8/20/2012 Mr. Caccavale Mr. Gooding Mr. O’Connell Mrs. Stafford

Top down approach Focus is on depth of knowledge and understanding Scaffolding of concepts from grade to grade 47 states on board SIXTH Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. SEVENTH Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. EIGHTH Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

 Focus on specific learning outcomes  Students take part in creating mission statements, analyzing data, and setting goals Progress monitored throughout the year and tracked on graphs displayed in room Plan  Do  Study  Act

Plot SettingCharacter Development Comprehension Vocabulary “Digging” into the text

 Common Core Standards –  dig deep (explain, evaluate, defend, analyze, …)  look at writer’s technique  focus on various genres including non- fiction  Develop strong readers with a solid skill base to understand and retain literature  Focus literary elements – plot, character development, theme, point of view, etc…

Materials – Harcourt– McCall-Crabbs – Jr. Great Books– Reading A-Z – literature studies Reading Logs – 20 pages per night for total of 400 pages per month Classes work fits their needs Interactive Student Notebooks (ISN) Class library – open to all sixth graders – book orders help fill shelves – donations of books or money to purchase books are welcomed

 This class uses FOSS (Full Option Science System) as the basis for study. FOSS is aligned with Arizona State Standards and was developed through rich collaboration of scientists, educational researchers, curriculum developers, assessment specialists, teachers, administrators, community members, and parents. Students learn by doing science. FOSS engages students to construct an understanding through investigations and analyses, using lab equipment, readings, and interactive technology.

 Water & Weather : energy transfer, air pressure, and water cycle(Aug  Dec)  Diversity of Life: use microscopes to study organisms, including cell and life functions (Jan-  May) 9 Topics per Unit Each topic has 1-3 parts, each part taking 1-2 days to complete

Investigation 1: What is Weather Investigation 2: Where’s the Air Investigation 3: Seasons and Sun Investigation 4:Heat Transfer Investigation 5: Convection Investigation 6:Water in the Air Investigation 7: The Water Planet Investigation 8: Air Pressure and Wind Investigation 9: Weather and Climate

Investigation 1: What is Life Investigation 2: Introduction to the Microscope Investigation 3: Microscopic Life Investigation 4: The Cell Investigation 5: Seeds of Life Investigation 6: Transpiration Investigation 7: Plant Reproduction Investigation 8: Snails and Roaches Investigation 9: Kingdoms of Life

 1-2 hands-on student investigations “labs”  Science Interactive Student Notebook (ISN) – must be kept in binder  Power Point – outlines entire topic, notes taken from this– Will be posted to website after majority of content covered  1 reading per topic in resource book  Video clip(s)  Quiz (at conclusion of topic) No NOTES allowed on quiz– Students USE notes in ISN TO STUDY

 Grades posted regularly  Not every assignment/activity is for a grade  Breakdown 25% Labs 35% ISN checks which includes class work and homework 40% Quizzes/Tests

 Cooperative groups (change each quarter) 4-5 kids per group  Website  very helpful  Homework  Power Points  Helpful websites  ISN Table of Contents

 4 th Quarter  Demonstration of Scientific Process using Scientific Method  Experimentation done at home with time in class to work on other components  Science Fair will be sometime in May

Using the Common Core Standards

Argument: To persuade, bring about some action on reader’s part, or ask reader to accept a certain point of view; includes a claim, reasoning and evidence Informative/Explanatory Writing: To clarify or increase readers’ knowledge or understanding of a subject Narrative: To convey experiences, either real or imaginary, in order to inform, instruct, persuade, or entertain Writing priorities change as one moves up the grades

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. Use technology to compose and publish documents Speaking and Listening and Language Use of Writing Process

 Prewriting - Using strategies to generate, plan, and organize ideas for specific purposes.  Drafting - The use of prewriting activities to create a first draft containing necessary elements for a specific purpose.  Revising - Evaluating and refining the rough draft for clarity and effectiveness. “Ask: Does this draft say what you want it to say?”  Editing - Proofreading and correcting the draft for conventions.  Publishing - Formatting and presenting a final product for the intended audience.

 While we will still teach and develop the six traits of Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions, this year students will receive a single score of 1 – 6 on a writing matrix that combines the individual traits.

 There will be one big assessment per quarter: Personal Narrative, Informative/Explanatory, Persuasive (Argument/Claim), Narrative of student’s choice  Other projects/ units: six traits, friendly letter, functional (directions/ how to), author’s craft, organizational structures, poetry, literary response, and more!

 Writing program introduced last year.  Helps writers with the pre-writing step in the writing process.  Use of Thinking Maps to organize ideas before starting a piece.  A skill-based program.

 Daily Language Review (DLR) Monday-Thursday  DLR quiz on Friday (on clickers)  Demonstrate a command of conventions  Focus on use of pronouns  Figurative Languange  Vocabulary

 Ancient Mesopotamia  Ancient Egypt  Ancient Greece  Ancient China  Ancient Rome  And more…

 Three projects will be created during the year  Allow students to dig deeper into a topic  Designed to meet Common Core standards  Can be done individually, or in pairs

 Used for chapter notes  Creative outlet  Excellent study guide

Hello!

 Curriculum—”Math Connects” —more problem solving based  Website- glenco.com (One site has it all!)  Common Core! Shared Standards between states in the United States  Common Core! Philosophy for math…go for a deeper understanding of the concepts rather than teaching numerous standards with little depth

 Students will be given immediate feedback as they are working— ”Stecking”...a.k.a. Stamp Checking  Students who need additional help are called back to meet as a small group  Most work should be completed in class  Students will be taught to self-monitor their homework at home (odd answers are in the back of the book)

 5% Foldables  20% Homework  25% Daily Quizzes  50% Tests

 Grades based on tests, quizzes, class work, and projects  Tests will be completed after each chapter  Two to four quizzes per chapter

 Schedule: TBD  Homework min.  Weekly Folders  Newsletters:  Websites  PTA 8:45 – 8:55 DLR 8:55 – 9:40 Specials (4-day) 9:40 – 10:40 Hour 1 10:40 – 11:30 Writing 11:30 – 12:30 Hour 2 12:30 – 1:10 Lunch 1:10 – 1:30 Writing /Dear 1:30 – 2:30 Hour 3 2:30 – 3:30 Hour 4