6th+Grade

=6th Grade=

Writing Process. Students use the writing process for both informal and formal writing.
Language Skills. Students use appropriate language, mechanics and style in their written work (e.g. rich vocabulary, grammar, proofreading and editing, varied sentence structure).

Sixth grade follows a Reading and Writing workshop model with influences from both Nancy Atwell and Columbia Teachers College. The Reading and Writing workshop is melded with a common novel study each trimester. This format allows the students the enormous benefits of an individualized approach to reading and writing, while also giving them the benefit of gathering common literary language and skills which are then utilized and applied. The workshop models allow learning to be student centered and driven as girls move between working individually, working in peer groups, and conferring with the teacher. Skills, rather than content, are emphasized with the expectation that students will be able to apply new information to current work. Students are exposed to a wide variety of reading and writing genres. Additionally, the girls embark on a year long, independent vocabulary study in which they are responsible for pulling unfamiliar words from their readings and creating a master list.
 * Standards as they apply to 6th grade.**

While in Reading Workshop, students are largely driving their own learning. The teacher’s role is to guide each reader and truly foster a love of reading. Students and teacher set goals each trimester for the reader to accomplish. (Goal One) While ultimately, students choose their own books, if it is apparent they are pulling from only one genre, it is highly encouraged they branch out. Students must read from every genre by the end of the year. Book talks and Café days are times when students share what books they love and why, which not only heightens reading interest, but also demonstrates deep understanding of the written word. (Goal Four) Mini-lessons are used to give students a wide range of strategies so that they may comprehend, interpret, and evaluate the books they read. Students draw on prior experiences to make connections among the books they read, their own personal values, and the global community. Mini lessons are also used to teach students about literary elements such as plot, characterization, setting, tone, mood, symbolism, and theme. We also look at figurative language such as metaphor, simile, personification, alliteration, onomatopoeia, hyperbole, and imagery. After a skill or subject is learned, the expectation is that students will apply it to their own reading. Analysis and assessment can be seen both in their Reading Workshop journals where they write critically about what they read and in letter essays to the teachers and peers. Sixth grade writing includes narrative, memoir, expository, reader response, and letters. The writing process is heavily reinforced as students practice prewriting, drafting, revision, editing, and proofreading skills. All of the writing is done in a workshop model. Girls are going through each step of the writing process at their own pace. While students are working alone or in small groups, other individuals are conferring with the teacher. Through mini lessons, students are given strategies for generating ideas for each genre of writing, thus allowing their writing to be authentic and meaningful rather than merely the fruit of an assignment. Students also focus on audience and purpose of a particular writing piece. Students address each level of Bloom’s Taxonomy in their writing. They write to convey knowledge and understanding, as well as to compare, contrast, analyze, predict, and evaluate. Students address their own thoughts in their journals, their peers through small group work and editing, and their teacher through letter essays. They write to delve into their reading, to express opinions to others, to share meaningful experiences, and to interpret their emotions through poetry. Students keep their writing in a class portfolio which becomes a tool for reflection as the year progresses. Students are encouraged to take an early piece of writing and either revise or repurpose for a new grade. This is especially important for it reinforces the notion that our writing is fluid and should continue to grow and change.
 * Signature Strengths in Reading**
 * Signature Strengths in Writing**

One of the core needs for a true Writing/Reading Workshop model is dedicated time in the schedule for both. Many schools have the opportunity for double periods, either every day or on a rotating basis. The very fact that so many topics need to be covered at this age group necessitates more meeting time. Another area for growth will be the accessibility of more technology. The needs of the fifth and sixth grade years have not been previously met. While the seventh and eighth graders have constant access to their laptops, any project necessitating computer usage has been difficult because of the lack of resources. A netbook cart is now available, but that is frequently in use as well. In the coming years, the sixth grade will have access to their own computers daily, which will increase options for teaching a multitude of strategies. Students will have the opportunity to “go green” and decrease the paper trail. Students will be able to learn and practice online researching skills, word processing skills, and productive internet navigation skills. Additionally, much of reading and writing workshop can move into the virtual world. Students will be able to learn how to communicate effectively through a variety of mediums.
 * New Directions/Area for Growth in Sixth Grade English**