1. 6th grade language arts – lawton chiles middle
Ms. Edwards - Room 125
6th grade language arts – lawton chiles middle

2. Spot the evidence with your eagle eye!
School Theme
Spot the evidence with your eagle eye!

3. Open House Common Board Configuration (CBC)
DATE: September 16, 2015
Objective:
To explain to parents the curriculum and expectations of this classroom.
AGENDA:
Defining the components of the instructional block
Exciting Future Projects and Activities
Florida Standards
Use of Technology
Behavior Plan
Homework Policy
Grading Policy
Cambridge Information
Question and Answers
Closure:
Answer the EQ on an index card and hand it to the instructor on your way out.
VOCABULARY:
Florida Standards
Rigor
Gradual Release
Problem Solving
Differentiated Instruction
ESSENTIAL QUESTION:
How can you (the parent) assist your child in order to maximize their learning potential?
HOME LEARNING:
Check your child’s agenda daily.
Help your child organize and create a routine where they can store and find home work and notes.
Set aside time for studying and home learning.
Check Parent Portal.
Communicate with Teachers
HIGHER ORDER QUESTIONS:
How will I ensure that my student is ready for class every day?
How will I know if my child is progressing in this class?
How much time should I plan for my child to study and to work on home learning and projects?

4. Creating an Account on Our School Website

5. Creating an Account on Our School Website

6. Creating an Account on Our School Website

7. Creating an Account on Our School Website

8. Creating an Account on Our School Website
You will receive an with this information

9. Language arts – instructional block
Bell Ringer : “Grammar Fix”
Vocabulary Lesson – “Vocabulary for Success”
Check Home Learning (for grade or for completion) – write home learning in agenda
Review Common Board Configuration – Objective, Essential Question and Agenda
Literature text: McDougal Littell Literature book
Grammar and Writing within literature piece
Extra grammar practice – noredink.com – grades on quizes

10. Projects Every nine weeks a project will be assigned.
The project will be worth 3 grades.
Neatness of project
Project presentation
Project content

11. Materials Loose leaf paper Folder or binder for home learning
2 sharpened pencils
Pens
Highlighters
EXTRA CREDIT – 1 ream of copy paper = A for one 9 weeks.
Box of tissue or paper towels = A for one 9 weeks.

12. Changes in Standards and assessment
Language Arts Common Core (LACC) is now Language Arts Florida Standards (LAFS) Florida Comprehensive Assessment Test (FCAT) is now American Institutes for Research (AIR)

13. LAFS: Language Arts Florida Standards Cluster 1 – Key Ideas and Details
LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts LAFS.6.RL.1.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. LAFS.6.RL.1.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

14. Cluster 2: Craft and Structure
LAFS.6.RL.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

15. Cluster 3 – Integration of Knowledge and Ideas
STANDARD CODE STANDARD LAFS.6.RL.3.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning LAFS.6.RL.3.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

16. Cluster 4 – Range and Level of Text Complexity
LAFS.6.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range. Cognitive Complexity: Level 2: Basic Application of Skills & Concepts

17. Grades Home Learning - ONE Grade Weekly Reading Comprehension – Weekly
Vocabulary Assessment –Biweekly
Writing Piece – Monthly
Benchmark Assessment – Biweekly
Grammar Check – Weekly

18. Home learning Expect home learning every day.
Turn in all assignments on time. (No late work will be accepted.)
Always put your first and last name, date, and class period on every assignment.
All home learning assignments will be collected and checked.

19. TECHNOLOGY BYOD (Bring Your Own Device) Keyboarding – home practice
Noredink.com
Smart Board PowerPoints and lessons
AIR Assessment - On-line

20. Practice Keyboarding

21. Classroom rules
LISTEN TO INSTRUCTIONS THE FIRST TIME GIVEN. ENTER AND EXIT PREPARED. ALWAYS TRY YOUR BEST. RESPECT YOURSELF AND OTHERS. NO EXCUSES!

22. Discipline SCHOOL WIDE CLASSROOM RULES
1. Follow directions the first time given.
2. Keep your hands, feet, and personal objects to yourself, and keep your hands off the property of others.
3. Be inside your assigned classroom when the tardy bell sounds.
4. No profanity, putdowns, bullying, and rude comments to or about anyone.
CLASSROOM CONSEQUENCES
1. Warning
2. Teacher/Student Conference/Conduct Cuts/Teacher Discipline
3. Parent Contact (note, phone call, letter, agenda book, or parent conference)
Referral to Administration.
▪Serious Offenses or severe disruption: Immediate referral to administration.

23. Questions or concerns? You can contact me by