6th Grade Language Arts Homework:

Language Arts Homework:

-​ 10/15-10/18: Spelling and Vocabulary 1.4

*6B extra homework : consequence assignment for excessive talking

-Upcoming English/Grammar Unit 1 test tentatively scheduled for 10/22 (Reviewing all of Unit 1 10/18 and notes will be in the students' binders)

-Upcoming Day 5 Tests for 1.4 will be on Monday 10/21

 

 

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When you complete Spelling and Vocabulary Homework, remember to:

*LABEL each homework assignment with the Unit/Lesson Number and Title as well as Day 1, 2, 3, or 4

Ex.  1.2 Rainbow Spelling / Day 1

 

Additional Homework Policies:

*Always Homework: Complete any classwork not completed in class (ex. journal prompt, workbook page(s), etc.)

*Homework Audit: Like the IRS, Ms. Newton will randomly "audit" your homework to make sure you completed the necessary amount of vocabulary and spelling assignments up to that point.

Audit means " to conduct an official examination of an individual's or organization's accounts" so remember DO NOT throw away Spelling and Vocabulary homework assignments that may not be attached to paper in your binder until I check to make sure all assignemnts for each were completed for that Unit/Lesson.

*Please email me 24 hours in advance if possible to communicate information for the upcoming school day.

 

                                      

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GOOD TO KNOW..

McGraw Hill Online Access: 6th Grade
User Name:  Stthomastheapostle
Password:  Stthomas1
Google Classroom Code: 01zqbo5

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Spelling and Vocabulary Homework MENU CHOICES

*Only one menu item can be completed per spelling/vocabulary list/lesson.  For example, you cannot make a fortune teller for the same vocabulary list twice/two night.

REMEMBER TO LABEL YOUR SPELLING AND VOCABULARY PAGE IN YOUR BINDER EACH NIGHT YOU COMPLETE YOUR HOMEWORK!  *I will be doing surpise "Homework Audits" to make sure you are not using the same assigment you completed more than once in the week.

Homework Page Heading Example:   

1.1 Rainbow Spelling / Day 1    

1.1 Double D Vocabulary / Day 1

 

SPELLING MENU CHOICES:

Directions: Choose one of the following each night to practice ALL of your spelling words.  You must do different assignments each week to practice your spelling list (you cannot do the same activity twice with the same list of words). 

Ransom Words: Cut letters out of newspapers or magazines. Use the letter from the magazine or newspaper to include in a spelling word.  Do this for 5 spelling words and write the remaining words on the page.

Greeting Card Words: Fold a piece of printer paper or designer note paper in half to look like a greeting card.  Anywhere inside the card, write your spelling words. Card can be secured to your notebook a page with a staple or a piece of tape.

Vowel Spotlight: Write your spelling words and use a highlighter to highlight the vowels in each word.

Rainbow Writing: Write your spelling words in fun colors.

Picture Perfect: Draw a simple picture and hide your words inside the picture.

Spelling Word Search: Write your words and add additional letters to create a word find. Then use a highlighter to highlight your words or circle your words in pen/colored pencil/erasable pen.

Code Words: Come up with a code system with a symbol to represent each letter of the alphabet.  You can use this same code system each week you complete code words. Once you create the code system ( a = $  b = + ), write your spelling words in your code language.

Scrambled Words: Write each spelling word and next to each word, scramble the letters to make a scrambled word. 

Mark Up Words:  Using the Orton-Gillingham Method shown in class (using the handouts/cheat sheet), mark up any five words of your choice and write the remaining words on the list below.

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VOCABULARY MENU CHOICES:

Directions: Choose one of the following each night to practice ALL of your vocabulary words.  You must do different assignments each week to practice your vocabulary list (you cannot do the same activity twice with the same list of words). 

Meaning Collage: Cut pictures out of an old magazine or newspaper or you can print up pictures that represent the meaning of the word. Paste or tape into your notebook and write the word next to the picture.

“See” the Word: Write the vocabulary word and then a place or situation where you would “see” each word. For example, if the vocabulary word was “commotion”, I would write the word and then write “I would see a commotion in the gym during a basketball game”. Do this for at least six of the vocabulary words. Write the remaining words and definitions on the same page below.

