 - Text Annotations
o Strategy 2 - SQ3R (Survey Question Read Recite Review)
o Strategy 3 - Vocabulary Context Clues
bull How you help your student in reading comprehensionretention
o Websites
o Parent PortalHow to Grade Reports for Improved Academic Success
o Use Teachers as a ResourceTeacher WebsitesWeeklyCalendar
o CGHS Parent Center ResourcesParent Instructional Support Coordinator
o Provide Your Student Opportunities for Intervention (Transportation etc)
o Make Your Home a Reading Zone
bull School-Parent Compact
bull Questions and Answers
bull Complete Evaluation
CGHS Parent Center Location Central Gwinnett High School 564 West Crogan Street Lawrenceville GA 30046 Located by the Main Office
Parent Center Hours Monday 800 AM - 300 PM Tuesday 800 AM-500 PM Wednesday 800 AM- 300 PM Thursday 800 AM-300 PM
Appointments Available for Friday
Parent Center Number (770) 822-6540 Fax Number (770) 338-4894 Parent Instructional Support Coordinator (PISC) Cassie Milligan Email
cassie_ mill i ga ngwinnettk12gaus
CGHS Parent Center 020415
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Strategy 1
Text Annotations
Text Annotations bull is a way for readers to interact with a text in
order to construct meaning
THE PROCESS bull While reading readers make marginal notes to
help them to find important information in the text while attempting to understand key vocabulary key concepts the organizational structure etc
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Why are these skills important bull httpswwwyoutubecomvvatchv=o2nPZxObmCs
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IJlldcliinc the JlJgtJjnr jloillts
Circle key vocalJu lary or wordsphrases that arc confusing or
unknown toyou
Usc a qucstiollmark (7) for ques~ol1s that you hove while reading Be
Slle to write your q[tstioll
Usc all excblllation I11Jrk (I) for things that surprbe you and briefly
nate wllGr it was clwtcotlghcyoliracrenrioll
DIaw an nrrow ( ) when YOll rmll-teuro (l connclt1ioll tp
SOl11cthi ng inside the text or to m Idea 01 experience outside the
te-1 Ikictly nore yiJur cOllnections
Mark EX when the author pnwidcs gtIll example
NUlllerate (123 ) arguments imJlortant ielens or key eldails and
write words or ohrases that resttc them
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CGHS Text Annotation Guide bull COLOR WI1H ANNOTATION
bull - stop What do I really see happening I have to think here what is the connection bull Vqcab~)~ry - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which
~iU~rriBli_iqtei~ij~IBUr~ -go I understand what heshe is saying and why bull s1ffiialttet5fitlMmtnjfttagg - How is the author using language to get his message across (I am swimming in the words shymetaphor simile rhetorical techniques etc)
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Lets Practicefll
Its your turn
Strategy 2 Survey Question Read Recite Review (SQ3R)
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SQ3R bull Helps students to better understand complex
informational texts like textbooks
THE PROCESS
bull Readers follow a 5 step process including actions
bull before reading
bull during reading and
bull after reading
Steps to SQ3R Survey (Before reading)
Survey the titles headings boldface and italicized words captions tables charts diagrams etc
Q- Question ( Before reading)
Turn headings boldface and italicized words captions tables charts and diagrams into questions Students should ask questions to which answers are expected to be found in the text
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Steps to SQ3R R- Read (During Reading) While reading students will write answers to the purpose questions generated in step 2 Students should re-read if they dont find the answer the first time
R- Recite (After Reading)
Students will recite (share) their answers to the purpose questions
Steps to SQ3R
R- Review (After reading) Students will re-read the text to review their answers for accuracy and to expand their answers as needed
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bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
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Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
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Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
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Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
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bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
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eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
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Every Center (Information in Packet)
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h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
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Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
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JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
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The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
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Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
Strategy 1
Text Annotations
Text Annotations bull is a way for readers to interact with a text in
order to construct meaning
THE PROCESS bull While reading readers make marginal notes to
help them to find important information in the text while attempting to understand key vocabulary key concepts the organizational structure etc
2
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Why are these skills important bull httpswwwyoutubecomvvatchv=o2nPZxObmCs
1
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IJlldcliinc the JlJgtJjnr jloillts
Circle key vocalJu lary or wordsphrases that arc confusing or
unknown toyou
Usc a qucstiollmark (7) for ques~ol1s that you hove while reading Be
Slle to write your q[tstioll
Usc all excblllation I11Jrk (I) for things that surprbe you and briefly
nate wllGr it was clwtcotlghcyoliracrenrioll
DIaw an nrrow ( ) when YOll rmll-teuro (l connclt1ioll tp
SOl11cthi ng inside the text or to m Idea 01 experience outside the
te-1 Ikictly nore yiJur cOllnections
Mark EX when the author pnwidcs gtIll example
NUlllerate (123 ) arguments imJlortant ielens or key eldails and
write words or ohrases that resttc them
292015
CGHS Text Annotation Guide bull COLOR WI1H ANNOTATION
bull - stop What do I really see happening I have to think here what is the connection bull Vqcab~)~ry - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which
~iU~rriBli_iqtei~ij~IBUr~ -go I understand what heshe is saying and why bull s1ffiialttet5fitlMmtnjfttagg - How is the author using language to get his message across (I am swimming in the words shymetaphor simile rhetorical techniques etc)
3
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CH 4- Synopsis Displaying and Summarizing QuanTiTaTive DaTa
gtIlilqit I deT ITI d by adding P all Th ~ r-~
S dofa and dlvidir1S by _ of dafa) ltgt osr--lt~ ~or he ea o desclb~d ~da)c-e~~~-
~~ The ell _0 Valued ThcT Idca _ sprGCgtd
to or fh ~~iiilBIJ2111ampii11iiiSioo) arod Tn Ja$~daa-riiiifC
rQR _dia To dcsc-Ib Te -pread Once -rhe edlo- ho been ~abll$hOld y nced
rQR==Q3_Ql
STandard dedolon uscs -r co 0
d c be Th spead On c rnoECl ha b_eon
esablshd you eed To -f1d Th a e oge
~e aT aol To T~e oneon_-------- wa_ ~o=r~~~ 0_ hee~ 0 0ocC~~T poinT 9 = 0 of Th do-r
C7-le(~c Os O middotc Po =-_ v-~ clc--~ C bull I - -- AI_ayo 5e rQR-o dcsrlbe - ed daTa amp hc
--l e-- STandard de laTloll fo ound Dr r-1o dCl-toa
~ r~~e~~middot (~ ~ 60-0 tt~utnG_atJ_G_ai5middoto1o lt1 ho0 good indicaTor To
--- i r-C I eO lt3 - S Jto _ I hQPpenlng in tohe daTa lT so allo us 0 caleulaTe The
~O-c OO~r- l -0 _ c- ~StgtIQ~eally
~~r+-~Crgt -~E--t -IOi-Smiddota ---c-lJoshy
-z Y-~o-r S= S-l-cr-C d c)--Igtlco lr-
292015 -L- O ~middot=--s ~L
4
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Lets Practicefll
Its your turn
