Today, we began our persuasive writing unit. To begin, on a piece of paper list three topics that you believe you could persuade someone about. Suggestions: overweight kids, global warming, watching less television, etc.
posted on: May 03, 2007
Last week students were given a list of CRCT terms compiled by Mrs. Cushman. Students in sixth grade have been reviewing the terms to prepare for the CRCT Language Arts exam which will be on Tuesday. There are so many terms, I knew it would be difficult to cover all of them in class, so tomorrow, Monday, students will be given an answer key to go with all the terms. Whatever review they are able to do at home is beneficial.
posted on: April 15, 2007
Finish page 92 in our Parts of a Book packet and do pages 93 and 94. The topics covered in this packet will be heavily tested on the CRCT.
posted on: April 10, 2007
Using the list of indefinite pronouns of page 119 of the WAG workbook, write sentences. Bonus points will be given if your sentences are written in the form of a cohesive (makes sense and is sequential) paragraph.
posted on: March 22, 2007
After trying to do an application task with pronouns today (it didn't go well,) we decided to go back to basics. Complete pages 8 and 9 in the WAG workbook for homework.
posted on: March 14, 2007
This week we began working on note card citations and note taking in the media center. Your note cards should have notes from a minimum of three sources. One book, one internet article, and any other of your choice. Your note cards will be due next Wednesday, March 7.
As a reminder, step one: make a bibliography card with the citation information from each of your sources. Be sure to number the bib cards. The note cards from each source should be numbered according to the number on the bib card. Step two: Determine what your questions will be and label each card according to those question words. Example: Who, what, where, etc. Step three: Notes should be words and/or phrases not complete sentences. This takes away the temptation to copy the exact sentences into your own paper.
posted on: March 01, 2007
We had fun today playing Charades with linking verb sentences. Now practice what you know with your homework. Do page 17 in the WAG workbook and have a Happy Valentine's Day!
posted on: February 14, 2007
In your WAG book, complete the work we started in class. Page 319 Exercises 7 through 10.
posted on: February 12, 2007
We will retake the DOL test tomorrow. Be sure to use the corrected first attempt as a study guide.
posted on: January 31, 2007
Here's wishing you and yours a happy new year and a welcome back to school. As we near the end of the year and CRCT testing, it becomes very important for students to be diligent about homework and independent reading. Don't forget to complete reading logs. Check the Department of Education site for practice CRCT tests.
In language arts, we have begun Unit 14 of the Language! program. Homework tonight will be to make the flash cards for missed words. Remember: the word goes on one side of the card and the memory jogging sentence goes on the other side. For this unit, the lists were differentiated based on the score od the pretest.
posted on: January 09, 2007
This semester we have worked on understanding idiomatic language. Students have come to understand expressions such as "inside track," "basket case," "keep your nose to the grindstone," and today, "second wind." In class, we discussed the literal meaning, the second of two winds, and the figurative meaning, a rush of energy. Students wrote example sentences using the expression.
Tonight's homework is to illustrate the expression "second wind." In class, papers were folded vertically in half and horizontally one inch from the top. Across the top of the paper students wrote the expression. The first column was labeled "literal" and the second column was labeled "figurative." Pictures are to be drawn on each side to represent the meanings of the expression.
posted on: December 14, 2006
Page 56 in the "Big Book." Complete the Use the Clues activity. Dictionary Website
posted on: December 11, 2006
Complete two sided worksheets about simple sentences and direct objects. Tomorrow you will have a quiz over simple sentences and direct objects so pay close attention to tonight's homework.
posted on: December 05, 2006
Complete both sides of the predicate worksheet. Make sure you READ the introductory information and complete the WRITE NOW! sections on a separate piece of paper
posted on: November 28, 2006
You were given two worksheets to complete tonight. Both have instructional material at the top of the pages. Reread the instructional material to refresh your memory of how to find the subject and predicate. Follow the directions on the exercise section of the worksheets.
Step 1: MOPP: Mop out prepositional phrases.
Step 2: Find the simple subject. Ask, "Who or what did it?"
Step3: Find the simple predicate. Ask, "What did they (he, she, it) do?"
