LANGUAGE
NOVEMBER:
Parts of a sentence (Subject, Verb, Predicate) including simple and complex sentences
Writing: fiction stories
Reading: Inferring and using reading strategies, finishing plot lines
Media: identifying audience;
Oral: Tone, pace, pitch and volume; oral stories
Parts of a sentence (Subject, Verb, Predicate) including simple and complex sentences
Writing: fiction stories
Reading: Inferring and using reading strategies, finishing plot lines
Media: identifying audience;
Oral: Tone, pace, pitch and volume; oral stories
2018 CLASS DEVELOPED WRITING RUBRIC: PARAGRAPHS
FICTION READING: CHARACTERISTICS OF A PLOT
October: We are learning about the parts of plot. We are reading stories and deconstructing them to identify the important parts and develop the plot line organizer that the author would have used in his/her planning stage of writing. Below you will see our note on the parts of a PLOT as well as a sample from a story that we read together.
October: We are learning about the parts of plot. We are reading stories and deconstructing them to identify the important parts and develop the plot line organizer that the author would have used in his/her planning stage of writing. Below you will see our note on the parts of a PLOT as well as a sample from a story that we read together.
READING STRATEGIES
When students read for understanding, they should use a variety of Reading Strategies. Here are the reading strategies we have learned and the posters that support us in the classroom.
When students read for understanding, they should use a variety of Reading Strategies. Here are the reading strategies we have learned and the posters that support us in the classroom.
READING RESPONSES: SUCCESS CRITERIA and RUBRIC
When students are finished reading their text selection, they often answer reading response questions. There is success criteria for them to follow to help develop their answers. When they are finished their responses, students ASSESS their responses using a rubric that the class developed together by looking at samples of student work. They are then asked to evaluate their responses to identify their strengths as well as areas to improve in their work.
When students are finished reading their text selection, they often answer reading response questions. There is success criteria for them to follow to help develop their answers. When they are finished their responses, students ASSESS their responses using a rubric that the class developed together by looking at samples of student work. They are then asked to evaluate their responses to identify their strengths as well as areas to improve in their work.
Grade 6 Writing Rubric