Strategy 2 Survey Question Read Recite Review (SQ3R)
5
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SQ3R bull Helps students to better understand complex
informational texts like textbooks
THE PROCESS
bull Readers follow a 5 step process including actions
bull before reading
bull during reading and
bull after reading
Steps to SQ3R Survey (Before reading)
Survey the titles headings boldface and italicized words captions tables charts diagrams etc
Q- Question ( Before reading)
Turn headings boldface and italicized words captions tables charts and diagrams into questions Students should ask questions to which answers are expected to be found in the text
6
292015
Steps to SQ3R R- Read (During Reading) While reading students will write answers to the purpose questions generated in step 2 Students should re-read if they dont find the answer the first time
R- Recite (After Reading)
Students will recite (share) their answers to the purpose questions
Steps to SQ3R
R- Review (After reading) Students will re-read the text to review their answers for accuracy and to expand their answers as needed
7
292015
bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
8
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Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
292015
Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
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Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
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bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
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eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
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h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
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JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
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The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
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Why are these skills important bull httpswwwyoutubecomvvatchv=o2nPZxObmCs
1
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IJlldcliinc the JlJgtJjnr jloillts
Circle key vocalJu lary or wordsphrases that arc confusing or
unknown toyou
Usc a qucstiollmark (7) for ques~ol1s that you hove while reading Be
Slle to write your q[tstioll
Usc all excblllation I11Jrk (I) for things that surprbe you and briefly
nate wllGr it was clwtcotlghcyoliracrenrioll
DIaw an nrrow ( ) when YOll rmll-teuro (l connclt1ioll tp
SOl11cthi ng inside the text or to m Idea 01 experience outside the
te-1 Ikictly nore yiJur cOllnections
Mark EX when the author pnwidcs gtIll example
NUlllerate (123 ) arguments imJlortant ielens or key eldails and
write words or ohrases that resttc them
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CGHS Text Annotation Guide bull COLOR WI1H ANNOTATION
bull - stop What do I really see happening I have to think here what is the connection bull Vqcab~)~ry - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which
~iU~rriBli_iqtei~ij~IBUr~ -go I understand what heshe is saying and why bull s1ffiialttet5fitlMmtnjfttagg - How is the author using language to get his message across (I am swimming in the words shymetaphor simile rhetorical techniques etc)
3
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CH 4- Synopsis Displaying and Summarizing QuanTiTaTive DaTa
gtIlilqit I deT ITI d by adding P all Th ~ r-~
S dofa and dlvidir1S by _ of dafa) ltgt osr--lt~ ~or he ea o desclb~d ~da)c-e~~~-
~~ The ell _0 Valued ThcT Idca _ sprGCgtd
to or fh ~~iiilBIJ2111ampii11iiiSioo) arod Tn Ja$~daa-riiiifC
rQR _dia To dcsc-Ib Te -pread Once -rhe edlo- ho been ~abll$hOld y nced
rQR==Q3_Ql
STandard dedolon uscs -r co 0
d c be Th spead On c rnoECl ha b_eon
esablshd you eed To -f1d Th a e oge
~e aT aol To T~e oneon_-------- wa_ ~o=r~~~ 0_ hee~ 0 0ocC~~T poinT 9 = 0 of Th do-r
C7-le(~c Os O middotc Po =-_ v-~ clc--~ C bull I - -- AI_ayo 5e rQR-o dcsrlbe - ed daTa amp hc
--l e-- STandard de laTloll fo ound Dr r-1o dCl-toa
~ r~~e~~middot (~ ~ 60-0 tt~utnG_atJ_G_ai5middoto1o lt1 ho0 good indicaTor To
--- i r-C I eO lt3 - S Jto _ I hQPpenlng in tohe daTa lT so allo us 0 caleulaTe The
~O-c OO~r- l -0 _ c- ~StgtIQ~eally
~~r+-~Crgt -~E--t -IOi-Smiddota ---c-lJoshy
-z Y-~o-r S= S-l-cr-C d c)--Igtlco lr-
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4
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Lets Practicefll
Its your turn
Strategy 2 Survey Question Read Recite Review (SQ3R)
5
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SQ3R bull Helps students to better understand complex
informational texts like textbooks
THE PROCESS
bull Readers follow a 5 step process including actions
bull before reading
bull during reading and
bull after reading
Steps to SQ3R Survey (Before reading)
Survey the titles headings boldface and italicized words captions tables charts diagrams etc
Q- Question ( Before reading)
Turn headings boldface and italicized words captions tables charts and diagrams into questions Students should ask questions to which answers are expected to be found in the text
6
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Steps to SQ3R R- Read (During Reading) While reading students will write answers to the purpose questions generated in step 2 Students should re-read if they dont find the answer the first time
R- Recite (After Reading)
Students will recite (share) their answers to the purpose questions
Steps to SQ3R
R- Review (After reading) Students will re-read the text to review their answers for accuracy and to expand their answers as needed
7
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bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
8
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Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
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Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
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Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
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bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
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eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
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Every Center (Information in Packet)
13
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h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
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Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
IJlldcliinc the JlJgtJjnr jloillts
Circle key vocalJu lary or wordsphrases that arc confusing or
unknown toyou
Usc a qucstiollmark (7) for ques~ol1s that you hove while reading Be
Slle to write your q[tstioll
Usc all excblllation I11Jrk (I) for things that surprbe you and briefly
nate wllGr it was clwtcotlghcyoliracrenrioll
DIaw an nrrow ( ) when YOll rmll-teuro (l connclt1ioll tp
SOl11cthi ng inside the text or to m Idea 01 experience outside the
te-1 Ikictly nore yiJur cOllnections
Mark EX when the author pnwidcs gtIll example
NUlllerate (123 ) arguments imJlortant ielens or key eldails and
write words or ohrases that resttc them
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CGHS Text Annotation Guide bull COLOR WI1H ANNOTATION
bull - stop What do I really see happening I have to think here what is the connection bull Vqcab~)~ry - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which
~iU~rriBli_iqtei~ij~IBUr~ -go I understand what heshe is saying and why bull s1ffiialttet5fitlMmtnjfttagg - How is the author using language to get his message across (I am swimming in the words shymetaphor simile rhetorical techniques etc)
3
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CH 4- Synopsis Displaying and Summarizing QuanTiTaTive DaTa
gtIlilqit I deT ITI d by adding P all Th ~ r-~
S dofa and dlvidir1S by _ of dafa) ltgt osr--lt~ ~or he ea o desclb~d ~da)c-e~~~-
~~ The ell _0 Valued ThcT Idca _ sprGCgtd
