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Welcome
• Please fill out a parent information sheet:
• Please take one of each: School Site Council ballot (yellow) Parent information form Block presentation is available at the bottom of
my website homepage
• We’ll begin shortly.
Background
• 25th year in the teaching profession
• 6th Grade Language Arts
• B.S.- San Diego State University
• M.A. –St. Mary’s College
• Ed.D. at University of San Francisco Officially Dr. Lyons
6th Grade Transition
• Procedural What does each teacher require? How do I organize my materials so I know what’s
happening for each class? How do I arrange my time to meet all the
demands in my life?
• Social New friends, cliques, differing levels of maturity
• Academic Grading system point-based Less one-on-one support More need to be independent learners
Support the Transition
• Check teacher websites weekly
• Make sure child writes homework in organizer
• Initial organizer
• Help your child make weekly plans to attend to their tasks
• Clean out backpack/binder weekly
• Acknowledge students’ positive efforts for self-control, self-management, and independence
• Use a timer to keep focus during homework time
Harvest Park Character Ed.
• Compassion
• Honesty
• Respect
• Responsibility
• Integrity-Academic Integrity
• Self-discipline
Academic Integrity
• Students’ work must be their own Over-helping from tutors on writing assignments
• Pressure to be perfect Cheating on homework/quizzes/tests
• Mistakes are part of learning
• Bragging & Comparing
Professional Mission
Inspire inquiry
Encourage risk-taking
Facilitate independent learning skills
Develop depth of thought
Celebrate students’ unique gifts
Nurture social skills & friendships
Educational Philosophy
Parents & teachers are partners
Utilize multiple modalities for learning
Honor individual strengths
Explicit instruction
Assessment drives instruction
Deliver instruction in concert with BRAIN-MEMORY learning theory
Differentiated Curriculum
Acceleration/Compacting Testing out of material, independent work, self-
paced
Depth Develop expertise & learn a subject in great
detail
Novelty Student centered, interest-based, exhibit creative
products demonstrating learning
Critical Thinking Skills: Open-ended assignment, higher level of Bloom’s
Taxonomy
Differentiated Instruction
Bloom’s Taxonomy Knowledge—recall, listing, defining Comprehension—summarizing, Application—use knowledge in new situation Analysis—compare/contrast/ infer/deduct Synthesis—create novel ideas from prior
knowledge Evaluation—judge & defend judgment
Habits of mind Self-motivation Self-regulation Independence Reflection
Technology
• Google PUSD accounts Google Classroom Google Presentation Google Docs Google Drawing Google MyMaps
• BYOD-Bring your own device: Chromebooks, laptops, tablets with Chrome added 12 Chromebooks
• Study IslandOn-line standards assessment & remediationWill start in 2-3 weeks
Social Studies
• Utilize GRAPES as overarching themeGeographyReligionAchievementPolitical StructureEconomic StructureSocial Structure
Social Studies Topics• Mesopotamia
• Egypt/Kush
• Ancient Israelites
• Ancient India
• Ancient China
• Ancient Greece
• Ancient Rome
Learning Objectives
• For each unit, your child will receive A list of objectives & vocabulary words that
will be used to write test questions A table of contents Weekly review of instruction matched to
instructional objectives Homework based on answering questions
on study guides Review games two days before tests Study Strategies instruction and reflection Differentiated projects that highlight
interest areas
Social Studies-Continued
Class work Reading for information
Textbook Handouts Digital research
Demonstrate Comprehension Artistic-posters, models, diagrams, digital displays Verbally-skits, role-play, imposter interviews, debates, simulations Written-research reports, essays, articles, poetry,
Grading Daily preview/review Unit packets—TOC, notes, handouts, unit reflection Quizzes & tests Daily work- completeness, accuracy 50% test/quizzes/50% class work/homework
Text Ancient Civilizations
Reading
General Topics-LiteraturePlot elementsCharacterizationThemeLiterary DevicesPoetry
General Topics-Non-Fiction Main idea & detailsCiting evidence to support analysisHow events & ideas are developed in non-fiction
Reading
Literature Reading The Boy in the Painted Cave The CayWhere the Red Fern Grows Literature Anthology- HoltBook Club: free choice—2nd semester
Informational TextsScope magazine articlesVarious articles connected to content Informational text from Holt Literature Anthology
Reading continued
Class work-Gradual Release of Responsibility Thinking aloud-Read aloud Shared response-Shared text Independent reading response/Conferencing
Homework Reading logs-practice reading strategy Literary Analysis- Preparing for discussions & Socratic seminars
Grading Project Rubric score Comprehension Assessments Response Journals/reading logs/book projects 20 Book Challenge/Book Clubs
Writing
Main focus-Essay with text-based responses & analysis-(2+ per genre)Autobiographical Narrative—1st quarter Response to Literature-2nd & 3rd quarterArgumentative Research Reports-3rd & 4th
quarter
Writer’s WorkshopAnalyze Mentor TextsMini-lessonIndependent practice/conferring/reteaching
Pre-writing, drafting, revising, editing
Publishing
Spelling/Vocabulary
Guiding QuestionsWhat are the origins of English words?What are the structural elements of words?How can you learn the meaning of new words?What are the levels of “understanding” a word?How does word knowledge impact your
understanding of the curriculum?
Learning Material10 vocabulary words
Text: Vocabulary for AchievementWeekly homework menu—on websiteWeekly quiz on Friday
Grammar
Guiding QuestionsHow are different parts of speech formed?How does knowledge of POS impact writing?How does punctuation or lack of it impact
writing?What dictates which words are capitalized?
AssessmentsMonthly grammar pre-assessments & quizzes
Compact out if score 90% higher on pre-assessments
Drill & practice work—2 homework assignments/week
Text: Holt Handbook & No Red Ink WebsiteApply skill in writing & editing
Language Arts Grading15% Spelling
10% assessments & 5% assignments
15% Grammar10% assessments & 5% assignments
35% Reading20% assessments, 10% assignments, 5%
20 Book Challenge
35% Writing not weighted
Assessments
Based on evidence of mastering the state standards:Projects/Writing/ Assignments-
Rubric descriptors correlate to gradesSkills practice- percentage scoresTests
fill-in, multiple choice-percentage scoreessay response-rubric scores
Homework
Homework is assigned every Monday & is due the following Wednesday or FridaySpelling/vocabulary- 2 assignments a weekGrammar- 2 times a weekReading or Writing ~ 1 or 2 assignments a week20 Book Challenge ReadingHistory ~ 2 assignments a week
Tutorial, homework time, & make up daysMondays-Thursday at lunch
Late Work
Missing WorkStudent will fill out a missing work form & bring it
home to have it signed. If not returned the next day, the student will email/call home when work is not turned in on a due date
Extenuating circumstance-note/phone call
Late work accepted only during the first semester the day after it’s due for 50% credit
Grades
• Updated bi-weekly on Q-Zangle
• Can use your own code to access your child’s grades as often as you’d like
Discipline Policy
Rules
1. Arrive to class on time.
2. Follow procedures and directions.
3. Begin work immediately.
4. Focus attention on person speaking.
5.Treat others with kindness & respect
Consequences
1. Warning
2. Think Sheet
3. Miss Break
4. Home Contact
5. Office Referral
Communication
Website
Update on Fridays
Post homework on website weeklyInstructional objectivesProject descriptions, due datesUpcoming school events
Phone callsShare success and concernsCheck in
Notes & email Communicate progressShare successes
Contact information
E-mail Preferred means of communication elyons@pleasantonusd.net
Web page:
Link from Harvest Park site
http://teachersites.schoolworld.com/webpages/ELyons/
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