Welcome to Mrs. Perez's Website! | Monday, May 20, 2013 |
Conference Time: 10:31 - 11:19 AM |  |
| Red Team 2012-2013 Tools for Sixth Grade Success |
One important benefit of teaming is that yourstudent can contact almost any student on the Red Team for help with homework orquestions about assignments. In general, Red Team students will have similar,if not identical assignments in different periods of the same class (anexception might be advanced math or LA.) Encourage your middle schooler totrade phone numbers with classmates and to not be afraid to contact one anotherfor clarification or help.
Assignments are posted in a visible locationin each core teacher’s classroom. Sixth grade students are required by all core teachers to keep a student planner where allassignments, both short and long term, are recorded by the student each day.However, if more information is needed, students can access each individualteacher’s website through the LTMS main website. Once on the LTMS website mainpage, to navigate, choose the heading TeacherWebsites, and choose the teacher’s last name from the alphabetical orderlist. There you will find information particular to that teacher’s subject andclassroom expectations, class and homework assignments, and other subject-specificresources. Each teacher has an assignment calendar on his/her site whereassignments, tests, and projects are posted daily or weekly. This informationis specific to that teacher’s class.
Perhapsthe greatest tool for parents and students is the Red Team Calendar.This calendar contains the daily homework and long term assignments for all RedTeam core classes in one place!! By choosing the day on the Red Teamcalendar, it is possible to view all core assignments for that day. Manyparents encourage their student to make a habit of going to the Red TeamCalendar everyday to compare it with their daily planner in order toverify that they have completed all assignments that are due the following day.To navigate to the Red Team Calendar on the LTMSmain website, choose the heading Parentand Student Resources. In the drop down menu, choose the heading 6th Grade Team. Once the TeamCalendar Page opens, choose the blue heading 6th Grade Team Calendar. This should open the Red TeamCalendar. Choose the day of interest and teacher, and the posted homeworkassignments will be visible. The Red Teamcalendar is a courtesy provided by the Red Team and does not take the place ofthe student’s daily planner. Failure by the student to keep up with the studentplanner or website failure is not an acceptable reason for late or incompletehomework. There are more links to the Red Team Calendar on each individualteacher’s website.
Please feel free to contact your Red Teamteachers! We look forward to a great year at LTMS!!
Sincerely,
The Red Team
Susan Jones Math joness@ltisdschools.org
Cristy Rizzoli Math rizzolic@ltisdschools.org
Leslie Perez LanguageArts perezl@ltisdschools.org
Monica Wommack LanguageArts wommackm@ltisdschools.org
Joan Tennison Science tennisonj@ltisdschools.org
Maggio Raine Science rainem@ltisdschools.org
JoLea Goclan SocialStudies goclanj@ltisdschools.org
Shannon Luttrell SocialStudies sluttrell@ltisdschools.org
Also, please remember to bring your Summer Reading Book to class for the first three weeks or until directed to do otherwise.
Pre-Ap Course Philosophy
The language arts course is anintegrated literature based reading program fused with a process-orientedwriting program. The program is based on a five-step process in which studentsapply their integrated knowledge in a variety of guided reading and writingexperiences. These include vocabulary, spelling, language, writing, andliterary analysis. Furthermore, special emphasis on speaking, listening, andcritical thinking will be incorporated into this class.
| First Nine Weeks Exploring literary nonfiction and poetry; memoir and beginning of poetry collection Second Nine Weeks Exploring fiction and drama, media literacy; literary analysis and expository writing; additions to poetry collection Third Nine Weeks Gathering information and providing evidence; influencing audiences; persuasive writing Fourth Nine Weeks Formulating connections; expository responses to literature; publishing of poetry collection |
Students will maintain two compositionnotebooks. All notebooks must be broughtto class on a daily basis, and students are expected to keep them neat anddedicated only to the topics assigned.
Writer’s Notebook – will contain all writing, along with class notesand handouts on the craft of writing. This notebook will also containgrammatical mini-lessons where students will demonstrate their understanding ofthese various lessons before they are expected to incorporate them into their writingassignments. Students are expected torefer to their crafting book regularly and apply the techniques introducedwithin their own writing. Notebooks will be checked for the expectedmini-lessons and application of these lessons as the teacher requires.
Reader’s Notebook – will contain responses to texts we read in class,as well as their novels. Students will learn the meaning of grade-levelacademic English words derived from Latin, Greek, or other linguistic roots andaffixes. Students will also learn to use context to determine or clarify themeaning of unfamiliar or ambiguous words. The Reading Reflection Log is written in thefinal third of this notebook. And the Genre Tracker project is stapled into theReader’s notebook.
