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Markow, Claire

 

 

Ms. Claire Markow
cmarkow@tolland.k12.ct.us
Tolland Middle School 
Language Arts 
Reading/English
Room 213 

TMS


Welcome to Tolland Middle School   Grade 6

Use all your learning strategies to reach your goals!
Language Arts   Room 213    Grade 6 Team Blue
Extra Help on Tuesdays after school -  ask and sign up for late bus, if needed. 

Please refer to Tolland Middle School Grading Policy for PowerSchool grades.

Readers and Writers -- welcome to 213!

Please bring in your summer reading log! 
Thank you for reading and knowing how important it is to keep track of your time!  Great readers use strategies to read!  Thanks!

Think about your writing and reading goals and our common core state standards to achieve positive
 growth in Language Arts this year!  

Practice the "I can ..." statements that are in your notebook.  Thank you for being your very best self!

 tshirt
SOAR behaviors, your goals, and positive attitudes make our learning successful. 
Thank you to all student government students!
May 20, 2016
Grade 6 dance
NEON Theme

Remember 7, 24, 21, 5 -- Do your best!

NWEA Testing for Grade 6 Blue  2016 
Friday, May 20, 2016
Reflect on your score and how you will read more this summer to keep up your comprehension and literacy skills.  
7th grade reading requirements on TMS homepage.

Read Newsela articles 
Use class code 
CQEU2U
 
Try NEWSELA Summer Camp reading clubs 

Academic Practice 
May 31 - June 3, 2016

Grammar Focus:  Use of commas -- in writing
Go to Google classroom and try Grammar Blast quiz -- try the super quiz to challenge your brain :)  

Try Grammar Blast -- go to our Google Classroom site and click on link!

Reading Unit 5
Making A Difference

Everyone has the power to make a difference in the world. 
Social action means taking steps to change the things that are wrong in our society and introducing new ideas and processes for doing things better in the future. 

Literature Circle Roles
Please use packet, rubric, and goals. 
Use calendars for dates when your role is due. 
Make sure you check in with your reading buddy two days before you discussion group. 

 

 Reading Unit 4
Essential Understandings
Perspective is an opinion or point of view about a topic or subject.  People have different perspectives which are based on personal beliefs, experiences, and knowledge. 
Think about the perspective of the author, characters, and speakers to evaluate the message given. 


Unit 4:  Novel focus:  Flush by Carl Hiaasen
Read and complete graphic organizers for Chapters 10 - end of novel for this week -- be ready to discuss each chapter.  Entry and exit tickets will be served

Final Unit Assessment for Flush this week. 
Be prepared to discuss and summarize main plot events in novel.  
What is Carl Hiassen's perspective?  How did he show that point of view in this novel?  
What did the characters show us?  What were their points of view?  
What was the theme or central idea of this novel?
How do you know?
What events lead up to this theme? 
What have you learned about the craft of writing and the author's message through his words? 


Mid-Unit Assessment 
Use all skills and strategies 
completed by Monday, March 7
Completed -- we will review skills and strategies used to apply to next assessment and SBAC tests. 


All needed focus questions, graphic organizers, and other materials are in binders.  Review focus question before reading assigned chapters.  Use at least 3 evidence flags to gather needed evidence as you read.  

Read novel and analyze perspectives, figurative language, and tone/mood of selected passages. 

Use target goals and tasks on book mark to focus your thinking while reading.  Mark the text with sticky notes to identify text support, word wall selections, and more. 
Check focus question before and after reading - answer in notebooks to be ready for group discussions.


C:  Check words and context clues
L:  Look for key ideas
O:  Observe all text features and notes
S:  Seek and Study all sentences and paragraph main ideas
E:  Examine and explain author's ideas and purpose

Read with a pen and completed handouts for Chapters (see assignments in binder) (use sticky notes as you read to note symbolism, imagery, and allegory (figurative language).  
Students will discuss and continue to respond to different perspectives, search and record figurative language, and word choice that author selects to set the tone and meaning of text.  
Students will continue to note character map traits and sequence the plot of the novel. 
Students will create titles for each chapter and reflect on the conflicts and resolutions Noah and Abbey must face in the rising action of the plot.  