to or fh ~~iiilBIJ2111ampii11iiiSioo) arod Tn Ja$~daa-riiiifC
rQR _dia To dcsc-Ib Te -pread Once -rhe edlo- ho been ~abll$hOld y nced
rQR==Q3_Ql
STandard dedolon uscs -r co 0
d c be Th spead On c rnoECl ha b_eon
esablshd you eed To -f1d Th a e oge
~e aT aol To T~e oneon_-------- wa_ ~o=r~~~ 0_ hee~ 0 0ocC~~T poinT 9 = 0 of Th do-r
C7-le(~c Os O middotc Po =-_ v-~ clc--~ C bull I - -- AI_ayo 5e rQR-o dcsrlbe - ed daTa amp hc
--l e-- STandard de laTloll fo ound Dr r-1o dCl-toa
~ r~~e~~middot (~ ~ 60-0 tt~utnG_atJ_G_ai5middoto1o lt1 ho0 good indicaTor To
--- i r-C I eO lt3 - S Jto _ I hQPpenlng in tohe daTa lT so allo us 0 caleulaTe The
~O-c OO~r- l -0 _ c- ~StgtIQ~eally
~~r+-~Crgt -~E--t -IOi-Smiddota ---c-lJoshy
-z Y-~o-r S= S-l-cr-C d c)--Igtlco lr-
292015 -L- O ~middot=--s ~L
4
292015
Lets Practicefll
Its your turn
Strategy 2 Survey Question Read Recite Review (SQ3R)
5
292015
SQ3R bull Helps students to better understand complex
informational texts like textbooks
THE PROCESS
bull Readers follow a 5 step process including actions
bull before reading
bull during reading and
bull after reading
Steps to SQ3R Survey (Before reading)
Survey the titles headings boldface and italicized words captions tables charts diagrams etc
Q- Question ( Before reading)
Turn headings boldface and italicized words captions tables charts and diagrams into questions Students should ask questions to which answers are expected to be found in the text
6
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Steps to SQ3R R- Read (During Reading) While reading students will write answers to the purpose questions generated in step 2 Students should re-read if they dont find the answer the first time
R- Recite (After Reading)
Students will recite (share) their answers to the purpose questions
Steps to SQ3R
R- Review (After reading) Students will re-read the text to review their answers for accuracy and to expand their answers as needed
7
292015
bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
8
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Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
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Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
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Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
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bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
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eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
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h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
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JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
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The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
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~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
CH 4- Synopsis Displaying and Summarizing QuanTiTaTive DaTa
gtIlilqit I deT ITI d by adding P all Th ~ r-~
S dofa and dlvidir1S by _ of dafa) ltgt osr--lt~ ~or he ea o desclb~d ~da)c-e~~~-
~~ The ell _0 Valued ThcT Idca _ sprGCgtd
to or fh ~~iiilBIJ2111ampii11iiiSioo) arod Tn Ja$~daa-riiiifC
rQR _dia To dcsc-Ib Te -pread Once -rhe edlo- ho been ~abll$hOld y nced
rQR==Q3_Ql
STandard dedolon uscs -r co 0
d c be Th spead On c rnoECl ha b_eon
esablshd you eed To -f1d Th a e oge
~e aT aol To T~e oneon_-------- wa_ ~o=r~~~ 0_ hee~ 0 0ocC~~T poinT 9 = 0 of Th do-r
C7-le(~c Os O middotc Po =-_ v-~ clc--~ C bull I - -- AI_ayo 5e rQR-o dcsrlbe - ed daTa amp hc
--l e-- STandard de laTloll fo ound Dr r-1o dCl-toa
~ r~~e~~middot (~ ~ 60-0 tt~utnG_atJ_G_ai5middoto1o lt1 ho0 good indicaTor To
--- i r-C I eO lt3 - S Jto _ I hQPpenlng in tohe daTa lT so allo us 0 caleulaTe The
~O-c OO~r- l -0 _ c- ~StgtIQ~eally
~~r+-~Crgt -~E--t -IOi-Smiddota ---c-lJoshy
-z Y-~o-r S= S-l-cr-C d c)--Igtlco lr-
292015 -L- O ~middot=--s ~L
4
292015
Lets Practicefll
Its your turn
Strategy 2 Survey Question Read Recite Review (SQ3R)
5
292015
SQ3R bull Helps students to better understand complex
informational texts like textbooks
THE PROCESS
bull Readers follow a 5 step process including actions
bull before reading
bull during reading and
bull after reading
Steps to SQ3R Survey (Before reading)
Survey the titles headings boldface and italicized words captions tables charts diagrams etc
Q- Question ( Before reading)
Turn headings boldface and italicized words captions tables charts and diagrams into questions Students should ask questions to which answers are expected to be found in the text
6
292015
Steps to SQ3R R- Read (During Reading) While reading students will write answers to the purpose questions generated in step 2 Students should re-read if they dont find the answer the first time
R- Recite (After Reading)
Students will recite (share) their answers to the purpose questions
Steps to SQ3R
R- Review (After reading) Students will re-read the text to review their answers for accuracy and to expand their answers as needed
7
292015
bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
8
292015
Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
292015
Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
292015
Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
Lets Practicefll
Its your turn
Strategy 2 Survey Question Read Recite Review (SQ3R)
5
292015
SQ3R bull Helps students to better understand complex
informational texts like textbooks
THE PROCESS
bull Readers follow a 5 step process including actions
bull before reading
bull during reading and
bull after reading
Steps to SQ3R Survey (Before reading)
Survey the titles headings boldface and italicized words captions tables charts diagrams etc
Q- Question ( Before reading)
Turn headings boldface and italicized words captions tables charts and diagrams into questions Students should ask questions to which answers are expected to be found in the text
6
292015
Steps to SQ3R R- Read (During Reading) While reading students will write answers to the purpose questions generated in step 2 Students should re-read if they dont find the answer the first time
R- Recite (After Reading)
Students will recite (share) their answers to the purpose questions
Steps to SQ3R
R- Review (After reading) Students will re-read the text to review their answers for accuracy and to expand their answers as needed
7
292015
bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
8
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Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
292015
Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
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Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
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eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
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JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
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The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
SQ3R bull Helps students to better understand complex
informational texts like textbooks
THE PROCESS
bull Readers follow a 5 step process including actions
bull before reading
bull during reading and
bull after reading
Steps to SQ3R Survey (Before reading)
Survey the titles headings boldface and italicized words captions tables charts diagrams etc
Q- Question ( Before reading)
Turn headings boldface and italicized words captions tables charts and diagrams into questions Students should ask questions to which answers are expected to be found in the text
6
292015
Steps to SQ3R R- Read (During Reading) While reading students will write answers to the purpose questions generated in step 2 Students should re-read if they dont find the answer the first time
R- Recite (After Reading)
Students will recite (share) their answers to the purpose questions
Steps to SQ3R