The complete subject is the simple subject and all the words that go with it, and the complete predicate is the simple predicate and all the words that go with it. Follow the worksheet examples.
posted on: November 15, 2006
Reading logs due tomorrow. Re-do spelling memory jogger cards.
posted on: November 14, 2006
In your "big book" (we tore out the page,) do number 3 the illustrate example.
Tomorrow we will have a DOL test. Be sure to go over your notes for Weeks 6 and 7. Know how to correct these sentences:
last year the Lake had froze before christmas
this here dog brang a old bone to my uncles door
after us have left their we will do the following find a cabin eat our supper and go fishing
its easier to lift the smallest of the too stones
Be able to identify the subject and predicate.
Reading logs are due; at least ten entries.
posted on: October 16, 2006
Today, we read an interesting piece about inventions that missed the boat. Some things sound better than they actually are. One thing we read and spoke about briefly was invention contraptions made by Rube Goldberg. These inventions are complicated structures that do simple things.
Your homework is to answer the questions on page 20 of your textbook that follow the story. Also, for extra credit, you can investigate the Rube Goldberg website and print off one of his inventions.
posted on: October 12, 2006
Idiomatic language: Students choose one idiom from page 15 to illustrate the figurative meaning of.the idiom they choose. The paper may be divided in two and the literal and figurative meanings illustrated.
posted on: October 10, 2006
Draw the meaning of "basket case." Use it in a sentence.
posted on: September 25, 2006
Underline or highlight abstract nouns on abstract nouns worksheet.
posted on: September 19, 2006
Read the assigned story from the Language! textbook. In complete sentences, answer the questions at the end of the story. Re-take of DOL test. Study weeks 1-3. Spelling test over Unit 13 words. Remember to use the cards you made.
posted on: September 18, 2006
On Tuesday of next week, students will have a DOL (Daily Oral Language) test. This test will consist of four sentences from our DOL activities which are in the student notebooks. They have made corrections to their own attempts at these activities. Sentences will be taken directly from those in the notebook which will make for easy studying. In addition to the DOL test, the students will be expected to head their papers with the specified heading that we have learned. There is a note sheet for this heading in the notebook. I will instruct students to be sure to bring home their notebooks for study purposes beginning Friday evening. Also on Tuesday, I will check the reading logs for a grade. By now, they should have a minimum of ten (10!) entries. That is ten points per entry making a grade of 100 if all ten are completed. You can figure your child's grade accordingly.
posted on: September 07, 2006
For the words missed on the spelling pre-test, make hint cards to help you remember the difficult part of the word. On one side of the card write the word; on the other side write a sentence that will jog your memory.
For example: ribbon (side 1)
(side 2) If you missed the /on/ part write a sentence to jog your memory about the /on/. The sentence must include the missed word and the memory jogger.
The winner hung her first place ribbon on the wall. (Be sure to underline the word and the memory jogger.)
posted on: August 29, 2006
Students have personalized the covers of their composition book journals with interesting pictures that have meaning for them. Journal activities will be completed a few times a week to allow students to practice free-writing with concepts they are learning. Students who utilize technology to assist their writing will print their work and glue it into the journal.
posted on: August 23, 2006
Each student at Mabry Middle School and those entering Mabry from our feeder elementary schools were to have completed a summer reading assignment. Those assignments were to have been turned in by Wednesday, August 16. In this small group Language Arts class, some students turned in completed reading logs, some completed the reports as assigned, still others claimed to have not received the assignment at all. When you look at your child's grades on icue for parents, you will see the assignment listed. If your son or daughter turned ANYTHING in showing reading was completed during the summer, they received a 100 grade for the assignment. If no attempt was made to do the summer reading assignment, the assignment will be marked as exempt rather than a 0. Certainly a 100 grade added to a student's average will heavily impact their nine-week grade in a positive way. Students without this 100 will not receive the benefit of starting the marking period with this advantage. I believe this is a fair way to reward those students that did the assigned work without giving a 0 to those that did not. If your student is new to Cobb County or the Mabry family of schools, they will receive the benefit of the added grade as they did not have the opportunity to do the assignment.
posted on: August 20, 2006
Idiomatic language is sometimes difficult for students with language difficulties. Each week we will explore a different idiom or expression commonly used in English. This week's idiom "keep your nose to the grindstone", has great significance as we begin a new year.
