November 13th – November 17th

Monday – Today, students were given several handouts to help with present and future writing. They were given some handouts that will help them with sentence structure and others that will help them with the writing process. Some classes had to finish the grammar quiz from Friday, so they did that. Next, we read a autobiographical excerpt about Temple Grandin that can be found in section 2.19 of the online textbook (also pages 159-160). This is our second story about Temple Grandin. We will learn more about her in the future. We discussed words in the story we did not understand and went over the purpose for writing this story.

Tuesday – Today, students completed Monday’s homework and went over it. My apologies for not having it updated before Monday. Then, students were able to answer questions on “My Story” with a partner or on their own. We went over the answers as a class. We also went over the week look ahead and beyond between Thanksgiving break and holiday break.

Wednesday – Today students will be reviewing simple and compound sentences. They will go over some review questions which can be found here on my blog later today in case you are absent. Students will have the opportunity to ask questions and get help with anything that they don’t understand.

Thursday – Simple and Compound Sentence Quiz

Friday – Grammar Quiz and we will also write a graphic organizer using the RACES strategy for a prompt that goes with “My Story”. This graphic organizer will be taken up for a grade.

 

Assessments for the week: Thursday – simple and compound sentence formative, Friday – grammar quiz formative, Friday – graphic organizer formative.

Standards for the week:

RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9b: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

L.6.3a: Vary sentence patterns for meaning, reader/listener interest, and style.*

W6.10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks

RL6.10 and RL6.10

November 6th – November 10th

Monday – Today, students learned about compound sentences. Compound sentences are just two simple sentence connected with a comma and a coordinating conjunction. We are still working on spotting subjects and verbs to help us determine sentence structure.

Tuesday – No school, teacher work day.

I will be out the rest of the week at a conference. There will not be tutoring on Thursday. I will have my computer and access to email if there are questions.

Wednesday – The students will read a new story about Temple Grandin. The students should answer the first couple of questions that follow the story. They will go over the answers in class. If there is time, students will begin their writing prompt for this week taking it through the RACES strategy. If they don’t begin today, they will work on it all day tomorrow.

Thursday – Take a prompt on the story students read Wednesday on P. 153-154 of the textbook and go through the RACES strategy. Only 2 Cs and 2 Es are needed. They will turn in to the sub if they finish. They will have some time on Friday to finish if they did not finish on Thursday.

Friday – Students will take their grammar quizzes to start, then they will be given some time to finish their writing. After all of this is completed, students will be doing grammar practice with simple and compound sentences. They will also practice with helping and linking verbs since that seems to be an area of weakness.

Assessments this week: grammar quiz Friday (formative); RACES writing grade Thursday (formative)

Standards covered this week:

RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9b: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

L.6.3a: Vary sentence patterns for meaning, reader/listener interest, and style.*

W6.10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks

RL6.10 and RL6.10

October 30th – November 3rd

Monday – Today, students were allowed to finish their writing from last week. Their prompt was “How have I changed as a 6th grader this year?” They were supposed to go through our RACES strategy of organizing their answers. The answer had to be a paragraph with three examples of how they have changed and how it is different from last year. They were given 30 minutes last week and 30 minutes today to complete this task. Students who did not finish their writing today should come in tomorrow morning to finish and turn in.

At the end of class, we read the story, “Saying Farewell to a Faithful Pal” in section 2.17. This can be found on your online book for those who want to read it again.

Tuesday – Today we reread the story, “Saying Farewell to a Faithful Pal” and answered 1-6 that followed. We will go over answers on Thursday. No one showed up this morning to finish their writing from Monday. Please check to see if you need to come in Thursday.

Wednesday – Today, we are starting our grammar unit for the nine weeks. Our focus this nine weeks is sentence structure. We are starting with simple sentences. Here are the notes that the students took in class. Students should know that a simple sentence is a sentence that has a subject, a verb, and makes a complete thought. We will be continuing with compound sentences, complex sentences, fragments, and run-ons this nine weeks. This is all a review of elementary skills so that students will be better prepared when we get to our 6th grade grammar skills. Here is some extra practice that we did not do in class. The answer key is in the document. It is practicing labeling the subject and verb.

Thursday – We will begin planning our writing in response to the story we read on Monday and Tuesday. Students will use the RACES strategy to help them plan their writing.

Friday – Today, students will start class with their grammar quiz. Then they will use the rest of the class to complete the writing that they began on Thursday.  Take the quiz here.

Assessments this week: finishing our RACES writing on Monday; grammar quiz Friday (formative); constructed response writing Thursday and Friday (formative)

Standards covered this week:

RI.6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.6.9b: Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

L.6.3a: Vary sentence patterns for meaning, reader/listener interest, and style.*

W6.10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks

RL6.10 and RL6.10

October 23rd – October 27th

Monday – Today, students were introduced to the start of Unit 2 material. Students created individual QHT charts in their ELA binders based on their prior knowledge of the unit vocabulary. Students will update these regularly as we move through the unit. These words can be found on P. 94 of the book. Students can also find them on the digital book. Next, we moved on to breaking down the assessment rubric we will use at the end of the nine weeks found on P. 164. This rubric is similar to last nine week’s rubric with some key differences that were discussed.

