Lisa freeman Advocacy Team 6C Welcome Parents! Lisa freeman Advocacy Team 6C

GVMS Vision of Advocacy Empower students toward self-advocacy Enable students to build strong relationships with each other and their advocate Guide students to become mentors of each other Provide an adult who becomes an expert on the students and celebrates how they are special Provide an intermediary for students with other adults Provide an adult to support academic and personal development

Goal of AdvocacY: To promote students’ academic, social, and behavioral success by: Promoting a positive school climate Providing an atmosphere of security Recognizing and embracing differences

GVMS Patriot Pride Meet 1 or 2 times per month 36 minute periods Beginning in September

Welcome Parents! Lisa Freeman ELA Team 6C

About Me Grew up in Philadelphia Undergraduate from Saint Joseph’s University Masters Degree & Reading Specialist Certification from Saint Joseph’s University Taught previously with the School District of Philadelphia and Penn Delco, this is my 25th year of teaching…“Holy COW!” This is my 19th year teaching with Great Valley School District

More about me I am married to my husband Jim, we have three daughters and a son. Nikki- “Third Year” University of Virginia JJ Freshman Franklin and Marshall Alyssa Grade 7 DMS Mia Grade 6 Marsh Creek Sixth Grade Center Two crazy dogs- Snowy and Rigs LOVE- Food, exercising, going to the beach, traveling, reading and walking my dogs.

Language Arts Curriculum Language Arts Curriculum Revision Common Core Aligned Focused on the student and the process each student uses to achieve success in language arts Increased focus on informational text skills to be utilized across content areas Flexibility to incorporate differentiated & tiered instruction

Pennsylvania Standards: 1.2 Reading Informational Text Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence 1.3 Reading Literature Students read and respond to works of literature—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with a focus on textual evidence. 1.4 Writing Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined perspective and appropriate content. 1.5 Speaking and Listening Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or in group discussions.

Reading

Reading Units Being an Independent and Metacognitive Reader Article of the Week Analyzing Literary Elements in Short Stories, Informational Text, and Poetry Reading Informational Text Understanding Elements of Fiction (Two novel units)

Concepts taught include: Figurative Language Character Development Active Reading Strategies Plot Development Conflict Literary Elements Literary Analysis Making Connections In and Among Texts Citing Textual Evidence Informational Reading Strategies Vocabulary and Word Study Metacognition

Why we recommend at least 30 minutes of reading at least 5 nights a week: % Rank on READING TESTS MINUTES spent reading per day NUMBER of words read per year 98 90.7 4,733,000 90 40.4 2,357,000 70 21.7 1,168,000 50 12.9 601,000 20 3.1 134,000 10 1.6 51,000 (Source: Anderson, Wilson, and Fielding 1988)

CHIRP- Children’s Independent Reading Practice Creating “skilled, passionate, habitual, critical readers” Two days per cycle (1 day in library) We will read BOOKS for at least 30 minutes “Reading Log” and “Someday List” kept in class Mini lessons and book talks given as part of the workshop Teacher/student conferences about reading PCR books available through the classroom and school libraries Donations to the classroom library are greatly appreciated!

Writing

Focus Correction Areas Specific skills that we use to evaluate student writing

Units of Writing Being an Independent & Metacognitive Writer Response to Literature- Text Dependent Analysis Writing an Informational Essay Writing an Argumentative Essay Writing a Narrative Essay

Grammar Grammar lessons will be embedded into the writing units. Formative assessments will be scored according to FCA’s to provide specific feedback on grammar concepts.

Concepts taught include: Topic and Concluding Sentences Expanded Paragraph Structure Organization and Construction of a Multi-paragraph Essay Domains of Writing (focus, content, organization, style, and conventions/mechanics of Writing) Embedded Grammar (related to specific modes of writing) Responding to Literature with Literary Analysis Using Text Evidence to Support Claims and Ideas Self-editing Strategies Effective Strategies for Pre-writing and How to Construct a Graphic Organizer Improving Style (through the use of enriched vocabulary, word choice, varied sentence structure, sensory details, and figurative language)

Grades All Language Arts grades are based on a weighted scale: 55% Summative Assessments 40% Formative Assessments 5% Homework/Classwork

My Website Go to the GVMS homepage Click on directory Scroll down to find “Lisa Freeman” Contact information: The best way to contact me is through e- mail lfreeman@gvsd.org I am also available at 610-644-6440 x71219