L.A. for the week of October 26th
This week begins the second quarter!!
This week we will continue with our study of The Cay. By the end of the week (Thurs/Fri) students should read through chapters 12 - 15 and complete the Guided Annotations. As we are reading we will look at the plot curve for The Cay, along with theme, characterization, and conflict.
Students will should also work on their Read Theory this week - achieving the 300 point level.
As we continue with our Acceptance Unit, his week students will use class time to complete 2 selections for CommonLit. These selections will be used as we apply some of the literary elements, including theme and character.
For independent reading students may use The Cay on their October reading log. This log should include 3 quotes from whatever they are reading. The log will be submitted on Friday, October 30th.
This week we will continue with our study of The Cay. By the end of the week (Thurs/Fri) students should read through chapters 12 - 15 and complete the Guided Annotations. As we are reading we will look at the plot curve for The Cay, along with theme, characterization, and conflict.
Students will should also work on their Read Theory this week - achieving the 300 point level.
As we continue with our Acceptance Unit, his week students will use class time to complete 2 selections for CommonLit. These selections will be used as we apply some of the literary elements, including theme and character.
For independent reading students may use The Cay on their October reading log. This log should include 3 quotes from whatever they are reading. The log will be submitted on Friday, October 30th.
L.A. for the week of October 5th:
Students will continue with their Red Hot Roots packet as we introduce unit 2, looking at prefixes 'cir,' 'circum,' and 'peri.' These are words meaning Around and Around . Students will practice unit 2 using vocabulary.com. They should complete at least 50% on vocab.com by this Friday, October 9th.
This week as we continue with our Acceptance Unit we will take a closer look at Martin Luther King's "I Have a Dream" speech. Students will examine his powerful words as we look at the content and the structure of his speech. We will take some class time to highlight some of the text and look at the format and central idea. As a segway into our Acceptance unit we will be watching the powerful civil rights story of Ernest Green. We will use this as a springboard to learn about characterization and theme.
As part of our Acceptance Unit students will be choosing an article from a Newslea textset on Acceptance. Students will read annotate for central idea, take the quiz and write a R.A.C.E. response paragraph.
Students should continue with their Independent Reading requirement. Students should try to incorporate reading into their routine by reading at least 20 minutes a day, 5 days a week. The next choice book should be completed by Friday, October 30th. Students will be taking an AR test on their book by that date, or complete the alternative assessment. We are encouraging students to read books at their STAR reading level. Graphic novels should be read only as an alternative. Students can use SORA, an online reading resource that the district has made available to everyone.
This week as we continue with our Acceptance Unit we will take a closer look at Martin Luther King's "I Have a Dream" speech. Students will examine his powerful words as we look at the content and the structure of his speech. We will take some class time to highlight some of the text and look at the format and central idea. As a segway into our Acceptance unit we will be watching the powerful civil rights story of Ernest Green. We will use this as a springboard to learn about characterization and theme.
As part of our Acceptance Unit students will be choosing an article from a Newslea textset on Acceptance. Students will read annotate for central idea, take the quiz and write a R.A.C.E. response paragraph.
Students should continue with their Independent Reading requirement. Students should try to incorporate reading into their routine by reading at least 20 minutes a day, 5 days a week. The next choice book should be completed by Friday, October 30th. Students will be taking an AR test on their book by that date, or complete the alternative assessment. We are encouraging students to read books at their STAR reading level. Graphic novels should be read only as an alternative. Students can use SORA, an online reading resource that the district has made available to everyone.
L.A. for the week of September 28th:
We will begin this short week with a look back at what we accomplished last week. We will take a close look at the R.A.C.E. response strategy that we started last week. RACE is a format for writing extended response answers, thoroughly explaining how you arrived at the inference that answers the question. Students will have an opportunity to learn and practice this strategy this week. There will be class time dedicated to this, and the response paragraph will be due on Thursday, September 12th.
This week we will introduce our Acceptance Unit. We will be reading and responding to a variety of literature as we examine this important topic. This week we will be reading a Newsela article on 'Race and DNA.' We will be discussing this and answer some essential guided questions together in class. This will eventually lead to the reading of our class novel, The Cay.
