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Lawson Middle SchoolSixth Grade

CORE MANUAL

Table of Contents

Section 1:Thunder & Lightning Core Information

Section 2:Social Studies 100 Terms

Section 3:Spelling & Vocabulary

Section 4:Reading & Literature Requirements

Section 5: Writing & Research Tools

Section 6:Science Information

Section 7:Math Information

Section 8:Advisory Information

This manual belongs to: ________________________________

Core Teachers: _______________________________________

We have read and reviewed the Core Manual together:

Parent/Guardian signature: ______________________________

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Student signature: ____________________________________

Section One:

Thunder & Lightning

Core Information

Ms. Sun & Ms. Yong

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Core Information: Ms. Sun & Ms. Yong Rm. 11 & 12Lawson Middle School

_________________________________________________________________

Welcome to 6th grade!We are looking forward to working with each and every student this year.

In this section We have tried to answer frequently asked questions andinclude basic information on the subjects and procedures that most kidsand parents ask about. If there is something that you need that is notcovered, please feel free to contact us. We also highly recommend thatyou attend Back to School Night for more detailed information.

Core CurriculumWhat is CORE?Core consists of two academic sections, each for two periods a day. Onecovers language, reading, and social studies. The other class covers both

math and science. The curriculum is integrated and is aligned with andfollows the California State Standards and Cupertino Union School Districtstandards for 6th grade. Please refer to the Highlights of the CoreCurriculum on the CUSD website for more details.

http://cupertino.ca.campusgrid.net/home

Language Arts: consists of reading, literature study, spelling, writing,speaking/listening, vocabulary development, and grammar and usage.Some topics of study include literary analysis, multi-paragraph writing,writing for different purposes, review of subject-predicate, note-taking and

report writing, oral presentations, reading for a variety of purposes.

Social Studies:concentrates on the study of major Western and non-Western civilizations. Topics include geography, everyday lives, problems,and accomplishments of people, and their role in developing social,economic, and political structures that helped spread ideas and transformthe world.

Math: focuses on the expanding concepts learned in elementary schooland introduces math concepts necessary for pre-algebra and algebra inseventh grade.

Science:concentrates on Earth science, including energy, heat transfer,biomes, natural resources, plate tectonics, landforms, andinvestigation/experimentation.

Exploratory Wheel: provides an opportunity to explore a variety ofpossible topics, such as drama, art, and technology.

Advisory: assists students to address social, emotional, academic, and

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service needs for themselves, their school, and the community.

What are the California State Standards?The state of California has set up guidelines, or standards, which outlinewhat every child in the state should learn at every grade level. You can findthe standards at the California Department of Education (CDE) website.

This site provides standards for all grade levels, parental information,suggested reading lists, and much more.

Completion of WorkWill there be Homework?YES!!! There is a great deal to learn in 6th grade, and homework is crucialto your childs success. Our belief is that homework should be used topractice skills taught in the classroom. In LA/SS Core your child will have100 minutes of reading, writing, grammar, vocabulary, and 100 SocialStudies Terms studying most weeks. Other homework assignments mightinclude social studies activities.

Homework is assigned in accordance with district policy. Any work notcompleted in class is also expected to be completed as homework. Eachstudent has received a homework planner and has been instructed in howto mark it. Parents are requested to check the planner and discussassignments with their student nightly. Please see the class webpage to check planner against assignments.

In general there will be a maximum of 30 minutes of homework per subjecteach night Monday through Thursday, with the exception of math, whichwill have nightly homework, and can take longer depending on theindividual student. Some projects might require additional time over theweekend. Homework assignments will be posted and reviewed in class. Inorder to help your student with their organization and homework, werecommend that you check his/her Lawson Planner each night and reviewwork with him/her after it is completed.

Homework in LA/SS will be assigned as needed throughout the week. InMA/SC Core there will be nightly math homework and occasional sciencereadings and activities. If a student does not finish work in class, he or shemay also need to complete it at home.

Please reference our website for assignments and due dates. Pleasecompare your students planner to the website to check for accuracy and tohelp students prioritize their work. In addition, the website will containgeneral information, most handouts and examples of assignments.

http://sites.google.com/site/mysunshineteacherhttp://sites.google.com/site/msyongsclass

What about late work?It is our expectation that all assignments will be completed on time. No

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late assignments will be accepted for full credit. Late work may beaccepted for half credit if turned in within a week of the original duedate.

What about make up work during absences?It is the students responsibility to obtain and complete

assignments (in-class and homework) missed for any reason. Thisincludes appointments, illness, and family trips. When students areabsent, they can call a classmate for assignments or check the webpagefor homework. Upon return the student may check with the teacherduring break, or before or after school to obtain the missed work. Forexcused absences, students will generally have the number of daysabsent to complete any missed assignments. Students need to makearrangements to complete any missed tests during study hall at a timespecified by the teacher. Work missed due to an unexcused absence isaccepted for credit at the discretion of the teacher. If the student knowsin advance that s/he will not be in class on the day of test (family trip,

etc.), arrangements must be made to take any testpriorto the absence.When is Study Hall?Study hall will be held once a week in a classroom designated by Ms. Sunand Ms. Yong Wednesdays after school from 3:00 p.m. to 3:45 p.m.This is optional for students who would like extra help. If students wouldlike to attend, please let your teacher know. Students participating inafter school sports will be able to request a Wednesday lunch time studyhall with their teacher.

Grading and AssessmentThe standard A to F system is used for all classes at Lawson. Grades arebased on homework, tests, quizzes, projects, notebooks, effort, andparticipation. As well as traditional letter grades, your student will receivea standards-based grade on how well he or she has met the statestandards. All grades are kept online, and you may access them fromhome or work at your convenience. Please use the Parent Interned Vieweras a resource to help your student manage their grades.

Although we believe that learning is the result of efforts by students,teachers and families, we also believe that learning and managing gradesis the individual responsibility of the student. This year provides a greatopportunity to help students learn how to be accountable for theiracademic efforts. To reinforce this concept, students will be taught skillssuch as time management, prioritizing assignments and reflecting upontheir work

Students are assessed on the following factors on an on-going basis: quality of work based on grade level standards, balanced with the

individual needs of the student.

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timeliness

attention, cooperation, effort, and participation in class

Parents and students may stay aware of the students progress byreviewing returned work and by regularly checking the online grade book.Parent signatures may be required on work receiving an achievement

grade lower than a 70% or assessment score of minus (-). Additionally,students may be instructed to redo the work.

Assignments are scored by points. Traditional achievementgrades are awarded at the end of the trimester corresponding to thefollowing percentages:

100% - 94% A93% 90% A minus89% - 87% B plus86% - 84% B

83% - 80% B minus79% - 77% C plus76% - 74% C73% - 70% C minus69% - 67% D plus66% - 64% D63% - 60% D minus< 60% F

In accordance with CUSD guidelines for standards-based assessment, insome cases work may be scored as follows:

+ Exceeds standard Meets standard Below standard

Grade Calculations:

Language Arts and Social StudiesHomework, classwork and participation 40%

Essays, projects, presentation, tests, quizzes 60%

Math ScienceNotebook/Participation 30% Tests/Quizzes

30% Tests/Quizzes 30% Notebook

30%Homework 30% Lab Protocol/Participation

20%

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Projects/POM/ 10% Projects/Current Events/20%

Group Work Group Work

We expect all students to work consistently and honestly. Cheating willresult in a zero on the assignment or assessment (test/quiz) and anautomatic U in citizenship. Please refer to the Lawson Planner on page10 for the definition of cheating.

CommunicationHow can students reach us to get help?At school Students may come to see us at break or directly after

school. If students need help on an assignment at home theymay contact us through e-mail.

Ms. Hannah Sun E-mail: mysunshineteacher@yahoo.com

(this e-mail should only be used for studentsthat need help on assignments or haveconcerns about a particular matter)E-mail prior to 6:00 p.m. for help on

assignments

Ms. Aimee Yong E-mail: yong_aimee@cupertino.k12.ca.usEmail prior to 4:30 p.m. for help on

assignments

Our webpage For homework, class information, downloads, links tointeresting sites, etc., check our team webpage at:

http://www.mysunyong.com

Lawson newsletter The school newsletter, Lawson Link, is publishedonline every month.Phone calls and email for parents Please feel free to contact us viaemail or voice mail. We are generally able to respond much more quicklyto emails than voice mails. If parents have time-sensitive information, itmay be best to contact the main school phone number and speak with asecretary.

