Sixth Grade Language Arts - Lower Dauphin School District
Sixth Grade Language Arts Mrs. Debbie Miller Sixth Grade This is when students make the shift from learning to read, to reading to learn. Students need to be encouraged to grow as a reader, but also be careful not to read books that are too difficult.
Middle school books may tackle difficult topics such as war, death, relationships, and good vs. evil. I love to read! I realize that some of my students do not love reading as much as I do! It is my job to help to connect kids with books that relate to their interests. Students are required to read a minimum of
thirty books for the school year. Books will be selected by the students but they are required to read from all of the genres. A portion of each class will be devoted to students reading their books. What is a balanced literacy program?
Reading Workshop: Where students pick individual novels (based on guidelines given by the teacher) and then read their book during class time. Students are expected to react to what they are reading through discussion with classmates, journals, projects and one on one conferences with Mrs. Miller. Mini lessons: Lessons that focus on a particular skill that will help students become more capable readers and writers. Mini lessons are usually taught to the entire class or to smaller groups based on student needs.
Students will read a variety of literary genres Realistic Fiction Historical Fiction Fantasy Mystery Informational Biography, autobiography, memoir
Poetry Standardized Tests SCOPE Magazine Provides high quality, high interest reading material Will make otherwise challenging text accessible to all students through videos, levelled articles, multiple readings, individual and group activities. SCOPE magazine has fiction and non-fiction articles with high interest
writing activities. SCOPE articles deal with current events and social issues that matter to teens. SCOPE articles provide the background knowledge for reading historical fiction. Writing Students will write for a variety of purposes Students will understand why they need to become capable writers
Students will learn to write for different audiences Students will learn to self edit their writing Students will learn to peer edit writing Students will use technology to research and type a piece of writing. Conditions for learning (based on the work of research of Brian Cambourne)
Immersion-students are surrounded by a variety of books Demonstrations-daily lessons Expectations-set by the teacher Responsibility-students help set their learning goals Employment practice Response-students receive non-threatening, immediate feedback from the teacher. Engagement-classroom activities must have personal value to students.
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