This week we are wrapping up our first independent reader's choice book. We have built in some class time for students to read, but they should also try to incorporate reading into their routine by reading at least 20 minutes a day, 5 days a week. At least one choice book should be completed by this Wednesday, September 30th. Students should finish at least one book and take an AR test on their book by that date.. As students continue to read, the next independent reading requirement should be completed by Friday, October 30th.
This week we will introduce our Acceptance Unit. We will be reading and responding to a variety of literature as we examine this important topic. This week we will be reading a Newsela article on 'Race and DNA.' We will be discussing this and answer some essential guided questions together in class. This will eventually lead to the reading of our class novel, The Cay.
This week we are wrapping up our first independent reader's choice book. We have built in some class time for students to read, but they should also try to incorporate reading into their routine by reading at least 20 minutes a day, 5 days a week. At least one choice book should be completed by this Wednesday, September 30th. Students should finish at least one book and take an AR test on their book by that date.. As students continue to read, the next independent reading requirement should be completed by Friday, October 30th.
L.A. for the week of September 21st:
This week students will work on their first RAE writing assignment. R.A.E. stands for Reading Analysis Essay. The RAE #1 essay is all about summary. This assignment includes the graphic organizer with SWBST, and the typed essay, submitted on Google Classroom. Students will be provided with a model to help them put all the parts together. This all will be on Google Classroom. This assignment will be due this Friday, September 25th,
This week we will continue our look at the Notice & Notes: Signposts, that we began last week. By the end of the week we will have studied the 6 different Signposts: Contrasts & Contradictions, Again & Again, Words of the Wiser, Tough Questions, Aha Moment, and Memory Moment. These Signposts are signals used by the author to help the reader to comprehend more complex text. We will be applying this tool through the year as we assign different readings in class.
This week we will introduce the RACE response strategy. RACE is a format for writing extended response answers, thoroughly explaining how you arrived at the inference that answers the question. Students will have an opportunity to learn and practice this strategy this week. We will read a story on CommonLit, 'Thank You Ma'am', byLangston Hughes. Their response will include a RACE paragraph. There will be some time dedicated to complete this during class .
Students will continue with their look at roots and stems as we finish our study of Unit 1 -words with the 'pro' or 'retro' prefix. Students should use their vocabulary.com and complete 100% of the practice list on this site. The 3 pages in the Interactive Vocabulary notebook should be done as well . This includes fill in the blank, sentence completion and the crossword puzzle.
September 30th we are wrapping up our first Independent Reading Choice Book . Students should try to incorporate reading into their routine by reading at least 20 minutes a day, 5 days a week. At least one choice book should be completed by next Wednesday, September 30th. Students will be taking an AR test on their book by that date.. As students continue to read, the next independent reading requirement should be completed by October 30th.
This week we will continue our look at the Notice & Notes: Signposts, that we began last week. By the end of the week we will have studied the 6 different Signposts: Contrasts & Contradictions, Again & Again, Words of the Wiser, Tough Questions, Aha Moment, and Memory Moment. These Signposts are signals used by the author to help the reader to comprehend more complex text. We will be applying this tool through the year as we assign different readings in class.
This week we will introduce the RACE response strategy. RACE is a format for writing extended response answers, thoroughly explaining how you arrived at the inference that answers the question. Students will have an opportunity to learn and practice this strategy this week. We will read a story on CommonLit, 'Thank You Ma'am', byLangston Hughes. Their response will include a RACE paragraph. There will be some time dedicated to complete this during class .
Students will continue with their look at roots and stems as we finish our study of Unit 1 -words with the 'pro' or 'retro' prefix. Students should use their vocabulary.com and complete 100% of the practice list on this site. The 3 pages in the Interactive Vocabulary notebook should be done as well . This includes fill in the blank, sentence completion and the crossword puzzle.
September 30th we are wrapping up our first Independent Reading Choice Book . Students should try to incorporate reading into their routine by reading at least 20 minutes a day, 5 days a week. At least one choice book should be completed by next Wednesday, September 30th. Students will be taking an AR test on their book by that date.. As students continue to read, the next independent reading requirement should be completed by October 30th.