Ms. Sun Ms. Yongvoicemail: 408.255.7500 ext. 212 408.255.7500 ext. 211email: sun_hannah@cupertino.k12.ca.usyong_aimee@cupertino.k12.ca.us

Individual conferencePlease contact us to set up an appointment todiscuss any concerns about your students performance.

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Protocol for students when emailing teacher1. Remember to use proper letter format with an opening (Dear, Hi) and a

closing (From, Thank you) and include your first and last name sincesome email addresses do not include your name.

2. Font should be in an easy to read (Arial, Times New Roman, Verdana),

in black and between 12-18 point size.

3. Use appropriate language and tone and remember that whatever youemail to your teachers will be kept as a record of communication thatmay be used in issues concerning grades, citizenship, andcommunicating with your parent or guardian.

4. Remember that we are your teachers, so emails sent to a teachershould be about the academic curriculum, grades, and citizenship. DONOT put us on your general contacts list since we do not want toreceive unsolicited emails.

6. Do not invite your teachers to join any online social networks (i.e.Friendster, MySpace, Facebook etc.). It is inappropriate for teachers tobe in your network and it would not follow CUSD guidelines.

7. If your teachers ask for a response from you, please reply in a timelymanner and remember to email your teachers at an appropriate time ifyou require a response. Emails that are sent to teachers in the eveningwill most likely be read and responded to the following morning or later.

8. DO NOT PUT SENTENCES IN ALL CAPITAL LETTERS.

9. Do not end sentences with more than one exclamation mark!!!!!!!!!!!!!!or question mark????????????

10. Please please please please do not repeat a word more thannecessary.

11. plz use correct punctuation and capitalization. no txting lingo cuz OMGwe r ur teachers! show us that u have learned how 2 spell (or at leastuse spell checker).

DisciplineAvoid The Ds is the motto for classroom behavior expectations.Disruptive, disrespectful and defiant behavior will result in discipline. Ifstudents are having a problem following the guidelines and valuesestablished in class, they will receive warnings, interventions, anddiscipline, which may include parent communication, student-parentconferences, and behavior reports.

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ParticipationConstructive participation is encouraged and expected in all classactivities because it is essential for success in this classroom. It is notonly important to be able to communicate in a school setting, but also insocial situations and your future career.

Students who understand material fully should be able to clearly expresstheir ideas. It is through this expression that you show teachers you havemastered material. Communication is also a great way to help otherslearn and ask questions. Your thoughts or ideas may help a student tomake connections to the material or may spark other students thoughtsand ideas which, in turn, could help you spark more thoughts or ideas.

Participation and communication can be any of the following: appropriately answering a question asked by the teacher or another

student in class asking a relevant question during a class discussion or activity contributing a pertinent comment, idea, opinion, or suggestion

volunteering information discovered during group time or lab work

sharing information with the class about other related activities

As teachers we are not always expecting your answers to be correct. Weare not always expecting that you will have the answers to the questionsthat are being asked. However, even in trying to answer the question youwill learn. If your answer/idea/suggestion is appropriate, relevant, andshows effort, we consider that an attempt at communicating in our

classroom. Participation in class contributes to your work ethic and willaffect your final grade.

Food & DrinkOther than bottled water, open food and drink is not allowed in theclassroom except on pre-arranged, special occasions (e.g., class feast orparty).

MoviesOccasionally, movies may be shown during the school day. These movies

are rated G unless parental permission is given for PG.

We look forward to meeting and working with all of you. We areconfident that our combined efforts will ensure a successfullearning experience for each student!

Sincerely,

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Ms. Sun & Ms. Yong

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The Essential Six For Sixth Grade Success1. Show Respect

Respect every students right to learn and the teachers right to teach.

Only one person should be talking at a time during lectures and discussion. No sideconversations.

During discussions, show you are listening to other students comments, opinions &ideas by looking at the speaker and giving appropriate verbal and non-verbalresponses.

Use language like, I agree with John, and I also feel that or I disagreebecause.She made a good point, but I feel that or I think Victor made an excellentobservation, and it made me realize

Show respect to your classroom by cleaning up after yourself, returning supplies totheir original location, and handling textbooks, supplies, and furniture with care.

2. Use Manners Cover your mouth when you sneeze or cough and say excuse me.

Always say thank you when you receive something.

Know other teachers and students names and greet them by name when you see

them. Greet visitors and help them feel welcome.

Substitutes will always receive at least the same respect as teachers.

Do not interrupt speakers. Wait to raise your hand until they have finished speaking.

Even if you dislike a person, still him/her with respect.

3. Be Prepared We will be swift, quiet, and orderly when transitioning from one subject to the other.

Time spent during a transition will be less than 10 seconds. Write all assignments in your planner neatly and use it daily!

Always have your required supplies and replenish them as needed. Be in your seat and ready to learn when the bell rings.

Review the agenda and be ready for the first or next activity.

4. Stay Safe Use common sense. Think before you act or speak.

Tell an adult if you see or hear something that is illegal or makes you uncomfortable. Only enter a classroom when a teacher is present or with permission.

When walking in line, keep your arms at your side, move quietly and do not speak.

Remain silent and quickly follow directions during all emergencies/drills.

5. Be Productive All responses should be in complete sentences unless otherwise stated.

Accomplish more by avoiding distractions. Be a responsible partner or group member.

Give positive and constructive feedback to your classmates.

Do all of your assigned work. Study for tests.

Utilize all of your class time even if you finished your required work. Be an active learner. Participate in discussions. Ask questions.

6. Have Pride Take the opportunities provided to you so you have no regrets.

Work and live to your full potential.

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Accept responsibility for your actions, learn from your mistakes, and move on.

Stand up for what you believe in.

Be positive and enjoy life.

No matter the situation, always be honest. Be the kind of friend that you want to have.

Do not expect or ask for rewards or recognition from others. The best incentiveshould come from satisfaction within you.

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Section Two:

Social Studies100 Terms & Unit Work

One hundred Social Studies terms have been selected for studentsto know. These terms will be covered in class throughout the year,but students should begin learning these terms immediately.Students are expected to study their terms at home since there willbe no time given in class to study and review the terms.

There will be a weekly test of ten terms chosen at random. Theseweekly quizzes are not graded by the teacher but will be utilized bystudents to assess and track their progress. After each weekly quiz,students will indicate their scores and mistakes on the termsperformance chart.

At the end of each trimester, students will be tested on terms

selected at random from the units covered in class so far. In June,there will be a final exam of all 100 terms, which is graded.

Student signature: _____________________________________

Parent/Guardian signature ______________________________

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100 Social Studies Terms

General Terminology1. The behaviors, beliefs, customs, and attitudes of a group of people are calledculture.

2. A complex society with a stable food supply, specialization of labor, agovernment, social levels, and a highly developed culture that includes art,architecture, religion, music, and laws is called a civilization.

3. B.C.E. stands for Before Common Era and represents the time BeforeChrist (B.C.). C.E. stands for Common Era and represents Anno Domini(A.D. or theYear of our Lord) the time after the birth of Christ. Our calendarwas changed in 500 A.D. to reflect the birth of Jesus Christ.

Geography

4. Early civilizations developed near river systems which provided food,

water, transportation, trade, and irrigation.

5. The world is divided into northern, southern, eastern, and westernhemispheres.

Early Humans

6. Artifacts are human-made objects (tools, jewelry, toys, coins) that teach

about the customs and beliefs of people of the past.

7. Prehistory is history that took place before the development of writing.

8. Oral tradition is stories, myths, and legends that are passed on by word ofmouth from generation to generation.

9. Archaeology is the recovery and study of artifacts, ruins, bones, and fossilsremaining from the past.

10. The process of digging up remains of the past is called excavation.

11. Groups of early humans were called hunter-gatherers because theyhunted for wild animals and gathered wild plants for food.

12. The development oftools and use offire were key factors in the survivalof early humans.

13. As early humans settled, they began to control both the growth andbehavior of plants and animals; this process is called domestication.

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Mesopotamia (5300 B.C. - 539 B.C.)

14. A city-state is an independent, self-governing unit made up of a city and itssurrounding villages and farmlands.

15. Barter is a system of trade in which people exchange goods/services but donot exchange money.

16. A person skilled at making a particular product by hand (pottery, jewelry,tools) is called an artisan.

17. Mesopotamia means the land between the rivers and is located in thefertile valley between the Tigris and Euphrates Rivers.