Game of Memory: Cut out boxes or use flash cards to write a word on one and the matching definition on the other. To study, play a memory game to flip over cards to match the word with its corresponding definition. Bring cards in to class to show for credit.

Double D (Define and Draw): Write each word and definition then draw a small box below or to the side of the definition/word and draw a picture to represent the meaning of the word.

Four Square: Use the template in the classroom (take before you leave) to complete the vocabulary words using the four square method.

Sun and Clouds: Draw a sun and write your vocabulary word inside the sun.  To the left and right of the sun, draw a cloud. The cloud on the left, write a synonym for your word and the cloud to your right, write an antonym. *If there is no antonym for the word, write another synonym.  

Fortune Teller: Using a teacher provided template or making your own, create a Fortune teller that has the vocabulary term and on the inside, has the corresponding definition. Include all of the vocabulary terms in the fortune teller as the template shows. 

Vocabulary Sentences: Write a sentence for each vocabulary word.

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Ms. Nikki Newton, M.Ed.

Language Arts 6th Grade: Classroom Information Packet

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Never let the fire in your heart go out. 

Keep it alive. Serve the Lord.

 Romans 12:11

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My Classroom Overview

I. My Background 

I have been in education for over 15 years and have served in the capacity of both educator and administrator during my career.  I have taught many subject areas in both public and private schools in grade levels two through twelfth grade.

 

Degrees/Certifications:

• Associate degree in Business Administration

• Bachelor degrees in Elementary Education and Special Education

• Masters of Education in Measurement and Evaluation

• Highly Qualified Status in Middle School Language Arts

• Certified Orton Gillingham Instructor

Outside of education, I actively serve as a Firefighter-Emergency Medical Technician and currently pursuing Auxiliary Police. My passion for helping others has led me to these exciting careers.  

 

II. Classroom Management: Manners, Self-Control, Respect for Authority, and Self-Discipline

• Classroom management is essential to the success of effective instruction.  Due to my outside profession, showing empathy and respect for others while maintaining self-control and holding ourselves to a high standard is expected of me to be maintained at all times and under all conditions and I want to instill that same value in my students.  

• Manners are important - to the growth of a child, to a respect for authority as they continue to grow, to eventually developing a good work ethic - is interrelated to the developing manners, appreciation, a passion to work hard, and hold utmost respect for those around them.  Attending a Catholic school reinforces this belief in bringing back a formality to manners and etiquette as we are reminded that this is also an expectation clearly stated in the Bible.  

• You may have noticed your children using the phrases “yes/no ma’am/sir”, “yes please”, “no thank you”, etc. to replace common slang such as “yeah”, “uh huh”, and just a lack of acknowledging adults more formally. 

• It is expectations such as these that remind students of a reverence for God’s law and His utmost commandment of loving our neighbors as ourselves through the display of a genuine level of respect for all those around us, especially those in authority. I hope that I can instill my convictions in them and they can then enthusiastically offer that same level of respect beyond the classroom. 

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Classroom Rules and Expectations

I want to create a classroom that welcomes students and makes them enthusiastic learners.  I love to incorporate fun activities such as shaving cream spelling, group responses, games, play-doh, and anything fun that I see on Pinterest!  In order to have the freedom to incorporate fun, hands-on activities when possible, students’ maintaining self-control and positive behavior is essential.

 

 Classroom Rules

1. Bring all of your materials to class daily

2. Respect yourself and others by adhering to rules and demonstrating self-control 

3. Have a positive attitude and be willing to learn

 

Classroom Procedures

• Entering the Classroom: Students are expected to enter the room quietly, have their homework out and ready to be checked and/or collected, and begin completion of the Do Now (this can be a journal entry, worksheet, or workbook page). If completed with the Do Now before the start of the lesson, the student is to read quietly.

• End of Class: At the end of class, students are to remain in their seat until formally dismissed. There will be times when students will be asked to complete Exit Tickets upon which they will be handed out, completed, and submitted in the box upon exiting the classroom. 

• Listening To/Responding To Questions: Everyone has the right to be respected when they are speaking and to ensure this, students are instructed to always raise their hand to speak and to avoid speaking when someone else is. 