L.A. for the week of September 14th:
This week students move into their first vocabulary unit as be begin our Latin & Greek roots & stems vocabulary Unit 1 with a look at words that mean backward & and forward (using 'pro' & 'retro'). Students will use our online program, vocabulary.com. along with an electronic vocabulary notebook. Students should work on achieving at least a 50% mastery of Unit 1 words on vocabulary.com. and finish the first unit in their electronic notebook by this Friday, September 18th.
We will continue with our look at the summarizing process, finishing up with our S-W-B-S-T chart. We will then be moving on to the R.A.C.E. writing strategy. RACE is a format for writing extended response answers, thoroughly explaining how you arrived at the inference that answers the question. Students will have an opportunity to learn and practice the strategy this week.
This week we will introduce the Notice & Notes: Signposts, Contrasts & Contradictions, Again & Again, Words of the Wiser, Tough Questions, Aha Moment, and Memory Moment. These Signposts are signals used by the author to help the reader to comprehend more complex text. We will be applying this tool through the year as we assign different readings in class. For this 'Wednesday Work' students will complete an EdPuzzle watching & responding with the Signposts to one of my favorite videos - 'Hair Love'. That is due this Friday.
This week students will be assigned their first RAE writing assignment. R.A.E. stands for Reading Analysis Essay. We will go over all the details in class this week. We have been laying the groundwork for this essay as we look at how summary reveals theme. Students will get a guided overview of the requirements. They also will be provided with a model using the children's book 'Each Kindness' to help them put all the parts together. This all will be on Google Classroom, including a model of what the essay should look like. We will be working on that in class and the RAE essay will be done online and due Friday, September 25th.
Students should be continuing with their Independent Reading and bring the book to class each day. We want to encourage the 'reading habit' with all our students, whatever their interests or abilities may be. Independent Reading is a requirement for ELA. Students should be reading 20 - 30 minutes a night, at least 5 nights a week. They should be reading a book of their choice, that they have not yet read, that is appropriate for their reading level. The goal is to read at least one book a month... Students should be filling in their reading log as they read their books.
We will continue with our look at the summarizing process, finishing up with our S-W-B-S-T chart. We will then be moving on to the R.A.C.E. writing strategy. RACE is a format for writing extended response answers, thoroughly explaining how you arrived at the inference that answers the question. Students will have an opportunity to learn and practice the strategy this week.
This week we will introduce the Notice & Notes: Signposts, Contrasts & Contradictions, Again & Again, Words of the Wiser, Tough Questions, Aha Moment, and Memory Moment. These Signposts are signals used by the author to help the reader to comprehend more complex text. We will be applying this tool through the year as we assign different readings in class. For this 'Wednesday Work' students will complete an EdPuzzle watching & responding with the Signposts to one of my favorite videos - 'Hair Love'. That is due this Friday.
This week students will be assigned their first RAE writing assignment. R.A.E. stands for Reading Analysis Essay. We will go over all the details in class this week. We have been laying the groundwork for this essay as we look at how summary reveals theme. Students will get a guided overview of the requirements. They also will be provided with a model using the children's book 'Each Kindness' to help them put all the parts together. This all will be on Google Classroom, including a model of what the essay should look like. We will be working on that in class and the RAE essay will be done online and due Friday, September 25th.
Students should be continuing with their Independent Reading and bring the book to class each day. We want to encourage the 'reading habit' with all our students, whatever their interests or abilities may be. Independent Reading is a requirement for ELA. Students should be reading 20 - 30 minutes a night, at least 5 nights a week. They should be reading a book of their choice, that they have not yet read, that is appropriate for their reading level. The goal is to read at least one book a month... Students should be filling in their reading log as they read their books.
L.A.for the week of September 7th:
This week students will begin our unit on RESPECT, as it connects to literature and to each student's personal ideas on the topic. We will be reading and responding to an article with our online resource, Newsela. The article is called "Building Empathy in the Classroom."
We will connect to this idea of respect as we begin our class study of A Long Walk to Water. Over the next few weeks we will look at the different literary elements in this novel including character, plot and theme. This week we will focus on how summary reveals theme in a story. To introduce this connection between summary and theme we will look at Shel Silverstein's poem "Sick."