R- Review (After reading) Students will re-read the text to review their answers for accuracy and to expand their answers as needed
7
292015
bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
8
292015
Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
292015
Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
292015
Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
Steps to SQ3R R- Read (During Reading) While reading students will write answers to the purpose questions generated in step 2 Students should re-read if they dont find the answer the first time
R- Recite (After Reading)
Students will recite (share) their answers to the purpose questions
Steps to SQ3R
R- Review (After reading) Students will re-read the text to review their answers for accuracy and to expand their answers as needed
7
292015
bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
8
292015
Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
292015
Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
292015
Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
bull Life in the New Land - textbook sample
Lets Practice~n
Its your turn~
8
292015
Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
292015
Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
292015
Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
Strategy 3
Vocabulary Strategies
Frayer Squares bull Multiple ways for the student to work with new
vocabulary
bull Ties with visual and verbal ways of understanding
bull Helps student thoroughly understand the words meaning and use
9
292015
Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
292015
Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
Adj Ill-mannered
Huck Finn would smoke swear and skip school before Ms Watson took him in but she vowed to change his boorish behavior and sivilize him
v Hurry accelerate rush
Carlos hastened home from school because his uncle was scheduled to arrive during the day and Carlos couldnt wait to see him
10
292015
Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
Lets Practicelll
Its your turn~
Sentence that PROVES the words meanill bythe Wirgt its used
Picture
Word and Definition
Antonyms
11
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
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Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
bull Teacher Pages
bull Class Calendars
Another Resourc
bull Student Resource bull Grades bull Electronic Textbooks bull Electronic Resources bull Practice Problems bull Selected Answers
12
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
eral Resources
wwwkhanacademyora www~eachertubeoom wwwusatestorepcom
wwwguizlatcom wwwfreericecom
wwwcollegaboardcom httpwwwvocabularycom
httpwordsiftcom wwwreadtheoryorg
httpwwwmajortestscomsatlreading-comprehensionphp
bull Great Online tutorials videos information
292015
Every Center (Information in Packet)
13
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
h~IR Y~~r sectl~~~n~ imRr~l~ r~~~in~(gr~~~sect
Tips for Home Reading bull Make your home a reading zone
bull Magazines bull Cookbooks bull Newspapers bull Comicsillustrated novels
bull Library bull Movie reviews
bull Let your child see you reading bull Work materials bull Religious materials bull Instructional guides
14
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
Tips for Home Reading bull Game Night
bull Scrabble bull Boggle bull Upwords bull Scattergories
bull Visit the library with your teen
bull Take family field trips bull Museums bull Zoos bull Tour of Lawrenceville
bull Grades
bull Attendance
bull Course history
bull Discipline
bull And more
15
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
JR AMERICAN LITERATURE amp COMP Pr
TeaCher_S Course Numben 230510001 Grade Letter F Grade Percent 290
Task Type I Weight GrJde
lsilmmilIlW1iiO~t~~isect915MtlJl5r=t=rN a~o~ Assignment _ I Due Pts I Max Grade __ --~_---=-------i__ ~__Omiddot _c~-_middotmiddotmiddot_middot__ __ ________ ___ __ ----- --bull -----~-----1--~---
PersuasIVe Essay- Test Grade I090913 1 0 100 0 F
These Questions
16
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
292015
The End
Thank you for coming out tonight
We appreciate your time and dedication
We hope your child will experience success using these research-based reading and vocabulary strategies copy
17
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
Helpful Language Arts Websites
Writing
httpUwwwteeninkcom
httpUwwwncteorg
httpartsuottawacawritingcentreenresources
httpwwwvictoriaacnzIICllcresourcesacademic-writingindexhtml
httpwwwdailywritingtipscom
httpeolfuniv-fcomtefr
Grammar
httpwwwquickanddirtytipscomlgrammar-girl
httpsljowLenglishpurdueeduowlsectionlS
httpsljtwittercomMadamGrammar
httpgrammarccccommnetedugrammar
httpsljwwwenglishclubcomgrammar
httpwwwchori-tpchompcommenuhtm
httpwwwdailygrammaLcom
httpwwwcwsi1linoiseduworkshopwriters
httpgrammaraboutcom
httpwwwschoolhouserocktv(Also schoolhouserock on YouTube to see videos)
httpwriting-programuchicagoeduresourcesgrammarhtm
Vocabulary
httpwwwvocabularycom
httpwordsiftcom
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
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BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
httpfreericecom
Reading
httpwwwreadtheoryorg
httpwwwmajortestscomsatreading-comprehensionphp
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
TESTS REQUIRED FOR GRADUATION In order to earn a regular Gwinnett County high school diploma students must
bull Learn the AKS to earn the course creditsunits reshy
quired by the state including those courses with a
state-mandated End of Course assessment
bull Pass Gwinnetts High School Gateway Writing Assessshy
ment which is administered in the lOth grade and
bull Pass the Georgia High School Writing Test which is
typically administered in the 11th grade
Georgia High School Writing Test
All students seeking a Georgia high school diploma must
pass the Georgia High School Writing Test (GHSWT)
Students take the graduation writing test in the fall of their junior year Students produce a composition ofno more than two pages on an assigned topic The two-hour test administration includes 100 minutes of writing and time for planning and editing the paper This assessment
ensures that students who qualify for a Georgia diploma have mastered essential core academic content and skills
Students who do not pass on their first attempt have
multiple opportunities to receive extra help retake the writing test if they didnt pass and qualify for graduation
before the spring of the 12th grade Students must pass the writing test to graduate
GCPS High School Gateway Assessment
All students must demonstrate knowledge of Gwinnett
County Public Schools Academic Knowledge and Skills (AKS) curriculum Students can find the AKS by course
on the school systems website Select The AKS from the Get a Copy of dropdown menu Stud~nts must pass
the school systems High School Gateway Assessment as a
Gwinnett requirement for earning a diploma
The Gateway Assessment measures students ability to
write effectively about 9th and lOth grade Science and lOth grade Social Studies AKS Students write two esshysays- one on a Science topic and one on a Social Studies
topic In writing a response studepts must use their own knowledge about the topic and pull information from
documents provided Students have 125 minutes to write each of the essays one per day
Students in accelerated classes may take the Gateway when
ready in spring of 9th grade Most students will participate in this writing assessment in their sophomore year Intershy
vention classes are provided to help students who do not
2014 Choice Book
WIth the transition to the Common Core Georgia Perforshymance Standards the statewide assessment program will transition as well Watch for more information about asshysessment changes and their impact on state graduation reshyquirements as you start your high school career (See pages 8 and 21 for details on required classes and creditsunits)
pass this assessment Students who are not successful on
the test the first time have several opportunities to retake
