Download - Welcome to English Language Arts
Carole Pinkwasser
6C
Grew up in New York and went to Brooklyn College where I received my B.A. in Education
Received my Masters in Education from NAU in 1994 My husband and I moved to Arizona in 1979 Have two grown children, my son is married and we
have a 5 year old granddaughter This is my 3rd year at Altadena Previously, taught ELA at Akimel A-al for 13 years Before that, taught Kindergarten in Mesa for 9 years Also taught 6 years in a preschool in Tempe Highly qualified to teach English Language Arts and
World History
Please have a 3 section spiral notebook just for ELA
Grammar, test prep questions, journals
Spelling/vocabulary practice- weekly Wednesday to Wednesday, test each week
Reading Skills- read it, understand it, think it through
Writing Skills- sentence structure, paragraphing
Students are expected to hand write drafts AND edit/revise their own work. Adult help will come after the student process.
Common Core State Standards/ ELA Clear and consistent standards for teachers,
students, and parents Relevant, real world skills to prepare for
college and careers Be prepared to compete in the global
economy “I Can” statements, learning goals, check
understanding AZ MERIT in the spring
LexileDifficulty of the text is consideredwww.lexile.com (6th gr. 850-1050 and 7th gr. 950-
1075)
Informational Text*Major basis of reading material across
the core subjects Literary Text
Genres, structure of stories, real-life connections, and perceptions
Key Ideas and Details Read closely—cite specific textual evidence; make
logical inferences Determine theme and analyze development;
summarize Analyze how and why individuals, events, and ideas
develop and interact Craft and Structure
Technical, connotative and figurative meaning Analyze structure Point of view and purpose
Integration of Knowledge and Ideas Integrate and evaluate content Delineate and evaluate claims Analyze two or more texts
Reading will be more connected with written responses Defending answers by citing the author/author’s purpose Using Shared Inquiry Method, an active and collaborative
search for answers to questions of meaning about a text. It is a research-supported method of learning that promotes deeper thinking through reading, discussion, and writing. It always involves interpretive questions (questions that have more than one answer that can be supported by the text), close reading, collaboration, and reflective and critical thinking.
Making arguments based on informational reading Close Reading Strategies: a careful and purposeful re-
reading of the text to search for purpose, structure, words, ideas, and flow of the text.
Using annotation (highlighting, underlining, circling, writing in the margins, etc.) to help make connections
Text Types and Purposes Support claims using valid reasoning and relevant and
sufficient evidence. Informative/explanatory texts to examine and convey
complex ideas and information clearly and accurately Narratives to develop real or imagined experiences
Production and Distribution of Writing Produce clear and coherent writing appropriate to task Develop and strengthen writing Use technology to produce/publish
Research to Build and Present Knowledge Conduct short and long research projects Gather relevant information from multiple sources,
assess the credibility and accuracy of each and avoid plagiarism
Draw evidence from texts to support analysis, reflection, and research
Written Responses to reading text Journals, notes, short responses
Writing ApplicationsArgumentative/OpinionNarrativeExpository/InformationalLiterary Responses
6 + 1 Trait of Writing will be used along with scales and rubrics to score teach and score writing.
Students will use the “stoplight” method to highlight information in a text.
They will use the same method to structure their writing.
Green- topic/concluding sentence
Yellow- main ideas/points Red- examples, evidence
Read each night (20-30+ minutes)answer questions on Reading Log
Re-read classroom stories, Spelling/vocabulary practice (10 mins.)
-Due each Wednesday Grammar practice (10 mins.) Unfinished class work (???) Occasional time for research/writing if
doing a project
Please use the Parent Vue Portal on Kyrene web site to check grade and work completion status. Usually updated weekly.
Student receive daily grades for class work and homework. This includes “walk-ins”.
Larger assignments such as projects, reader’s response, research, creative writing work will receive more points than daily work.
Grading: 80% quizzes, projects, assessments 20% classwork and homework
Skits, plays, performances School Spelling Bee Word games/Brainteasers Friendly competitions in class
Class website- resources and handouts
Team website- homework
The best way to contact me is through email [email protected]
480-541-6102
Thanks for coming!
Placed if scored at or above the 97th percentile on national norms in one or more of three areas-verbal(language), quantitative(math), and nonverbal(spatial) reasoning.
Students should maintain a “B” or better average to stay in class. Will set up a parent meeting to discuss if an issue or problem occurs.
Vocabulary program-Classical Latin & Greek roots
Introduction to Shakespeare Above grade level stories (Literature book,
novels) Higher levels of comparing/contrasting Challenge the views of the author and
discrepancy between texts(literary analysis) Higher level speaking skills(multi-media) Kyrene website (Programs & Services-Gifted
Programs)-organizations, resources, activities, and gifted web links