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Welcome Parents! PowerPoint Presentation
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Welcome Parents!

Welcome Parents!

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Welcome Parents!

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  1. Welcome Parents! Eve Henwood Advocacy Team 6A

  2. GVMS Vision of Advocacy • Empower students toward self-advocacy • Enable students to build strong relationships with each other and their advocate • Guide students to become mentors of each other • Provide an adult who becomes an expert on the students and celebrates how they are special • Provide an intermediary for students with other adults • Provide an adult to support academic and personal development

  3. Goal of AdvocacY: To promote students’ academic, social, and behavioral success by: • Promoting a positive school climate • Providing an atmosphere of security • Recognizing and embracing differences

  4. GVMS Patriot Pride • Meet 1 or 2 times per month • 36 minute periods • Beginning in September

  5. Welcome Parents! Language Arts Mrs. Henwood and Mrs. Bedell Team 6A Please pick up a parent survey on the front table as you walk in.

  6. Welcome Parents! Language Arts Mrs. Henwood and Mrs. Bedell Team 6A Please pick up a parent survey on the front table as you walk in.

  7. Background Information Background: • Downingtown Area School District • BS ED in Elementary Education from Bloomsburg University • MS in Literacy from West Chester University Teaching Experience: • 13thyear in Great Valley Middle School • 11 years in 6th grade LA • All levels of learners • 1 year in 7th and 8th Grade Reading Current Teaching Position: Great Valley Middle School - Malvern, PA 19355 6th Grade Language Arts

  8. More about me: • I am married with two children. • My son is 5. • My daughter is 2.

  9. About Me Grew up in Bethlehem Olivia Grace 8th grader Undergraduate from Old Dominion University Masters Degree from Penn State Taught previously in Virginia and North Carolina This is my ____ year teaching in Great Valley.

  10. My Website • Go to the GVMS homepage • Click on directory • Search Henwood

  11. Language Arts Curriculum Language Arts Curriculum Revision Common Core Aligned Focused on the student and the process each student uses to achieve success in language arts Increased focus on informational text skills to be utilized across content areas Flexibility to incorporate differentiated instruction

  12. Reading

  13. Being an Independent and Metacognitive Reader • Building a Community of Readers • Choosing books on an appropriate reading level • When and why to abandon • Reading strategies • Metacognition

  14. Analyzing Literary Elements in Short Stories, Informational Text, and Poetry Making connections in and among texts Point of view Literary elements of a story Central idea and theme Text Dependent Analysis writing

  15. Reading Informational Text Central idea Writing an objective summary free from opinions Author’s purpose and point of view Text Features and text structures Adopt a questioning stance

  16. Understanding Elements of Fiction (Novels) Figurative language Recognizing Sign Posts and why an author includes them Central idea and theme Discussion skills TDAs

  17. Richard Allington 1994 “ We get better at reading by reading!” • Research proves that the more we engage in personal choice reading, we increase our overall comprehension and vocabulary knowledge ~

  18. We ask that the students read at least 30 minutes a night 5 out of 7 nights a week: (Source: Anderson, Wilson, and Fielding 1988)

  19. CHIRP- Children’s Independent Reading Practice • Purpose: To Create “skilled, passionate, habitual, critical readers” • Every Monday and Thursday • We will read BOOKS for 30 minutes • Reading log and someday list kept in class • Mini lessons and book talks given at the beginning of the workshop • Teacher/student conferences about reading • PCR books available through the classroom and school libraries • HW: Read PCR 30 minutes every night! Donations to the classroom library are greatly appreciated!

  20. Writing

  21. Units of Writing Being an Independent & Metacognitive Writer Response to Literature- Text Dependent Analysis (TDA) Writing an Informational Essay Writing an Argumentative Essay Writing a Narrative Essay

  22. Focus Correction Areas Specific skills that we use to evaluate student writing

  23. Grammar • Grammar lessons will be embedded into the writing units. • Formative assessments will be scored according to FCA’s to provide specific feedback on grammar concepts.

  24. Grades: • All Language Arts grades are based on a weighted scale: • 55% Summative Assessments • 40% Formative Assessments • 5% Homework/Classwork