Ms. Wejman

February 22nd, 2013

Miss Wejman’s Peek at the Week ~ Week of February 25th

Miss Wejman’s

Peek at the Week

Week of February 25th-March 1st

 

Reader’s Workshop

On Monday, the students will take the Unit 4 Journey’s Test.  All of the skills assessed have been taught during the month of February.  The students cannot study for this test.  It is strictly assessing them on their comprehension skills. To review for the ISAT, the students will practice the questions that they missed on the test.  Students will be pulled in small groups.  Since instruction will be focused on test preparation, there will be no homework and no Bingo sheet assigned.  When students are not working in small groups, they will be reading their guided reading books. 

 

Writer’s Workshop

Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

The students will pick one of their MEL-CON extended responses to write as a final draft.  The final drafts will be graded using the MEL-CON rubric and will be due on Wednesday, February 27th.  Because the extended responses are all answering questions pertaining to African-American history picture books, they will be posted for the Ray School Gallery Walk after school on Thursday, February 28th

 

Social Studies

Common Core Standard: Integrate Visual Information

As the students are learning about the Aryans, Maurya, Gupta civilizations of India, they will be using visual information to aid in their learning. 

February 18th, 2013

MEL-CON Rubric

CATEGORY

8 6 4 2 Score
Main Idea Writer has focused on one issue related to the assignment. Topic sentence is clear and well stated Focus is somewhat vague; topic sentence could be worded better, but there is a topic sentence Focus is unclear; what are you trying to prove here? Topic sentence is not evident Let’s talk.  
Evidence Ample evidence is given to support topic statement. Examples are specific and explained in detail Evidence is somewhat vague and not specific enough or evidence is not closely related to the subject Evidence is basically opinion, no specific evidence described or evidence described is unrelated Let’s talk.  
Link Paragraph contains a statement after each piece of evidence that clearly links information to the topic sentence, explains how the evidence fits Statement after each piece of evidence is related to the information in the topic sentence but not clearly linked Links are missing throughout the paragraph, only evidence; no real explanation of how the evidence supports main idea Let’s talk.  
Transitions Writer uses clear and sensible transitions between each piece of evidence Writer uses some good transitions although they are somewhat typical Writer does not use clear transitions; paragraph is disorganized as a result, hard to follow Let’s talk.  
Concluding Statement Writer uses a final statement that “wraps up” the paragraph, refers back to the main idea Writer uses a concluding statement that sort of wraps up the paragraph; could be stronger, but okay Writer fails to conclude the paragraph with a final statement to “wrap it up” Let’s talk.  
February 16th, 2013

Peek at the Week ~ Week of February 18th

Miss Wejman’s

Peek at the Week

Week of February 18th-22nd

 

Reader’s Worshop

Standard: Identify the causes of events in a story or nonfiction account.

In guided reading group discussions, every reader will be given an event in the text.  To follow the ISAT standard, every sixth grader must identify the cause of the event.  Discussions will focus on cause and effect in relation to the plot.

 

Writer’s Workshop

Standard: Draw evidence from literary or information texts to support analysis, reflection, and research.  

The sixth graders will continue to the use the MEL-CON writing model to answer questions for the extended response.  All extended responses will pertain to African-American history picture books.  Every sixth grader will pick an extended response to write as a final draft.  These final drafts will be posted in the hallway for the African-American gallery walk on Thursday, February 28th.  As a result, all final drafts will be due on Wednesday, February 27th

 

Social Studies

Standard: Distinguish among fact, opinion, and reasoned judgment in a text.

On Tuesday, the sixth graders will take the Chapter 6 Test. The test will have ten multiple choice questions, five vocabulary questions, two frame of reference questions where  the students will read two different points of view and identify the speaker’s frame of reference, a sequence of events activity that they will read about the Exodus and identify the events, and an essay.  The essay question is, “Two important developments-the Phoenician alphabet and Lydian coins-were adopted by many other civilizations of southwestern Asia.  Write a paragraph explaining why other civilizations started using these innovations.” To get full credit, the students must use the MEL-CON method to answer the question. 

February 15th, 2013

Homework ~ Week of February 18th

February 18, 2013

This week for homework, read The Princess Who Became a King byJoyce Hansen.  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.

 

Answer the Essential Question found on page 481 in five or more sentences. 