the assessment before graduation Students must pass both
sections of the Gateway to graduate
End of Course Assessments
Under requirements of the State Department ofEdushycation students are required to participate in End of
Course assessments to earn credit for eight deSignated high school courses Part of the Georgia Milestones Proshy
gram these tests- required for two courses in each core subject area- are designed to hold students statewide
to the same learning standards Any student enrolled in andor receiving credit for a course requiring an End of Course assessment would participate in the test at the completion of the course
The state-mandated assessment program includes the folshylowing content-area assessments
Language Arts 9th Grade Literature and Composition and 11th Grade American Literature and Composition
Mathematics Algebra I CCGPSAccelerated Algebra
I CCGPS and Geometry CCGPS Accelerated Geometry CCGPS
Science Biology and Physical Science
Social Studies US History and EconomicsBusiness Free Enterprise
Students must take the end-of-course test in order to
receive credit for the courses requiring the test Students
must pass all courses with a required End of Course asshysessment in order to earn a Georgia diploma
ONLINE RESOURCES Preparing for Required High School Testing
wwwusatestprepcomlfrontlloginphp
(Request a user name and password from your school)
wwwGAcollege411orgGo to the Test Prep resources
under the College Planning tab
tests required for graduation I 9
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
PROMOTION REQUIREMENTS To be classified as student of a grade level students must have accrued the following number of units at
each grade [Istedb Ieow 9 th --freshman 0-4 Carnegie Units
10th
--Sophomore 5-10 Carnegie Units
11h--Junior 11-16 Carnegie Units
12h--Senior 17-23 Carnegie
Graduate 23 Carnegi~ Units (including State Required courses)
GRADUATION REQIDREMENTS
------St~dnt-t-rti~-g-hjgh-~--hooTb~fore 20 11--=12-I---St-ud~nts st~ rti-ghlgh-school-i~-201-1=12-an cT~ft-~--
In order to earn a regular Gwinnett County high school middot In order to earn a regular Gwinnett County high school diploma students who started high school before the middot diploma students starting high school in 2011-12 and 2011-12 school year must after must
bull Learn the AKS to earn state-required course bull Learn the AKS to earn the required course creditsunits (see chart below) creditsunits (see chart below) including
bull Pass Gwinnetts High School Gateway Writing required core courses with a state-mandated Assessment which is administered in the 10th End of Course Test grade bull Pass GwinneUs High School Gateway Writing
bull Pass the Georgia High School Writing Test Assessment which is administered in the 10th (GHSWT) which is administered in the 11th grade
grade and bull Pass designated EOCT courses and bull Depending on the date the student first entered bull Pass the Georgia High School Writing Test which
9th grade dmonstrate proficiency in the four is administered in the 11 th grade core areas-- language arts mathematics science and social studies-- by either passing iPlease review the flyer Please review the flyer one EOCT in each of the core content areas or detailing promotion detailing promotion by passing the corresponding subtest of the middot requirements for requirements for stUdents Georgia High School Graduation Tests middot jstudents entering high entering high school in (GHSGT)
bull Please review the flyer detailing promotion middot sSch~~~e~r~ 2011~__L~~_~fte~~________ requirements for students entering high school before the 2011-12 school year
----------_ _-__-----_ ___---------------------shyState-required areas of study
-------- --------shyTo graduate Georgia students starting high school July 2008 and after must earn a minimum of 23 credits (also called units) in the following areas of study
lReqLiir-ecfArea orStudy Tc~en~~tr 1 --1---4-shyI~~-n~t~~~-~~-~~i--s~~-middot------~~~--~--~ ----~~-~~==---~-- --~~~~~~-~~-~-~~~~-~~---~-~ j IScience (The 4th science--u-it may be used to meet both the science and an electi~e requirement)--r-4- shy
ISocial Studies T--3--- [ModernClassical Langliage andior Technical Educati_on andorFineArts ---1-3- He~lth and Physical Education -r--1-~--c--------------------------------
iiElectiv~s r-4j -------~ shy-__---------- -========================================================
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
t
Central Gwinnett High Schoolmiddot Parent Compact
Dear Family
This compact outlines how the parents the entire school staff and the students will share the responsibility for improved student academic achievement at Central Gwinnett High School This compact also describes how the school and parents will build and develop a partnership to help students achieve the States high standards
To understand how working together can benefit your child it is necessary to understand our district and schools goals for student academic achievement
Goals of Gwinnett County Public Schools
Language Arts All students will graduate as analytishycal readers writers and communicators of lanshyguage
Math Students are not only expected to become proficient in appropriate computational skills but also to be actively involved in constructing and applying mathematical ideas
Science Students will develop a strong content understanding in the earth life and physical sciencshyes as well as develop problem-solving and criticalshythinking skills
Social Studies Students will develop a strong unshyderstanding of themselves and their role and responshysibility in society by discovering the heritage of their nation within a global context
Teachers Parents and Students bull Working Together to Achieve Success
Goals of Central Gwinnett High School
bull Increase the percent of students performing in the meets or exceeds ranges on the Gateway Writing Tests by 5 in the 2014-2015 school year
bull We will focus on the following areas to improve student litershyacy
bull Writing Develop and write well composed reshysponses that use evidence
bull Reading Comprehension Read and annotate text to increase comprehension and support writing
Teachers students and parents worked together to develshyop ideas that will support student success To help your child meet the district and school goals it is necessary for the school your child and you to work together
At Central Gwinnett High School we will
bull Offer workshops that wi focus on providing parents simple strategies for home that can improve student writing and reading comprehension
bull Provide parents a list of online resources and Parent Center resources that focus on strategies to improve writing and reading comprehension and to prepare for the Gateway Writshying test
bull Give a copy ofthe CGHS AnnotationActive Reading Guide to all parents and offer them training in how to use it with their child
bull Suggest writing prompts that parents can use at home with their child to increase and improve student writing
As students of Central Gwinnett High School we will
bull Use the CGHS AnnotationActive Reading Guide when comshypleting reading assignments both at school and at home
bull Use resources given to me by my teachers to help improve my reading and writing and to prepare for the Gateway Writshying tests
bull Use writing and reading strategies that I have learned in all subject areas including mathematics
bull Attend parent workshops with my parent to help them learn
strategies that wi help me to improve in reading and writing
As Parents we will bull Attend academic workshops offered by the school that
will focus on strategies to improve my childs reading comprehension and writing
bull Encourage my child to use the CGHS Annotation Active Reading Guide when reading at home
bull Review samples of my childs writing with my child
Stld-enc
n T~rhfr Plrltntgt
Teachers Parents and Students-Working Together to Achieve Success
The teachers parents and students of Central Gwinnett High School developed the School-Parent Compact