• Moving Around the Room: Unless an emergency, students are required to raise their hand and not get up from their seat without permission. Students are taught simple American Sign Language to “sign” their need as to not disturb instruction but to silently communicate to me his/her need and my response will be vocal or in sign language acknowledging and approving/disapproving the request in a non-disruptive manner.

• Leaving the Room: Students are asked to sign out on the front board and walk quietly and orderly to their destination and back again.  They are expected to return to class without causing disruption and erase their name off the board. STUDENTS ARE TAUGHT SIMPLE ASL (AMERICAN SIGN LANGUAGE) TO COMMUNICATE THE NEED TO LEAVE THE ROOM providing for minimal disruption during instruction.

• Classroom Language: Appropriate language is always required in the classroom. They are instructed to not use negative words but speak positively about other classmates and what we are studying.

• Walking in Halls: A respectful quiet is expected especially when going to and from mass. A reverence is to be shown for God as we enter into a holy place. Inside the church, hands are to be “quiet” as well as lips. The kneelers are to be placed gently down and lifted gently up. In the beginning of the school year, walking in the halls quietly and respectfully often times will be practiced.  

• Preparation: Students are expected to be prepared for class with workbooks, notebooks, pencils, glue sticks, posted notes, etc. This includes having assignments handed in or completed on time.

• Note-Taking, Journals, Completed/Submitted Assignments, Etc.: All students are expected to take notes and complete journal prompts in class.  All questions are expected to be completed through restatement of the question. Often times, some format of the RACES response will be used to respond to questions and journal prompts (Restate the question, Answer the question, Cite evidence, Explain the cited evidence in support of the answer, Sum it up - conclusion) in Language Arts and Social Studies.  Students in LA and SS will also be incorporating annotation into note-taking and developing good study habits. Binders and workbooks are checked periodically for completeness, neatness, and validity. Students will be utilizing research and analysis principles, understand how to utilize primary and secondary sources, and properly cite and reference sources. 

*STUDENTS ARE ONLY ALLOWED TO WRITE IN ERASABLE PEN  OR PENCILS - NO EXCEPTIONS. 

• Grading: Students will be graded on text comprehension, written response summaries, vocabulary, research and project assignments, online work submission if assigned, “Social Studies Station” work, CNN10 responses, group work, classroom activities, homework (completion only, not correctness), articles with Cornell note-taking, and notebook/journal checks. 

• CHROMEBOOKS: Students will need earbuds for class. STUDENTS ARE NOT ALLOWED TO PLAY GAMES ON THE CHROMEBOOKS AT ALL IN MY CLASSES. Students have asked to play games upon the completion of work. This backfires as students then rush through work to play games.  Unfortunately in this day and age, students often play enough games on electronics in the home setting, including my own children, so this is not allowed at all in my classroom.

 

Homework

I am a strong believer in making my time with students in the classroom as effective as possible reducing the need for extensive homework on a daily basis. Homework will be given for reinforcement of skills to ensure it is meaningful but reasonably limited.  

 

Homework Expectations

●Homework to be submitted by the following class  – extenuating circumstances can be discussed through parent-teacher communication.  Email is best as sometimes hand-written notes do not make their way to me.

●If a student is absent, it is their responsibility to make up work. In this modern time, all students have access to technology and can use that knowledge to contact another classmate to ask about the missed assignment or email me as well.  Extra copies of handouts are also kept in the colored magnet pockets on the board for each class.

●As necessary, extra homework may be assigned when activities are not completed in class due to classroom behavior.  Individual students may also receive additional homework when classroom assignments have not been completed and are as a result expected to be completed at home in addition to the daily assigned homework.

 

Homework should ALWAYS be copied in a planner.  Do not rely on technology.  This is not optional as students are reminded the website may not be updated, especially in the event of my absence with a substitute teaching in my place. 

Assignments are always due on the deadline given.

 

Additional Information

All of Ms. Newton’s classes need the following supplies: 1 ½ Binder, Binder Dividers, Binder paper hole punch (Staples, Dollar Tree, etc.), Pencils/Erasable Pens, Highlighter, Colored Pencils, Scissors, Tape, Glue, Expo Markers, Folder, Index Cards, Earbuds for Chromebooks. 