18. The Sumerians were the first to create an irrigation system with dams,gates, and canals.

19. Polytheism is the belief in many gods.

20. In Mesopotamia, religion and government were combined and controlledby the priest class.

21. Pictograph is picture writing where a picture stands for a word or idea.

22. Cuneiform is a wedge-shaped, Mesopotamian writing made with a reedstylus.

23. A scribe is a professional writer or record keeper.

24. An empire is the city-states and nations it has conquered under one ruler.

25. Sargon of Akkad changed Mesopotamia's government of separate rulersfor each city-state by creating the world's first empire.

26. Hammurabi's Code was an organized set of laws that established a way oflife with law and order (rules and punishments) for the ancientMesopotamians.

27. The Sumerians invented the wheel and sailboat to move trade items toand from Sumer.

Egypt (4000 B.C. - A.D. 350)

28. Egypt is located in northeastern Africa along the Nile River, the 'lifeblood'of Egypt because of food and trade.

29. Papyrus is a long, thin reed growing along the banks of the Nile, used by theEgyptians to make writing material.

30. Hieroglyphics are symbols used to stand for words or sounds in Egypt.

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31. Egyptians believed their kings were both humans and gods.

32. Sumerians, Egyptians, Hindus, Greeks, and Romans all followed polytheisticreligions.

33. Homes and buildings in Egypt were made ofmud brick; more importantbuildings (pyramids, temples, tombs) were made ofstone (limestone,

granite) using simple tools and no wheels.

34. Egyptians spent much of their lives planning to live for eternity because theybelieved in an afterlife.

35. Hatshepsut was the first recorded woman ruler of a nation; she reigned in atime of peace and wealth.

36. The three seasons (flooding, planting, and harvesting) in Egypt were basedon inundation, or the annual flooding of the Nile River.

37. Natural borders ofseas, desert, and mountains isolated and protected

Egypt from invaders.

38. Ramses II ruled Egypt more than 80 years leaving monuments, statues, andmemorials in his own honor.

Kush (2000 B.C. - A.D. 350)

39. Kush, located south of Egypt, was a source of great riches for the Egyptianempire.

Ancient Hebrews (1900 B.C. - A.D. 135)

40. Judaism was one of the first religions based on monotheism, the belief inone god.

41. The laws of the ancient Hebrews were called the Ten Commandments.

42. The "law giver" of the ancient Hebrews was Moses.

43. Abraham was considered the first person to worship the god of theHebrews.

44. The Torah, made up of the first five books of the Bible, contains the basiclaws ofJudaism and traces the history of the Israelites through 1200s B. C.

45. King David was believed to have written the Psalms.

46. The Exodus, led by Moses, was when the Hebrews left slavery in Egypt forthe promised land of Canaan.

47. TheTemple was the most important building in Jerusalem.

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48. The Hebrews were exiled to Babylon when their country was conquered bythe Babylonian Empire.

49. The capital of the Hebrew lands wasJerusalem.

50. The two kingdoms of the Ancient Hebrews were Israel andJudah.

51. The Roman Empire conquered all the lands in Asia Minor and ended upruling over the Hebrews.

52. A gentile is a person who does not follow the Jewish belief system.

Ancient India (2500 B.C. - A.D. 467)

53. The Aryans, semi-nomadic invaders from Europe, conquered the nativepeople of India pushing them south.

54. The Aryans belief in daily lives are described in the Vedas, collections ofsacred hymns, poems, and prayers.

55. The Indian culture was divided into four social classes: priests, rajas andwarriors, merchants and peasants, and servants.

56. As Indian people learned new skills, they developed subgroups called castesinto which people were born, and worked their entire lives.

57. Buddha, or "The Enlightened One," was a Hindu prince named SiddharthaGautama.

58. Buddhism is a religion in which people follow The Four Noble Truths, and theEightfold Path to reach enlightenment.

59. Buddhists believe in moderation, not too much or not too little of anything.This in-between path is called the Middle Way.

60. King Asoka (Ashoka) was the Mauryan king who unified India, renouncedviolence, and established Buddhism as the official religion.

61. A major religion of India, Hinduism, includes the concepts of reincarnation,many gods, a caste system, and the four stages in life.

Ancient China (2200 B.C. - A.D. 220)

62. Chinas natural borders, the Gobi Desert and mountains, madegovernance and movement difficult, and isolated China from the rest of theworld.

63. Confucius, a Chinese philosopher of the Zhou Dynasty, developed a code ofbehavior based on personal and governmental morality, correctness of

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social relationships, justice and sincerity.

64. To justify their conquest over the Shang, the Zhou's claimed to have beengiven the Mandate of Heaven.

65. Taoism (Daoism), is a Chinese philosophy in which people live a simple lifein harmony with nature.

66. Qin Shi Huangdi, emperor of the Qin Dynasty unified all of China under oneruler, and created the Great Wall to protect it.

67. The Qin Dynasty set one standard for language, money, and measurementthroughout China.

68. Theemperors of the Han Dynasty ruled during a time of peace, prosperity,expansion, and great achievements.

69. Trade and cultural interchange grew between India, Rome, and China withthe use ofthe Silk Road trade route.

Ancient Greece (2500 B.C. - 323 B.C.)

70. Aristocracy is a hereditary form of government, where rule is by thosewho have the most status, money or influence.

71. A monarchy is rule by a king.

72. A system of government in which a few people rule over a larger group iscalled oligarchy.

73. A tyrant is a ruler who seizes power by force and shares it with no one.

74. A democracy is government by the people.

75. Only males over the age of 18 were considered citizens in Athens havingreached the Age of Majority.

76. Athenians emphasized education and culture; Spartans emphasizedmilitary and discipline.

77. The Olympics began in Greece in 776 B.C., and were originally held tohonor the father of the Greek gods, Zeus.

78. Sparta and Athens joined together to defeat the Persians in the PersianWars.

79. Athenian democracy was a direct democracy in which each citizenparticipated in government.

80. The agora was an open-air marketplace in the center of Athens where thepublic could buy and sell goods.

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81. During the Golden Age, three goals ofPericles were strengtheningdemocracy in, protection of, and beautification of the city-state of Athens.

82. The Peloponnesian War was fought between Sparta and Athens becauseAthens would not give up some of the control gained after the Persian Wars.

83. Socrates, a Greek philosopher and well-known teacher, used a questioning

technique to search for the truth and the meaning of life.

84. Plato, Socrates' student, was a writer and philosopher.

85. Alexander the Great, king at age 20, spread Greek culture and beliefsthroughout Persia, India, and Egypt; this time is known as the Hellenisticperiod.

86. Western culture is influenced by Greek forms of literature, the arts,architecture, mathematical discoveries, science, and democracy.

87. Homer wrote the Odysseyand the Iliad, two epic poems about the

adventures of Odysseus.

88. Aristotle taught Alexander the Great and was the father of the scientificmethod.

89. Aesop was a Greek slave who taught moral lessons in the form of fables.

Rome (753 B.C. - A.D. 476)

90.Julius Caesar was a dictator in Rome, a general, and an author.

91. Patricians were the small class of wealthy families in Rome, and plebeianswere members of a large class of ordinary citizens.

92. A republic is a representative democracy in which political power lies withthe citizens, who elect leaders and representatives to run their government.

93. The three wars between Carthage and Rome are called the Punic Wars.

94. An aqueduct is a bridge-like structure built to carry water from a distantsource.

95. The Roman senate is made up of citizens elected by popular vote.

96. A dictator, in Rome, was an appointed ruler who took absolute power for aperiod of six months.

97. The Roman Empire stretched from modern day Britain to modern day Iran.

98. Caesar Augustus, the first emperor of Rome, developed an empire tocontrol the areas conquered by Roman armies.

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99. St. Paul preached that Jews not only had to obey Gods laws, but they alsoneeded to accept that Jesus was the messiah.

100. After years of persecution, Christians spread their beliefs throughout theRoman Empire when Emperor Constantine (312 337 A.D.) promotedChristianity, allowed Romans the freedom to follow any religion, andstrengthened the power of the church within the state.

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100 Terms One hundred Social Studies terms have been selectedfor students to know. These terms will be covered in class throughoutthe year, but students should begin learning these terms

immediately. There will be a weekly test of 10 terms chosen atrandom. These weekly tests are not graded, but should be kept trackof in this chart. At the end of each trimester, a quiz will be givencovering 25 random terms from the units we have covered in classthus far. In May there will be a final exam of all 100 terms, which ISgraded. This final is a large portion of the Social Studies grade for3rd trimester. The more effort students put into learning their terms,

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Quiz Date 1 2 3 4 5 6 7 8 9 10

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Section Three:

Spelling & Vocabulary Words

Every other week you will be responsible for a specific setof words, introduced in class. You must know the definition,forms, and or spelling of each word for a quiz the followingweek. You are expected to correctly use these words in your

writing and speaking.

