ENGLISH 6
2017-2018
Debbie Alber
516-393-4239
The sixth grade English curriculum is comprised of four interconnected components: reading, writing, grammar, and word study. While specific skills in each component are taught throughout the year, the major emphasis is placed on reading and writing. Literature selections and writing assignments are closely connected and designed to mirror the social development and emotional understanding of sixth grade students.
Reading
The reading component includes four novels, as well as short stories, poems, picture books, memoir, and nonfiction selections. Most of the literary themes focus on the student as an individual with connections to family and friends, the transition from childhood to adolescence, the importance of place in our lives, and our connection to nature. Additionally, in an effort to develop a better understanding and empathy for learning differences and disabilities, two of the novels have this underlying theme. Students will also receive a monthly Scholastic magazine containing high interest articles that will be supported by specific skill development lessons and activities. One of the goals in reading is to develop an appreciation of the craft techniques used by writers. In addition, through guided reading students are taught and encouraged to use strategies that lead to improved comprehension, to make connections with the text, and to have meaningful literary discussions with their peers. Finally, every student has literacy class built into the schedule three days per week, which is used to support the reading and writing being done in English and other core classes.
Writing
Students learn about the qualities that are inherent in all good writing—ideas, organization, voice, word choice, sentence fluency, conventions, and presentation—as well as how to incorporate these qualities into their own writing. Students write frequently about topics that are meaningful to them, and often these entries become the inspiration for longer pieces, involving all phases of the writing process. Initially, lessons focus on the sentence. By learning about various sentence structures, methods for combining sentences, and elaboration strategies, students acquire the tools to strengthen their writing at this basic level. Once they are able to construct a variety of strong sentence types, they move on to writing solid paragraphs and longer pieces. In English, the focus is on narrative writing and literary response; however, I will be working closely with the teachers and students on the persuasive and informational writing that will take place in their other core classes. Picture books will be used frequently as models for writing because they provide a highly visual way to engage students in reading and writing and can easily demonstrate a particular craft technique that is being targeted. During the course of the year, every student will also create a hardcover picture book showcasing their best writing projects, which will be shared at the end of the year with students in the Lower School. 6th graders are given many opportunities to develop their oral expression through frequent class discussions, oral reports, and project presentations.
Grammar
The study of grammar in 6th grade is closely connected to writing. We begin with a review of the parts of speech and sentence components. After that, students will begin to learn techniques for varying, expanding, and manipulating sentence structure. Although students receive some direct instruction in grammar, emphasis is placed on the development and application of these skills in their own writing.
Word Study
Word study, vocabulary development, and spelling will take place primarily within the context of our readings and a study of frequently misused words. Precise word choice is also stressed during writing instruction.
Homework
A reasonable amount of written homework usually requiring 15-20 minutes a few nights each week will be assigned in addition to the expectations of 20-30 minutes of nightly independent reading. Students are encouraged to use the extra help time provided during the school day to get a head start on homework, particularly if they are involved in afterschool activities. Homework assignments are posted in the classroom daily and should be copied into the student planner; however, is also posted on the FA portal as a backup. The best support you can offer to your child is to provide a quiet, well-supplied workspace and check-in occasionally as the child completes the work independently. Establishing a routine early in the year, developing good time management and organizational skills, and seeking support from teachers when needed are key components to a successful year in 6th grade.
Grades
Academic progress is evaluated through writing assessments, projects, oral presentations, quizzes, and tests. While homework, class participation, and daily preparation are important factors in the student’s overall success and will be tracked and recorded, they will not be used as part of the grade calculation in English. Finally, although grades are important and reflect the student’s performance in the class at any given time, they should not become the driving force in the learning process. Each student needs to develop a realistic view of his or her academic strengths and set achievable goals to improve areas of weakness. Achieving one’s own personal best is encouraged at all times.
Required Books for English:
●Pictures of Hollis Woods by Patricia Reilly Giff
●Where the Red Fern Grows by Wilson Rawls
●Paperboy by Vince Vawter (speech impediment)
●Fish in a Tree by Lynda Mullaly Hunt (dyslexia)
●Live Writing by Ralph Fletcher
●Voyages in English 6: Grammar and Writing (students also have access to an online version of the textbook)
●Voyages in English 6: Grammar and Writing (workbook)
●Every student will be provided an individual password that will allow access to the IXL online skills development program for Language Arts
Grades will be calculated as follows:
●Writing - 30%
●Projects - 30%
●Test & Quizzes- 40%
Academic Honesty:
In keeping with the academic policy, the work that any student brings to class should be his or her own, irrespective of whether it is being collected or graded.