Fleming, Sheila
Sheila Fleming
Grade 6
Room 208
Update for the week
of  01/11/16

Weekly Class Update


We have begun unit 3 "Rules to Live By."  This Engage New York unit uses Bud, Not Buddy by Christopher Paul Curtis to teach specific skills and strategies. We will focus on main ideas of chapters, character development, word choice, tone, and figurative language.




In English classes, students will continue bend one of Argument Writing: Literary Essay. This week, we will focus on, "Growing Big Ideas From Details About Characters."  Our grammar focus for the week is comma usage.
Reminders:  All students are expected to read at home for a minimum of 2 hours per week. Signed reading logs are due every Monday.

Extra help is offered Mon. Tues. and Weds.


hought for the day:

                                  Isn't it funny how day by day nothing changes but when you look back everything is different.
                                                                C.S. Lewis

 Why Your Child Should Read for 20 minutes Every Day:            



Student A reads 20 minutes five nights of every week;

Student B reads only 4 minutes a night...or not at all!

Step 1: Multiply minutes a night x 5 times each week.

Student A reads 20 min. x 5 times a week = 100 min./week

Student B reads 4 minutes x 5 times a week = 20 minutes

Step 2: Multiply minutes a week x 4 weeks each month.

Student A reads 400 minutes a month.

Student B reads 80 minutes a month.

Step 3: Multiply minutes a month x 9 months/school year

Student A reads 3600 min. in a school year.

Student B reads 720 min. in a school year.

Student A practices reading the equivalent of

10 whole school days a year.

Student B gets the equivalent of

only 2 school days of reading practice.


By the end of 6th grade if Student A and Student B maintain these

same reading habits, Student A will have read the equivalent of 60

whole school days.  Student B will have read the equivalent of only

12 school days.

One would expect the gap of information retained will have widened

considerably and so, undoubtedly, will school performance. How do

you think Student B will feel about him/herself as a student?

Some questions to ponder:

Which student would you expect to read better?

Which student would you expect to know more?

Which student would you expect to write better?

Which student would you expect to have a better vocabulary?

Which student would you expect to be more successful in school . . . 

and life?

The source for this article is the U.S. Department of Education

America Reads Challenge publication "Start Early, Finish Strong,

How to Help Every Child Become a Reader." 


For further information see the America Reads Website.