Student signature: __________________________________

Parent/Guardian signature: ____________________________

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6th Grade Accountability Word List

These words are expected to be used and spelled correctly every timeyou write them beginning September 1st. Points may be taken off everytime a words is spelled incorrectly.

1 there John is standing there, near the basketball courts.There is a big hole in the ground where the pirates dugfor buried treasure.

2 their Their backpacks are hanging on hooks in the classroom.

3 theyre = they are; Theyre in room 9 and we are in room 11.

4 your Your mother will chaperone on the field trip.

5 youre = you are; Youre talking too loud!

6 to (preposition); I am going to the store.

7 two (number); I want two scoops of ice cream.

8 too (adverb); I want two scoops of ice cream, too. I dontwant too much chocolate syrup on my ice cream sundae.

9 than (used in comparisons); Amy is taller than Kevin.

10 then (used to show sequence); First we will eat lunch, thenwe will have recess.

11 where (adverb; question word); Where are you going?

12 were (verb) Were you asleep when I called?

13 shouldve = should have; I shouldve eaten the sandwich beforeI ate the candy bar. Also: couldve = could have;wouldve = would have

14 its (possessive pronoun); The bird had grown so big itcouldnt fit in its nest anymore.

15 its = it is; Its going to rain today.

16 which Which students didnt finish their homework?

17 new had this car for two years; it isnt new.

18 knew I knew he could make it to the top of the hill.

19 sincerely I always sign my letters SincerelyYours.

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20 maybe Maybe Ill go to the ballgame tonight and maybe I wont.

21 a lot I like a lot of mustard on my hot dog!

22 Saturday I like to sleep in on Saturday and wake up early onSunday.

23 women The woman didnt want to join the other women in theprotest against the war.

24 effect The effects of the hurricane left the town devastated.

25 affect The hurricane affected everyones life.

26 California She has lived in California all her life.

27 UnitedStates

He has lived in the United States since he was three.

28 American I am an American citizen.

29 ancient This year we are studying ancient civilizations.

30 civilization What are the characteristics of a civilization?

31 hominid Lucy is the most famous hominid in the archaeologyworld.

32 archaeology

The study ofarchaeology allows us to examine remainsof the past.

33 Egypt They pyramids ofEgypt are one of the seven wonders ofthe ancient world.

34 Mesopotamia

Will we study Mesopotamia before we study Egypt?

35 Rome We will finish social studies with the fall ofRome.

36 India India is a nation and a sub-continent.

37 China The Great Wall ofChina is visible from outer space.

38 Sumer The people ofSumer are called Sumerians.

39 Greece The Olympics originated in ancient Greece.

40 Israel The only country with Judaism as the primary religion isIsrael.

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Commonly Misspelled Words

a while efficient lightning raspberryacceptable embarrass maintenanc

ereceive

accidentally equipment maneuver recommendaccommodate

especially marshmallow

reference

acknowledge

exaggerate medieval referred

acquaintance

exceed memento refrigerator

acquire exciting meringue relevantacquit exhilarate millennium religious

amateur existence miniature repetitionapparent experience miniscule restaurantargument Fahrenheit miscellaneo

usridiculous

arrangement

fiery mischievous rhyme

assessment foreign misspell rhythmatheist forth nauseous sandalbarbecue fourth necessary schedule

beginning fulfill neighbor scissorsbelieve gauge noticeable sensiblebroccoli generally occasion separatecaffeine grammar occur sergeantcalendar grateful occurrence sheriff camouflage guarantee official specialcantaloupe harass outrageous successCaribbean height parallel tariff category hierarchy parliament temperatur

ecemetery humongous pastime thoroughchangeable humorous perseveranc

ethreshold

chocolate ignorance personnel tomorrowcollectible immediate picnicked tonguecolonel independent pigeon twelfthcolumn indispensable possession tyranny

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committed intelligence precede ukuleleconscience jewelry preferable vacuumconscientious

judgment principal vague

conscious kernel principle vicious

consensus knowledge privilege weatherdefinitely leisure pronunciation

weird

disappear license publiclydiscipline lieutenant questionnair

e

Spelling Menu

To practice your spelling, complete activities from the menubelow. Label the activities you choose. When you have finishedyour activities, staple them together in this order with yourpretest.

Design

a word searchpuzzle and key outof your spelling

words.

Sort

your spelling wordsinto 3-4 groupsbased on spelling

features

Discover

all the little wordswithin the spellingwords and list them.

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Create

a word web for yourspelling words e.g.,

shopsshop

shopping

shoppershopped

YOURCHOICE

Produce

a pyramid for eachspelling word. e.g.

tththithinthink

Divide

your spelling wordsinto syllables; besure to check thesyllabication rulesor the dictionary!

Author

a short story, wittysentences, riddles

or poem using yourspelling words

(the poem doesnthave to rhyme).

Hunt

for your spellingwords in magazines

and newspapers,etc.;

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Spelling Rules

Please remember there are always exceptions to the rules and it is bestto check a dictionary if you are unsure of how to spell a word.

1.ADDING S AFTER YA.words ending in yafter a vowel add s;

stay stays journey journeys

B. words ending in yafter a consonant change the yto iand add es.baby babies cry cries

2.ADDING S AFTER S, CH, SH, X, ORZ

A.words ending in s, ch, sh, x, orz add eschurch churches brush brushes mix mixes3. ADDING S AFTER F or FE

A. words ending in for fe, change the for fe to vand add escalf calves wife wives

B. words ending in double f,just add scliff cliffs stuff stuffs

4. POSSESSIVE NOUNS

A. Add s to any singular nounboy boys James Jamess

B. If a plural noun ends in s, add the after the s

girls girls animals animals Joneses Joneses

C. If a plural noun does not end in s, add the s like a singular nounmen mens oxen oxens

5. ENDING CONSONANTSA. double the final consonant and add the suffix in a word that ends in

one vowel and one consonantwin winner hop hopping

6.SILENT E BEFORE A SUFFIXA. drop the silent e before adding any suffix starting with a vowel

give giving shareshared

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B. keep the final e if the suffix starts with a consonantsincere sincerely taste tasteless

7.IE OR EI?A.ibefore e except after c or when sounding like a as in neighborand

weigh

believe receive reindeer chief

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Syllabication

About Syllables:

1. Every syllable has one vowel sound

2. The number of vowel sounds in a word equals the number ofsyllables.

take = 1 school = 1 English = 2 Science = 2Mathematics = 4

How to Divide Words into Syllables:

1. A one-syllable word is never divided.

2. Divide words at the end of a line with a hyphen.

3. Place the hyphen at the end of the first line NOT the beginning ofthe next line.

DO THIS she went home not know-ing that her parents had

NOT she went home not know-ing that her parents had

4. Divide as few words as possible.

5. Do not divide words that are already hyphenated.

Example: He was a good-looking man .

DO NOT DIVIDE good-looking because it is already hyphenated.

6. Do not place a syllable of only one letter at the end of a line and donot place a syllable of fewer than three letters at the beginning of aline.

DONT DO THIS he had tak- en the coat

OR because Harry was an a-mazing boy

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Where to Divide Words:

If you are uncertain as to where to divide a word, consult a dictionary!There are other rules and exceptions, but the following are probably themost helpful rules:

Rule #1: A compound word is divided between the two words that makeup the compound word.

Example: base ball

Rule #2: When a word has a double consonant, the word is dividedbetween the two consonants.

Example: bub ble

Rule #3: When a word ends in a consonant plus le, the word is divided

before the consonant.Example: pur ple

Rule #4: Consonant blends and digraphs are never separated.

Example: nick el reach ing

Rule #5: When a word has a prefix or suffix, the syllable division isbetween the prefix or suffix and the root word; except withed.

Example: un knownkind ness fright ened

EXCEPTIONS: eddoes form a separate syllable when it is preceded by a dor t

Example: start ed found ed

Rule #6: When a vowel is sounded alone in a word, it forms its ownsyllable.

Example: u nite

Rule #7: When the first vowel in a word has the long vowel sound, theword is divided after that vowel; or after the diphthong.