All parents are invited to be involved in the development and revision of the School-Parent Compact The Comshypact is written and reviewed annually with input and feedback from parents teachers business partners and other stakeholders at the Title I Planning Meeting and document review opportunities
Compacts are revisited during parentteacher meetings and periodically throughout the school year
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
What is a School-Parent Compact A School-Parent Compact is a written commitment describing hawaii members of a school community (parents staff and students) agree to share responshysibility for student learning This compact helps bridge the learning connection between school and home Effective Compacts bull Link to goals of the school improvement plan
bull Focus on student learning skills bull Share strategies that staff parents and students
can use to improve student learning
bull Share strategies parents can use at home bull Explain how teachers and parents will communishy
cate about student progress bull Describe opportunities for parents to observe
and participate in the classroom
Communication about Student Learning
Central Gwinnelt High School is committed to frequent twoshyway communication with families about student learning Some of the ways we can foster effective communication include + Six week progress reports
(2014-2015 Dales 9126 111721204117) + Parent Portal + Knightly Notes (weekly e-newsletter) + Parent-teacher conferences + Automated phonelemail system
Central Gwinnett High Schools Parent Center
Parents are welcome to visit our Parent Center at any time Please contact Cassie Milligan Parent Instructional Coordinator Phone 7708226540 Email cassie_milligangwinnettk12gaus Enter at the marquee entrance of the school next to Counseling Hours Mon 8AM -3 PM Tue 8AM - 5PM Wed 8 AM - 5PM
Thur 8AM - 3 PM Fri Appointments Avail
Activities to Build Partnerships
We encourage our parents to be involved with the school and in their childs education
+ Parents are invited to volunteer for various school activities throughout the year If you would like to placed on our volunshyteer list please contact the CGHS Parent Center for additionshyal information
+ Parents may request parent-teacher conferences at any time by contacting an individual teacher or the students counselor for aconference with multiple teachers The list of teachers counselors can be found on the schools website at wwwcentralgwinnettnet Counselors can also be contactshyed by calling the Counseling Office at (770) 338-4872
bull Parents are invited to attend various school activities and parent academic workshops including the following
Daterime Title of Event
Aug 14 630 PM Title I Planning Meeting Aug 26 600 PM Open House Sep 18 630 PM ESOL Parent Night Sep 23 630 PM Annual Title I Parent Meeting (repeat 0925) Oct 7 600 PM Senior Parent Night Oct 9 630 PM The 123s of Math Success Oct 9 730 PM Parent Workshop The GCPS Parent Portal Oct 16 630 PM Teen Issues shy What Parents Should Know Oct 23 630 PM Writing 101 A Parents Guide Oct 23 730 PM Strategies for Reading Comprehension Oct 30 600 PM Safe Trick or Treat Nov 6 630 PM Poetry Night Nov 13 630PM International Night Jan 26 630 PM Parent Workshop The GCPS Parent Portal Jan 26 730 PM The 123s of Math Success Feb 9 630 PM Strategies for Reading Comprehension Feb 9 730 PM Writing 101 A Parents Guide Feb 23 630 PM Annual Title I Parent Meeting Mar 24 600 PM STEM Night
School MISSION The mission of Central Gwinnett High School Is to improve academic literacy by building meaningful relationships between staff students parents and the community at large resulting in measured Improveshyment for all
r~--------------------~Lf GWINNETT COUNTY PUBLIC SCHOOLS I
~ Central Gwinnett ~
High School School-Parent Compact
Mabe It Happen
564 West Crogan Street
Lawrenceville GA 30046
Main 7709638041
Fax 7703384879
GCPS Federal amp Special Programs FInalized 952014
The school the parents students and other stakeholders were involved in the joint-development ofthis School-Parent Compact
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
llIue es el tontrato entre la tscuela y lOS l-aCires(
EI Contrato entre la Escuela y los Padres es un conveshynlo por escrlto que describe como es que todos los miembros de una comunidad escolar (los padres el personal de la escuela y los estudiantes) acuerdan com partir la responsabilidad que tienen en la educashycion de los estudiantes Este contrato ayuda a estableshycer la conexi6n entre la escuela y la casa Contratos Efectivos
bull Enlazan las metas del Plan de Mejoramiento para la escuela
bull Se enfoca en las destrezas de aprendizaje para los estudiantes
bull Comparte las estrategias que el personal los padres ylos estudiantes pueden usaf para mejorar el aprenshydizaJe de los estudiantes
bull Explica como los maestros y los padres se comunishycaran el progreso de los estudiantes
bull Describe las oportunidades para que los padres
ComunicacI6n Sobre el Aprendizaje
de los Estudiantes
La escuela Superior Gwinnett Centro esla compromelida can frecuente comunicaci6n bidireccional con las familias sabre el aprendizaje del eslushydlante Algunas de las formas en que puede fomentar la comunlcaci6n
efectiva Incluye
+ Sels reportes de calificaciones (2014-2015 En 9126 11fT 2120 417)
+ Portal de padres
+ Knightly Notes (noticiero mensual)
+ Conferencias de padres ymaestros
+ Llamadas automaticas correo electr6nico
Centro Educativo para Padres de la Escuela Superior
Gwinnett Centro
Los padres eslan blenvenldos avlsitar nuestro Centro de Padres en cualquler momenta Por favor p6ngase en contacto can
Cassie Milligan Coordlnador Academico para 105 Padres
Telefono 7708226540 Correo electr6nico
cassle_milligangwinnettk12gaus
Use la entrada de vlsilas de la eseuela allado de las oneinas de Conseshyjerla Horario Lun 08 am -3 PM Mart 8am-pm Mierc8am-5pm
Jue Bam-3pm Viernes hay Cilas disponibles
f~1 V I UClU C fJClI a I VI I ~I U 11 la r al ~I I fJCl
cion
Animamos atodos los padres de Involucrarse con la aseuela y en la educaci6n de su hijoa
+ Los padres estan invilados a ser voluntarios en varlas activlshy
dades escolares Si desea ser afiadido anuestra IIsla de voluntarios por favor pase 0 comunlquese con el centro para padres de CGHS
+ Los padres pueden pedir audiencia con los profesores 0
consejeros en cualquier momento Puede comunlcarse dlrecshytamente con el profesor 0 varlas profesores directamente Encontrara una lista de nombres en nuestra pagina mundial wwwcentralgwinnetorg Puede comunicarse con los consejeros dlrectamente lIamando al 770--338-4872
bull Los padres eslan lnvitados a particlpar en varlas actividades y talleres de aprendizaje queincluyen
Agt 14 630 PM Junta de Titulo I Agt 26 600 PM Dla de visita Sep 18 630 PM Junta para ESOL Sep 23 630 PM Junta anual de Titulo I (repetlci6n 0925) Oct 7 600 PM Junta para graduandos Oct 9 630 PM EI123s de Exllo en Matematlcas Oct 9 730 PM Tailer de padres EI portal de condado Oct 16 630 PM Problemas de adolescencia -lnformaol60parapacte
Oct 23 630 PM Writing 101 Gula de escritura para padres Oct 23 730 PM Estraleglas de Lectura ycomprension Oct 30 600 PM Seguridad para trick or treat Nov 6 630 PM Noche de Poesla Nov 13 630PM Noche Internacional Enero 26 630 PM Taller EI portal de condado Enero 26 730 PM EI123s de Exito en Matematicas Feb 9 630 PM Estrategias de Lectura ycomprensi6n Feb 9 730 PM Writing 101 Gula de escrilura para padres Feb 23 630 PM Junta de Titulo I Mar 24 600 PM JuntaSTEM
Mision de fa Escuela La mision de la Escuela Superior Gwinnett Centro es para
mejorar la alfabetizaci6n academica mediante la construcshy
ci6n de relaciones significativas entre el personal los estushy
diantes los padres y la comunidad en general resultados
I~----------------------------------LT GWINNETT COUNTY PUBLIC SCHOOI_S
Lo podemos l1acer posible
~1~~~fJjifitlifgi4~~~~~r~1~2it middot1 I
GCPS Programas Federales y Especlales Ravlsado an Agosto 2014