Students will be assigned an assignment to read an article from 'Read Theory' so they can earn 100 knowledge points. Students also should continue with their 'Vocabulary.com' as they answer 50 more questions. Both of these assignments are due by the end of the week.
Students should have chosen their Independent Reading and bring it to class each day. We want to encourage the 'reading habit' with all our students, whatever their interests or abilities may be. Independent Reading is a requirement for ELA. Students should be reading 20 - 30 minutes a night, at least 5 nights a week. They should be reading a book of their choice, that they have not yet read, that is appropriate for their reading level. The goal is to read at least one book a month... Students should be filling in their reading log as they read their books.
We will connect to this idea of respect as we begin our class study of A Long Walk to Water. Over the next few weeks we will look at the different literary elements in this novel including character, plot and theme. This week we will focus on how summary reveals theme in a story. To introduce this connection between summary and theme we will look at Shel Silverstein's poem "Sick."
Students will be assigned an assignment to read an article from 'Read Theory' so they can earn 100 knowledge points. Students also should continue with their 'Vocabulary.com' as they answer 50 more questions. Both of these assignments are due by the end of the week.
Students should have chosen their Independent Reading and bring it to class each day. We want to encourage the 'reading habit' with all our students, whatever their interests or abilities may be. Independent Reading is a requirement for ELA. Students should be reading 20 - 30 minutes a night, at least 5 nights a week. They should be reading a book of their choice, that they have not yet read, that is appropriate for their reading level. The goal is to read at least one book a month... Students should be filling in their reading log as they read their books.
LA. for the week of August 31st - September 4th:
This week the Language Arts department at BMS will be introducing Community Circles in class. This is an opportunity to build connections with each other, while addressing issues that may be happening - in and out of the classroom.
Students will be share and submit their 'Thinglink' assignments that we started last week. These should be submitted by this Thursday / Friday , September 3rd / 4th. We used this source for students to create a collage and share a little bit about themselves.
We will take some class time this week to we introduce vocabulary Greek and Latin Roots and Stems, using the online program Vocabulary.com. We will be using this site as we will learn about different roots and generate new words connecting to them. This week students will learn about the different features on this site.
We will continue with our look at 'Grit and Growth Mindset', that we began last week when students watched some videos about how we learn through effort and perseverance. This week students will complete and submit a 'one pager' where they review what they watched and make connections to how they learn with the idea of 'Grit and Growth Mindset.'
This week in class we will be collecting some data to get a baseline on where students are currently at in Language Arts. We will be using Read Theory and Accelerated Reader / Star Test for these assessments.
Students will take some class time to create responses to their summer reading. We will be using the online Accelerated Reader quiz connected to their two summer reading books. We also will be taking some class time to create a written response to these books. One of the books read was A Long Walk to Water and the other was a choice from four different options. Throughout the next few weeks we will be completing other activities connected to A Long Walk to Water.
** Students should bring in their summer reading notes. The notes are port of the summer reading requirement. They are able to use these notes to help for their in class response to their books.
Students should have their Independent Reading book chosen as the week begins.
Independent Reading is a requirement for ELA. Students should be reading 20 - 30 minutes a night, at least 5 nights a week. They should be reading a book of their choice, that they have not yet read, that is appropriate for their reading level. The goal is to read at least one book a month...
Students will be share and submit their 'Thinglink' assignments that we started last week. These should be submitted by this Thursday / Friday , September 3rd / 4th. We used this source for students to create a collage and share a little bit about themselves.
We will take some class time this week to we introduce vocabulary Greek and Latin Roots and Stems, using the online program Vocabulary.com. We will be using this site as we will learn about different roots and generate new words connecting to them. This week students will learn about the different features on this site.
We will continue with our look at 'Grit and Growth Mindset', that we began last week when students watched some videos about how we learn through effort and perseverance. This week students will complete and submit a 'one pager' where they review what they watched and make connections to how they learn with the idea of 'Grit and Growth Mindset.'
This week in class we will be collecting some data to get a baseline on where students are currently at in Language Arts. We will be using Read Theory and Accelerated Reader / Star Test for these assessments.
