New Novel in Reading

The 6th Grade Reading students were introduced to a new novel this week. We will be reading this novel together in class over the next couple of weeks. The students will be focusing on different vocabulary techniques (using context clues, writing new words in compound/complex sentences, and stating synonyms or antonyms). We will also continue to discuss different comprehension activities and practice the reading extended response format.

This is a synopsis of the novel:

Taking Sides is about a teen that lived in the barrio and then moved to the tree-lined streets of the suburb. Since the move he still has many friends in his old neighborhood but he also has made some new ones in his new school. He is still very loyal to his old school basketball team but he plays on the team from the suburbs. When he looks at the game schedule for the year he notices that he will have to play against his old team for the league championship. Still being torn between to schools and teams he is worried about how he can play his best while he is still very loyal to the team he will be playing. To find out how he plays against his old team and who wins the game you will need to read Taking Sides by Gary Soto.

Reading Response Chart

Well we are two weeks into your first book report project. All sixth graders have received their temporary library card and have checked out a book to read independently. While reading, the students should be completing a Reading Response Journal in place of a formal book report. We have practiced using the chart in Reading class while reading a short story together. After reading a section in their book, the students should record the pages read, write a short summary, and a response. Below is the explanation of what we are looking for in the students' responses.

Response: (choose one for each summary/section)
1. a prediction of what will happen next
2. a question about something you don't understand
3. a reaction to something a character did or said
4. an opinion about what you liked, disliked, or found interesting

Smiley Face Tricks

This week in LA, we introduced a way to make the students' writing come alive!

After learning about different tricks, students have been writing paragraphs using two different prompts; Write about a superhero power you would like to have, and discuss a most embarrassing moment. Students were asked to write a story using differnt "Smiley Face Tricks" to make thier writng more interesting and fun!

The following are the tricks presented in class:

1. Hyphenated Modifiers – describing a noun, pronoun, verb, or adjective with a series of words “glued” together with hyphens
Example: The teacher shot the class a I-know-this-test-is-going-to-stump-you-all look, as she passed out the quiz.


2. Magic Three – three groups of words, separated by commas. Each group has its own modifiers. Make sure ALL verbs are in the same tense!
Example: I was scared! My palms became sticky and wet, my back tingled with fear, and my body began to feel weak and cold.


3. Figurative Language – using comparisons can “spice up” our writing
1. Simile: a comparison using like or as
2. Metaphor: a comparison of two seemly unlike things (not using like or as)
3. Personification: giving human qualities to something inhuman
4. Hyperbole: using an exaggeration that is not totally true, but exaggerates the truth
Example: She was as embarrassed as a kid tripping on the first day of school. She nearly died when the the desk walked right in front of her.

What is RTI at Lakeview?

The goal of the RTI Reading Program is to teach the student the skills he/she needs in order to be successful in reading. I will be working closely with the 6th grade team and teaching the students reading comprehension strategies that hopefully the student will be able to apply in all of his/her classes. Because the main focus is reading comprehension, we will be working on the skills the student is learning in the double period of language arts and reading. For example, if the student is learning about summarizing in the double period, we would work on that skill even further to ensure that the student understands how and when to use it. I like to think of the class as filling the student’s “tool boxes,” or brains with useful tools and then working with them to realize at what occasion they use each specific tool.

The students will be formally assessed twice a month using a program called AIMS Web. This will give us a closer picture as to whether or not the student is making progress. I will also be assessing the students on a daily basis, whether it’s listening to their comments during a group discussion, working with them one on one to check for understanding, or having them read aloud to make sure they’re reading fluently. This close monitoring will help to determine the progress so that at the end of the first trimester, both the parents and I can sit down and discuss what may be working and what we need to change. Whatever the result, the main goal is obviously for the student to achieve success in reading, whether it’s reading for school or reading for pleasure.

NOTES: Students are expected to have a notebook exclusively for this reading class. Students will be allowed to keep the notebook in the classroom at all times.

STUDENT PREPARATION: Students are expected to arrive on time to class with the necessary supplies/materials for class. For this specific class, students must always have their assignment notebook and their language arts/reading supplies. Although we will be using a textbook in class, the books will remain in the classroom at all times.

If you have any questions or concerns about the RTI Reading Program, please do not hesitate to contact me at amesker@ccsd66.org or 630-783-5115
Sincerely,
Mrs. Amy Mesker

Wednesday, April 22

*MATH - we will be finishing up with adding and subtracting integers and moving on to multiplying integers.

*L.A. - students are writing a "Life Changing Event" narrative and creating a list of 100 adjectives that best describe them, which they will use to create a symbol or picture that best describes them.

*RDG - we are continuing our reading of "Tuck Everlasting"

Hello,

My name is Mr. Coffee and I will be filling in for Mrs. Mesker for the remainder of the year. I have recently graduated from Western Illinois University, obtaining a Bachelor of Sciences Degree, with a major in Special Education. I feel I'm more than ready to begin my career as a teacher and very thankful in having the opportunity to start at Lakeview Jr. High School. Although I'm still finding my bearings with the students and how the classes are managed, FEAR NOT! The 6th Grade Team has been more than helpful guiding me through these first few weeks of my arrival. There's no way I could ever replace a Mrs. Mesker, but I guarantee I'll be able to hold down the fort until she returns.



Here is the Math agenda for this week:

INTEGERS:

11-1 ~ Positive & Negative #'s (Monday)
11-2 ~ Comparing & Ordering Positive/Negative #'s (Tuesday)
11-3 ~ Adding Integers (Wednesday)
11-3 ~ Adding Integers cont. (Thursday)
Short QUIZ over sections 11-1, 11-2, 11-3 (Friday)

If you have any questions, please feel free to e-mail me at: kcoffee@ccsd66.org

Thanks

My Last Full Week!

I will be starting my maternity leave beginning next week. I will be returning in the fall.

Mr. Kris Coffee will be covering my classes until I return. Mr. Coffee has been a member of our school community for many years and is a former Lakeview graduate. He will be in constant communication with me to ensure the curriculum is consistent and aligned to expectations. He has already been in to shadow me and learn about the classes and students I teach.

I am sure that Mr. Coffee will do an outstanding job with your children. Mr. Coffee can be reached by email: kcoffee@ccsd66.org