Tuesday – First, we went over homework from Monday night. Then students defined the first four vocabulary words which were inference, synthesize, commentary, and thesis statement. We will go over the definitions and any misconceptions that students still had.

Wednesday – We started by going over the RACES strategy. Students went through a piece of writing and began filling in a graphic organizer.

Thursday – Today, the students finished going over the RACES. They then identified RACES in an example writing prompt. We discussed any issues with identifying and also discussed how to spot the different parts. With about 10 minutes left in class, students began a graphic organizer on a prompt that I chose.

Friday – Today, we took a grammar quiz, and then we took a pretest. With the time that was left, students continued their writing on the prompt, “How have you changed as a 6th grader this year?” This formative assessment will not be collected this week due to timing.

Assessments this week: Grammar Quiz Friday (formative)

Standards covered this week:

W6.10: Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks.

RL6.10 and RL6.10

October 16th – October 20th

Monday – Wednesday – We are reviewing and going over hooks or engaging introductions. Students received a note sheet on Monday. We will be working on activity Tuesday where students identify different types of intros used by authors. Wednesday students will create engaging hooks.

Thursday – Friday – All classes will participate in the class spelling bee. Each class will have 1 winner and then those 5 winners will compete against each other until there is 1 winner.

 

No Assessments this week.

October 9th – October 13th

Monday: Today, we changed our seating arrangement to start off class. Then the focus of our class was to reflect and conference on our narrative writing. I wanted the opportunity to explain grades and discuss areas where improvements can be made. The rest of the class had a formative reflection sheet. They were asked to look at their grade and reflect on their strengths and weaknesses. This sheet will be continued tomorrow while I meet with more students. This is a grade and should be a good grade if students are truly reflecting.

Tuesday – We continued conferencing with students on grades. The students used this time to continue reflecting on their writing pieces. This will spill over to Wednesday because there are a lot of students really putting their best work in on it.

Wednesday – Students continued their reflection assignment, and I continued to meet with students to conference about their stories.

Thursday – We are still conferencing. There are students who are finished with their reflection sheets. Students who were finished were allowed to make “Thank You” cards for the military as part of “Bert’s Big Thank You” which is a service project. This was not required and not everyone was able to participate if they were still working on their reflection.

Friday – I finished almost all conferences today. There are still a couple of periods that have some students left. Students were allowed to continue Thank You letters from Thursday or they could read a Scope Magazine from Scholastic. Our next writing genre is expository, and this magazine has many wonderful examples.

Assessments for the week: Monday-Friday – formative reflection sheet in class. Friday, formative grammar quiz.

Standards for the week:

ELACC6W4:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 

ELACC6W5:  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

ELACC6W10:  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

October 2nd – October 6th

Monday – Students will be taking their 2nd touchstones today. The higher of their two grades between the 1st one and 2nd one will be kept as a grade. We will go over answers tomorrow. This or the first will be a formative grade. Students who were absent today should come in Tuesday morning to finish this assignment. Homework tonight on the Grammar Practice page.

Tuesday – The class will go over the answers to the second touchstones. Students will explain how they came up with correct answers, and students will ask questions where they are having difficulties.

Wednesday – Students will take their 3rd and final touchstones. This is a summative grade. It is made up of the passages they saw on the first and second touchstones. There are questions that are aimed more towards comparing and contrasting the passages. There will be a retake opportunity.

Thursday –  https://quizlet.com/_3tk3d1  Today, we reviewed the vocabulary words from the first nine weeks. The words and their definitions can be found on the link at the beginning of this post. Tomorrow we will take a post-test that will go in the non-weighted category of the gradebook meaning it will not count towards the final average. There is a grammar quiz tomorrow. I will be opening my room to tutoring tomorrow for any students who still who me work. I will give a Touchstone summative on Monday morning before school.

Friday – Today, students will be taking their grammar quiz. This will be the last grade of the nine weeks. The grade should be in the computer by the end of the day. This means that the grades in the computer at the end of the day will be what you see on your report card except for any make-up work or the Touchstone retest on Monday if you’re taking it.

Assessments for the week: Touchstones #2 (formative) on Monday, Touchstones #3 (summative) on Wednesday, Grammar Quiz (summative) Friday.

Standards for the week:

W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Additional Standards Addressed: W.6.3d; W.6.3e; W.6.4; W.6.5; W.6.6; W.6.10; L.6.1e; L.6.2b; L.6.3a

 

ELAGSE6RL1: Cite textual evidence to support analysis of what the text says explicitly as well as inference drawn from the text.

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.

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

ELAGSE6RI1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ELAGSE6RI2: Determine a 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.

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).

September 18th – September 22nd

Monday – Today, students will be revising and editing their rough drafts using the feedback that they received on Friday. They had all class to work on corrections and improvements to their stories. I have tutoring time tomorrow morning from 8:00-8:50 for those that feel they will not be able to finish by Tuesday. Don’t forget about grammar homework this week. It can be found on the grammar homework page.

Tuesday – Today, students had the entire class to finish their final drafts. They then turned in all of their materials from the entire writing process.