bull f-I-------------------_--
JImiddot-~~lt-lmiddotmiddotmiddot bull ~ _- ~_t lt - I _
~ss~elallosectpadresJo~est~diafJtesy ~trpsestan~9mpromeshytidosen el desarrolio-conju~todeesteConvehioent[e lagt1 sectcy~~yIrP~dml-tmiddotmiddot gt ~i)middot
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
Estimados Padres de Familia Este convenio define como es que los padres todo el personal de la escuela y los estudiantes compartiran la responsabilidad para mejorar el exito academico de los estudiantes aquf en 18 Escuela Superior Gwinnett centro Este convenio tambien describe c6mo es que la escuela y los padres crearan y desarrollanln una sociedad para ayudar a que los estudiantes logren alcanzar los altos estandares academicos del estado
Para entender como es que trabajando juntos puede beneficiar a su nino es necesario entender nuestro distrito escolar y las metas para logar el exito academishyco
Las Meta Academicas para las Escuela Publicas del Condado de Gwinnett
Arte del LenguajeGramatica del Ingles Todos los estudiantes se graduaran como lectores analiticos escritores ycomunicadores dellenguaje
Matematicas No solamente se espera que 105 estushydiantes sean proficientes en las destrezas propias de matematicas sino que tambien sean activos construyerido yaplicando las ideas de matematicas
Ciencias Los estudiantes desarrollaran un fuerte contenido entendiendo la tierra la vida y las ciencias fisicas asf como tam bien desarrollarfm destrezas criticas para resolver problemas y pensar 0 analizar
Estudios Sociales Los estudiantes desarroliarEln un fuerte entendimiento sabre ellos mismos ysu rol y responsabilidad en la sociedad mientras descubren la herencia de su naci6n dentro del contexto del mundo
lt
Las Metas de la Escuela Superior Gwinnett Centro + De aumentar el porcentaje por 5 de estudiantes en
las areas lIeno el requisito 0 sobrepaso el requisito en el examen de Escritura Gateway durante el ano escolar 2014-2015
+ Nos enfocaremos en la siguientes aras para mejorar la alfabetizaci6n de los estudiantes
Escritura Desarrollar y escribir respuestas comshypuestas correctamente y utilizar evidencias Comprension de Lectura Leer y anotar texto de
manera de aumentar el entendimiento yapoyar la escritura
Los maestros los estudiante y los padres trabaJaran en eonjunto para desarrollar las ideas que apoyaran el exito de los estudiantes Para ayudar aque sus ninos logren las matas del distrito escolar y las de la escueia es neeesario que la eseuela sus ninos y usted trabajemos en eonjunto
En la Escuela Superior Gwinnett Centrol nosotros
+ Ofrecer talleres que se centrarfm en proporcionar a los padres estrategias simples para el hogar que pueden mejorar la escritura de los estudlantes y la comprens16n de lectura
+ Proveer alos padres Una lista de reeursos en linea yrecursos del Centro de Padres que se centran en estrateglas para mejorar la escritura y la comprensl6n de la lectura ypara prepararse para la prueba de Gateway de escritura
+ Entregue una copla de la anataclon CGHS I Guia de lectura activa atodos los padres yofrecerles capaeitaclon sobre como usarlo con su hija
+ Sugerir ejemplos de temas para escrltura que los padres pueden usar en casa con sus hlJos para lncrementar y mejorar la escritura de los estudiantes
Como estudiante de la Escuela Superior Gwinnett
Centro nosotros + Utilice la CGHS Anoaci6n I Gula Activa Lectura al compleshy
tar las tareas de lectura tanto en la escuela como en el hoshygar
bull Utilizar los recursos que me han dado mis profesores para ayudar amejorar mi lectura y la escritura y para prepararse para las pruebas de escritura Gateway
+ Utilizar estrategias de escritura y lectura que he aprendido en todas las materias incluidas las matematicas
+ Asistir a los talleres para padres con mis padres para ayudarles a aprender las estrategias que me ayudarEln amerar
Como Padres Nosotros bull Participaremos en los talleres de aprendizaje ofrecidos
por la eseuela que se enfocan en mejorar las estrategias de eomprensi6n en lectura yeseritura
bull Animar ami hijoa de utilizar las Gufas de Anotaci6n I Guia de Lectura Activa de CGHS cuando lea mi mijo en la casa
+ Repasar los ejemplos del trabajo de escritura con mi hijoa
I ~~ 1
Perent-i
Los Maestros Los Padres y Los EstudiantesshyTrabajando Juntos para Lograr ef Exito
Los maestros los padres y los estudiantes de la Escuela Superior Gwinnett Centro crearan el Convenio entre la Esshycuela y los Padres
Todos los padres estan invitados aparticipar en la creacl6n y revisi6n del Convenio entre la Escuefa y los Padres EI conshyvenio se escribe y revisa anualmente con la aportaci6n y retroalimentaci6n de los padres maestros negocios patredshynadores yotros participantes en la Junta de Planeaci6n del Programa Titulo I yen olras oportunidades para la revisi6n de dicho documento
Los eonvenlos los vuelven aver durante las reuniones de padres ymaestros y peri6dicamente durante el ana escolar
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
CGHS ANNOTATION -- ACTIVE READING
Underline the major points
or
unknown to you
Use a question mark () for questions that you have while reading Be
sure to write your question
Use an exclamation mark () for things that surprise you and briefly
note what it was that caughtyour attention
Draw an arrow (--) when you make a connection to
something inside the text or to an idea or experience outside the
text Briefly noteyour connections
Mark EX when the author provides an example
Numerate (12 3 ) arguments important ideas or key details and
write words or nhrases that restate them
COLOR WITH ANNOTATION
- go I
- stop What do I really see happening have to think here what is the connection Vocabulary - caution do I really understand what the meaning is with the words and phrases Do I need clarification Which word hrases seem important
he is saying and why - How is the author using
language to get his message across (I am swimming in the words - metaphor simile rhetorical techniques etc)
1_____________________ ___________________________~
I
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
-1et fn(oro shy-nonlrticc
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years - NYTimescom 10232014
BiRDMAN NDWPLAYiNG GET TiCIETS
HEALTH I NYT NOW
Without Lucrative Market Potential Ebola Vaccine Was Shelved for Years
By DENISE GRADY OCT 232014
GALVESTON Tex - Almost a decade ago scientists from Canada and the
United States reported that they had created a vaccine that was 100 percent
effective in protecting monkeys against the Ebola virus The results were
published in a respected journal and health officials called them exciting
The researchers said tests in people might start within two years and a
product could potentially be ready for licensing by 2010 or 2011
It never happened The vaccine sat on a shelf Only now is the vaccine
undergoing the most basic safety tests in humans - with nearlysooo
people dead from Ebola and an epidemic raging out of control in West
Africa
Its development stalled in part because Ebola was rare and until now
outbreaks had infected only a few hundred people at a time But experts also
acknowledge that the lack of follow-up on such a promising candidate
reflects a broader failure to produce medicines and vaccines for diseases that
afflict poor countries Most drug companies have resisted spending the
enormous sums needed to to develop products useful mostly to poor
countries with little ability to pay for them
Now as the growing epidemic devastates West Africa and is seen as a
potential threat to other regions as well governments and aid groups have
begun to open their wallets A flurry of research to test drugs and vaccines is
underway with clinical trials starting for several candidates including the
htlpllwwwnytimescom201410241healthlwithout-lucrative-market-potential-ebola-vaccine-was-shelved-for-yearshtmlref=scienceamp_r=0 13
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
102312014 Without Lucrative Market Potential Ebala Vaccine Was Shelved for Years - NYTimescom
vaccine produced nearly a decade ago With no vaccines or proven drugs
