Mr

Fifth and Sixth Grade English

5/6 Homework page: http://gs.riverdale.k12.or.us/~56team/index.html

Reading

Reading instruction is based on reading strategies for comprehension. Throughout the year I will include what this is and how I teach it through newsletters. I will also be assessing the kids’ reading skills. Expect this information at the fall conference.

Grade 5

In class, students will be presented with folk tales, drama, short stories, poetry, and nonfiction. In addition, students must read:

one adventure novel
one mystery novel
one historical fiction novel
one biography
one nonfiction
two realistic fiction novels

Students may choose any novel that is appropriate to age, reading level, and content. Lake Oswego Library (Go to "Best Sellers,"scroll past NY Times Best Sellers and Oprah's picks, etc. Then it has books by grade levels, historical periods, etc.) , Multnomah County Library, Mr. Black, and Mrs. Becker are all good resources for choosing books. Before each genre is assigned, Mrs. Becker will meet with the students to discuss the particular genre and offer examples.

The historical fiction novel must be chosen from the following list of books, which coincides with students’ study of slavery in the New World:

Slavery in the New World Books

After reading any novel, students will complete a reflection assignment, which will require them to make inferences based on implicit and explicit information in texts; identify symbols; draw conclusions about meanings; relate to the text personally based on prior knowledge; formulate ideas, conclusions, and opinions; evaluate, discuss, and write about the texts using literary terms. Students will also participate in parent-led book groups throughout the year.

In addition, fifth graders will read one novel by Jane Yolen as part of our author focus.

Extra Credit Book Reports

These are available to all students, and are assigned in between the regularly assigned book reports.

Around the World in Eighty Days by Jules Verne (Please use the translation published by Puffin, ISBN 014036711X)

One novel from European Colonization of the New World Books
One novel from Comparison/Contrast of New England, Middle, Southern Colonies Books
One novel from Slavery in the New World Books (This is in addition to the Slavery in the New World novel listed for Cohort 1.)
Two novels from Revolutionary War/Declaration of Independence Books

Although all of the books on the lists have been selected with the middle school child in mind, parents are encouraged to select books with their children. Each book has a synopsis which will help with interest level, and another great resource is Amazon.com. At Amazon there are fuller descriptions, as well as reader reviews to help you choose novels that are appropriate to age and content.Grade 6: http://www.riverdale.k12.or.us/%7Ebblack/6reading.htm

Grade 6

In class, students will be presented with folk tales, drama, short stories, poetry, and nonfiction. In addition, students must read:

one adventure novel
one science fiction novel
one fantasy novel
one historical fiction novel
one nonfiction
two realistic fiction novels

Students may choose any novel that is appropriate to age, reading level, and content. Lake Oswego Library (Go to "Best Sellers,"scroll past NY Times Best Sellers and Oprah's picks, etc. Then it has books by grade levels, historical periods, etc.), Multnomah County Library, Mr. Black, and Mrs. Weiland are all good resources for choosing books. Before each genre is assigned, Mrs. Weiland will meet with the students to discuss the particular genre and offer examples.

The historical fiction novel must be chosen from the following list of books, which coincides with students’ study of Ancient India:

Ancient India

Extra Credit Book Reports

These are available to all students, and are assigned in between the regularly assigned book reports.

I Am David by Anne Holm

Either Black Ships Before Troy: The Story of the Iliad or The Wanderings of Odysseus. (Students may choose.) Both are by Rosemary Sutcliff.

One novel from Prehistoric Fiction
One novel from Early Civilizations
One novel from Ancient India (This is in addition to the required Ancient India Novel listed under Cohort 1.)
Two novels from Ancient China/Japan

Although all of the books on the lists have been selected with the middle school child in mind, parents are encouraged to select books with their children. Each book has a synopsis which will help with interest level, and another great resource is Amazon.com. At Amazon there are fuller descriptions, as well as reader reviews to help you choose novels that are appropriate to age and content.

Writing

Most of the free writing will be done in class. I'll give them topics, and they'll write in class. Very informal, and, hopefully, fun.

Essay-style writing will be done at home. Over the course of the year, the students will probably have about six formal essays to write at home. In addition, there will be several essays completed in class in preparation for the state writing tests.

The students complete three writing assessments each year; I will share these at fall and spring conferences.

Student Work at Conferences

I return most graded work to students. I will pull writing samples to show you at conferences. I'll choose writings that are representative of the work your child is doing in English.

Vocabulary/Spelling

5^th

There are four spelling groups. I place the students at the beginning of the year. At the discretion of parents and me, students may switch groups throughout the year. The words can be difficult, and although I discuss the meanings with them, they will have to look up the meanings from time to time. They can use electronic dictionaries, www.dictionary.com, or good old-fashioned paper dictionaries. There will be six challenge words per week. They must get all six correct to earn a bit of extra credit.

6^th

Sixth grade vocabulary for the first half of the year will come from their core classes. For the remainder of the year we will focus on Greek- and Latin-based word forms. There will be ten words per week. At the bottom of the 10 word list is a link to 10 more optional words for students who can handle more work.

Homework

I believe in homework after school to reinforce the learning at school, but I also believe there should be time for extra curricular activities, sports, play time, and family time. Most of the time English homework is assigned over a time period so kids can work around other activities. I find this to be the most fair way of distributing homework. Please call or email if your child has extenuating circumstances. Some weeks (or seasons) have more going on than others; my goal is never to stress the kids out.

The creation of extra credit book reports was designed to address the individual needs of homework ability among the students.

Check out my web page on homework success (http://gs.k12.or.us/~bblack/homguide.htm) as well as how to edit a paper with your child (http://gs.k12.or.us/~bblack/edit.htm).

Online Progress Reports

Your child’s progress is always available online. Your child will be issued a password, and we will send the link for the online progress reports in the fall.

There are three categories on the report card: Writing, Grammar/Spelling/Vocabulary, and Homework.

E-mail List

Please make sure you are on the 5/6 email list. I send home copious amounts of information about what we are doing in school through e-mail. I will, of course, have a weekly newsletter in the parent pack, but I find that once a week is not enough to keep parents informed about what is going on.

Planners

Each student is issued a planner in which to put homework assignments. I will monitor these very carefully. Although I put homework on the internet, kids should write down homework assignments in their planners (I check these before they can close them.)

Contacting Me

I prefer nuts and bolts questions over email, and concerns in person or via telephone. bblack at riverdale.k12.or.us

Mr. Black’s home phone: 503- seven eight eight -4324