Example: ba by loy al

Rule #8: When the first vowel in a word has the short vowel sound, the

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word is divided after the next consonant.

Example: shad ow

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ensure legislative volume

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Foreign Words and Phrases

a la carte denim renaissancead nauseam entrepreneur reservoiraficionado futon restaurant

amuck or amok honcho rodeoangst hors doeuvres savvyanorak kaput succotashballet kayak tabooboondocks kindergarten terra firmacafeteria kow-tow terra

incognitacargo luau tornadocarpe diem mano a mano tycooncarte blanche mea culpa typhoonchauffer memoir ukelelechow menu vamoosecigar/cigarette moccasin veni, vidi, vicicorduroy patio verbotencoupon plaza wampumcrayon pro bono yen

Idioms

eager beaver feeling blue elbow greasehold your horses red tape jump the gunfly off the handle going bananas pie-in-the-skyat the eleventh hour butter someone

uptwo-faced

make a mountain outof a mole hill

bite off morethan you canchew

get ones wirescrossed

toot your own horn sour grapes under the

weathersee eye to eye to be all thumbs to be all earsout of the frying panand into the fire

making amonkey out ofsomeone

nose to thegrindstone

cost an arm and a leg on your toes cry wolf cant make heads ortails of something

bull in a chinashop

live from handto mouth

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the bottom line face the music goose is cookeddown in the dumps to smell a rat talk turkeyplay it by ear green with envy head in the sandon pins and needles under the

weatherspill the beans

fish out of water stuffed to thegills shoot the breeze

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WOWs

abominable contagious keen scamperabrupt deceive lapse scorchabundant deplete lavish scour

affection devastate legible sparseagile devour lenient staminaakimbo digress linger susceptibleamend disposable luscious swarmamiable dwelling meander tautample edible mortify tediousanimated emit nimble temptationarduous erosion ominous tepidarrogant etiquette pedigree terminate

audible evade perceive testifyavid exacerbate perennial tinderbabble fatal perishable tongue-tiedbehemoth fisticuffs perplex topsy-turvybewilder foliage persevere tranquilbillow forage persistent translucentbland fragile pliable treacherousboisterous frivolous ponder trivialbountiful gracious prosper uproarious

calamity grapple protrude valiantceaselessly gush quench warychaos haphazard quest wilycherish harmonious replenish withercommence hinder ruthless wrathcompassionate

impale serene yammer

consume inconsolable silhouette yearncontemplate jaunt sizzle zany

cordial jubilant spacious zestAdd some words of your own!__________________________________ _____________________________

__________________________________ _____________________________

__________________________________ _____________________________

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__________________________________ _____________________________

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Dead Words & Lively Replacements

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Dead Word Lively Replacements

Meaningful Sentences

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1. Pointless Doesnt reflect understanding

A. I dont like the word anthem.

B. I can spell the word governess.

C. Ajaris an interesting word.

2. Replace Looks good, doesnt prove understanding

A. On Monday, we enjoyed singing the anthem in class.

B. The governess walked into the room and asked to speak with themistress of the house.

C. The door was left ajar.

3. Dictionary Just rephrases the definition

A. An anthem is a sacred song.

B. A governess is a woman who works for a family by taking care of the

children.

C. A window or door is ajarif it is left open just a little bit.

4. Meaningful Full of meaning; creates a mind movie andpaints a picture; demonstrates understanding

A. Fans at San Franciscos 3-Com Park erupted with cheers after Cherbelted out the last lines of our national anthem at the World Seriesgame.

B. Walking onto the grass in our back yard, Ms. Lenotti, our governess,quickly interrupted our soccer game and directed us to the library so wecould complete our math lesson.

C. When I heard noise in the basement, I hurried down the stairs only tofind the door to Cookies cage ajar; my bunny was on the prowl again.

Dictionary Plagiarism!Dictionary example:Amys world travels were revealed in her eclectic taste inart. becomesAmys world travels were revealed in her eclectic taste infriends.

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How To Write A Word MasterParagraph

Modified by Barbara Alford

1. Use the word in a sentence and underline it.Examples: a. Kevin is industrious.

b. We went to a restaurantlast night.c. The test was apiece of cake.

2. Define the word without using it.Examples: a. He works hard and never gives up.

b. The place served delicious food.c. It was so easy for me.

3. Write a sentence describing an action associated with the word.Examples: a. He plans ahead to be sure he has enough time to complete all of

his assignments.b. I ordered my food with the waiter.c. Having studied for two nights previously, I was prepared.

4. Write another sentence describing an action associated with it.

Examples: a. Not only does he work hard at school, but he is also studying tobe an Eagle Scout.b. Unfortunately, instead of serving my dish piping hot, it arrived

cold.c. I reviewed the chapters we read in class.

5. Write a sentence explaining how people feel about or react to the word usinga synonym or antonym and underline that word.

Examples: a.People can count on Kevin to be diligent and complete a job orproject.

b. Never-the-less, even if it is only a cafeteria. I am still happy to goout-to-eat instead of having to make dinner myself.

c. I felt confident about my answers because the test was notdifficult.

Example Paragraphs: Should show what the word means and how to use it.

A. industriousKevin is industrious. He works hard and never gives up. He plans ahead to

be sure he has enough time to complete all of his assignments. Not only does hework hard at school, but he is also studying to be an Eagle Scout. People cancount on Kevin to be diligent and complete a job or project.

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B. restaurantWe went to a restaurantlast night. The place served delicious food. I

ordered my food with the waiter. Unfortunately, instead of serving my dish pipinghot, it arrived cold. Nevertheless, even if it is only a cafeteria. I am still happy togo out-to-eat instead of having to make dinner myself.

C. piece of cakeThe test was a piece of cake. It was so easy for me. Having studied fortwo nights previously, I was prepared. I reviewed the chapters we read in class Ifelt confident about my answers because the test was not difficult.

Vocabulary Toolkit

Word: Pronunciation:

Primary part of speech:

Other Forms:

Verb:_________________________

Adverb:_______________________

Noun:_________________________

Adjective:_____________________

Picture/Graphic:

Dictionary Meaning:

My Meaning:

Class Sentence:

Practice Sentence:

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Related Words:Synonyms Antonyms

Notes on connotation and shades of meaning:

Section Four:

Reading & Literature

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RequirementsStudents are required to spend 100 minutes a week readingquality literature. These minutes will be recorded in a ReadingLog that will be checked at the end of each trimester. Booktitle, genre, author, date read, reading and parent signature arerequired on the log. Students are required to have a book withthem in class at all times. Students will be asked to respond tocurrent reading in class.

Student signature: __________________________________

Parent/Guardian signature: ___________________________

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Reading Requirements

Students will keep a reading log and respond to current reading regularlyin class. These responses will be assessed and will count toward the finalLanguage Arts grade. Read 100 minutes per week outside of regular classassignments in a variety of genres. This reading may include:

Fiction Non-fiction bookso Historical Fiction o Hobbies or Informationalo Folktales o Biographies/Autobiographieso Fantasyo Science Fiction

o Historyo Science

o Mysteryo Adventureo Realistic Fiction Magazineso Poetry Newspapers

Personal Reading Recommendation ListTitle Author Genre 5-Star

Rating

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

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Reading Strategies

Great readers use these identified strategies while reading. If you practiceusing them until they become second nature, your reading ability willsoar.

Question:Question what is happening while you read. Searching for reasons behindevents and characters feelings can help you feel more connected withwhat youre reading. Make notes about confusing words, but do not worryif you do not understand everything. As you read further, you willprobably begin to see things more clearly.

Connect:Connect personally with what you are reading. Think of the similaritiesbetween characters and events and what you have personally

experienced, heard about, or read about. Text-to-Self

Find a point in the text in which you can connect the event, action,or a character to something in your own life or the life of someoneyou know personally.

Text-to-TextFind a point in the text in which you can connect the event, action,or a character to something in another book, a movie, or anothermedium.

Text-to-WorldFind a point in the text in which can connect the event, action, or a

character to something in the world-at-large.

Predict:Try to figure out what will happen next and how the selection might end.The read on to see if you were right!

Clarify:Stop on occasion to review what you understand so far, and expect tohave your understanding change and develop as you read on. Pay specialattention to character and plot developments. Also, watch for answers to

questions you had earlier.