Wednesday – Edited from original post: Wednesday will be going over homework from Monday and Tuesday. Then students will have half the class to finish up their final drafts. I would say most students did not finish on Tuesday. I will also add before school time on Wednesday from 8:00-8:50 for students who need more than half a class to finish. This announcement was made in class.

Thursday – CTLS assessment. In this assessment, students will be given a piece of writing, and they will answer eight questions on the passage. The skills tested in the assessment include: comprehension, summarizing, theme, and context clues. After the CTLS Touchstones, students were given the chance to read independently. Here is the Reading Accountability Bookmark for those students that asked in class today. Students may also bring a device tomorrow to take their grammar quizzes on if possible. If not, they will take their quiz the normal way on paper.

Friday – We will take our grammar quiz first thing. Then we will review the answers from the assessment on Thursday.

Assessments for the week: Major Narrative Writing due Tuesday. CTLS formative grade on Thursday. Grammar quiz on Friday.

Standards for the week:

W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Additional Standards Addressed: RL.6.5; RI.6.5; W.6.4; W.6.5; W.6.10; L.6.6

 

W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Additional Standards Addressed: W.6.3d; W.6.3e; W.6.4; W.6.5; W.6.6; W.6.10; L.6.1e; L.6.2b; L.6.3a

September 13th – September 15th

Wednesday – Today, the students had all day to work on their rough drafts. If students thought they were done, then they were instructed to go back and add detail wherever they possibly could. If students are falling behind, then they can come in tomorrow between 8:00-8:50 to get caught back up. All rough drafts should be done by the end of class on Thursday. 

Here is the rubric for how student essays will be graded. The students saw this in their textbooks the first week of school, and my version is a cut-down version so that it would fit to one sheet. Students will receive multiple scores from this essay. 

There is no grammar homework or quiz this week due to the days we missed. 

Thursday – Students had all class today to finish their rough drafts. If students are not finished with their rough drafts, then they are behind. On Friday, those who are finished will be participating in a peer review activity where they will receive feedback from their classmates. If students are not finished, then they will continue to work on their rough drafts. Students should make every effort to come in during homeroom to work on their rough drafts if they can finish them in fifteen minutes. This would allow them to participate in the peer review activity. 

Friday – Today, students will peer review their rough drafts. They will trade stories with several students to get feedback on details, dialogue, hooks, conclusions, spelling, grammar, sequence of events, etc. Those who were not finished with their rough drafts worked on finishing them. 

Please check your grades. There are some students who are not coming in to make up work they are missing when they are absent. This is hurting some grades.

Assessments this week:. There are no grades being collected this week, but the essay we are working on will be taken as several grades next Tuesday.

Standards for the week:

W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3.c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.3d: Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

Additional Standards Addressed: RL.6.5; RI.6.5; W.6.4; W.6.5; W.6.10; L.6.6

 

W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

Additional Standards Addressed: W.6.3d; W.6.3e; W.6.4; W.6.5; W.6.6; W.6.10; L.6.1e; L.6.2b; L.6.3a

September 5th – September 8th

Tuesday- Today, the class covered a lot. Students got their scores from Friday’s dialogue quiz back. It is already in studentvue/parentvue. This grade did make it on to their progress reports that are coming home tomorrow. There will be a retest opportunity this Friday, September 8th during class.

Then we went over homework from last Thursday and took the grammar quiz that was scheduled for Friday. Grades will be in first thing tomorrow morning. Next, we covered homework from last night on the “Grammar Homework” page on the blog. Students have more homework there tonight.

Lastly, we talked about the brainstorming process and students spent the rest of class coming up with personal narrative ideas. Tomorrow we will discuss good ideas vs weak ideas, and students will begin to develop the story in a prewriting format. Here is the PowerPoint that was scrolling in class.

Wednesday – Today, students answered questions about their topics to decide if they had enough information to turn it into a story. Then students received a graphic organizer to begin writing down as many ideas as they could about the parts of their story. They will have the rest of class tomorrow to finish the organizer. The graphic organizer is staying in the classroom during this process. Students are encouraged to think and discuss ideas at home, but their actual writing will stay in the room.

Thursday – Today, we went over homework and then review dialogue for about 5-10 minutes. Students have an opportunity to retest tomorrow during class. 

Finally, the students had the rest of class to complete their graphic organizers. Most students either finished or are close to finishing this step. Everyone should be done with this step tomorrow. Please ask your student where they are it the writing process. Homeroom and morning tutoring next week is available for those falling behind. Here is a review for the retest tomorrow: dialogue test review

Friday – Students will go over their grammar diagrams, and then they will take the grammar quiz. After the grammar quiz, students will either begin working on their writing pieces or they will retake the dialogue test. If students are retaking their dialogue tests, then they will begin writing after they have completed it.

Upcoming assessments: Friday – grammar quiz (formative), Friday – dialogue retest (summative) This is open to all students. Support materials can be found under last week’s blog post.

Standards for the week:

W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

W.6.3a: Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. Additional Standards Addressed:

W.6.3b: Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3c: Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. W.6.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.6.3a; W.6.3d; W.6.3e; W.6.4; W.6.10