November 15, 2017

Complete Study Guides through Chapter 5 tonight for homework. ¬†We will read through chapter 8 in all classes tomorrow and have a checkpoint on Friday for Chapters 1-8. Use your resources! ūüôā

November 14, 2017

Please check the Novel Studies 2017 tab above to access the Quizlet for the summative vocabulary test that will be after we return from Thanksgiving Break.

TSB Study Guide for Chapters 1-2 will be due tomorrow (11-15-17) at the beginning of class.

TSB Study Guide for Chapters 3-5 will be due Thursday (11-16-17) at the beginning of class.

Use the ebook resource on the blog to complete questions at home.

November 13, 2017

This week:

Students began to read the class novel Touching Spirit Bear (TSB) today in class. ¬†We have a class set of novels but I am posting a link to the ebook here so that students can download the book onto a BYOD device at no cost. ¬†Students will access the materials and information by going to the “NOVEL STUDIES” tab at the top of my blog.

Touching Spirit Bear Ebook


Type: Formative (40%) Reading Comprehension Checkpoint for Touching Spirit Bear (TSB) Chapters 1-8

Date: Friday, November 17, 2017

Standards of Focus:

We will be using these standards as we analyze and study the novel.

ELAGSE6RI10: By the end of the year, read and  comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE6RI3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELAGSE6RL2: Determine a theme and/or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.


ELAGSE6RL3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution

ELAGSE6RL5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

ELAGSE6RL6: Explain how an author develops the point of view of the narrator or speaker in a text.

ELAGSE6SL1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.


a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion

c. Pose and respond to specific questions with elaboration and detail by making commentsthat contribute to the topic, text, or issue under discussion.


ELAGSE6SL4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

ELAGSE6L4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies


October 24, 2017

Students will have a checkpoint on Cause and Effect at the end of class on Wednesday.  Students may want to review the RJ notes on page 25 or pages 33 & 34 (see link to pics here:

Students are completing questions 1-4 on the Cause and Effect Case Study Liebeck vs. McDonalds.  The questions on the back are as follows:

October 23, 2017

Lovinggood welcomed a published author that spoke to the 6th grade Reading students today.  The students did a great job asking engaging questions.

Students have a graphic organizer on Cause and Effect to complete for HW tonight.  If students need to refresh their memory on Cause and Effect they can look on page 25 in their Reading Journals (RJ).  They can also view this video link for help:

This Week:

Standards of Focus: 

ELAGSE6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

ELAGSE6L5: b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.


Formative Assessment on Cause and Effect

Students will review and prepare for the Summative Assessment on Text Structures (Description, Sequence and Order,  Chronological Order, Problem and Solution, Compare and Contrast, Cause/Effect) Friday or the following Monday.

October 20, 2017

Have a great weekend!  It has been great to meet all of you this week! 

I have attached the Reading Journal pages that we entered so that students can organize their Reading Journals (RJ).  Click the links below:

Reading Journal Pics_pg 27-Dedscription Visual 10-113-17-v79nwl

Reading Journal Pics_pg 28- Description Practice 10-13-17-1aqi4u2

Reading Journal Pics_pg 29-Compare and Contrast Example 10-17-17-1yy6zmc

Reading Journal Pics_pg 30 Compare and Contrast Signal Words 10-17-17-2cirw6j

Reading Journal Pics_pg 31-Order and Sequence 10-21-17-2ml9q5v

Reading Journal Pics_pg 32-Problem and Solution 10-21-17-1v6dxex

Below is the picture of the key for Problem and Solution HW from Thursday, October 20th.

Answer Key-Problem and Solution Homework 10-20-17-1kyuxkx

October 19, 2017

Today students worked to complete the Compare and Contrast Formative Checkpoint.  If students did not complete the Checkpoint in class they will complete it tomorrow.

Homework tonight is completing the Problem & Solution G.O. and Sequence G.O. (from last night) if it was unfinished from Wednesday.  We will go over both of the homework assignments in class tomorrow and they will be entered into Synergy in the non-graded category.

Here is a brief video to review for the Problem & Solution HW: