The Inquisitive Teacher
"Never be afraid to ask why."
RELA | Student Work
"Hatchin' Contractions"
Pronoun Pizza
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Pronoun Pockets
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"Read for the Stars" data tracking
Students kept track of their reading progress using a folder with a bar graph. If they reached their goal, they received a star. On Friday, students used Friday folders that consisted of different comprehension activities, such as QAR questions.
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Descriptive Language
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Graphic Sources "Candy Graphs"
Students applied what they learned during our study of graphic sources and how to analyze them to the creation of their own graphic source - a bar graph. They created this graph by counting the number of each color of Skittles in their baggie. They graphed each color and then created some thought-provoking questions based on their graph.
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Alliteration Ice Cream Cones
As we learned about what alliteration is and how it is used, students created their own "alliteration ice cream cones". Students picked a specific letter or sound and had to create a sentence using alliteration. Many students went above and beyond and came up with a sentence where every word started with that specific letter or sound!
Opinion Writing: Class Debate
Our fifth grade opinion writing unit concluded with a class debate held between both Language Arts classes. In their opinion writing, students answered the question "should (outside) electronics be allowed in school?" All of their hard work and research paid off: students had very respectful, intellectual conversations about both the advantages and disadvantages of bringing electronics to school. Way to go Fifth Grade!
#QOD: Question of the Day exit ticket
Aw we studied different topics, sixth grade used a "Twitter Feed" to answer the question of the day or #QOD at the end of the lesson. For this #QOD, students were asked to select one character from their class novel and provide one trait for him or her. They needed to use evidence from the book to support that claim.
CLOSE Reading: Annotating and Analyzing
Sixth graders have been asked to go a step further with their note-taking this year. They have been asked to not only highlight their evidence for answers to comprehension questions, but also to highlight and annotate to help them further understand what they are reading. As we read, highlight, and annotate, we are working to dissect and analyze how parts of the story work together. These are some examples of our notes.
