WELCOME TO ENGLISH LANGUAGE ARTS Mrs. Carole Pinkwasser Room 102

ABOUT ME Grew up in New York and went to Brooklyn College where I received my B.A. in Education Grew up in New York and went to Brooklyn College where I received my B.A. in Education Received my Masters in Education from NAU in 1994 Received my Masters in Education from NAU in 1994 My husband and I moved to Arizona in 1979 My husband and I moved to Arizona in 1979 Have two grown children, my son is married and we have a 6 year old granddaughter Have two grown children, my son is married and we have a 6 year old granddaughter This is my 4th year at Altadena This is my 4th year at Altadena Previously, taught ELA at Akimel A-al for 13 years Previously, taught ELA at Akimel A-al for 13 years Before that, taught Kindergarten in Mesa for 9 years Before that, taught Kindergarten in Mesa for 9 years Also taught 6 years in a preschool in Tempe Also taught 6 years in a preschool in Tempe Highly qualified to teach English Language Arts and World History Highly qualified to teach English Language Arts and World History

ENGLISH LANGUAGE ARTS Reading Skills—read it, think it through, understand it Reading Skills—read it, think it through, understand it  one novel each quarter Writing Skills—sentence structure, paragraphing Writing Skills—sentence structure, paragraphing  at least one extended writing piece each quarter Spelling/Vocabulary/Greek and Latin Roots Spelling/Vocabulary/Greek and Latin Roots Grammar Grammar Journals Journals Book Reports Book Reports

PREPARING FOR THE FUTURE Common Core State Standards for ELA Clear and consistent standards for teachers, students, and parents Clear and consistent standards for teachers, students, and parents Relevant, real-world skills to prepare for college and careers Relevant, real-world skills to prepare for college and careers To prepare students to compete in the global economy To prepare students to compete in the global economy “I Can” statements, learning goals, and scales “I Can” statements, learning goals, and scales AzMERIT in the spring AzMERIT in the spring

READING SKILLS SHARED INQUIRY Shared Inquiry is an active and collaborative search for answers to questions of meaning about a text. It is a research-supported method of learning that promotes deeper thinking through reading, discussion, and writing. Shared Inquiry is an active and collaborative search for answers to questions of meaning about a text. It is a research-supported method of learning that promotes deeper thinking through reading, discussion, and writing. It always involves interpretive questions (questions that have more than one answer that can be supported by the text), close reading, collaboration, and reflective and critical thinking. It always involves interpretive questions (questions that have more than one answer that can be supported by the text), close reading, collaboration, and reflective and critical thinking.

READING SKILLS (CONTINUED) LEXILE LEXILE difficulty of the text is considered difficulty of the text is considered 6 th grade—850 to th grade—850 to 1050 INFORMATIONAL TEXT INFORMATIONAL TEXT majority of reading material across core subjects majority of reading material across core subjects LITERARY TEXT LITERARY TEXT genres, structure of stories, real-life connections, perceptions genres, structure of stories, real-life connections, perceptions

COMMON CORE READING Key Ideas and Details 1.Read closely—cite specific textual evidence; make logical inferences 2.Determine theme and analyze development; summarize 3.Analyze how and why individuals, events, and ideas develop and interact Craft and Structure 1.Technical, connotative and figurative meanings 2.Analyze structure 3.Point of view and purpose Integration of Knowledge and Ideas 1.Integrate and evaluate content 2.Delineate and evaluate claims 3.Analyze two or more texts

WRITING SKILLS Written Responses to Text Written Responses to Text Journal, notes, short responses Journal, notes, short responses Writing Applications Writing Applications Argumentative/Opinion Argumentative/Opinion Narrative Narrative Expository/Informational Expository/Informational Literary Responses Literary Responses

COMMON CORE WRITING Text Types and Purposes 1.Support claims using valid reasoning and relevant and sufficient evidence. 2.Informative/explanatory texts to examine and convey complex ideas and information clearly and accurately 3.Narratives to develop real or imagined experiences Production and Distribution of Writing 1.Produce clear and coherent writing appropriate to task 2.Develop and strengthen writing 3.Use technology to produce/publish Research to Build and Present Knowledge 1.Conduct short and long research 2.Gather relevant information from multiple sources, assess the credibility and accuracy of each and avoid plagiarism 3.Draw evidence from texts to support analysis, reflection, and research