Tonight's homework is to draw a literal and figurative example of the meaning of "keep your nose to the grindstone". Papers are to be folded in half, literal drawn on one side and figurative on the other. The idiom and it's figurative meaning should be on the paper.
posted on: August 16, 2006
This year, I am pleased to be able to present to my Language Arts class a wonderful program being introduced in several small group Language Arts classes in Cobb County. Entitled Language! it emcompasses all parts of language learning: grammar and usage, listening and reading comprehension, speaking and writing, phonemic awareness and phonics, word recognition and spelling, and vocabulary and morphology. This Orton-Gillingham based program has proved to be "effective in improving test scores..."
Ten years ago, I trained in the implementation of this program with Jane Fell Greene, Ed.D. its creator. Today, it is new and improved, and I am anxious to begin this curriculum with students.
If you are interested in reading more about the Language! program, read what the research has to say.
posted on: August 13, 2006
Everyone brushes his or her teeth, but could you describe the process to someone that had never done it before?
List the steps to tooth brushing then compile the steps into an expository paragraph.
What were the results of your description?
Students followed the assignment above. The directions are mighty sparse you might say. Yes, that's true and for a reason. As we begin our expository writing unit, it is important for students to realize how explaining the steps to a process need to be very clear and specific.
This was made very clear when I took out my toothbrush and a large mug of water and tried to follow the directions written by a variety of students. Not one of them had specified that the paste goes on bristles; they just instructed the reader to put water and paste on the toothbrush. They were mighty shocked when I put water on the entire toothbrush and the paste on the handle. Their next assignment is to rewrite their paragraphs with more detail and specific information.
posted on: April 26, 2006
Learning to persuade someone to do something or see something your way is very valuable.
Choose four topics that you feel strongly about. Maybe you feel the driving age needs to be younger or older. Maybe you wish the cafeteria would sell McDonald’s everyday. Perhaps you wish that there was music played each day during lunch in the cafeteria.
In order to persuade someone to agree with your opinion, it is important that you be able to support your opinion. You will be more persuasive if:
• You are specific in your beliefs
• You are able to give more than two reasons why you hold your opinion
• You provide a convincing conclusion
1. Choose four topics about which you feel strongly.
2. For each topic, provide at least four reasons to support your opinion.
3. Choose the topic for which you were able to provide the most convincing arguments.
4. Begin your composition with a good topic sentence that will express your belief; one that will engage your reader.
5. Each of your arguments should be a separate paragraph that has details to provide support.
6. Your conclusion should summarize your arguments and have a dramatic concluding sentence.
posted on: March 15, 2006
Download file">List 22
posted on: February 21, 2006
This week's -im words lend themselves well to writing about the season with words such as trim, chimney, himself, limb. Why I can see the big red guy out on a limb trying to get himself down the chimney.
List 16 Download file
Vocabulary activity Download file
Configuration sheet Download file
posted on: December 12, 2005
Download file Set 15
Download file Vocabulary Activity
posted on: December 06, 2005
The LINCS strategy is one of the learning strategies developed by the University of Kansas. Here is a concise set of directions for using this strategy.
Section 1: The vocabulary term
Section 2: A brief definition
Section 3: A word that sounds similar to the new term.
Section 4: A phrase or sentence that connects—or links—the definition of the new term to the Reminding Word.
Section 5: A memory device that provides a visual link for the new term.
Here is the organizer for the LINCS tables Download file
posted on: November 15, 2005
posted on: November 14, 2005
This week's decoding unit -ip is very versatile. Without it you can't try a sip of your friend's milkshake; you couldn't hold on to anything without a grip; your feet would get cold without your slipper; and where would all the mail go without a zipcode.
posted on: November 07, 2005
No, not in the literal sense. This is a great tool to study the sentence parts and parts of speech. When you open this PowerPoint, click on the question you want to answer; click on the key to get the question; answer the question that appears, then click in the white area to bring up the correct answer. Finally click on the house to return to the game board.
