I am so excited to be the 8th grade reading and 5th ~ 8th Grade Dyslexia teacher this year. This is my 4th year in Weimar ISD and I could not be more excited to be a Wildcat! I graduated from Houston Baptist University (Now Houston Christian University) in 2003 with a Bachelor of Arts  Degree in Multidisciplinary Studies and a Masters of Education in 2008. I began my teaching career in the elementary classroom and special education department. I have found my home in Jr High. 

I am originally from Houston, my family moved to Schulenburg in 2017 and absolutely love the area. I have 3 children who attend school in Weimar. Samantha is 13 and in 8th grade this year, Mackenzie is 11 and in 6th grade and Canaan is 8 and in 3rd grade this year.  We enjoy time being outside (when is not too hot), we love Splashway, raising goats for the County Fair, working on service projects for WildClover 4-H, reading books, and watching movies.

I am the Weimar Jr High Cheer Sponsor and have enjoyed working with our cheerleaders and look forward to a great year!

Some of my Favorites are BOOKS, Mexican food, gardening, shopping on Amazon and Target and, drinking coffee! 

 

Please feel free to contact me via email at ngoldman@weimarisd.org or call 979-725-9515 and leave a message

JOIN 8th Grade REMIND using code 

@wjh0008


(this is my primary method of communication) 

Goldman's Daily Schedule

7:55 - 8:40 7th/8th Grade STAAR Reading

8:42- 9:27 8th Grade Reading

9:29 - 10:14 8th Grade Reading

10:16 - 10:41 Activity

10:43 - 11:28 Dyslexia (Volume 5)

11:30 - 12:15 Dyslexia (Volume 5)

12:17 - 12:57 RECESS/LUNCH

12:59 - 1:44  8th Grade HONORS Reading 

1:46 - 2:31 Dyslexia (Volume 4)

2:32 - 3:17 Conference

 

Weimar Jr High School Syllabus

8th Grade English Language Arts

Nicole Goldman, MEd

ngoldman@weimarisd.org . 

Remind: @wjh0008

(mandatory for parents and students with phones) 

Phone: 979-725-9515

 Conference time:  2:45 - 3:30 PM DAILY.

8th Grade ELAR Google Classroom - qm3fzvb

(ALL STUDENTS WILL NEED TO JOIN)  

Course Description:

In Texas, 8th-grade English Language Arts and Reading (ELAR) builds on previous learning to prepare students for high school. The course emphasizes reading, writing, and communication skills, including vocabulary development, grammar, and the analysis of various literary and informational texts. Students learn to engage with texts critically, develop their writing across different genres, and improve their speaking and listening abilities. 

Classroom Expectations

I will be following the student code of conduct and all expectations sent home from the front office. 

Following these expectations will maximize learning as well as student and staff safety. 

Be Responsible

  • Be On Time to class daily

  • Have your supplies daily

  • Ask for help when you need it

Be Respectful

  • Do not spray body spray or any kind of perfume in the classroom.

  • Do not open or eat in the classroom (this includes gum) 

  • Keep hands & Feet to yourself

  • Speak kindly to everyone

  • Respect other’s space & property

Be Resourceful

  • Use your time wisely

  • Work hard

  • Do your best at all times

8th Reading Supplies that will be kept in the Classroom

1 Composition Notebook (100 Sheets;NoSpiral)

1-Inch Binder

1 Pkg of Dividers with 8 Tabs

These supplies will be utilized in ELAR but kept in your backpack. 

 

1 Package of Highlighters (Multicolor) 

1 Package of Pens (Black,Blue,Red) 

6 Pack of Glue Sticks 

1 Pair of Scissors 

1 Box of Pencils 

1 Box Map Pencils 

1 Box Thin Markers 

1 Roll of Scotch Tape 

1 Package of Index Cards

1 Boxes of Kleenex

Textbooks

Students will be using consumable textbooks and other workbooks from time to time as added resources. The textbooks and workbooks will be kept in the classroom., unless students need them for an assignment at home. We use My Perspectives (English Language Arts 8.)