English Personal Narratives  Bend 3
Writing with Independence


Taking charge of writing process
Portfolio review
Notebooks
Planning
Story elements
Set plan and goals
Slow down and stretch out the problem
Elaboration
Sentence variety
Re-see piece with deeper emotions and styles
Symbolism and Craft

Literary devices  

Personal Narratives ODA June 6, 2016  


English  

Research-based Information Book
Use notes and dates to completed each chapter
Final draft of all written chapters on google docs should be completed by Friday, May 5th. 
Revise, edit, add, change, select text, analyze information for reader of your information. 
Text features will be added in class week of May 9th. 




English Unit 3 -- completed and in portfolios 

The Literary Essay 

Unit 4 -- Research-Based Information Writing 
Teen Activism 

Flash draft completed on "What is teen activism and what do all these teen activists have in common"

NEXT:  Bend II of Lucy Calkin's Research-based Information Unit:  

Students will select topic of research from 4 areas:  Anti-bulling, Education, Environmental Issues, and Animal Rights/Shelters. 
Students will research, take notes, organize, and prepare an Informational Booklet on topic.  



Read and note articles on teen activists - Read the "starter" packet to know who these young activist are and be ready to ask questions. 
Need:  Informational Notebook
Binder organized for Teen Activists
Pencils, pens, colored pencils, erasers
Good, creative mind
Effort and good SOAR behaviors




Theme-based Essay revised and edited by Wednesday, March 3, 2016  
Print out final draft for portfolio
Share and edit your draft with peer on Google Docs
scores reviewed and posted on powerschool next week

On Demand Assessment on Monday, 2/29
will be posted in powerschool next week  


See notes on Google Classroom

Character Essay should be completed on Google Docs by Wednesday, February 3, 2014.  
Print out 2 copies for portfolios.  

Conclusion and Introduction of Theme-based essay due this week.  
Read, revise and edit paragraphs -- fix on Google Docs
Be ready to share on Tuesday!


Type 3 body paragraphs for Theme-based essay of the short story, Stray.  Think about the theme from Doris's and Mr. Lacey's perspectives.  Use your plot notes to think about how the text reveals what and why the characters learn a valuable lesson (theme).  
Write with text evidence and use thought prompts to analyze your ideas.  Use structure and organization for our Argumentative style of writing.  
Due Wednesday, 2/17 on Google Docs -- 
Add conclusion and introduction -- use class notes 
Review, read, share and edit final draft
Due Wednesday, 3/1/16

A literary essay is a form of informative and argument writing in which the writer presents and supports a claim about a text.  

Students will write paragraphs using the "boxes and bullets" structure to write their essay on the third little pig.  Students will use this model to write their own essay on the protagonist in Raymond's Run. 

Students will continue to write a character essay using the short story "Stray" by C. Rylant.  

Students will CLOSE read the short story, "Stray" by Cynthia Rylant.  Students will use the writing strategies and mentor writing exemplars to write their own character essay.

State claim about character and reasons. 
Organize using structure, write first body paragraph, using 2 -3 pieces of text evidence.  Explain the selected bits of evidence, using thought prompts, to explain why and how each piece of text evidence supports the claim (trait).  Re-state claim to conclude paragraph.  

 Students will use Google Docs to write their final process piece.  
Students will refer to and use the Argumentative Checklist to revise, edit and score essay.
  
Students should be writing in journals every night.  Try writing argumentative pro/con debates to practice claims, evidence, reasons skills.

Next:  Theme-based Literary Essay
Lucy Calkin's Argument Unit
Bend II 


The post ODA for Argumentative Writing will  be at the end of the month.  Students will select a topic to write their OnDemandAssessment on, using the strategies, outlines, and skills practiced in the Literary Essay Unit.  




Write in writer's notebook for at least 15+ minutes daily.  Try to write/revise stories that really matter.  Review class notes to apply the lessons to your writing.  
Writers write!
Write argumentative topics in your notebooks to practice debating your point of view.  Use text evidence to support your claim.  

Writers write.  Please write every night for at least 15 minutes (1- 2 pages) in Writer's Notebook.  Read your writing to someone at home.  Share your ideas and listen to your story.  Try a variety of genres when you write. 

