6th Grade Language Arts
Readers Are Leaders
by Janell Ambrosier
October 17, 2008
Janell Ambrosier
697-2197
jambrosier@usd218.org
available 7:40-4:00 plan time 1:10-1:45
6th L.A. supplies needed: 3 ring binder which will stay in my room all year, at least 3 dividers for the binder, pencils and pens,zipper pouch to keep in the binder which will hold pencils and pens, 25-30 sheets of loose-leaf paper to place in binder
Expectations and Rules: Courtesy, Common Sense, and Self-Control
Teaching Background:
After graduating from KSU in December of 1989, I began my first teaching job immediately at the boys' prison in Topeka. School was year-round, (prisoners don't get vacations,) and I taught the GED-prep class. To date, my teaching experience there was certainly the easiest I've ever had. Students knew that being in my classroom was an honor. If they weren't in the school, they were in their cell. The boys were between the ages of 14-21, and they were always courteous, polite, and respectful. When Brad, my husband, graduated from law school at Washburn, we chose Liberal for our home.
I began my career in Liberal teaching music and writing classes at SCCC, and teaching vocal music at South Middle School. When a position for an English teacher became available at West Middle School, I switched to that. While in Liberal, I taught Language Arts in grades 6-8, and decided that I enjoyed 6th graders the most of all ages!
When our daughter, Katie, was ready for the first grade, Brad and I decided we would like to relocate to a smaller town. Elkhart was "meant to be" for our family! I took the 6th grade Language Arts position that had just opened. I have been in Elkhart since 1998, and I STILL think 6th graders are wonderful!
Supplementals
I have been a cheerleading sponsor off and on since my student-teaching days in 1989. I resigned, (for the last time!) as the middle school sponsor in 2006.
I am the Communications Chair for NCA, and I have held that position for 7 years.
Mrs. Johnson and I were the STUCO sponsors for the middle school for several years, and we had a great time with the kids during that time.
Explanation of 6th L.A.
There is no textbook for my class. That is why the binder that the students bring is SO IMPORTANT! I teach grammar and writing through the Shurley Method, and the binder actually becomes the students' textbook as I give them reference pages to insert each time I teach a new concept.
Every Friday, I give a vocabulary quiz, (multiple choice,) over words pulled out of the theme books we read together. The list of 10 words is presented and discussed on Monday, and when we come across the words while we are reading, we discuss again.
Our theme books rotate on a 2-year basis, so that by the time a student goes on to the 7th grade, every theme has been covered. The themes are based on the 5th and 6th grade social studies state standards. We cover the following themes while the students are in the 5th and 6th grades:
Egypt
Greek/Roman
Medieval Times
Renaissance
Sailing/Caribbean/Survival
Native Americans
Revolutionary War
Black History
The books chosen for each theme are award-winning stories which prompt memorable discussions among the students. The books make us laugh often, and sometimes tears are shed. Many times the books are the first in a series, and students decide on their own to complete the series because they become so attached to the characters.
Explanation of 5/6 Literature Circles
Students are grouped by common reading levels and join me for 30 minutes each day in a small literature circle group. We do warm-up activities each day based on the state standards in reading. The books that we read in literature circles go along with the L.A. theme for the nine weeks. The AR points earned from theme books and literature circle books go toward the students' AR goals.
AR Goals
The student and the parents join with me in setting the AR goal for each nine weeks. I begin by informing the student of how many points they will be able to earn through the theme books and the literature circle books. The student then decides how many points they think they can earn on their own, and that is how we come up with the goal. The first nine weeks, I will call parents and inform them of the goal to make sure they approve of it. The following nine weeks, the student and I consider how they performed the previous grading period and adjust the goals accordingly.