Grading Policy

8th Grade Reading -We will have a mixture of daily and test grades. Daily grades will consist of vocabulary lessons and quizzes , topic quizzes, AR comprehension average and  daily assignments . Test/Major grades will consist of unit tests , AR goal achievement percentage, other tests or assessments and 6 weeks projects. 

Student’s grades will consist of 55% major text grades and 45% daily grades. For Reading, we will have a minimum of 6 daily grades and 3 major grades. 

Students 6 week average will consist of:

  •  3 Major Grades (1 Test, AR Completion & 1 Project) 

  • 6 Daily Grades ( Vocabulary Assignments, Vocabulary Quizzes, 1 AR Comprehension Grade &  daily assignments

 

A reasonable attempt at making corrections and re-teaching will be given to any student that does not pass an assignment. It is their responsibility to return corrections to the teacher (corrections done preferably in a different color. Do NOT erase original answers).  Late assignments are due before the end of the six weeks grading period for students to be able to get credit for the missing work.  

 

Grading Consequences: academic dishonesty, including cheating or copying the work of another student, plagiarism (including the unauthorized use of artificial intelligence (AI) such as ChatGPT), and unauthorized communication between students during an examination will result in disciplinary action and a 0 for the assignment and a long form sent to Ms. Anderle. 

Homework

Students will be assigned Vocabulary every other Monday beginning on August 18. Homework will be due the following Wednesday beginning on August 27. We will grade the homework in class and students are responsible for taking the graded work home and studying the information for the quiz/test that follows on Friday. At times when students do not complete work in class they may be expected to complete it at home in the evening. Reading 20 minutes daily is also a must. AR goals will be assigned at the beginning of the 6 weeks and due the Wednesday before the last day of the 6 weeks. Detentions will be given for late/incomplete homework (this includes not meeting 70% of an AR Goal). We will track goals weekly. Students will be expected then to complete the missing or incomplete assignment. Once a detention has been assigned they will call home to notify their parent/guardian. 

Accelerated Reader (AR):

Each six weeks the students will have set personal AR goals.  The minimum amount of this goal is based on their independent reading level and reading an average of 20-25 minutes each night.  The percent of their goal they have earned will be a test grade, and their comprehension percentage will be a daily grade. A new goal is generated at the beginning of each six weeks. Students are given one class period per week to read. Each child should be reading nightly to achieve their goals!  You MUST meet your goal or this will significantly impact your grade and could result in failing for the six weeks, as well as, you will receive a lunch detention for no homework !!!   

Grading Consequences: If students cheat on AR  (take a test for another student, give students answers, ect..) that test will be deleted and students will be given a disciplinary action at the principal's discretion. 

6 Weeks Projects: 

Each six weeks students will be assigned a project.  This will be a major grade.  Their reading project will reflect what they have learned throughout the six weeks. for that particular six weeks. These will be assigned ATLEAST 3 weeks prior to the due date.

Tutorials:

Tutorials are available Monday through Thursday from 7:30-7:55 in the mornings. That is a time students can come into my room get help on HW, assignments and/or take AR tests. Homework Lab is also available after school Monday- Thursday 3:30-4:00 PM. Students can get extra help completing homework, reading AR books and working on projects. 

Making up work from a school Absence: 

It is the responsibility of the student if they are absent or going to be absent to get with me for make-up work. If a student is absent and will be gone for a prolonged period of time, most assignments and lesson videos are uploaded to google classroom for each six weeks. You will need to search for the assignment title as I have provided via Remind communication You can also refer to Google classroom as a review of lessons prior to unit tests.   

 

Every child will be signed up for Google Classroom to ensure that students can access assignments, both when they are in class and absent so that they do not fall behind. Please understand that doing assignments on Google Classroom does not count for being present in school. This is simply a way to stay caught up when a student is absent. I will post daily assignments on Google Classroom, if you notice there is not a new assignment, it is because we are completing a previous assignment. Occasionally we will use Google Classroom in the class as well. 

 

Webpage

To access my webpage go to www.weimarisd.org, click on schools, select Jr. High, click on staff websites and then select Nicole Goldman. On my webpage you will find information on how to contact me , class schedule, daily lesson plans and updates that may pop up throughout the year. 


























