Ms. Wejman

January 31st, 2012

Expository Rubric

  4 3 2 1
Ideas The writer displays knowledge/

authority on the subject.  The writer included authentic details to make the writing engaging to read.

The writer displays knowledge/

authority on the subject.

The writer displays some knowledge/

authority on the subject.

The writer does not know about the topic.
Introduction The writer uses an interesting introduction that lures the reader into the writing. The writer uses an introduction that interests the reader. The writer writes a lead. There is no lead in the writing. The text just begins.
Organization The writer has divided the text into appropriate paragraphs.  Every paragraph has a subtitle that tells the reader what the paragraph is going to be about. The writer has divided the text into paragraphs.  Every paragraph has a subtitle. The writer has divided the writing into paragraphs. The writing is not divided into paragraphs.
Language The writer integrates specialized vocabulary into the selection. There are many examples of specialized vocabulary in the selection. There are few examples of specialized vocabulary in the selection. There are no examples of specialized vocabulary in the selection.
Presentation The writer uses the correct punctuation. The writer uses the correct punctuation most of the time. The writer has a few punctuation errors. The writer has many punctuation errors.

 

Expository Topic:  ________________________________________________________

What do you want to teach the reader about your topic? __________________________

_______________________________________________________________________________________________________________________________________________

January 26th, 2012

Peek at the Week ~ Week of January 30th

Miss Wejman’s

Peek at the Week

Week of January 30th-February 2nd

 

 Reader’s Workshop

Common Core Standard: 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.

The sixth graders will be distinguishing between fact and opinion in the books that they are reading.

Writer’s Workshop

Common Core Standard: Use precise language and domain-specific vocabulary to inform about or explain the topic.

Final drafts of the expository writing are due on Thursday, February 2nd.  Mini-lessons this week will focus on using specific language to inform the reader of his or her topic.

Social Studies

Common Core Standard: Describe how a text presents information (sequentially, comparatively, and casually).

The next lesson in the social studies text is focused on The Phoenicians and the Lydians.  As the students are reading the text, they will compare and contrast the contributions of these two civilizations.  The students will also take theAsiageography test.  Room 512 will take the test on Monday and Room 503 will take the test on Tuesday.

Poetry

Common Core Standard: Interpret Figures of Speech

The students will be identifying parallelism in poetry.

Musical

Common Core Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English.

The performance of “I Have a Dream” the musical is finally here.  The students will be performing at10AMand2PM.  All parents are encouraged to attend.  The sixth graders have been working very hard on preparing for this production.

January 26th, 2012

Homework ~ Week of January 30th

January 30, 2012

This week for homework, read The Emperor’s Silent Army by Jane O’Connor.  By Thursday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

 

Did you like this story?  Write five sentences explaining why you like this story or not.

Write a letter to Miss Wejman about this informational text.  Your letter must have at least five sentences.

Answer the Express Yourself activity on page 441 in five or more sentences.

Use all ten vocabulary words found on pages 424-425 in a sentence.  Each sentence must have at least eight words.

Copy and complete the Graphic Organizer on page 427.  Identify a fact and opinion from the text. Read the Stop and Think on page 432.  Identify three questions that you think will be answered in the next section.
Answer the Stop and Think found on page 439. Identify a fact and an opinion.  Illustrate your favorite part of the story.  Write a caption underneath the illustration. Answer the Essential Question on page 429 in five or more sentences.

 

 

January 20th, 2012

Peek at the Week ~ Week of January 23rd

Miss Wejman’s

Peek at the Week

Week of January 23rd-26th

The end of the quarter is this week.  All late work is due on Wednesday, January 25th.

Reader’s Workshop

Common Core Standard: Compare and contrast one author’s presentation of events with that of another.

To practice this comprehension skill, the student will meet in their guided reading group to compare and contrast another book.  While they are reading, they will also be comparing and contrasting within the text.

Writer’s Workshop

Common Core Standard: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting, graphics and multimedia when useful to aiding comprehension.

The students will receive a rubric stating the requirements of the expository essay that will be due next week.  Mini-lessons will focus on writing an introduction and organization.

Social Studies

Common Core Standard: Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

The sixth graders will begin Chapter 6 this week.  They will focus on The Ancient Israelites.  As they are learning about the Ancient Israelites, they will be using a graphic organizer to identify key ideas in each section.

Poetry

Common Core Standard: Distinguish among the connotations or words with similar denotations.

As the students are reading their poem, they will be able to identify the connotation of a specific word in the poem.

Musical

Common Core Standard: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

The students will be practicing the script in the musical to prepare for next Thursday’s performance.