currently available the stepped up efforts are a desperate measure to stop a
disease that has defied traditional means of containing it
Theres never been a big market for Ebola vaccines said Thomas W
Geisbert an Ebola expert here at the University of Texas Medical Branch in
Galveston and one of the developers of the vaccine that worked so well in
monkeys So big pharma who are they going to sell it to Dr Geisbert
added It takes a crisis sometimes to get people talking Ok Weve got to do
something here I
Dr James E Crowe Jr director of a vaccine research center at
Vanderbilt University said that academic researchers who develop a
prototype drug or vaccine that works in animals often encountered a
biotech valley of death in which no drug company would help them cross
the finish line
Up to that point the research may have cost a few million dollars but
tests in humans and scaling up production can cost hundreds of millions
and bringing a new vaccine all the way to market typically costs $1 billion to
$15 billion Dr Crowe said Whos going to pay for that he asked
People invest in order to get money back Dr Crowe added
The Ebola vaccine on which Dr Geisbert collaborated is made from
another virus VSV for vesicular stomatitis virus which causes a mouth
disease in cattle but rarely infects people It had already been used
successfully in making other vaccines
The researchers altered VSV by removing one of its genes - rendering
the virus harmless - and inserting a gene from Ebola The transplanted
gene forces VSV to sprout Ebola proteins on its surface The proteins
cannot cause illness but they provoke an immune response that in monkeys
considered a good surrogate for humans fought off the disease
The vaccine was actually produced in Winnipeg by the Public Health
Agency of Canada The Canadian government patented it and 800 to 1000
vials of the vaccine were produced In 2010 it licensed the vaccine knuwn
as VSV-EBOV to NewLink Genetics in Ames Iowa
Ittpwwwnytimescom20141024healthlwithout-lucrative-market-potential-ebala-vaccine-was-shelved-for-yearshtmlref=scienceamp~r=O 213
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
THE WEST INDIES AND MEXICO Between 1880 and 1920 about 260000 immigrants arrived in the eastern and southeastern United States from the West Indies They came from Jamaica Cuba Puerto Rico and other islands Many West Indians left their homelands because jobs were scarce and the industrial boom in the United States seemed to promise work for everyone
Mexicans too immigrated to the United States to find work as well as to flee political turmoil The 1902 NationalReciamation Act which encouraged the irrishygation of arid land created new farmland in Western states and drew MeJdcan farm workers northward After 1910 political and social upheavals in Mexico prompted even more immigration About 700000 people-7 percent of the popshyulation of Mexico at the time-came to the US over the next 20 years ~
Life in the New Land
SQ3K hCL J
l~dH9
I MAIN IDEA ) 4
Analy7ing Causes b What reasons did people from other parts of the world have for immigrating to the United States
No matter what part of the globe immigrants came from they faced many adjustshyments to an alien-and often unfriendly-culture
A DIFFICULT JOURNEY By the 1870s almost all immigrants traveled by steamship The trip across the Atlantic Ocean from Europe took approximately one week while the Pacific crossing from Asia took nearly three weeks
Many immigrants traveled in steerage the cheapest accommodations in a ships cargo holds Rarely allowed on deck immigrants were crowded together in the gloom unable to exercise or catch a breath of fresh air They often had to sleep in louse-infested bunks and share toilets with many other passengers Under these conditions disease spread qUickly and some immigrants died before they reached their destination For those who survived the first glimpse of America could be breathtaking
A PERSONAL VOICE ROSA CAVALLERI
America bullbull We were so near it seemed too much to believe Everyone stood
silent-like in prayer Then we were entering the harbor The land came so near we could almost reach out and touch itbullbull Everyone was holding their
breath Me too Some boats had bands playing on their decks and all of them were tooting their horns to us and leaving white trails in the water behind themgt
-quoted in Rosa The Life of an Italian Immigrant
ELLIS ISLAND After initial moments of excitement the immigrants faced the anxiety of not knowing whether they would be admitted to the United States They had to pass inspection at immigration stations such as the one at Castle Garden in New York which was later moved to Ellis Island in New York Harbor
T
About 20 percent of the immigrants at Ellis Island were detained for a day or more before being inspected However only about 2 pershycent of those were denied entry
The processing of immigrants on Ellis Island was an ordeal that might take five hours or more First they had to pass a physical examination by a doctor Anyone with a serious health problem or a contashygious disease such as tuberculosis was promptly sent home Those who passed the medical exam then reported to a govshyernment inspector The inspector checked documents and questioned immigrants
European
governments
used passports
to control the
number of
professionals and
young men of
military age who left the country
Vocabulary tuberculosis a bacterial infection characte rized by fever and coughing that spreads easily
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
Many immigrants like these
arriving at Ellis Island were
subjected to tests such as the
one below To prove their mental
competence they had to identify
the four faces looking left in 14
seconds Can you do it
Vocabulary felony anyone of the most serious crimes under the law including murder rape and burglary
MAIN IDEA
Identifying pJoblernsreg What difficulties did immigrants face in gaining admission to the United States
to determine whether they met the legal reqUirements for entering the United States The reqUirements included proving they had never been convicted of a felony demonstrating that they were able to work and showing that they had some money (at least $25 after 1909) One inspector Edward Ferro an Italian immigrant himself gave this glimpse of the process
A PERSONAL VOICE EDWARD FERRO
the language was a problem of course but it was overcome by the use of intershy
pretersbull It would happen sometimes that these interpreters-some of themshywere really softhearted people and hated to see people being deported and they
would at times help the aliens by interpreting in such a manner as to benefit the
alien and not the government
-quoted in I Was Dreaming to Come to America
From 1892 to 1924 Ellis Island was the chief immigration station in the United States An estimated 17 million immigrants passed through its nOiSY bustling facilities
ANGEL ISLAND While European immigrants arriving on the East Coast passed through Ellis Island ASians-primarily Chinese-arriving on the West Coast gained admission at Angel Island in San Francisco Bay Between 1910 and 1940 about 50000 Chinese immigrants entered the United States through Angel Island Processing at Angel Island stood in contrast to the procedure at Ellis Island Immigrants endured harsh questioning and a long detention in filthy ramshackle buildings while they waited to find out whether they would be admitshyted or rejected J
COOPERATION FOR SURVIVAL Once admitted to the country immigrants faced the challenges of finding a place to live getting a job and getting along in daily life while trying to understand an unfamiliar language and culture Many immishygrants sought out people who shared their cultural values practiced their religion
Immigrants and Urbanization 257
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4
Related Words (other parts of speech)
Sentence that PROVES the words meaning by the way its used
Picture
Word and Definition
Antonyms
1012~120l4