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Curriculum

McGraw-Hill Wonders; Houghton-Mifflin English; Orton-Gillingham/Wilson Reading 

Typical Language Arts Cycle

Day 1: Typically includes introduction of the phonics skill/spelling list with practice.  It also introduces the story vocabulary. The Week-At-A-Glance is sent home which highlights the above skills included in the unit and reading week/lesson.  The Week-At-A-Glance can be accessed online as well. Homework is a spelling and vocabulary activity.

Grade 6: http://www.theteachersguide.com/mcgrawhillwonderssixthgrade.htm

Days 2 and 3: Typically involves the introduction of the main selection story, reading genre, comprehension skill and strategy.  Vocabulary is reviewed throughout the story as well as comprehension with activities that assist the student with demonstrating mastery of material.  This utilizes the Wonders Literature Anthology textbook which builds reading stamina with engaging anchor texts. Homework is a spelling and vocabulary activity.

*TO ACCESS McGRAW-HILL READING WONDERS TEXTBOOK ONLINE:

Log on to: https://my.mheducation.com/login

For 6A/6B, use the username: Stthomastheapostle

Enter in the password: Stthomas1 (the first “S” must be capitalized – password is case sensitive) 

Click on “Reading Wonders” and your child can access the textbook online

Day 4: Typically involves a quick review before Day 5 assessments (spelling, vocabulary, and comprehension).  Day 4 also introduces a grammar skill and grammar instruction as the main focus. Homework is a spelling and vocabulary activity.

Day 5: Typically involves assessing students on the spelling list.  Students are also assessed on the comprehension/vocabulary of the main selection story (Selection Assessment).  Occasionally homework will be given.

*Sometimes we will have the optional "Days"

*Days 6-8: Typically consist of Writing mini-lessons/Writers Workshop and Grammar exercises, Writer’s Workshop, and additional reading activities whether differentiated small group instruction with small readers, Scholastic readers, or mini lessons embedded in the Wonders “week/lesson” are utilized for additional strengthening and reinforcing of skills. Homework is often a writing activity or grammar worksheet/workbook assignment.   A “Weekly Assessment” (Cold Read) is sometimes given during this time which incorporates the assessment of comprehension utilizing two “cold” read passages (text not read prior to assessment) with associated comprehension questions to assess the ability of the student to transfer the skill knowledge from the selection story to material not read previously. Every few assessments also include one essay where students must demonstrate understanding by writing a response essay utilizing the RACES writing strategy (R-Restate the Question, A-Answer the Question, C-Cite Evidence, E-Explain/Expand on evidence and thought, S-Sum it all up). Homework is often a writing activity or grammar worksheet/workbook assignment.

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The Five Components of Language Arts: Reading, Vocabulary, Spelling, Writing, English/Grammar 

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Reading

Genres include: Realistic Fiction, Historical Fiction, Traditional Literature (tall tales, fairy tales, folk tales), Fantasy, Mystery, Informational/Nonfiction (fact based), Biography, and Poetry. Students will also read and act out several reader’s theater/plays. 

Reading focuses on comprehension skill development with specific emphasis on analyzing and understanding more complex texts. Students will use evidence from the text in order to summarize the plot, make inferences about and analyze the text, and determine the central theme or themes in a text. They will understand and explain the point of view in a text; understand the significance of certain words and passages in a text through vocabulary skills such as through the use of context clues and inferencing. Students will understand similes, metaphors and other figurative language in reading and create such figurative language in their writing.

 

Writing/Composition:

• Students will expand on previously learned concepts to create coherent sentences using grade appropriate spelling and vocabulary. 

• Four basic types of paragraphs will be part of sixth grade language arts: descriptive (in this paragraph you can hear, see, and feel the setting in which the story takes place), narrative (it has a beginning, a middle, and an end, and it raises the reader's curiosity about what will happen next), expository (gives factual detailed information and can be instructive) , and persuasive (the writer has an opinion about a particular topic and want the reader to accept or consider his/her position).