Fun for the entire family!
posted on: October 19, 2005
Of course, logs can't read, but reading logs can speak. They speak volumes about how much students are reading. The State of Georgia requires that each middle school student read ONE MILLION words each academic year. That's equivalent to twnety-five 150 page books. Students read silently for 30 minutes each day Tuesday through Friday. They are also to be reading 30 minutes each night for homework. So far, I haven't been requiring this as part of each night's assignment. Middle School homework sometimes seems demanding at first. Beginning at the start of the new nine-week period, this will be a standing homework assignment for sixth and seventh grade language arts classes. Students already use a reading log to keep track of both reading completed in class and at home. So, if you want to "listen" to find out how much your child is reading, take a look at the neon yellow reading log.
posted on: September 29, 2005
In Spelling this week, new decoding units were introduced. The sixth grade list encompasses words with —at. Seventh graders will work with words having the —ed decoding unit. Skills covered are vocabulary, writing, build-ups and visualization for both grade levels. Students will be assessed with written sentences and a spelling test.
Sixth grade grammar reviewed jingles for the sentence, noun, verb, adjective, and adverb. Skills covered were classification, labeling parts of speech, and recognizing subjects and predicates. Active assessments will include oral skill checks and classified sentences.
Mrs. Johnson (speech and language pathologist) facilitated a discussion of a poem with the seventh grade class. Skills covered were tone an central theme. Assessment was a pair-written poem. Science vocabulary was the center of the lesson for the sixth grade. They brainstormed weather words and completed word concept maps for unfamiliar weather words.
posted on: September 14, 2005
Shurley Method rules! Any student in the sixth or seventh grade will be able to say that that sentence is an example of an exclamatory sentence. This week, we will review the jingles for sentence, verb, noun (6th and 7th), and adverb and adjective in 7th. We will begin to mark parts of speech in sentences also. Sixth graders will take the Performance Series tests on Tuesday and Wednesday. We have a busy week ahead.
posted on: August 22, 2005
Students are taking their time preparing their initial writing sample. They were instructed to use a planning web of their own design or one that was passed out. Their writing brains are trying to wake up! Monday at the end of the period, the samples will be turned in ready or not. We've got to keep on movin' on. This week previously learned jingles will be reviewed. This will benefit not only those students new to the Shurley Method program but those who learned them last year. Spelling activities begin this week. All the week's assignments are listed on the list enabling students to get ahead on homework if they have a busy week ahead. The list may be downloaded if the need arises. Mom, I swear she didn't pass it out :o)
posted on: August 15, 2005
Not one, not two, but three of the Shurley Method jingles were introduced last week. They are: The sentence jingle, noun jingle, and the verb jingle. As we practice these jingles each day, before you know it students will have an understanding of the parts of a sentence and different types of nouns and verbs. This week, sentence types—declarative, imperative, exclamatory, and interrogative will be introduced.
Also, this will be the first week of spelling activities. List One will come home on Monday. The worksheet has the entire week's spelling activities listed. This will be helpful if a student has a busy evening by knowing what the assignments are in advance. Additionally, the list may be downloaded if for some reason it doesn't get home :o)
posted on: August 15, 2005
“A sentence, sentence, sentence is complete, complete, complete when five simple rules it meets, meets, meets.” This is just a portion of one of the jingles that your son or daughter will soon be able to recite as The Shurley Method is employed to begin our study of grammar, mechanics, writing and literature (7th grade). This innovative method incorporates a child’s natural talent for rhythm and rhyme to teach sentence types, parts of speech, vocabulary, and written expression.
In addition to these skills, students will learn spelling through a program that I have developed borrowing theory from Dr. Jerome Rosner formerly a member of the faculty at the Learning Research and Development Center at the University of Pittsburgh. His book Helping Children Overcome Learning Difficulties inspired me to formulate a series of lists and activities that incorporate visual recognition of word chunks and specific multi-sensory activities that make learning spelling words challenging and fun. The lists and activities can be individualized for students, as words in each list range from three letter words to multi-syllabic words, i.e., for decoding unit —at: column A cat, column D catastrophe.
posted on: August 09, 2005