Mrs. Galvez - Sixth Grade

Hello My Name Is...

Mrs. Galvez

Hello, my name is Leiann Galvez. I have taught reading and language arts for the past 24 years at Akers School. This year I will be incorporating common core lessons in all classes.

Language Arts:

The students in all sixth grade language classes use the writing process throughout the entire year. We begin with sentences and fragments. From there we work into paragraphs.  We will begin working on limericks and sensory writing for our Yosemite trip. In between the writing assignments students are continually working on grammar and punctuation. After each new concept is learned, the students are accountable for this concept in the rest of their writing assignments.

Students will learn Google Apps as well as presentations, and apply both in their technology projects

During the year, students will write an expository essay about Yosemite. While doing this, they will use a graphic organizer to map out what activities they enjoyed the most in Yosemite. This assignment is four paragraphs long, and the purpose of it is to have the students familiarize themselves with transition words and how to use them to begin a paragraph.

Narrative writing is the first  type of writing that the sixth graders will be experiencing during the year. We will be practicing this type of writing in reading as well as writing. This type of writing will require students to read and analyze characters, as well as the plot and theme of different stories. The students will then have to write at least a four paragraph essay in response to these story elements. 

All sixth grade students will also be required to write an argumentative essay both for class as well as benchmark testing. During the class project, students will create their own essay using articles provided and note taking. Students will take notes, and write  an essay from their notes. This project requires both a written and oral component. Students may also create a commercial or song.

Informational writing project-Students will respond to several different articles, blogs, and lists in a question format. They will take notes, and respond in an essay format to the questions for their last writing benchmark.

Reading:

Dear Students and Parents,

I would like to welcome you to another school year. A good learning experience is built on a cooperative effort among parent, child, and teacher. I look forward to the work and growth we will accomplish this year. I would like to encourage you in several ways to assist your child in the area of reading, with the following activities;

  1. Read with your child and around your child.
  2. Encourage your child to read for pleasure.
  3. Discuss what your child reads, what you read together, and where appropriate what you are reading.

At the beginning of the school year, the students in my reading class will review vocabulary strategies such as context clues, word roots, prefixes, etc. The students will also be introduced to various story elements, such as: plot, theme, protagonist, antagonist etc.

At the beginning of the year, I usually begin with two literature stories that tie in with "Outdoor Education". I have the students complete a KWL chart to find out what they know about climbing. At this point I also model how to do a character perspective chart in which they use the entire year on all literature projects to compare and contrast the characteristics of different characters. I also reinforce the literary elements by introducing one literary element with each story.

We will be using the Collections reading series along with other resources to examine all reading strategies. I also require at least one book report per trimester assigned by their homeroom teacher, each from a different genre, and each is a different type of project, but all reports do require a written element. We will also complete 1 ARL book per trimester.

Throughout the school year, I introduce the students to a variety of literature and genre through the literature book, articles, and core literature books. I also train the students on how to work in literature circles, and model the different jobs of clarifier, director, questioner, etc. The students are then able to do this throughout the year with each piece of literature. This reinforces vocabulary development, word analysis, comprehension, etc. I also continually use graphic organizers to map out stories, compare and contrast, and sequence different literature throughout the year.

On a daily basis the students are asked to determine cause and effect, fact and opinion, make a prediction, find the main idea, and draw conclusions from each piece of literature, either verbally or in written form. The students also reinforce the literature they have read through various projects, such as , poetry, letter writing, diorama report, graphs, reports, role-playing, technology etc.
The students will use technology daily to complete assignmets, complete homework, and create projects


There will be homework Monday-Thursday nights. You may find the homework at the Akerssix website or you may e-mail me at lgalvez@central.k12.ca.us