• Students will be writing hook and thesis statements.  A solid paragraph is considered 6-9 sentences. Writing/Composition for essays with a specific question response will follow the RACES format (Restate, Answer, Cite, Explain, Summarize).  This most commonly occurs in writing prompts on assessments and any writing that follows a text summary/analysis. Students will be taught a variety of genres in writing that correspond to the reading genres through formal Writer’s Workshop instruction.

 

Vocabulary/Greek-Latin Roots:

Most vocabulary will stem from each unit from McGraw-Hill.  However, as the year progresses, students may begin to have additional vocabulary from the Common Core Vocabulary Workshop series as well as be instructed in Greek-Latin Roots.  Seventy-five percent of the English language is made of Greek/Latin roots.

*In addition to receiving specific vocabulary to memorize, students will also be instructed in how to use context clues and inferencing to help identify the meaning of an unknown word.

• Definition or Restatement: the meaning of the vocabulary word is in the sentence itself, usually following the vocabulary word.  

• Synonym: the sentence uses a similar word to help explain the meaning of the vocabulary word. 

• Antonym/Opposite/Contrast: the sentence uses a word with an opposite definition to give the meaning of the vocabulary word. 

• Example or Explanation: this type of context clue uses examples to help the reader infer the meaning of the vocabulary word.

 

Spelling/Phonics:

Spelling words and phonics concepts are introduced in the beginning of each unit.  In addition to this, phonics instruction utilizing Orton-Gillingham strategies will also be incorporated into instruction and embedded in daily learning exercises as many students even in these age ranges still struggle with encoding multisyllabic words.

 

English/Grammar: 

The Sixth Grade program starts off with a review of the last year's concepts which correlates with national standards and builds on and expands those concepts of systematic grammar instruction.

 

II. Language Arts Assessments

Assessment are used to ensure students understand concepts and standards in a course. It allows teachers to adjust and ensure students are learning. Assessment is also a measurement of mastery of a subject’s outcomes.

 

Spelling Tests (Language Arts)

Spelling tests will measure the students’ mastery on the selection spelling list that focuses on a specific phonemic concept.  Spelling instruction will also incorporate Orton-Gillingham principles in addition to the McGraw curriculum to provide additional phonics instruction to reinforce understanding of word attack skills in the practice of encoding (spelling) and decoding (reading) words. 

 

Selection Tests: Reading Comprehension and Vocabulary Assessments (Language Arts)

Selection Tests is a weekly assessment option that is part of the complete assessment program aligned with McGraw-Hill Reading Wonders and the Common Core State Standards (CCSS). Purpose of Selection Tests Selection Tests offers the opportunity to assess students on their knowledge of weekly selection and concept vocabulary and their comprehension of the reading selections found in the McGraw-Hill Reading Wonders Literature Anthology. Focus of Selection Tests Selection Tests focuses on two key CCSS areas—Reading and Language. 

 

The assessment items require students:

• to provide the correct meanings of previously-taught vocabulary words; and 

• to access meaning from previously-encountered text. 

 

Overview of Selection Tests  

Each assessment comprises the following: 

• 8 multiple-choice items assessing the weekly selection vocabulary and concept vocabulary 

• 5 multiple-choice items assessing comprehension of the weekly selection from the Reading Wonders Literature Anthology Vocabulary Items assess selection vocabulary and concept vocabulary. Items primarily ask students to provide a definition of the word; however, items featuring synonym/antonym identification, word categorizing, dictionary skills, and multiple meanings are used as well when applicable. Comprehension Items assess students’ understanding of the anthology selection using item types featured in the other assessment components.

 

Overview of Cold Read Assessments

Cold Reads are assessments that contain two passages that have not been reviewed or read previously. The student is to read the passage and answer ten comprehension and vocabulary questions.  Students are previously taught specific skills to tackle “Cold Reads” that are also requested to be utilized when taking formal standardized assessments. The Cold Read Assessment includes two passages, each with ten questions.

 

Students are to:

1. Begin by PREVIEWING reading the questions for the selection FIRST to assist them in identifying key information they will be paying more attention to as they go back and read the text

2. Students are to ENGAGE in the text by taking notes and highlighting key parts of information

3. Students are to SYNTHESIZE that information but understanding the text and their notetaking, using the information to eliminate incorrect choice options and validate the correct one with textual support/evidence.

