Ms. Vanessa Salinas

Ms. Salinas like the singer Selena (add an “s”).

“Anything for Salinas.”

"Take it with a Grain of Salt."

"Kill PEOPLE WITH Kindness."

Fort Bend is home.

My core belief is to focus on building relationships with students. Learning any skill should be fun and life-changing. Students should develop the necessary life skills for the real world. The universal themes in the stories we read are still relevant today and can be applied to real-life situations. Stories are a way for storytellers to share what is to come in life.

The many genres of essay writing and the choice of essay topics are crucial for students’ autonomy and real-world application. Self-selecting a novel is a powerful way for students to gain confidence and prepare for the next stage of life. My goal is to make a difference one student at a time.

I set aside time each morning for self-reflection, goal-setting, affirmations, devotional prayers, and reading. Self-care is key to living a balanced, fulfilling life. I enjoy reading nonfiction and poetry, and my second passion is listening to music of all genres. Our hearts have beats, and music has beats. In addition, I am a vegetarian, nature enthusiast, and yogi. I enjoy walking and sitting by the waves at the beach.

Personally, my dad migrated from Mexico at the age of 13 and taught himself English while growing up on the South Side of Chicago. My parents were young but still raised an educated, self-motivated child. I often completed my schoolwork independently, starting in middle school. I always sat at the front of the class, often considered the teacher’s pet. I was a very introverted child, but my parents nurtured my gifts of reading and writing. I consistently turned in my assignments on time and knew from a young age that I wanted to go to college.

My favorite high school quote was by Dr. Martin Luther King Jr. I always had a natural gift for working with young children, much like Mother Teresa. I became the first in my family to graduate from both high school and college with honors. My favorite English teacher was Mrs. Washington at Sam Houston High School, who also taught English IV. That’s where I first read Macbeth and fell in love with literature. She even posted pictures of her students in her classroom, inspiring me to imagine my own future.

At 17, I began working while putting myself through college. I had to navigate higher education on my own. By chance, I walked into the Teacher Certification Office at The University of Houston Downtown and was immediately hired without an interview. I met many vibrant young teachers there. One night, I dreamed of being a teacher, which I saw as a sign of my calling. Dr. Johnson, an English teacher from Nimitz High School, offered me a chance to work with her at Hoffman Middle School. She asked if I preferred Science or Reading. I chose Reading and was hired without even knowing it at first! The secretary called to ask when I was going to pick up my textbooks, and that’s how I learned I had the job.

From there, I ended up with two teaching jobs simultaneously without even trying. The universe rewards gratitude and hard work. I knew immediately that teaching was what I wanted to do. Hoffman solidified my experience and built my strong foundation as a teacher. “If you can teach here, you can teach anywhere,” became our motto.

Fast forward, and I always wanted to work at the high school level. It took time, but the timing had to be right. My parents also instilled in me a deep love for music. Music is the key to the heart—any genre, any decade.

Teaching Experience

• 7th Grade Reading

• 7th Grade Reading Pre-AP

• 7th Grade Science

• 8th Grade Reading

• English I

• English I Pre-AP

• Practical Writing

• College Prep

• Reading I and II

• English IV

Professional Training

• Tribes Training

• AVID Trainings

• Abydos Trainings

• Love and Logic

• Teach Like a Champion

• Reader’s and Writer’s Workshop

• Gretchen Bernabei

• Jeff Anderson

• Humanities Texas: Shakespeare, Teaching Writing at the Secondary Level, Teaching Poetry

Welcome, Students and Parents!

We are excited to begin what promises to be an amazing school year!

Each student will need two composition notebooks: a Reader’s Notebook and a Writer’s Notebook. Parents are encouraged to review these notebooks regularly to see what students are working on. This is a great opportunity to engage in meaningful conversations with your child about the books they are reading and the writing they are creating.

Our instructional approach encourages student choice, allowing them to select what they read, write, and discuss in depth. This fosters engagement, ownership, and meaningful learning.

A significant portion of our time will be devoted to independent reading and writing, giving students the chance to apply skills and strategies taught in class to their personal work.

Sample Daily Structure

• Mini-Lesson (5–15 minutes): A focused lesson that varies based on student needs.

• Guided Practice: Opportunities to apply mini-lesson skills with support.

• Independent Reading/Writing: Students work on self-selected tasks.

• Conferencing: One-on-one or small group meetings with the teacher for feedback.

• Sharing: Students share with a partner, small group, or the class.

Course Description

In English IV, students will continue to refine their reading, writing, listening, speaking, and communication skills. Emphasis will be placed on composing clear, organized arguments supported by evidence and guided by a strong thesis. Students will write to persuade, report, and describe, producing polished, error-free drafts.

We will explore a variety of texts—British literature, poetry, nonfiction, and in-class novels to deepen our understanding of identity, culture, and communication.

Curriculum Materials

• StudySync by McGraw-Hill (state-adopted text)

• In-class novels (titles vary; parent/guardian permission is required for specific texts)

Classroom Procedures

Agendas & Assignments

• Daily Record (learning intentions, success criteria, agenda, homework) posted daily.

• Weekly Agenda posted every Monday.

Turning in Work

• Submit all assignments via Schoology unless otherwise noted.

• Paper assignments: place in the Flower Box (back file cabinet).

• Late work: place in the Late Work Box, stapled and labeled.

Grading & Late Work Policy

• 10% deduction per day (up to 3 days late).

• On the 4th day, the assignment will not be accepted unless excused.

• No Name Policy: assignments without names will not be graded (may resubmit with a 5-point deduction).

• Grades are updated in Skyward weekly by Friday.

Absences & Make-Up Work

• Email me the date you are absent for assignments.

• Makeup work must include the date of absence when submitted.

• 1 day absent = 1 extra day to turn in work (unless pre-assigned).

• More than 20 minutes late = absent.

Retesting Policy

• Retests available by appointment.

• Students must complete reteach assignments first.

• Maximum grade on a retest: 75.

Tutorials

• Monday: 2:55–3:15 PM (notify in advance).

• Thursday: By appointment.

Academic Integrity

• Cheating/plagiarism = zero with no redo.

• Communication during tests = zero.

• Only teacher-approved group work is allowed.

Required Supplies

• 2 composition notebooks (decorated covers)

• 2–3 inch clear binder

• 6 binder dividers/tabs

• 3 packs of loose-leaf paper

• 1 pack of colored pencils

• 1 pack of multicolored highlighters

• Red, black, and blue pens

• 4 pencils

• 1 set of 3x5 index cards (on a ring)

• 1 box of Kleenex (for project use – major grade)

• 1 bottle of hand sanitizer & 1 container of disinfectant wipes

I look forward to partnering with you in supporting your child’s growth as a reader and writer this year!