WELCOME PARENTS!

Ms. Kelly Reilly

Advance Literature & Language Arts 6

reillyk@penntrafford.org

724-744-4431 ext 2101

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6th Grade Helpful Tidbits

• All teacher lesson plans are posted at Penn Middle’s homepage
• If your child forgets his/her homework at school, a copy can usually be accessed at Google Classroom
• Your child should expect more homework than elementary school, especially in an advanced course
• Your child should take advantage of WIN (“What I Need” time built into 5th period)
• Your child should bring his/her binder, independent novel, Chromebook, and a pencil every day
• Your child should charge his/her Chromebooks every night!

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Required Materials: 3-ring binder (1.5” or larger), loose leaf paper (prefered) or notebook, folder, and pencil

Suggested Materials: crayons and markers for projects

Curriculum Goals

• To teach and encourage your child how to be a more confident reader and writer.
• To develop your child’s writing skills in regard to ideas, organization, fluency, word choice, voice, and conventions.
• To encourage your child’s engagement in thoughtful discussions of reading and writing.
• To expand your child’s vocabulary in speaking and writing.
• To encourage and develop the proper use of the English language through grammar review and study.
• To strengthen character through teaching and modeling organization, responsibility, kindness, and compassion.

Your Child Should Expect…

• To practice various reading strategies to improve reading comprehension and understanding of literary elements.
• To be challenged and driven to improve all aspects of his/her writing, requiring thoughtful reflection as well as multiple revisions and edits of papers.
• To contribute thoughtful answers to questions during discussions of literature and writing (and hopefully pose his/her own thoughtful questions).
• To spend significant time learning the meaning of and practicing the usage of root words and vocabulary words.
• To demonstrate spelling knowledge of grade appropriate words.
• To improve grammar and usage skills and apply to all assignments, especially writing papers.
• To earn grades based on quality work that reflects thought, effort, careful attention to directions, and timely submission.

Literature

Students should expect to read with purpose using various reading strategies we are practicng in class. Sometimes we will read selections together and othertimes students will be expected to read independently (this could be with class time or as a homework assignment).

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Students should expect to participate in literature discussions and should expect some type of assessment with each piece we read. Assessments can range from collecting reading questions, assigning writing prompts, or some type of project or test (including “pop” quizzes).

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Here are some of the genres and materials we may use:

• Fiction, Nonfiction, Drama, & Poetry
• Various selections from CommonLit, Scholastic Sope Magazine, and reading anthology
• Novel Study
• Hathet by Gary Paulsen
• Wonder by R.J. Palacio
• Number the Stars by Lois Lowry
• Tuck Everlasting by Natalie Babbitt
• Holes by Louis Sachar

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Independent Reading

In addition to the literature we read and study in class, students are required to select a book each quarter to read and study independently.

*Students can borrow a book from the school library or my bookshelves or can bring in a book they obtained themselves.

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While some class time will be set aside for silent reading, students should expect to read a majority of their book at home following the goal we set in class. There will be periodic “check in’s” and a final project/presentation on the book. *Please note that students will be required to present to the class.

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Requirements for book selection:

• 6th grade level or above (teacher approval)
• Aim for at least 150 pages and correct genre (teacher assigned)
• Parent permission (permission slip/sign-off)

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REMINDER: Students are expected to bring their independent novel every day and may lose points if they do not; if a student finishes the book early, she/he must obtain another book.

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Writing

Students should expect to write on a weekly basis in various ways:

• RACES paragraphs, multiple paragraph essays (TDA), creative writings (short story or poetry), opinion responses, journal writing.

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Students should expect to write for various reasons:

• To demonstrate knowledge of literature, grammar, or writing; to practice the writing process; to creatively express themselves.

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Skills we will be focusing on are:

• Funnel introduction and conclusion, paragraph organization, text specific evidence and citations, using transitional words and phrases
• Utilizing literature devices in creative writing (figurative language, imagery, symbols, etc.)

*We will be keeping writing folders, so students should hold on to drafts and returned writing assignments. Teacher will provide this folder.

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Grammar

Students should expect to take daily grammar

notes and complete daily grammar exercises from

the class textbook, grammar websites, or teacher

resources. Assessments will follow upon completion

of a unit of study.

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Reinforcement of Previously Learned Skills

• Parts of Speech & their function
• Phrases & their function
• Verb Forms & Tenses
• Sentence Types & Sentence Structures
• Commonly Confused Words
• Command of capitalization, basic punctuation, & spelling

*We will be creating interactive grammar notebooks in class. Notebooks may count towards a grade and sometimes may be allowed on tests, so students should keep these notebooks neat and organized! (Notebooks will be provided by the teacher as will shared materials - glue, scissors, crayons, etc. If students are able to provide their own, it will help expedite the activity.

Common Core/PA Standards 6

• Pronoun case
• Intensive pronouns
• Inppropriate shifts in pronouns
• Vague Pronouns
• Punctuation to set off nonrestrictive/parenthetical elements

Affixes and Root Word Study

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Each unit runs one week. The correct spelling and exact definition will be expected on root word quizzes.

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Vocabulary Study

Each unit runs two weeks. After three units, the cycle restarts with the next three units.

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Students are encouraged to use the words in their writings as well as class discussions.

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Warm-ups

Students will complete a daily warm-up prompt/bellringer activity. Most entries will be recorded in a writer’s notebook that the teacher will provide. The purpose of these activities vary, but some are to build writing stamina /writing skills, encourage students to collaborate with peers, introduce/reinforce a class concept, improve logical thinking/deductive reasoning. Note: Warm-up notebooks may be collected for a grade.

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The typical entries are as follows:

• Mindful Monday - students will interpret a quote (ususally motivational), support whether or not they agree/disagree with it, and discuss how it applies to themselves/the world
• Teacher Tuesday - teacher will dictate a topic to introduce or for reinforcement of a class concept
• Wordy Wednesday - students will edit a sentence and apply scaffolded grammar concepts
• Thinking Thursday - students will read/listen to a mystery story and try to solve it or will try to solve word puzzle problems
• Free Wrtie Friday - students will write/journal about whatever they want or use the teacher provided prompts for inspiration

Reward System

I have never attempted this before, so it is something I will be creating with the students the first couple of days. The idea is students can earn tickets throughout the year for different reasons - top score on an assignment, exceptional creativity or effort on an assignment, caught being kind, great class attitude or class participation, review game winner. (I’m sure they will brainstorm some more for me.) Tickets will be placed in a jar and names will be drawn throughout the year for a prize. Prizes may include a homework pass, bonus points, seat selection, a candy treat, some other food item or token. (Again, I’m sure they will come up with some items they want to win.)

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Since this is an advance level course, students will be working very hard, and I want them to know how much I appreciate their time, effort, and positive attitudes.

Grading

• Students are evaluated on a point-based system for each assignment. Point values vary and are generally higher for tests, essays, and projects.
• Student grades are not only a reflection of time and effort; more importantly, a grade reflects one’s level of thought and skill as well as the ability to adhere to assignment directions, specifications, and rubrics.
• Please check grades on PowerSchool regularly.

Get Involved

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• Read the literature we are studying in class so you can talk with your son/daughter about it.
• Ask your son/daughter to share his/her writing with you. Offer to be a peer editor.
• Study the vocabulary words with your child and encourage the use of the words in conversation.
• Encourage your child to read his/her independent book or utilize the online practice quizzes, flashcards, etc. if he/she is “bored.”
• Please be familiar with the Class Rules; these will be reviewed on Day 1 and should receive a parent signature.
• Communication is so important; contact me any time if you have a question or a problem.