Weimar Jr High School Syllabus

5th - 8th Grade Dylsexia 

Reading By Design

Nicole Goldman, MEd

ngoldman@weimarisd.org . 

Remind: Join your grade level REMIND

(mandatory for parents and students with phones) 

Phone: 979-725-9515

 Conference time:  2:45 - 3:30 PM DAILY.

In Texas, dyslexia is defined as a specific learning disability that primarily affects reading, writing, and spelling, despite adequate instruction and intelligence. It's a brain-based disorder with a neurological origin, meaning it stems from differences in how the brain processes language. Individuals with dyslexia may experience difficulties with phonological processing, which impacts their ability to recognize and manipulate sounds in words, leading to challenges with reading fluency, accuracy, and spelling. 

Key aspects of the definition and characteristics of dyslexia in Texas:

  • Neurological Origin:
    Dyslexia is not a result of lack of intelligence or poor teaching but rather a difference in how the brain is wired for language processing. 

  • Specific Learning Disability:
    It's a recognized disability that requires specific accommodations and interventions in educational settings. 

  • Core Difficulties:
    Individuals with dyslexia often struggle with:

    • Decoding: Recognizing and sounding out words, especially unfamiliar ones. 

    • Fluency: Reading smoothly and accurately at an appropriate pace. 

    • Spelling: Accurately representing sounds with letters. 

    • Reading Comprehension: While not always a primary difficulty, it can be affected by the struggles with word recognition and fluency. 

Reading By Design® is a systematic, individualized literacy intervention designed to improve reading and writing skills, particularly for students with dyslexia. It uses a structured, explicit, and multisensory approach to teaching, aligning with research-based practices. The program is designed to be intensive and cumulative, suitable for all grade levels and adaptable to individual needs. 

Here's a more detailed look:

  • Systematic and Structured:
    Reading By Design follows a specific sequence of instruction, building upon previously learned concepts. 

  • Multisensory Approach:
    It engages multiple senses (visual, auditory, kinesthetic) simultaneously to enhance learning and retention. 

  • Explicit Instruction:
    The program directly teaches foundational reading skills like phonemic awareness, phonics, fluency, vocabulary, and comprehension. 

  • Intensive and Cumulative:
    Reading By Design provides focused, repeated practice to solidify skills and build a strong foundation. 

  • Individualized:
    The program is designed to be adaptable to meet the specific needs of individual learners. 

  • Evidence-Based:
    It is grounded in research and has been shown to be effective in improving reading outcomes. 

  • Dyslexia Intervention:
    It is particularly well-suited for students with dyslexia, providing the targeted support they need. 

  • Comprehensive:
    Region 4 Education Service Center's five-volume set covers a range of topics, from the alphabetic principle to more advanced word study. 

Grading - Grades will be participation based for Dyslexia. Students need to be present daily to benefit from this program. Lessons move in order and build upon each other. These are not lessons that students can make up or do at home.  

Classroom Expectations

I will be following the student code of conduct and all expectations sent home from the front office. 

Following these expectations will maximize learning as well as student and staff safety. 

Be Responsible

  • Be On Time to class daily

  • Have your supplies daily

  • Ask for help when you need it

Be Respectful

  • Do not spray body spray or any kind of perfume in the classroom.

  • Do not open or eat in the classroom (this includes gum) 

  • Keep hands & Feet to yourself

  • Speak kindly to everyone

  • Respect other’s space & property

Be Resourceful

  • Use your time wisely

  • Work hard

  • Do your best at all times

  • Consequences for not following school & classroom expectations will result in a detention or long form forwarded to Ms. Anderle. I will give an adequate amount of reminders and re- direction before disciplinary action is taken. 
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  • Weimar ISD Parent and Student Resources - https://www.weimarisd.org/page/parent_student-resources

You can find Renaissance Place to monitor grades and AR information. This is a great place to easily access the district calendar and other important information as well. 

  • AR Points Scanner App - https://apps.apple.com/us/app/points-scan/id1087200658

This App can help you identify the AR book level and how many points a book is worth when on the go and not near a computer. 

  • Common Sense Media - https://www.commonsensemedia.org

Common Sense Media improves the lives of kids and families by providing independent reviews, age ratings, & other information about all types of media.

 

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