Mrs. Kay

Welcome to 7th & 8th Grade ELA & Social Studies!


About Me!

I grew up in small community in Montana on the Matter family farm with my parents and two sisters. After graduating high school, I ventured to North Dakota to attend college. I graduated from Dickinson State University with a Bachelors in Education, a Minor in Psychology, with a Concentration in Reading. Then I was off to the great state of Nevada. For the past thirteen years, I have had the privilege of working at Sierra Nevada Academy Charter School as the Middle School English Language Arts and Social Studies teacher. Wow, how time flies! In 2016 I graduated with my Master’s of Education in Learning Design and Technology. Truly learning never stops!

Thank you for choosing SNACS and for your continued support!

Kamra Kay –


Author’s Debut 2019

Thank you for all your support! Our Author’s Debut turned out beautiful!!




2018-2019 Middle School Supply Letter

7-8 Supply Letter 2018-2019



7th Grade

Week of 4/8  – 7A  &  7B – Reading for Information – Analyzing Argumentative & Expository Texts, Comparing Literature – Comparing Characters – from A Christmas Carol: Scrooge and Marley Act I, Scene 2: Act I, Scene 5

Week of  4/15 – 7A & 7B – The Monsters are Due on Maple Street – Reading Skill – Summarize, Literary Analysis – Characters’ Motives, Word Study Skill – Latin root -sist- means “stand”, Conventions – Sentence Functions & Endmarks

Week of  4/22 – 7A & 7B – Reading for Information – Argumentative Texts & Comparing Literature – Comparing Dramatic Speeches – from Grandpa and the Statue & My Head is Full of Starshine

8th Grade

Week of 4/8 – The Diary of Anne Frank, Act II – Reading Skill – Cause and Effect, Literary Analysis – Character’s Motivation, Word Study Skill – Latin prefix in- can mean “into” or “within”, Conventions – Clauses

Week of 4/15 – Reading for Information – Analyzing Expository Texts – Evaluate Unity and Coherence & Comparing Literature – Comparing Sources with a Dramatization – from Anne Frank: The Diary of a young Girl & from Anne Frank Remembered

Week of  4/22 – Literary Analysis for Unit 6 Themes in American Stories – 2 Bingo Cards, Coyote Steals the Sun and Moon – Reading Skill – Summarize, Literary Analysis – Mythology, Word Study Skills – Latin root -sacr- means “holy” & dialect

Weekly Homework Schedule (subject to change)

Mon. – read 2nd selection independently, start to work on Sidebar questions & Critical  


Tues. – Quiz on Reading Check questions

Wed. – Sidebar Questions & Critical Thinking due

Thurs. – Reading selection test

AR (Accelerated Reader) – Read 30 min./night

Published Book Drafting to publishing

**Skill and Vocabulary Worksheets – will be completed in class and handed in by Friday

Lit_G7(155x200)1[1]Pearson Literature Choice SchedulegI_0_LiteracyG8


Must Do Choice Centers

•Monday – introduce Reading, Literacy & Word Study Skill, Writing about the Big Question, Vocabulary, Conventions & Skill worksheets

•Tuesday – author/background info., whole group reading of 2nd selection, work on

Sidebar Questions & Critical Thinking

•Wednesday – group discussion of Sidebar Questions & Critical Thinking,

Test Preparation, discuss Skill worksheets & Writing Workshop

•Thursday – selection test & completion of Writing Workshop

•Friday – Review Exam, Writer’s Conference & DBQ packet

English Language Arts Choice Board Options (Completed Weekly)

Must Do’s (Complete all if applicable)

  • Pearson Literature Textbook assignment  -Sidebars Questions & Critical Thinkinh


  • AR Reading

  • DBQ – Social Studies

  • Published Book – drafting

Can Do’s (Choice Centers)

  • Literature – Picture Response

  • Informational Text – Calligraphy

  • Writing – Revision

  • Reading Bingo

  • Vocabulary Bingo

  • Writing Bingo

  • Language – Word of the Day

  • Legos – Building definitions for weekly vocabulary words

  • Technology – Smart Board – 5-Minute Proofreading Practice

  • Computer – Published Books due December 3rd

  • Literary Genres

  • Figurative Language & Elements of Literature

  • IPad – Scrabble/ DuoLingo

Important Websites


Sierra Nevada Academy Charter School –

Online ELA and Science HW and much, much more –

Student Treasures Published Books –

Math homework (Digits) –

Infinite Campus – student & parent portal –

Common Core State Standards and parent resources –

Check AR Goal –

Weekly announcements –

AR Books –

Practice AR quizzes –

8th Grade Book Orders (Class Activation Code – GMTFP) –


What is a DBQ (Document Based Question)?