Review GUMS worksheets in notebook.
 



Start your 6 hours for Six Flags reading log.  Keep track of all your reading time.  This log will be due by December 11 or sooner.  
Keep reading for your best learning.  
Six hours of Reading for Six Flags ticket will be given to students in the late Spring.  Thank you to Mrs. Matson, our reading specialist, for organizing this reading log.  

Please read every night/every day for at least 20 minutes (or more).  Use your reading strategies to think about what you are reading and why the author wants you to know this information.  Enjoy the time to read -- thanks!

Refer to notes in notebook to review for strategies

Summer Reading Log completed, signed, returned!
YES!  Readers read, please!

Please have a reading book in school for you to read in all classes.  Thank you!  Ask if you need help finding a great reading novel!  



Sixth grade students develop writing skills, word study, and writing mechanics in language arts classes.  Many genres of writing will be explored such as expository, argumentative, poetry, and narrative writing.  Spelling, grammar, punctuation, and editing and revising skills are practiced throughout the year and in all content areas. 

Please refer to  Grading Policy and Procedures for Tolland Middle School on TMS website. Thank you.
 

TMS Grading Categories for Writing: 
*Writing Texts and Traits
*Grammar
*Research

A few Resources:


Lucy Calkins Units of Study for Narrative, Argument, and Information Writing, Grade 6  Reading and Writing Project
Heinemann 2014
 
Write Source - A book for Writing, Thinking, and Learning 
Sebranek/Kemper/Meyer

Everyday Spelling (selected units) Scott Foresman

Word Explorer - Level 
Traits of Writing - the Complete Guide for Middle School 
Using Mentor Texts to Teach Writing With the Traits - Middle School  
Ruth Culham


Ideas:  the piece's content - its central message and details that support the                   message.

Organization:  the internal structure of the piece - the thread of logic, the                                  pattern of meaning

Voice:  the tone and tenor of the piece - the personal stamp of the writer,               which is achieved through a strong understanding of purpose and               audience

Word Choice:  the vocabulary the writer used to convey meaning and       enlighten the reader

Sentence Fluency:  the way words and phrases flow through the piece.  This is often called the auditory trait because we "read" for it with the ear as much as the eye.   (revision trait for character report)

Conventions:  the mechanical correctness of the piece.  Correct use of 
                        conventions (spelling, capitalization, punctuation, paragraphing, and grammar and usage) guides the reader through the text and makes it easy to follow.

Presentation:  the physical appearance of the piece. A visually appealing text provides a welcome mat.  It invites the reader in. 

     Our English Binder will be used for Spelling Units, notes, and drafts of all writing types. Writer's notebook (composition book) should be written in every day to strengthen writing "muscles".  

      Students are encouraged to write every day to record their creative thinking, observations, reflections, stories, words, and more! 

     We will be having academic practice in Spelling every other week.  Spelling Units will be assigned every Monday/due Wednesdays.  Quiz and tests in these areas will be on Thursdays/Fridays, depending on the week.

     Students will be writing in their own journals (composition books) daily and nightly.  Seed ideas and drafts will be constantly nourished!

 
 Thank you for always trying your best!


Room 213 at TMS is the most creative place in the world!
Take a healthy risk and be a leader in class.  
SOAR and SHOW your learning and growth.

Thank you so much for all your hard work and smiles!

Write, write, write, write every day!  Record your thoughts, story ideas, poems, wondering . . . keep in journal to add to portfolio.  Think about what you want to know more about and do some research.  Write about what you have learned!



Keep a journal of all your thoughts for these are the seeds of your passion!


 

 
 Extra News/Important Notices/Other news:   Bring in BOX Tops please!

 Extra help TUESDAYS or by appointment - See Ms. Markow

Student Government:  Next Meeting :  March 14  - Spring Plans  
  Save the date:  Funtastic Friday Night Bash April 1st for 5th and 6th graders in Tolland!  Music, DJ, dodge ball, arts and crafts, games, and fun for all.  Save the date in order to get your ticket - sold out last year!

                                                                   
Check out the Tolland Public Library Resources and Book Talks!