Mrs.

Chirika Fernandez
Team 6B SY 2013-2014

Reading Syllabus
Welcome to a new year that will be full of fun learning experiences! It is my goal to help students develop a passion for reading and to improve their reading skills. Reading is an important part of a successful future. By the end of the year, your child will be able to recognize its value. Every activity, assignment, and action will be geared toward this goal.

Course Description
My curriculum is lead by the Common Core State Standards. There are three areas I will address: Reading Literature, Reading Informational Text, and Speaking and Listening. They are specified below:
Reading Literature RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Speaking and Listening SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher- led) with diverse partners on grade 6

topics, texts, and issues,

building on others ideas and expressing their own clearly. RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3 Describe how a particular storys or dramas plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. RL.6.4 Determine the meaning of words and phrases as they are used in a text, including RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. SL.6.3 Delineate a speakers argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including

SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent

figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

figurative, connotative, and technical meanings.

descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Rl.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RI.6.5 Analyze how an authors choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. RI.6.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. RI.6.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Audens Muse des Beaux Arts and Breughels Landscape with the

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they see and hear when reading the text to what they perceive when they listen or watch. RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

Fall of Icarus).

RI.6.9 Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare).

We are currently using the adopted textbook the Prentice Hall Literature Common Core Edition, and the SRA Reading Lab Program materials. Also, this year, your child will independently read at least two books of his or her choice.

Required Materials
1 Composition notebook 1 pack of pencils 1 pack of red pens (to correct) 1 pack of black or blue ink pens 3 packs of college ruled loose leaf paper 1 pocket folder 1 box of crayons 1 bottle of Elmers glue or 3 glue sticks 1 pack of Construction paper (assorted colors) ***Please replenish your childs supplies as needed. The amounts are based on an estimate of how much they may use in one year.

Grade Breakdown
Homework and Participation 15%
Your students Homework and Participation grade will be based on homework assignments as well as informal activities and assignments, i.e. review games, library-visit-work, and seatwork assigned in my absence. Homework will be assigned Monday through Thursday unless specified in the planner.

Seatwork 30%
Seatwork will be given on a daily basis.

Tests and quizzes 30%

Tests will be given at the end of a unit. Quizzes will be given at the end of a selection (a story, a group of chapters, or a play to name a few). Students will be aware of the date and content of tests and quizzes. Please check his or her planner to stay updated.

Projects 25%
Students will be given at least one project per quarter. At least three book reports will be assigned this year.

Grading policy
100-90=A, 89-80=B, 79-70=C, 69-60=D, 59-0=F

Make up work policy

Students will be allowed to make up seatwork/homework assignments and tests/quizzes if they are absent (excused and unexcused). Students will be given five (5) school days to turn in make-up assignments. Tests will be given upon their return. It is your students responsibility to make these arrangements. Make-up work will be accepted after 5 days, but a minimum of 15% will be deducted. ***Students will be required to write daily homework assignments, reminders, and grades they received from tests, quizzes, and projects in our schools planner. Please check your childs planner daily. Feel free to write in his or her planner should you have any concerns. You may also reach me at cafernandez@gdoe.net or you may call the school at 653-2080 and you will be forwarded to my classroom.