Evaluate:Form opinions about what you read, both while you are reading and afteryou are finished. Make judgments about and develop your own ideasabout the events in the selection and the authors personal perspectiveand message. Note passages, events and descriptions that inspire strongemotions. Analyze the authors writing style including the use of literarydevices (i.e. Simile, metaphor and theme)

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Five Expository Text Structures & SignalWords

Pattern Description Cue Words(signal words)

Graphic Organizer

Description The author describes a topicby listing characteristics,features, attributes, andexamples

for example characteristics for instance such as is like including to illustrate

Sequences The author lists items orevents in numerical orchronological sequence,either explicit or implied

first second third after

next before then finally after when later since now previously use of dates

1. _______________

2. _______________

3. _______________4. _______________

Comparison Information is presented bydetailing how two or moreevents, concepts, theories,or things are alike and/ordifferent

however nevertheless on the other hand but

similarly although also in contrast alike/ same as either/ or just like/ just as likewise in comparison where as yet

Cause andEffect

The author presents ideas,events in time, or facts ascauses and the resultingeffect(s) or facts thathappen as a result of anevent

if/then reasons why as a result therefore

because consequently since so that for hence due to thus this led to

Alike

_________

_________

_________

_________

Different

___________

___________

___________

___________

Cause

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Problem andSolution

The author presents aproblem and one or moresolutions to the problem

problem is dilemma is if/ then because so that question/ answer puzzle is solved

Instructions Used in Textbook Readingand Follow-Up Tasks

adapted from Kate Kinsella

Analyze Break the subject (object, event, or concept) down into partsand explain the various parts.

Compare Show how tow things are similar as well as different; includedetails or examples.

Contrast Show how two things are different; include details orexamples.

Critique Point out both the good and bad points of something.

Define Give an accurate meaning of a term with enough detail toshow that you really understand it.

Describe Write about the subject so the reader can easily visualize it;tell how it looks or happened, including how, who where,why.

Diagram Make a drawing of something; label its parts.

Discuss Give a complete and detailed answer, including importantcharacteristics and main points.

Evaluate Give your opinion of the value of the subject; discuss itsgood and bad points, strengths and weaknesses.

Explain Give the meaning of something; give facts and details thatmake the idea easy to understand.

Illustrate Make the point or idea clear by giving examples.

Interpret Tell about the importance of the subject. Explain the resultsor the effects of something.

Justify Give good reasons that support a decision, action, or event.

Outline Make an organized listing of the important points of asubject.

Pretend Make believe/Imagine you are in a particular situation or

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that you are a particular person, etc. and describe what thisis like.

Prove Show that something is true by giving facts or logicalreasons.

Relate Show how things are alike or connected.

State Give the main points in brief, clear form.

Summarize Briefly cover the main points; use paragraph form.

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Signal Words and Phrases Used inExpository Texts

adapted from Kate Kinsella

Signal words and phrases are commonly used in academic writing like textbooksand essays to indicate the direction or pattern of thought in a paragraph or

chapter. They can help readers see how tow ideas fit together and relate to eachother. Signal words are usually located at the beginning of a sentence and arefollowed by a comma. They are the writers way of getting the readers attentionand showing the reader how to interpret and predict upcoming information.Compare these to the list of transition words found in the writing section of thismanual.

Words that signal definition:refers to consists of meansin other words (i.e.) is equal to synonymous with

Words that signal example:for example (e.g.) such as includingfor instance is like to illustrate

Words that signal simple listing or addition of ideas:also in addition moreoveranother furthermore finally

Words that signal sequential listing (ordering of steps, events,etc.):first before latersecond then sincefinally now nextfollowing previously

Words that signal analysis:consider investigate this meansanalyze the first part suggests examine

Words that signal comparison:similarly just like likewise

in the same way just as in comparison

Words that signal contrast:in contrast however buton the other hand whereas yet

Words that signal a cause-effect relationship:because hence due tofor as a result thus

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Exposition

RisingAction

Resolution

Falling

Action

Climax

Plot

Beginning

Middle

therefore consequently this led to

Narrative Literature Elements

Setting - where/when story takes placeCharacter - who is the story aboutPlot - actionConflict - problemResolution - how problem is solvedClimax - turning point of the storywhen the story

STARTS to endTheme - message or big ideaPoint of View - who is telling the story

Mood- tone or feeling of the storyPlot Line - graphic (picture) representation of theaction

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Narrative Reading Questions

During in-class reading assessments you may be asked to respond to anyof the following questions. Be sure you have kept your reading log up-to-date. Respond using complete sentences. SUPPORT YOUR RESPONSEWITH TEXT EVIDENCE by referring to a specific passage or quote from the

book. Dont forget to include the page number where the passage orquote can be found.

Connectionsa.Is the main character similar to a character you found in anotherbook? Or, to yourself? People you know? What are the similarities?b.Are there any connections between this book and your own life?c.Does this book seem similar to any other book you have read ormovie you have seen? In what ways are they similar?d.What character would you like to be in this book? Why?

e.Would you like to acquire a personality trait of a particularcharacter? What is the trait and why do you like it?f.How have you changed after reading this book?g.What do you know now that you didn't know before?h.What questions about this book would you like answered?i.What advice would you give a particular character? Why?

Literary Elementsj. What clues did the author use to help you predict what was goingto happen?k.If your book took place in a different setting, how would that change

the story? Why?l. What are your favorite lines or quotes and why do you like them?m.Would you like to read more books by this author? Why?n.What incident or conflict does the author use to begin the story?Why?o.How does the author create suspense?p.Describe the climax of the story (the place where the problem of thestory started to turn into the resolution of the story). Why do feel thispoint was the climax?q.Did the book end the way you thought it would? What clues did theauthor give you that made you think that? Did you think these clueswere important when you read them?r.If you could change the ending of the book, what would you do?Why? Would it change the theme?s.Did any characters change during the course of the book? How didthey change? What forces caused this change?t.Describe the mood of this book. How would the story have beendifferent if the author had presented a different mood? How did theauthor help create the mood.

u.How did the author display his/her craft? What kind of literary

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devices were used? Evaluate their effectiveness.

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Literary Devices

Authors use devices (techniques) to make their writing more powerful

such as:

Alliteration The repetition of the first consonant sound in aphrase.

The brawny boy broke the bat.

Colloquialism A common word or phrase that is used whenpeople talk to one another or that reflectsspeech from a particular region. Colloquialismsare usually not used in a formal speech or inmost assigned writing.

Thata girl. Just eat your breakfast.Dont pay me no mind.

Flashback A technique in which a writer interrupts a storyto go back and explain an earlier event.

In the summer, Brian would live with hisfather. In the school year with is mother.Thats what the judge said after looking

at papers on his desk and listening to the

lawyers talk. Talk. Words.Now the plane lurched slightly to the

right.

Foreshadowing Hints or clues that a writer uses to suggest whatwill happen next in a story.

If they had made their road through thewood instead of around it, then the

people would have followed the road.The people would have noticed the giantash tree at the center of the wood, andthen, in time, theyd have noticed the

little spring bubbling up among its rootsin spite of the pebbles piled there to

conceal it.

Hyperbole/Exaggeration

An extreme exaggeration or overstatement thata writer uses for emphasis.

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Sally uses so much make up she couldpass

for a clown at the circus.

Inference The act of figuring something out by using whatyou already know.

We can infer that something very bad isgoing to happen in Tuck Everlasting from

the line:But the village doesnt matter, except for

the jailhouse and the gallows.

Metaphor A figure of speech that compares two thingswithout using the word like or as.

Her hair was spun gold.

Onomatopoeia A word that imitates the sound it represents.

The buzz of the bee kept her awake allnight.

Personification A figure of speech in which a nonhuman thing(an idea, object, or animal) is given humancharacteristics.

The poor kid might as well go home,murmured Tucker Mouse to himself.

Repetition The return of a word, phrase, stanza form, oreffect in any form. May effectively bringcomfort, suggest order, or add special meaning.

If you give a mouse a cookie

I looked upon the rotting sea,And drew my eyes away;

I looked upon the rotting deck,And there the dead men lay.

Simile A figure of speech that compares two thingsusing the word like or as.

Her hair was like spun gold.

Stereotype An oversimplified opinion or image of a personor group of people that usually has negativeconnotations.

Fairy tales such as Cinderella have

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stereotype characters. The step-motheris cold, scheming, and uncaring;

Cinderella is beautiful and kind; ThePrince is handsome and rich.

Word Choice An effect created by an authors use of words.

He clasps the crag with crooked hands;Close to the sun in lonely lands,

Ringd with the azure world, he stands.

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Section Five:

Writing & Research ToolsMany different genres of writing will be explored, including: Expository work

Narratives

Research reporting

Response to literature

Persuasive writing Poetry

Papers will be graded using rubrics designed for each genre. Finalpieces may be graded in their entirety or specifically looking at one or twoareas (such as thesis statements or transitions). See the Sixth GradeWriting Standards description on the following pages for the specifics ofwhat we will be learning and refining.

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Sixth Grade Writing Standards

Ideas & Content

Writing is clear, coherent, and focused. Writing shows awareness of audience.

Lead is attention grabbing and states the purpose forwriting with sophistication. Main ideas are supported by relevant facts, details, and

explanations. Conclusion includes personal summary, reaction, or

understanding.

Organization

Extremely well organized, using patterns such as

compare/contrast and order of importance throughoutpaper. Writing clearly progresses through a beginning, middle,

and ending.

Voice

Distinctive style. Reader hears author speaking. Engages the readers interest by showing exceptional

knowledge and interest in topic.

Sentence Fluency

Writing is consistently smooth, with a variety of sentencestructures.

Simple, compound, and complex sentences are usedcorrectly.

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Word Choice

Author always chooses precise, colorful words and usesthem correctly.

No dead words used. Word choice shows awareness of audience.

Conventions

Author always uses pronouns and verb tenses correctly. Punctuation of sentences is correct. All proper nouns and initial words in sentences are

capitalized. Spelling is correct throughout paper.

Presentation

Each page is carefully written or typed, unwrinkled, andclean. Margins are straight; special care has been taken with

titles and headings. Illustrations are carefully drawn. All guidelines followed.

All great achievementsrequire time.

Maya Angelou

My aim is to put down on paperwhat I see and what I feel in the best

and simplest way.Ernest Hemingway

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Topic Sentences & Thesis Statements

Topic Sentence Paragraph Thesis Statement Essay

The topic sentence or thesis statement states the subject of the writingand tells the reader what will be proved or explained. Use the techniqueofName It, Verb It, Finish Thoughtto construct a basic topic sentence orthesis statement.

Example:

The Walt Disney movie Cinderella illustrates that dreams really do cometrue.

Name It Verb It Finish Thought

Then vary your sentences by trying different techniques:

Make it a Complex Sentence(above standard +) Although my family and I have taken many wonderful

vacations, none was more exciting than our trip to the GrandCanyon.

Before you make a decision to light up a cigarette, considerthe health problems caused by smoking.

If you want to write a terrific paragraph, begin with acomplex sentence!

Even though bike helmets are unfashionable, all cyclistsshould wear them.

Use a Sentence with However (above standard +)

I have lived in several states; however, there is only one Iwould call home.

My mother is very strict; however, there are valid reasons forher rules.

Hundreds of books line my shelves; however, a select few havechanged my life.

Use a Power Number Sentence(at standard ) The new recruits learned four important procedures.

Tourists traveling to Rome will enjoy three spectacular sights.

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Avoid using There Are or Here Are Sentences(below

standard - ) There are three reasons why Ashoka was a great leader in ancient

India.

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Organizing Your Writing

Power Outline

The power outline can help you ORGANIZE your thoughts BEFORE you

write your draft. This allows you to be thorough, concise, and clear. It isalso flexible some facts need more evidence than others, but everyfact MUST have evidence!

Topic Sentence/Thesis Statement Fact/Main Point

* Evidence/Supporting Detail* Evidence/Supporting Detail* Evidence/Supporting Detail

Fact/ Main Point* Evidence/Supporting Detail* Evidence/Supporting Detail

Fact/ Main Point* Evidence/Supporting Detail* Evidence/Supporting Detail

T-Chart

Alternatively, the simple T-chart is also a quick and easy way to organize

thoughts.

TS:Fact/Main Point Evidence/Supporting Detail

*

*

*

*

*

*

*

*

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Color Coded Paragraphs

1. Background (blue)This is the interesting extra information thatpertains to the topic of the paragraph.

2. Topic Sentence (green)This is the single most important sentence in thewhole paragraph. It is your main argument. It tellsthe reader and reminds you, the author, what majorpoint you plan to address.

3. Main Points/Facts (black)They provide the main support for your topic

sentence. You should have at least 2-3 of these inyour paragraphs.

4. Evidence/Supporting Detail (red)The evidence comes in different forms: details,facts, and quotations. They all do the same thing:provide proof for your supporting points. The bestevidence available is quotation when possible. Youshould have one piece of evidence for eachsupporting point.

5. Conclusion (green)Use this to remind the reader of the main pointyouve made in your topic sentence.

ExampleSan Luis Obispo is a beautiful small town on the central coast

of California. It is home to one of the best state universities,California Polytechnic State University.Even though manystudents want to attend a UC for college, a State school has alot to offer also. Class sizes at a State school are often lowerthan those in the UC system. All of my friends at Davis andBerkeley had many classes with over four hundred people inthem. The largest class I took at Cal Poly had seventy-fivestudents, and most averaged about thirty. Because of the

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small size, I was able to know all of my professors very well.All of my professors knew me by name and were alwaysavailable to help me when I needed it.My dream was toattend UC Santa Barbara for college, but I am so happy that Ichose to attend Cal Poly instead. It provided me with awonderful education and a great, personal college

experience.

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Ways to Start a Sentence

1. Subject(who or what) /Predicate (action)

Ms. Yong ate pie after dinner.Leopards live in the jungle.They are on vacation in Hawaii.

2. Adjective(description)

HungryMs. Yong left but one slice of pie for theothers to share.

Five leopards live in the jungle.The luckyVelasquez children are on vacation in

Hawaii.

3. Adverb (how)

Silently, Ms. Yong devoured the pie before anyonecould stop her.

Powerfully, the leopards tore apart their prey.Sleepily, they arrived in Hawaii for their vacation.

4. Prepositional phrase (where or when)

At the family picnic, Ms. Yong won the pie-eatingcontest.

In the branches of the tree, leopards stalk theirprey.

During August, the Velasquez children will be onvacation in Hawaii.

5. Participle/Gerund(-ing word)

Pie-eating was a favorite activity of Ms. Yong.Running through the jungle, the leopards

stalked their prey.Vacationing in Hawaii, they forgot about all their

worries.

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Dynamite Intros (Leads)

1. Quote or Dialogue"Run, don't look back!" my brother shouted."Give me liberty or give me death!" Patrick

Henry's famous words tell us...

2. Hyperbole(exaggeration)

That pumpkin was as big as a school bus.Billions and billions of coins. And all for me!

3. Suspense or SurpriseThe more I ran, the more I heard footsteps.If I were a hummingbird, my heart would weigh 80

pounds.Pickle relish or mustard--she just couldn't decide.

4. Sentence Fragments, Adjectives, or Description,Pennies. Pennies everywhere. Far as I could see.Daring. Courageous. Valiant. These are just some

ways to describe Annie and Clover from The Other Side by JacquelynWoodson.

It's ten degrees below zero and the river is frozena foot thick. It makes a snapping soundlike the limbs of trees crackling. Alone figure glides along the black ice,

moving towards the city. The only sound is eachblade as it bites into the river. That's me doing my

favorite sport, ice-skating.5. Pose a Question

Have you ever watched a true hot-dog-lover inaction?

Did you ever wonder why God created flies?

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What's brown, shiny, and has beautiful fur? Abeaver, of course!

6. Make a DeclarationBeavers are awesome, amazing animals.

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Ways to End Essays

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1. Use Conclusion Wordsall in all clearly in conclusion surelyas a result consequently in effectoverall certainly for these reason obviouslythusto sum up ultimately

2. Summarize Key PointsObviously, recycling used soda cans and plastic

bottles is a good idea. It will help keep the schoolyardclean, it wouldn't take a lot of time or effort, and kidsof all ages could participate. Not only would you helpsave the environment, but you could earn some extramoney for your school as well!

3. Encourage Reader to Take ActionAsk your principal about forming a recycling club at

your school. T This certainly could be a steptowards cleaning up the environment and e earningsome money for your student council!

4. Encourage Reader to ReflectThe point is, whether it's aluminum or glass,

Styrofoam or plastic--don't put it in the trash--recycle. Encourage your kids to expend just that littleextra bit of themselves in order to recycle. In doingso, they're learning not only how to respect the e nenvironment, but to respect themselves in the process.

5. Restate Thesis (Topic Sentence) Using DifferentWords

In effect, recycling can make a differencenot onlyto the environment, but to your pocketbook as well.

6. Repeat Question Posed in Introduction andAnswer It

Have you ever wondered if one person could evermake a differedifference in this world? Clearly, recyclingproves that one person can!

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LiteratureFree Response

Suggested Approaches

Cant think of what to say? Perhaps one of these suggestionscan help you. Remember, you dont have to use these. If youcome up with other ideas, use those.

1. Points that I like or dislike about a character or an event2. Situations that make me angry or sad3. Questions about sections that I do not understand4. Comments about what I think an unfamiliar word might

mean

5. Events from my life that come to mind as I read6. Situations about events with which I do not agree7. Predictions about what will happen next

Response Starters

Below are some words that can help stimulate yourresponses.

After I doubt Im surprised The

problem

Although I guess An important This reminds me

If I question In my opinion Throughout

When I suppose Instead of Unless

While I think Just because

Whatever

Before I wonder Maybe As a result

Despite Im certain Perhaps Because of

I believe Im not sure Since

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Better: Of all the adventures my family and I had in Florida,the speedboat ride in Clearwater was the best.

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Transition Words or Phrases

Words which can be used to show time:at second today soon as soon asabout during until yesterday finally

after first meanwhile next thenbefore third tomorrow later whenimmediately soon after

thatthe next day in the end not long

after that

Words which can be used to compare:in the same way likewise as similarlyat the sametime

like also

Words which can be used to contrast:but otherwise although on the other

handyet however still even though

Words which can be used to emphasize a point:again for this

reasonin fact to repeat truly

Words which can be used to add information:again and for instance moreover additionallyalso besides next as well in additionanother for example finally along with

Words which can be used to conclude or summarize:as a result finally in conclusion

therefore lastly in summary

Words which can be used to clarify:in other words for instance that is

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Transitional Expressions

Make sure to choose transitions that fit and make sense foryour paragraph or essay. Each new paragraph should have atransition!

Some Common Transition Sets

First, second, thirdOne, another, nextFirst of all, also, thenAt first, after, thenOne, equally important,

nextOne, another, lastFirst, also, besides

First, in addition, finallyOne example, anotherexampleA good example, a betterexample

First of all, next, the final

More Advanced Transition Sets

a good, a better, the best

to begin, then, consequently

it started when, as a result, then, therefore

at the beginning, then, following this, finally

one way, another way, a final method

one, one other, along with, last

in the first place, after that, later on, at last

initially, then, after that

as soon as, next, later, in the endto begin, at the same time, finally

first of all, besides, in addition

to start, furthermore, additionally, last

one important, another important, the most important

modified from Step Up to Writing 2003 Sopris West

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Poetic/Literary Devices

1. ALLITERATION several words in a line or phrase thatbegin with the same sound (tongue twister peter piperpicked a peck of pickled peppers)

2. HYPERBOLE an extreme exaggeration (hungry enough toeat a cow!)

3. LYRIC POEM expresses feeling and emotions

4. MESSAGE/MEANING what the poem has to say (is there alesson for life?)

5. METAPHOR describing one thing by saying it IS another(she is an angel)

6. NARRATIVE POEM tells a story

7. ONOMATOPOEIA words that imitate sounds (whoosh!splat!)

8. PERSONIFICATION giving a non-living item the qualitiesof a person

9. POINT OF VIEW who is telling the story/poem (not alwaysthe author)

1st person: I, me, my, mine, myself, we, us, ours3rd person: they, he, she, them, character names

10. RHYME two or more words that have the same endingsound

(dark, barkmatters, tatterssoul, whole)

11. RHYMING PATTERNS the pattern of lines that rhyme(in an AABB poem, lines 1 & 2 rhyme, and lines)3 & 4 rhyme, in an ABAB poem, lines 1 & 3 rhyme, and lines2 & 4 rhyme, and in an ABCB poem, only lines 2 & 4 rhyme)

12. SIMILE describing one thing as being like another uses

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like or as (crazy as a fox, eyes like an eagle)

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Similes

A simile is a figure of speech that uses the word as orlike. Figures of speech are used like adjectives or adverbs.

They modify or describe a person, place, thing, or action with a

colorful and often visual term of phrase. Creative writers andpoets make good use of these. The following are frequentlyused similes.

Similes using as Similes using like

As bright as the noonday sunAs busy as a beeAs clear as a bell

As clear as dayAs clear as the nose on your faceAs cool as a cucumberAs certain as death and taxesAs cold as iceAs comfortable as an old shoeAs cute as a buttonAs cuddly as a babyAs dark as nightAs deaf as a doorpostAs dry as a bone

As deep as the oceanAs fat as a pigAs flat as a pancakeAs fresh as dewAs innocent as a newborn babyAs green as grassAs hard as nailsAs happy as a larkAs hungry as a bearAs loud as thunderAs light as a feather

As lovely as a roseAs meek as a lambAs quick as a winkAs quiet as a mouseAs rough as sandpaperAs smooth as glass

As strong as an oxAs soft as old leatherAs sly as a fox

As stubborn as a muleActs like a bull in a china shopEat like its going out of styleEat like a pigChatters like a monkeyCry like a babyCheeks like rosesDrinks like a fishEats like a birdEyes like starsFell like two cents

Fits like a gloveFought like cats and dogsLaugh like a hyenaMoves like a snailRun around like a chicken with itshead cut offRun like a deerSing like a birdSlept like a logStood out like a sore thumbSit there like a bump on the log

Spoke like an oratorSparkled like diamondsWalk like an elephantWork like a dogWaddle like a duckWorks like a charm

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Metaphors

Metaphors are figures of speech that compare two things, butdo not use the words like and as. These colorful phrases areused like adverbs or adjectives to describe persons, places, things,or actions. You must learn not to take them literally but to enjoytheir use.

Ann was a walking encyclopedia.Johns head is a computer.Jealousy is a green-eyed monster.That car is an old dinosaur.Her porcelain skin is flawless.Shes a regular adding machine.He is faster than a streak of lightening.A fossil of a man greeted us at the door.

Use kid gloves when handling this.Her heart is a fountain of kindness.The mountain of paperwork seemed to grow.His heart is an iceberg.The army of ants attacked the fallen lollipop.Tom is a marionette; his brother Bill works the strings.She is the shining star in his dark, dreary life.He is a snail when it comes to getting his work done.Mr. Mathers bark is worse than his bite.The toddler was a clinging vine near his mother.His books were steamships and starships taking him to new worlds.

His new car turned out to be a lemon.She was thunderstruck when she learned she had won.Hes top banana where he works.The police were determined to get to the bottom of the mystery.When her mother died, she shouldered the burden of raising thechildren.Im a real chicken when it comes to getting an injection.At night my bedroom is a real icebox.When my mother saw my low grades, she gave me a real tongue-lashing.Lost in the woods, the branches of the trees were arms grabbing me.

By the times she finished her first day at work, she was dead tired.His stomach was a bottomless pit.The night was growing old, and there was still so much to be done.My grandmother is very broad-minded about most things.He turned thumbs down at the idea of moving to a new town.

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^

Proofreaders Marks

Delete There were cots to sleep on and foodto eat on at the shelter.

Insert ^ Mrs. Kims cat is the color carrots.

Indent paragraph Riots are bad. People can get hurtand

or new paragraph buildings can get burned down butgood things can happen too. Peoplecan learn to be friends.

Capitalize Daniel and his mom didnt like mrs.Kim or her cat

Use lowercase / People were Rioting at theconvention.

Add period I think Daniels mom and Mrs. Kim will

become friends

Add comma People hurt other people steal thingsand burn down buildings in a riot.

Add apostrophe Daniels cat was named Jasmine.

#Add space # Daniel couldnt findhis cat last night.

svSubject-Verb SV I likes to eat vanilla ice cream.dont agree

soSpell Out SO She ate 3 pieces of pie after dinner!

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Word choice poor WC Some people barf when they are carsick.

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Submitting Writing

Yes, Im picky about how you order your papers. But, there are goodreasons for being picky about this. ONE of those reasons is for YOU, thewriter, to be able to track the progress of your work!

The basic rule that applies is that you submit allwork done on a piece with the latest work on top.

1. On the bottom should be the pre-writing (brainstorming, graphicorganizers, or whatever was done in this step). The only exception is ifyou wrote something in a personal writers notebook (I dont want youto tear it out). So, if you did pre-writing in a personal writers notebook,head a piece of paper, label it