January 20th, 2012

Homework ~ Week of January 23rd

January 23, 2012

This week for homework, read The Real Vikings by Melvin and Gilda Berger.  By Friday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

 

Did you like this story?  Write five sentences explaining why you like this story or not.

Write a letter to Miss Wejman about this informational text.  Your letter must have at least five sentences.

Before reading this story, preview the story.  Write three sentences predicting what you think the purpose for reading this story will be.

Use all ten vocabulary words found on pages 402-403 in a sentence.  Each sentence must have at least eight words.

Copy and complete the Graphic Organizer on page 405.  Compare and contrast how the Vikings are alike and different. Read the Stop and Think on page 413.  Answer the question in five or more sentences.
Answer the Stop and Think found on page 411 in five or more sentences.  Illustrate your favorite part of the story.  Write a caption underneath the illustration. Answer the Essential Question on page 407 in five or more sentences.

 

 

January 11th, 2012

Peek at the Week ~ Week of January 17th

Miss Wejman’s
Peek at the Week

Week of January 17th-20th

As some of you may know, Ray Elementary is following the Common Core State Standards Initiative to implement instruction (http://www.corestandards.org/) .  To be accountable for teaching these standards, I will post the specific standard being taught on the blog each week.  I will also be posting the standard in the classroom so that the students become familiar with the language and so that expectations are clear to them.

Reader’s Workshop

Common Core Standard: Integrate information presented in different media or formats (text features) as well as in words to develop a coherent understanding of a topic or issue.

To practice this standard, the sixth graders will be identifying text features and describing the significance with understanding the subject matter of the text.

Writer’s Workshop

Common Core Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

As the students are brainstorming topics for their expository writing, they will be focused on writing small details to elaborate their topic.  Writers’ notebooks will be due on Friday.

Social Studies

The sixth graders will spend the week reviewing for the Chapter 5 Test.  In addition to the multiple choice and true/false sections, the students will have to complete a Venn Diagram comparing and contrasting the Olmec and Mayan cultures (two similarities and two differences for each culture, six points total).  The essay question is as follows: Experts believe that a strong central government controlled the cities in the early IndusValley.  Explain why (three reasons for three points). The skill section will focus on comparing tables to classify information.  The students can not prepare for this section of the test but we did review this skill in class.  Room 503 will take the test on Thursday, January 19th and Room 512 will take the test on Friday, January 20th.

Musical

The students will continue to practice performing their part of the play.  Please save the date of Thursday, February 2nd for the performance.

 

January 11th, 2012

Homework ~ Week of January 17th

January 17, 2012

This week for homework, read Team Moon by Catherine Thimmesh.  By Friday, you should complete three tic-tac-toe activities in your homework notebook.  At the top of each page, you should write the date and title of the story.

 

Did you like this story?  Write five sentences explaining why you like this story or not.

Answer the Stop and Think on page 380 in five or more sentences.

Before reading this story, preview the story.  Write three sentences predicting what you think the purpose for reading this story will be.

Use all ten vocabulary words found on pages 375 in a sentence.  Each sentence must have at least eight words.

Copy and complete the chart on page 377.  In the chart, identify two text or graphic features with the page number and the purpose of each feature. Answer the Stop and Think on page 388 in five or more sentences.
Answer the Stop and Think found on page 384 in five or more sentences.  Illustrate your favorite part of the story.  Write a caption underneath the illustration. Write a letter to Miss Wejman about this narrative non-fiction story.  Your letter must have at least five sentences.

 

 

January 11th, 2012

Social Studies Project

For our second project of the second quarter, the sixth graders will be making a table to classify information about the civilizations that they learned in Chapter 5.  The title of the table will be Early Civilizations of Asia and Middle America.  The students can use their social studies book or other resources to research information.   Please follow the rubric when completing the table.  More specific directions are found on page 163.  The table is due on Thursday, January 19th for Room 503 and on Friday, January 20th for Room 512.

  4 3 2 1
Information The table has accurate information about the Shang, Harappan, Mayan, and Olmec civilizations. One of the civilization’s accurate information is missing. Two of the civilization’s accurate information is missing. Three of the civilization’s accurate information is missing.
Information The table has accurate information about each civilization’s government, economics, and arts. The table includes two of the three categories. The table includes one of the three categories. The required information is not included.
Bibliography The student includes a bibliography of where the information was found in correct MLA format. The bibliography is missing one of the correct MLA required formats. The bibliography is missing two of the correct MLA required formats. There is no bibliography.
Neatness The table is presented in a neat, organized way. The table is presented in an organized way. Some of the information is presented neatly in the table. The table is not neat.

 

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