 

Separate Reading Comprehension and Vocabulary Assessments (Language Arts)

At times, I will use different literature to expand students' exposure to genre and during these times, we will take a break from McGraw Hill and assessments on these units will be teacher or curricular created. Students may also be required to take notes on the assigned literature using the Cornell Note-Taking method.  The literature can include novels, specific cross-curricular texts, articles, and other media and print sources.

 

Writing and English/Grammar Assessments (Language Arts)

Writing will be assessed through a combination of journaling, writer’s workshop activities and published works, and writing on the McGraw Hill assessments. English/Grammar is assessed through assessments in the Houghton-Mifflin English curriculum. In addition to the grammar lessons embedded in the McGraw-Hill curriculum, we also utilize the Houghton-Mifflin English series into instruction to assure that students receive solid, comprehensive grammar instruction. Preparation for these mostly consists of reviewing the note-taking, sample questions, and test study guide completed and corrected in class.

 Friday, October 18, 2019

6A and 6B; no written hw- please study for chapter 3 test on 10/21 (Monday)

Please review returned quiz from yesterday, class notes, regarding equivalent conversions of fractions, decimals and percentages. Practice examples on  pages 76/ 86/93 in textbook for a thorough review. Workbook pages 6-12

IXL due 10/21  a minimum of 20 questions with a 90% smart score : Topics: N5, N7 and Z

Chapter 2 test  10/21

 

Thursday, October 17, 2019

6A and 6b; Page 94 #"S 1-16

IXL due 10/21  a minimum of 20 questions with a 90% smart score : Topics: N5, N7 and Z

Chapter 2 test  10/21

 

Wednesday, October 16, 2019

6A and 6b; Please complete EPpage 4 #"s 48-65

IXL due 10/21  a minimum of 20 questions with a 90% smart score : Topics: N5, N7 and Z8

Please note change is assessment dates due to MAP testing

Quiz lessons 2.6 and 2.7   10/17

Chapter 2 test  10/21

 

Tuessday, October 15, 2019

6A and 6B; Please complete page 93- quiz review

IXL due 10/21  a minimum of 20 questions with a 90% smart score : Topics: N5, N7 and Z8

Please note change is assessment dates due to MAP testing

Quiz lessons 2.6 and 2.7   10/17

Chapter 2 test  10/21

 

 

 

 

 

 

 

 

 

 

 

 

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-6th Grade Science

10/7 6A and 6B Go on google classroom and join my science page.  Use the following codes 6A m49d4z 6B 1ynvwa

9/27 6A Using the pdf under the assignments tab, read pages 7-9 and do questions 5-9.  Remember to use 3 - 4 sentences for the open ended questions and write out the question and answers for multiple choice and fill ins.  Due Tuesday October 1st.

9/25 6B Go online to hmhco.com/ed and access your assignments.  Use the Properties of Matter pdf to read and do pages 6-9 and nunbers 4-9.  Due next class

6B Science Finish the Lab safety Equipment Warm up pages and tape/glue into your book.  Due Monday.

6A and 6B Quiz on Friday 9/20 on Lab Safety Equipment.  Study your notes and  pictures in your notebook.;

Lab Safety Equipment Study Guide

Know/Study:

• Names and pictures of the safety equipment
• The use and purpose of the safety equipment.
• Compare and Contrast fire blankets and fire extinguishers.  (Write a practice essay)
• Study worksheets, pictures and notes in books.

6th Grade Social Studies Homework

 

 

 Homework

Record vocabulary and answer Section 1 questions 3-7 (page 117)

6A 9/26 - Complete online reading assignment and activity - Due Friday

6B 9/25 - Complete online reading assignment and activity - Due Thursday

 Record vocabulary and answer Section 1 questions 3-7 (page 117)

6A - Complete online reading assignment and activity - Due Friday

6B - Complete online reading assignment and activity - Due Thursday

Session 3: Sin and Salvation Test will be on Wednesday (10/30).

A review will be posted next week.

Please make sure you are using your textbooks to review along with your online resources. 

 

 

Mrs. Ramirez 6th Grade Homework

 

Tech 6th Grade Homework