Although PWCS is unable to provide instruction or class assignments to students while schools remain closed, our School Division hopes that the suggestions for optional learning activities posted here will help parents support student learning until schools re-open.  Please remember that use of these materials and participation in these activities are optional and neither grades nor course credit will be awarded.


Happy Memorial Day weekend!  Since our Language Arts class is on Memorial Day we will not have an assignment due.    Instead get your popcorn, sit and relax and watch the videos of  The City of Ender  Book Club 4 Part 1 and Part 2 on our Canvas Platform.   Go to the website Make sure you are on your PWCS Office 365.  Go to your course Language Arts Core 1, 2, 3, or 4.  Go to Week May 25-29.  Lina says a goodbye to someone special and Doon might have found a door that leads out of the endangered city.  Excitement mounts!

If you need help email me at   Keep reading, keep writing, keep creative, keep safe.  

Digital Reading Support

Immersive Readers is a reading support built into all Microsoft applications (Microsoft Edge, Word, OneNote, Office Lens, and Outlook) that offers decoding and fluency aid for those who may struggle reading. When using this tool, students are able to: 

1. Change the font size, text spacing, and background color 
2. Split words into syllables
3. Highlight verbs, nouns, adjectives, and clauses
4. Choose between fonts to help with reading
5. Have text read aloud to them at various speeds they choose



During Quarter 3 your child has been very busy. You can check your child's progress by going to The Hub in Parent Vue or Student Vue to see the students’ grades and listed SOL. Our activities included: identifying the elements of narrative structure; using word choice and imagery in our writing; summarizing using supportive details; creating objective summaries; drawing conclusions and making inferences; analyzing first, second, and third person point-of-view; participating in collaborative discussions with partners building on others’ ideas; using synonyms and antonyms to expand our vocabulary; and using reading strategies to monitor comprehension throughout the reading process.


6.1 The student will use effective oral communication skills in a variety of settings.
  a).  Listen actively and speak using appropriate discussion rules with awareness of verbal and nonverbal cues.
  b).  Participate as a facilitator and a contributor in a group.
  c).  Participate in collaborative discussions with partners building on others' ideas.
  d).  Ask questions to clarify the speaker's purpose and perspective.
  e).  Summarize the main points a speaker makes.
  f).  Summarize and evaluate group activities.
  g).  Analyze the effectiveness of participant interactions.
  h).  Evaluate own contributions to discussions.
  i).  Demonstrate the ability to collaborate with diverse teams.
  j).  Work respectfully with others and show value for individual contributions.

6.2. The student will create multimodal presentations that effectively communicate ideas.
  a).  Use effective verbal and nonverbal communication skills to deliver multimodal presentations.
  b).  Use language and vocabulary appropriate to audience, topic, and purpose.

6.3. The student will determine the purpose of media messages and examine how they are constructed.
  a).  Compare and contrast techniques used in a variety of media messages.
  b).  Identify the characteristics and effectiveness of a variety of media messages.
  c).  Interpret information presented in diverse media formats and explain how it contributes to the topic.

6.4. The student will read and determine the meanings of unfamiliar words and phrases within authentic texts.
  a).  Identify word origins.
  b).  Use roots, synonyms, and antonyms to expand vocabulary.
  c).  Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.
  d).  Identify and analyze the construction and impact of figurative language.
  e).  Use word-reference materials.
  f).  Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

6.5. The student will read and demonstrate comprehension of a variety of fictional texts, literary nonfiction, and poetry.
  a).  Identify the elements of narrative structure, including setting, character, plot, conflict, and theme.
  b).  Describe cause and effect relationships and their impact on plot.
  c).  Explain how an author uses character development to drive conflict and resolution.
  d).  Differentiate between first and third person point-of-view.
  e).  Describe how word choice and imagery contribute to the meaning of a text.
  f).  Draw conclusions and make inferences using the text for support.
  g).  Identify the characteristics of a variety of genres.
  h).  Identify and analyze the author's use of figurative language.
  i).  Compare/contrast details in literary and informational nonfiction texts.
  j).  Identify transitional words and phrases that signal an author's organizational pattern.
  k).  Use reading strategies to monitor comprehension throughout the reading process.

6.6. The student will read and demonstrate comprehension of a variety of nonfiction  texts.
   a).  Skim materials using text features such as type, headings, and graphics to predict and categorize information.
  b).  Identify main idea.
  c).  Summarize supporting details.
  d).  Create an objective summary including main idea and supporting details.
  e).  Draw conclusions and make inferences based on explicit and implied information.
  f).  Identify cause and effect relationships.
  g).  Identify transitional words and phrases that signal an author's organizational pattern.
  h).  Differentiate between fact and opinion.
  i).  Identify cause and effect relationships.
  j).  Analyze ideas within and between selections providing textual evidence.
  k).  Use reading strategies to monitor comprehension throughout the reading process.

*Please note that these may not be in alphabetical order because all standards were not yet taught.  

6.7. The student will write in a variety of forms to include narrative, expository, persuasive, and reflective with an emphasis on narrative and reflective writing.
  a).  Engage in writing as a recursive process.
  b).  Choose audience and purpose.
  c).  Use a variety of prewriting strategies to generate and organize ideas.
  d).  Organize writing to fit mode or topic.
  e).  Write narratives to include characters, plot, setting, and point-of-view.
  f).  Establish a central idea incorporating evidence and maintaining an organized  structure.
  g).  Compose a thesis statement for expository and persuasive writing.
  h).  Write multi-paragraph compositions with elaboration and unity.
  i).  Use transition words and phrases.
  j).  Select vocabulary and information to enhance the central idea, tone, and voice.

6.8. The student will self-and-peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  a).  Use subject-verb agreement with intervening phrases and clauses.
*c).   Maintain consistent verb tense across paragraphs.
*e).  Use quotation marks with dialogue.
  f).  Choose adverbs to describe verbs, adjectives, and other adverbs.
  g).  Use correct spelling for frequently used words.

Using our pacing guide for instruction the research unit was scheduled for May/June.  Both seventh and eighth grades will focus on student research.

                                 STUDENT LEARNING AT HOME
During this time of student learning at home I recommend these activities.

Read Theory

For each parent with an active email I sent your child’s username and password to access the website I recommend a minimum of 20 minutes 3 times a week. Parents can see the progress and grade level of passages their child is working on. The computer will adjust the difficulty of the reading passages depending upon how successful your child is with the follow-up questions. This is an SOL type format.


Finish Hero/Heroine Story and Illustration

We have been reading a story about heroes and have been analyzing point-of-view. We have just started our student story. Each student story must be a minimum of one page with an illustration of the superhero. The story can be from the first person point-of-view (your child is the hero, use – I, me, my, we) or the third person (use – he, she, we). Stories should include the name of the hero, the time period he lived and location of the hero, enemies and friends of the hero, and an incident the hero demonstrated his/her superpower.

                                                  Journal Prompts

Many of you enjoy writing and are really quite good at it.  Consider keeping a diary like the famous Diary of a Wimpy Kid.  You could also write to these prompts:  "My Best Gift", "My Perfect Day", "A Challenge Ahead", "What My Family Means to Me", "Friendship", "A Description of Spring", "What I Really Want to Be and Why", and "How to Celebrate When I Get Out of the House".

Clever Online

A single sign-on allows students to log into several applications. Your child can use his/her Office 365 username and password to login at Students can then use Brain Pop to watch videos and complete activities on a variety of topics. Students can also access Study Island that helps students master language arts in a fun and engaging manner.


You will find copies of documents in the Files and Downloads Link.