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Welcome to Room 613Mrs. McDonald’s Language Arts

Back-to-School Night Presentation

Communications

Teacher Web site: : http://bvms.tvusd.k12.ca.us/~KMcdonald/index.htmhttp://bvms.tvusd.k12.ca.us/~KMcdonald/index.htm

Phone: 294-6600x3613 (Do not leave message.)Phone: 294-6600x3613 (Do not leave message.) BVMS Web siteBVMS Web site: Go to Staff,: Go to Staff,

McDonald- HW Calendar, web pagesMcDonald- HW Calendar, web pages Email is best! Email is best!

Class Policy Tear-off info is a mustClass Policy Tear-off info is a must.. See student grades with ID and passwordSee student grades with ID and password Students upload Students upload Google ChromeGoogle Chrome to use to use Google Google

Docs and Google Classroom. Docs and Google Classroom. Teacher gives Teacher gives feedback on shared writing.feedback on shared writing.

Infinite Campus Infinite Campus New System New System

See BVMS web site and click on Grades. Put in student’s ID and password. See Grade Report and possible comments • All grades have weights. 6th grade has

10% Practice (some have no points)30% Application: Quizzes, drafts

60% Assessments- Final Writings/Reading, Projects, Unit Tests, District Finals.

Writing takes time to grade, so I Writing takes time to grade, so I indicate if received or not. indicate if received or not. The actual grade shows later.The actual grade shows later.

In LA, large Writing/Reading Assignments collected on due date can indicate: 3 Points or more for handing in on time.“M” for missing assignment (no points=zero)

“L” means received late (some points) Student must check writing assgs. for

feedback. If indicated, he/she can revise andmark “ret” in the Assignment name window.(This works for Google Classroom and Docs.)

LA Common Core Standards stress:

Critical thinking involving reading of fiction and non-fiction, using vocabulary in context to arrive at and create meaning.-Signposts in reading are used so students will notice, note, question, and connect to their reading with annotations. This is called Close Reading.

Writing with an emphasis on forming a central idea and using a

specific organization based on author’s purpose to put it across.

Language skills using varied sentence structure

Speaking with academic language and Listening with partner

Reading performancesReading performances

Million Word Log or a Reading Response Log (parent sign) Novel Projects – One-Pager or Book in Bag analyzing theme (Must have Book Commitment Form signed.) Novel packet analysis Biography/Autobiography –Visual and oral presentation+listening

Central Idea: Formative and Summative Assessments

Summarizing skills practiced with note taking for LA and SS

Methods practiced with marking up a text for understanding, questioning, inferring, and summing up. Coding signposts, leading to questions and meaning. This is called annotating a text.

Nonfiction Informational Nonfiction Informational TextsTexts

Textbooks, reference materials, primary documents, You Tube videos

Biographies, diaries, journals, speeches Magazine, news articles All non-fiction materials provide researched

viewpoints and are used for text-based citations when students write arguments.

(MLA method)

Fiction – Core literature + Choice

Identifying and tracing themes in literaturelead students to analyze life.

Choose a novel with parent approval for P-3 DEAR or enrichment

1st Semester: Read short stories andMaroo of the Caves, or other

2nd Semester: Read The Outsiders, Roll of Thunder, Hear My Cry, or other

Forms of WritingForms of Writing

Explanatory explains ideas: compares-contrasts, relates news story, explains cause and effect, a problem-solution, or how to

Summary explains in brief exactly what author wrote. No personal views or interpretation.

Argument informs on both sides of an issue with a thesis which must be supported with cited evidence from a text.Example is an argument or response to literature essay.

Personal Narrative explains one incident: My eyes immediately met the hard, bright lights hanging

directly above. I soon realized that I hurt all over. .

Writing: Google Classroom leads to feedback from peers and teacher. Review/Revisions/Portfolio expected.

Teacher or peer feedback encourages revisions. On-Task Writing during class gets a

performance grade. Peer editing is crucial.Students will share writing and be required to give feedback to two others, using rubrics.

Revisions expected if at a “C” or 2. All writing is placed in a Google Docs LA folder

and submitted to Google Classroom.

LA District Assessments*LA District Assessments*

First Semester• Central Idea- Summing up Argument Writing *Will teach explanatory structure first

District Summative Assessment on reading and language in December before the Semester 1 ends.

Second Semester• Literature: Figurative Language, Theme Literary Response Compare-Contrast Narrative Writing District Summative Assessment

Reading and preparing

Fill in HW Planner. Watch web site HW calendar and subject area pages with links to print assignments if directed.

See Google Classroom with assignments/links. Practice, application, and preparation

make it easier for students to discuss ideasand participate using academic languageto express their understanding.

Ideas about Common Core

Thinking DeeplyEmphasizes critical thinking by insisting on citing areas of a text that explain their understanding.

Integrating Learning

Learning across disciplines with emphasis on tasksrequiring use of math, social studies, and reading inorder to produce concise constructed responses.

Showing how they know

Must show proof of understanding with cited evidence from text.

How do parents encourage this deeper thinking for Common Core?

1. Ask why when child tells you he/she wants something. Ask for a specific reason and example.

2. Explore their questions by researching with them.

3. Discuss an issue or problem, but show bothsides with examples. Brainstorm solutions.

4. Compare how things alike or different.

5. Respect your child’s opinions, but ask forreasons.

6. Explain what you value and why.