Carole Pinkwasser

6C

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 My husband and I moved to Arizona in 1979 Have two grown children, my son is married and we

have a 5 year old granddaughter This is my 3rd year at Altadena Previously, taught ELA at Akimel A-al for 13 years Before that, taught Kindergarten in Mesa for 9 years Also taught 6 years in a preschool in Tempe Highly qualified to teach English Language Arts and

World History

Please have a 3 section spiral notebook just for ELA

Grammar, test prep questions, journals

Spelling/vocabulary practice- weekly Wednesday to Wednesday, test each week

Reading Skills- read it, understand it, think it through

Writing Skills- sentence structure, paragraphing

Students are expected to hand write drafts AND edit/revise their own work. Adult help will come after the student process.

Common Core State Standards/ ELA Clear and consistent standards for teachers,

students, and parents Relevant, real world skills to prepare for

college and careers Be prepared to compete in the global

economy “I Can” statements, learning goals, check

understanding AZ MERIT in the spring

LexileDifficulty of the text is consideredwww.lexile.com (6th gr. 850-1050 and 7th gr. 950-

1075)

Informational Text*Major basis of reading material across

the core subjects Literary Text

Genres, structure of stories, real-life connections, and perceptions

Key Ideas and Details Read closely—cite specific textual evidence; make

logical inferences Determine theme and analyze development;

summarize Analyze how and why individuals, events, and ideas

develop and interact Craft and Structure

Technical, connotative and figurative meaning Analyze structure Point of view and purpose

Integration of Knowledge and Ideas Integrate and evaluate content Delineate and evaluate claims Analyze two or more texts

Reading will be more connected with written responses Defending answers by citing the author/author’s purpose Using Shared Inquiry Method, 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.

Making arguments based on informational reading Close Reading Strategies: a careful and purposeful re-

reading of the text to search for purpose, structure, words, ideas, and flow of the text.

Using annotation (highlighting, underlining, circling, writing in the margins, etc.) to help make connections

Text Types and Purposes Support claims using valid reasoning and relevant and

sufficient evidence. Informative/explanatory texts to examine and convey

complex ideas and information clearly and accurately Narratives to develop real or imagined experiences

Production and Distribution of Writing Produce clear and coherent writing appropriate to task Develop and strengthen writing Use technology to produce/publish

Research to Build and Present Knowledge Conduct short and long research projects Gather relevant information from multiple sources,

assess the credibility and accuracy of each and avoid plagiarism

Draw evidence from texts to support analysis, reflection, and research

Written Responses to reading text Journals, notes, short responses

Writing ApplicationsArgumentative/OpinionNarrativeExpository/InformationalLiterary Responses

6 + 1 Trait of Writing will be used along with scales and rubrics to score teach and score writing.

Students will use the “stoplight” method to highlight information in a text.

They will use the same method to structure their writing.

Green- topic/concluding sentence

Yellow- main ideas/points Red- examples, evidence

Read each night (20-30+ minutes)answer questions on Reading Log

Re-read classroom stories, Spelling/vocabulary practice (10 mins.)

-Due each Wednesday Grammar practice (10 mins.) Unfinished class work (???) Occasional time for research/writing if

doing a project

Please use the Parent Vue Portal on Kyrene web site to check grade and work completion status. Usually updated weekly.

Student receive daily grades for class work and homework. This includes “walk-ins”.

Larger assignments such as projects, reader’s response, research, creative writing work will receive more points than daily work.

Grading: 80% quizzes, projects, assessments 20% classwork and homework

Skits, plays, performances School Spelling Bee Word games/Brainteasers Friendly competitions in class

Class website- resources and handouts

Team website- homework

The best way to contact me is through email cpinkw@kyrene.org

480-541-6102

Thanks for coming!

Placed if scored at or above the 97th percentile on national norms in one or more of three areas-verbal(language), quantitative(math), and nonverbal(spatial) reasoning.

Students should maintain a “B” or better average to stay in class. Will set up a parent meeting to discuss if an issue or problem occurs.

Vocabulary program-Classical Latin & Greek roots

Introduction to Shakespeare Above grade level stories (Literature book,

novels) Higher levels of comparing/contrasting Challenge the views of the author and

discrepancy between texts(literary analysis) Higher level speaking skills(multi-media) Kyrene website (Programs & Services-Gifted

Programs)-organizations, resources, activities, and gifted web links