Reading Reflection Log - Reading and Novel Study will be an ongoing focus allyear. Students are expected to log their reading EACH week. This is the proof they will need at the endof the 9 weeks to show the number of pages read as well as the genrescompleted. Thislog is written in the final third of the Reader’s notebook. Students willlearn to ask literal, interpretive, evaluative, and universal questions oftext. Students will individually read multiple genres of their choice (100+pages for novels) each nine weeks in addition to other works studied by theclass. Students will have a set ofquestions to answer in the weekly reflection about their student-chosennovels. Pre-AP students will be requiredto read 7 different genres, which will be noted on a separate genre trackerpage inside the back cover of the Reader’s Notebook. A parent signature is REQUIRED to make thislog valid for a grade at the end of the year. Students will annotate all worksread for the class by noting important passages that add to characterization,create the setting, advance the conflict, or imply the themes of the text. The annotation of text will be checked by theteacher and will form the basis of class discussions. Pre-AP language artsstudents may be required to read andannotate the following class novels: Wherethe Red Fern Grows by Wilson Rawls, Gutsby Gary Paulson, Life as We Knew It bySusan Beth Pfeffer, Lightning Thiefby Rick Riordan, and No More Dead Dogsby Gordan Korman and portions of D’Aulaires’ Book of Greek Myths.
Language Arts Portfolio (Folder) – Each student should have a folder that is labeled “Language Arts”and will contain graded work, classhandouts, Greek and Latin Root studies, and models of writing, and multiplegenres of writing. Students are expected to read the models given on aparticular genre before they begin to attempt writing in that genre. This is a valuable resource for effectivemodels of writing. Graded final drafts will be kept in class in a separatewriting portfolio that is provided by the teacher.
LiteratureBooks -Students have access to literature textbooks that are to be kept in theclassroom for classroom assignments. Students are able to access the literaturebooks on-line as well and will be issued a user name and password in the firstfew weeks of school. However, any work done in the textbooks will be done inclass, not for homework.
Grading and Evaluation
45% - Summative: exams, final readingreflections, full writing process essays, projects,presentations, and multi-draft papers will be evaluated using rubrics thattarget specific objectives.
35% - Formative: quizzes and writingprocess checks, daily activities such as group work assignments, the completionof practice exercises, annotation of texts, and short homework assignments.
20% -Independent Practice Assignments:class work and independent assignments done at home, discussion grades based onteacher observation of student participation in discussions, including askingas well as answering questions. Teacher evaluation may vary from checks tonumerical value.
General Policies
Ø Note to Parents regarding LATE WORK: If your student does not complete a daily gradeassignment, they will receive a grade of zero. The only way to replace this zero for amaximum of a 70% is by submitting the work at the start of class the next day;the teacher will not ask for late work. Daily work will not be accepted after one day. Major work and assignments designated as aquiz grade (calculated as 45% and 35% of your student’s grade) must be submittedon time or reflect a 15% deduction for being one day late or 30% for being twodays late. Any projects turned in aftertwo days will not be accepted.
Ø Late work will beaccepted no more than three times per grading period. After three late work submissions, adiscipline referral will be started.
Ø Make up work from absence – Students will have one class day for everyday he/she is absent. The student will need to come before schoolor make arrangements with the teacher after school to collect work and notesmissed. Teachers will not take time out of class to do this. Long-term project due dates andpresentation dates still hold as these assignments were given with ample notice.
Ø Website –Students should check the website daily for important updates and handouts.
Ø Classroomexpectations – Students are expected to be in his/her seat and working on theprojected assignment when the bell rings. Students who are still gathering their materials, out of their seat, ortalking and not working will be considered tardy.
Ø Students are strongly encouraged to print the work they submit as much as possible. If yourprinter does not work, e-mail the work as an attachment to your teacher withthe subject line: Please Print. For workthat must be hand-written, only legible print will be graded.
Ø Internet access–If a student does not have internet access at home; notify your teacher tomake arrangements to get to school early to take advantage of the library computers.
Ø Parent input and interest is always welcomed and encouraged. Please feel free to make contact anytime. We must work together to ensure a successful year for your student
The language arts course is an integrated literature based readingprogram fused with a process-oriented writing program. The program is based ona five-step process in which students apply their integrated knowledge in avariety of guided reading and writing experiences. These include vocabulary,spelling, language, writing, and literary analysis. Furthermore, specialemphasis on speaking, listening, and critical thinking will be incorporatedinto this class.
First Nine Weeks Exploring literary nonfiction and poetry; memoir and beginning of poetry collection Second Nine Weeks Exploring fiction and drama, media literacy; literary analysis and expository writing; additions to poetry collection Third Nine Weeks Gathering information and providing evidence; influencing audiences; persuasive writing Fourth Nine Weeks Formulating connections; expository responses to literature; publishing of poetry collection |
Students will maintain two composition notebooks. All notebooks must be brought to class on adaily basis, and students are expected to keep them neat and dedicated only tothe topics assigned.
Writer’s Notebook – will contain all writing, along with classnotes and handouts on the craft of writing. This notebook will also contain grammatical mini-lessons where students will demonstrate their understanding ofthese various lessons before they are expected to incorporate them into theirwriting assignments. Students areexpected to refer to their crafting book regularly and apply the techniques introducedwithin their own writing. Notebooks will be checked for the expectedmini-lessons and application of these lessons as the teacher requires.