Collection of primary and secondary sources

Often highlighting multiple perspectives

Used to answer an overarching historical question

Includes writing and discussion

7th Grade

History SS.6-8.EUSH.13. Investigate the factors that shaped group and national identity in early U.S. history, in relation to views of American identity today. SS.6-8.EUSH.21. Evaluate the use of conflict and diplomacy in international relations from a U.S. perspective. SS.6-8.EUSH.22. Investigate the causes, impacts, and attitudes towards conflict and war from various points of view throughout early U.S. history. French and Indian War Loyalist v. Patriots American aid from France, Spain, Prussia, Netherlands Guerilla Warfare Treaty of Paris DBQ • Valley Forge; would you have quit? Project TAHOE • March 5th 1770 Massacre or Mob (Discussion 8, 9) • Was the Stamp Act fair (Discussion 8, 9) • Patrick Henry: Give Liberty or Give Me Death (Close Read) • Thomas Paine and African Slavery (Close Read) • Crevecoeur What is an American (Close Read) • Analyzing the Declaration of Independence (Argumentative Writing 6) • The Boston Massacre: Were the British Soldiers Justified (DBQ 3, 6, 7, 8, 9, 10) • What were the reasons colonists rebelled against the King in 1776 (DBQ 3, 6, 7, 8, 9, 10) • Footsteps to the Revolution (Evidence Ranking 6) C3 Inquiries • Was the American Revolution avoidable? (2, 4, 6, 7, 8, 9, 10, 11) Simulation • Mission 1: For Crown or Colony? (4) Multi-Cultural SS.6-8.EUSH.24. Analyze the ways in which dominant cultures have oppressed groups through institutionalized discrimination within U.S. history. Role of Women Slavery Issues Civics SS.6-8.EUSH.32. Analyze the expansion of representative government throughout early U.S. history. Continental Congress “Common Sense” Declaration of Independence Geography SS.6-8.EUSH.39. Explain how global circumstances affect changes in immigration, land use, and population distribution in various regions across early U.S history. Disputes over land use Economics SS.6-8.EUSH.42. Assess the state of the early U.S. economy based on trade, resources, labor, monetary system, and other factors. SS.6-8.EUSH.43. Investigate the effects of U.S. foreign economic policy both nationally and globally across early U.S. history. Taxation Boycotts British Blockade.

8th Grade

SS.6-8.WGGS.14. Describe the factors that shape identity – including institutions, religion, language, social class, geography, culture, and society. SS.6-8.WGGS.16. Investigate cultural developments within and across human societies with attention to belief systems, philosophies, ideologies, and the arts. SS.6-8.WGGS.17. Analyze the impact of technological developments on events, peoples, and cultures across the world. Assimilation Chinese Exclusion Act Company Towns Capitalism Captains of Industry Corporations Gilded Age Immigration Industrialization Labor Reforms Laissez-Faire (Deregulation) Poverty Progressivism Push and Pull Factors Racism Regulation Robber Barons The Jungle Unions Urbanization Vertical Integration Women’s Suffrage DBQ Project: The Philanthropy of Andrew Carnegie: Did it make him a hero? (2, 4) Progressivism: Where will you put your million dollars? (2, 4) Project Tahoe: Robber barons or captains of industry? (Seminar Discussion 4, 6) The Jungle (Close Read 2) Hyphenated Americanism (Close Read 2) Declaration of Sentiments (Close Read 2) Why was the Triangle Shirtwaist Fire of 1911 a disaster of epic proportions and how did it create changes in law? (DBQ 4, 6) Indian Boarding Schools: Tools of Forced Assimilation? (DBQ and Controversial Issue 6, 7, 10) Women’s Suffrage (Textbook Lesson 4, 6) Were Industrialists Good for America? (Discussion Lesson 8, 9) SHEG: The Homestead Strike (Close Read 2) Albert Parsons (SAC) Pullman Strike (Close Read 2) Political Bosses (Close Read 2) Jacob Riis (DBQ 2, 4) Settlement House (SAC 2, 6, 7, 9) Japanese Segregation in San Francisco (DBQ 2, 4) Booker T Washington v. W.E.B. Dubois (DBQ 4, 6) Background On Woman Suffrage (Discussion 7, 9) Anti-Suffragists (Close Read 2) C3 Inquiries: The Gilded Age: Is Greed Good? (Creating a Claim 1, 3) CommonLit: Code-Switching to Assimilate Multi-Cultural SS.6-8.WGGS.20. Explore instances of oppression in the modern world as well as individual and group resistance movements for social justice which have developed in response. SS.6-8.WGGS.22. Discuss the contributions of racially and ethnically diverse leaders to the advancement of communities and nations around the world. Civics SS.6-8.WGGS.24. Describe the roles of political, civil, and economic organizations in shaping people’s lives. Geography SS.6-8.WGGS.27. Utilize and construct maps, charts, and other geographic representations to explain and analyze regional, environmental, and cultural characteristics in various places around the world. SS.6-8.WGGS.28. Analyze and explain the cultural, physical, and environmental characteristics of places and regions and how these affect the lives of the people who live there. SS.6-8.WGGS.29. Explain how changes in transportation, communication, and technology influence the movement of people, goods and ideas. SS.6-8.WGGS.30. Explain how global changes in population distribution patterns affect changes in land use in particular areas. Economics SS.6-8.WGGS.32. Explain how supply and demand, costs and competition influence market prices, wages, social, and environmental outcomes. SS.6-8.WGGS.34. Assess the economies of various nations based on trade, resources, labor, monetary systems, and other factors.

Middle School Fee – $150 Chromebook Lease Fee – $55

Classroom Needs

  • Clorox Wipes & Lined Paper

4th Quarter – AR Dates

25% – 4/15

50% – 4/29

75% – 5/14

100% – 5/31


8th Graders who reached 100% of their AR Goal in the 3rd Quarter

Desirea C.

Steven D.

Natalie E.

Alexis G.

Chris G.

Nathan H.

Ashley L.

Lissete M.

Rebekah O.

Aedyn O.

Katherine O.

Aileen R.

Giselle T.

Izzy V.

Caleb W.


Upcoming Events 


3/15 – End of the 3rd Quarter

3/16 – Author’s Debut at Barnes and Noble – more information to come

3/18 – Start of the 4th Quarter

3/25 – 4/5 – No School – Spring Break

4/8 – First day back after Spring Break

4/12 – No School – Full Day Professional Development