COLOR-CODED PARAGRAPHS Students will use the color-coded paragraph to structure the writing of quality paragraphs containing at least 11 sentences. Green—topic/concluding sentence Blue—transition Yellow—reason/detail/fact Pink—examples/explanation

COMMON CORE—SPEAKING AND LISTENING Comprehension and Collaboration 1.Prepare for and participate in conversations and collaborations 2.Integrate and evaluate information presented in diverse media and formats 3.Evaluate points of view, reasoning, and use of evidence Presentation of Knowledge and Ideas 1.Listeners can follow the line of reasoning; the organization, development, and style are appropriate 2.Use digital media and visual displays of data 3.Adapt speech to a variety of contexts and communicative tasks

COMMON CORE—LANGUAGE Conventions of Standard English 1.Grammar and usage when writing or speaking 2.Capitalization, punctuation, and spelling when writing Knowledge of Learning Understand how language functions in different contexts Understand how language functions in different contexts Vocabulary Acquisition and Use 1.Context clues, analyzing meaningful word parts, and consulting general and specialized reference materials 2.Figurative language, word relationships, and nuances 3.General academic and domain-specific words and phrases

TYPICAL HOMEWORK—YES, EXPECT IT. Read 30 minutes each night (minimum) Read 30 minutes each night (minimum) Writing Writing Spelling/vocabulary practice Spelling/vocabulary practice Grammar practice Grammar practice Unfinished class work Unfinished class work

GRADING 80% assessments 80% assessments 20% practice 20% practice Turn everything in on time. Turn everything in on time. Late homework earns a zero. Late homework earns a zero. For each day a project is late, 10% is deducted. For each day a project is late, 10% is deducted. Advocate for yourself. This is YOUR education. The 6C teachers love it when a student s with a question! Advocate for yourself. This is YOUR education. The 6C teachers love it when a student s with a question! Please use the ParentVUE portal on the Kyrene website to check grades frequently. Please use the ParentVUE portal on the Kyrene website to check grades frequently.

OTHER School spelling bee School spelling bee Word games/brainteasers Word games/brainteasers Friendly competitions in class Friendly competitions in class

SUPPLIES Supply lists will be given out in 4 th period (PRIDE hour) as well as tonight. Supply lists will be given out in 4 th period (PRIDE hour) as well as tonight. 3-subject notebook (college-ruled) 3-subject notebook (college-ruled) pocket folder with brads pocket folder with brads ream of college-ruled notebook paper ream of college-ruled notebook paper highlighters (yellow, pink, green, and blue) highlighters (yellow, pink, green, and blue) dry erase marker and a sock to use as an eraser dry erase marker and a sock to use as an eraser Vis-à-vis wet erase marker Vis-à-vis wet erase marker red pen red pen #2 pencils—no mechanical pencils, please #2 pencils—no mechanical pencils, please If you could come prepared on Monday, it would be greatly appreciated. If you could come prepared on Monday, it would be greatly appreciated.

6C team website: 6C team website: weekly agenda and homework weekly agenda and homework ParentVUE: ParentVUE: grades, absences/tardies, contact information Class website—Carole Pinkwasser: Class website—Carole Pinkwasser: links to practice ELA skills links to practice ELA skills The best way to contact me is through The best way to contact me is through Please put your child’s name and period number in the subject line. Please put your child’s name and period number in the subject line.

I AM LOOKING FORWARD TO A WONDERFUL YEAR!

ADVANCED ENGLISH LANGUAGE ARTS To ensure the integrity of the class, all students are expected to maintain a B average or better. If your child is not able to achieve this expectation, placement in the Advanced English Language Class will be reevaluated after one more quarter. If your child is not able to improve his/her grade, your student will be placed in a regular Language Arts Class. We will communicate with you way before any changes are made To ensure the integrity of the class, all students are expected to maintain a B average or better. If your child is not able to achieve this expectation, placement in the Advanced English Language Class will be reevaluated after one more quarter. If your child is not able to improve his/her grade, your student will be placed in a regular Language Arts Class. We will communicate with you way before any changes are made HOW IS IT DIFFERENT? Vocabulary—Classical Greek and Latin Roots Vocabulary—Classical Greek and Latin Roots Above grade-level literature (seventh grade novels) Above grade-level literature (seventh grade novels) Higher levels of questioning Higher levels of questioning Challenge the views of the author and discrepancies between texts Challenge the views of the author and discrepancies between texts