Students will take some class time to create responses to their summer reading. We will be using the online Accelerated Reader quiz connected to their two summer reading books. We also will be taking some class time to create a written response to these books. One of the books read was A Long Walk to Water and the other was a choice from four different options. Throughout the next few weeks we will be completing other activities connected to A Long Walk to Water.
** Students should bring in their summer reading notes. The notes are port of the summer reading requirement. They are able to use these notes to help for their in class response to their books.
Students should have their Independent Reading book chosen as the week begins.
Independent Reading is a requirement for ELA. Students should be reading 20 - 30 minutes a night, at least 5 nights a week. They should be reading a book of their choice, that they have not yet read, that is appropriate for their reading level. The goal is to read at least one book a month...
L.A. for the week of August 24th -28th:
Welcome to 6th grade Language Arts class!
In this 'Weekly Overview' section I will will include some of what we are doing in L.A. class for the week ahead. There may be some changes as the week progresses, especially as we are beginning the year teaching remotely.
This website is fluid - always changing. Please check out the different tabs on the menu bar at the top of this 'Language Arts with Mrs. Goodman' website. There are numerous materials, activities and online resources available on this site for you to investigate.
This first week in class, as we get to know each other, students will receive an overview of the L.A. program with some of the expectations, procedures, and requirements. We will share information and links to many sites that we will be using throughout the school year.
We will go over the summer reading requirements this week. Students were required to take notes as they read their 2 books this summer. We will take some class time to go over how to use technology to turn in the notes. Students can use their notes as they complete their written responses and take their AR quizzes next week in class.
As a means to learn about each other students will be using 'Thinglink' to make a '6 picture memoir, where they can share some information about themselves, as they use this engaging technology. There will be an opportunity to share the projects with their classmates. This is assigned on Monday or Tuesday (depending when you attend ELA class), and it will be due on Thursday or Friday- 8/27 or 8/28. Students will start this in class, and should work on them Wednesday as well.
One of our themes this year is 'Grit.' We will take some class time this week to introduce this idea and how it may impact our students approach to learning. Students will listen to a podcast by Angela Duckworth, along with a video, as we discuss and and answer some questions in class.
Students will learn about our Independent reading requirement, which is an integral part of our ELA curriculum, tailored to each student. We will discuss the different resources where students can find books to read. Students should read a book of their choosing that is appropriate for their particular reading level. The goal is to read at least one book a quarter... By the end of the week students should have a Independent Reading book. More details will be coming about this.
In this 'Weekly Overview' section I will will include some of what we are doing in L.A. class for the week ahead. There may be some changes as the week progresses, especially as we are beginning the year teaching remotely.
This website is fluid - always changing. Please check out the different tabs on the menu bar at the top of this 'Language Arts with Mrs. Goodman' website. There are numerous materials, activities and online resources available on this site for you to investigate.
This first week in class, as we get to know each other, students will receive an overview of the L.A. program with some of the expectations, procedures, and requirements. We will share information and links to many sites that we will be using throughout the school year.
We will go over the summer reading requirements this week. Students were required to take notes as they read their 2 books this summer. We will take some class time to go over how to use technology to turn in the notes. Students can use their notes as they complete their written responses and take their AR quizzes next week in class.
As a means to learn about each other students will be using 'Thinglink' to make a '6 picture memoir, where they can share some information about themselves, as they use this engaging technology. There will be an opportunity to share the projects with their classmates. This is assigned on Monday or Tuesday (depending when you attend ELA class), and it will be due on Thursday or Friday- 8/27 or 8/28. Students will start this in class, and should work on them Wednesday as well.
One of our themes this year is 'Grit.' We will take some class time this week to introduce this idea and how it may impact our students approach to learning. Students will listen to a podcast by Angela Duckworth, along with a video, as we discuss and and answer some questions in class.
Students will learn about our Independent reading requirement, which is an integral part of our ELA curriculum, tailored to each student. We will discuss the different resources where students can find books to read. Students should read a book of their choosing that is appropriate for their particular reading level. The goal is to read at least one book a quarter... By the end of the week students should have a Independent Reading book. More details will be coming about this.