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

Illustrate a monument that Hatshepsut would have designed.  Label its various features. 

Write a sentence with each vocabulary word found on pages 476-477.  Each sentence must have at least eight words. 

 

Copy and complete the Graphic Organizer on page 479.  Identify the effect of a cause that you read in this text.  Read the Stop and Think on page 482 in five or more sentences. 
Write your answer for the Turn and Talk found on page 493. Your answer must have at least five sentences.    Illustrate your favorite part of the story.  Write a caption underneath the illustration.    Answer the Stop and Think on page 486 in five or more sentences. 

 

 

 

February 8th, 2013

Peek at the Week ~ Week of February 11th

Miss Wejman’s

Peek at the Week

February 11th-15th

 

Reader’s Workshop

Standard: Identify elements of fiction: plot, character, setting, theme, character foils. 

As the sixth graders are reading the text, they will identify the important elements of fiction.  In their identification they will explain how each contributes to their reading. 

 

Writer’s Workshop

Standard: Draw evidence from literary or information texts to support analysis, reflection, and research. 

The sixth graders will continue to use the MEL-CON model in answering extended response questions.  In this model, the students will be making a link with each piece of evidence that they have to answer the question.  As they state each piece of evidence, they will practice using a variety of transitional words.  The conclusion is an inference connecting their main idea, evidence, and links. 

 

Social Studies

Standard: Identify the causes of events in a story or nonfiction account.

As the students are reading about the Persian Empire, the students will identify the causes of actions made by Cyrus and Darius. 

 

Personal Best

During the third quarter, there will be an emphasis on the students doing their personal best in everything that they do in their lives.  Last week, we had a conversation regarding what personal best behavior looks and feels like.  They also wrote a letter to me stating what I can expect each student’s personal best to be.  This week, the students will write a letter to you stating how they will do their personal best in and out school.  The students will ask you to respond to their letters.  Please respond to these letters and return them to school on Wednesday, February 13th

February 8th, 2013

Homework ~ Week of February 4th

February 11, 2013

This week for homework, read The Hero and the Minotaur by Robert Byrd.  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.

 

Write the answer to Write about Values (page 467) in five or more sentences. 

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

Write the answer to Recipe for a Winner on page 467 in five or more sentences. 

Use all ten vocabulary words found on pages 450-451 in a sentence.  Each sentence must have at least eight words. 

 

Copy and complete the Graphic Organizer on page 453.  Identify the characters, setting, and plot.  Read the Stop and Think on page 457. Answer in five or more sentences. 
Answer the Stop and Think found on page 461. 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 455 in five or more sentences. 

 

February 1st, 2013

Week of February 4th ~ Peek at the Week

Miss Wejman’s

Peek at the Week

Week of February 4th-8th

 

Reader’s Workshop

Common Core Standard: Determine a central idea of a text and how it is conveyed through particular details, provide a summary of the text distinct from personal opinions. 

As the students are reading, they will be able to summarize the text.  Practicing the skill will also help readers prepare for the ISAT. 

 

Writer’s Workshop

Common Core Standard: Draw evidence from literary or informational texts to support analysis, reflection, and research.

During the month of February, the sixth graders will be practicing extended response prompts in preparation for the ISAT.  To practice this skill, the students will be using a writing strategy used at Kenwood called MELCON.  Through this strategy, the students answer the question in writing starting with the main idea (M), including three pieces of evidence (E), each with a link to the topic (L), and a concluding statement (Con).  The sixth graders will model this writing with the help of a graphic organizer.  The students will answer a question from a black history themed book.  The final drafts of this writing model will be posted in the hallway for the February 28th gallery walk. 

 

Social Studies

Common Core Standard: Integrate visual information.

After being introduced to the Ancient Israelites, every student will pick a visual feature from Lesson 1 that helped the learning of the Ancient Israelites.  Since we are learning about the origins of monotheistic religions, the students will also learn about frame of reference and how different people have different frames of references.  Homework will be pages 53, 54, and 55 due on Wednesday, February 6th

February 1st, 2013

Homework ~ Week of February 4th

February 4, 2013

This week for homework, read The Emperor’s Silent Army by Jane O’Connor.  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. 

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

Read the Stop and Think on page 432.  Identify five questions that you think will be answered in the next section.   

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. 
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. 

 

 

 

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