Reader’s Notebook – will contain responses to texts we read inclass, as well as their novels. Students will learn the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots andaffixes. Students will also learn to use context to determine or clarify themeaning of unfamiliar or ambiguous words. The Reading Reflection Log is written in the final third of this notebook. And the Genre Tracker project is stapled into the Reader’s notebook.
Reading Reflection Log - Reading and Novel Study will be anongoing focus all year. Students are expected to log their reading EACH week. This is the proof they will need at the endof the 9 weeks to show the number of pages read as well as the genres completed.This log is written in the finalthird of the Reader’s notebook. Studentswill learn to ask literal, interpretive, evaluative, and universal questions of text. Students will individually read multiple genres of their choice (100+pages for novels) each nine weeks in addition to other works studied by the class. Students will have a set ofquestions to answer in the weekly reflection about their student-chosennovels. On-level students will berequired to read 5 different genres, which will be noted on a separate genretracker page inside the back cover of the Reader’s Notebook. A parent signature is REQUIRED to make thislog valid for a grade at the end of the year. Students will annotate all works read for the class by noting important passages that add to characterization,create the setting, advance the conflict, or imply the themes of the text. The annotation of text will be checked by theteacher and will form the basis of class discussions. Language Arts students may be required to read and annotate thefollowing class novels: A Dog’s Life by Ann Martin,Guts by Gary Paulson, Life as We Knew It by Susan Beth Pfeffer, LightningThief by Rick Riordan, and No MoreDead Dogs by Gordan Korman and portions of D’Aulaires’ Book of Greek Myths.
Language Arts Portfolio (Folder) – Each student should have a folder that is labeled “Language Arts”and will contain graded work, class handouts, Greek and Latin Rootstudies, and models of writing, and multiple genres of writing. Students areexpected to read the models given on a particular genre before they begin toattempt writing in that genre. This is avaluable resource for effective models of writing. Graded final drafts will bekept in class in a separate writing portfolio that is provided by the teacher.
Literature Books - Students have access to literaturetextbooks that are to be kept in the classroom for classroom assignments.Students are able to access the literature books on-line as well and will beissued a user name and password in the first few weeks of school. However, anywork done in the textbooks will be done in class, not for homework.
Grading and Evaluation
45% - Summative: exams, finalreading reflections, full writing process essays, projects,presentations, and multi-draft papers will be evaluated using rubrics thattarget specific objectives.
35% - Formative: quizzes and writing process checks, daily activitiessuch as group work assignments, the completion of practice exercises, annotation of texts, and short homework assignments.
20% -Independent Practice Assignments: class work and independentassignments done at home, discussion grades based on teacher observation of student participation in discussions, including asking as well as answering questions. Teacher evaluation may vary from checks to numerical value.
General Policies
Ø Note to Parents regarding LATE WORK:If your student does not complete a daily grade assignment, they will receive agrade of zero. The only way to replace this zero for amaximum of a 70% is by submitting the work at the start of class the next day;the teacher will not ask for late work. Daily work will not be accepted after one day. Major work and assignments designated as a quiz grade (calculated as 45% and 35% of your student’s grade) must besubmitted on time or reflect a 15% deduction for being one day late or 30% forbeing two days late. Any projects turnedin after two days will not be accepted.
Ø Late work will be accepted no more than three times per grading period. After three late work submissions, adiscipline referral will be started.
Ø Make up work from absence – Students will have one class day for everyday he/she isabsent. The student will need to comebefore school or make arrangements with the teacher after school to collectwork and notes missed. Teachers will not take time out of class to dothis. Long-term project due dates andpresentation dates still hold as these assignments were given with amplenotice.
Ø Website– Students should check the website daily for important updates and handouts.
Ø Classroom expectations – Students are expected to be in his/her seat and working on theprojected assignment when the bell rings. Students who are still gathering their materials, out of their seat, ortalking and not working will be considered tardy.
Ø Students are strongly encouraged to print the work they submit as much as possible. Ifyour printer does not work, e-mail the work as an attachment to your teacher withthe subject line: Please Print. For workthat must be hand-written, only legible print will be graded.
Ø Internet access –If a student does not have internet access at home; notify your teacherto make arrangements to get to school early to take advantage of the library computers.
Ø Parent input and interest is always welcomed and encouraged. Please feel free to make contactanytime. We must work together to ensure a successful year for your student.
WNB: Writer's Notebook - The students will keep their writing and drafting in this composition
notebook. This will need to be with the student every day.
RNB: Reader's Notebook - The students will do their writing about what they are reading in this
composition notebook. This will need to be with the student every day.
CWK: class work - assignments, activities, and notes done in class
HWK: homework
QW: quick write - class opener writing assignment - notes, free writes (FW), reader's response (RR)
to poetry or other text
DNB: Dialectic Notebook (this is a style of entry students will write in their RNB)
ML: mini lesson - this is a daily lesson that focuses on writing, grammar, comprehension, etc.
WKSP: workshop -This is the time students have to complete all aspects of this class (writing, book
club, vocab).
SGI: small group instruction: we will meet in small groups to discuss questions students may have.
SSR: Silent Sustained Reading (20 min.)
SSW: Silent Sustained Writing
BC: Book Club
GT: Genre Tracker
