Staying In-the-Know

with Mrs. Drayton & Miss Jordan

Dutch Fork Elementary The Academy of Environmental Sciences, Title I

2.21.19

VIP Folders & Reminders

  • Good News Club Flyer
  • weekly grades


  • 2/22 Affixes Quiz 16
  • 2/23 Father Daughter Dance
  • 2/25 Drayton/Ybarra Landfill Field Trip (please email your child's homeroom teacher if you are interested in being a chaperone)
  • 2/25-3/1 Read Across America Day
  • 3/1 February Reading Goal Sheet due (send your reader with a special snack to celebrate)

Rising 6th Grade Registration

Important dates:

Tuesday, March 5th at 6:00 and 7:30 Rising 6th-grade Parent Night & Tours

Tuesday, March 12th Elective Registration forms go home

Tuesday, March 19th Elective Registration forms due back


The slideshow presented at CRIS STEAM Night on January 15th:

https://www.lexrich5.org/site/handlers/filedownload.ashx?moduleinstanceid=23876&dataid=70270&FileName=Choice%20Night%20Presentation%20Jan%202019.pdf

Read Across America Week (Feb 25-March 1)

Monday

-Cat in the Hat

•”Hats Off to Dr. Seuss”-wear your craziest hat!


Tuesday

-I Can Read With My Eyes Shut

Wear a shirt someone else can read!


Wednesday

- The Sleep Book

wear your pajamas to school!


Thursday

-If I Ran the Zoo

•dress like your favorite animal


Friday

-Oh the Places You’ll Go!

wear a T-shirt from somewhere you’ve been or a college you wish to attend!

Argumentative Texts Unit

We have been inquiring into lots of persuasive and argumentative texts for the past 3 weeks including:


  • commercials
  • advertisements
  • picture books
  • articles



We had tons of fun thinking as producers of ads and determining reasons, claims, and evidence. We have established language together as we continue to inquire in to argumentative texts, such as:


  • claim
  • unsubstantiated claim
  • reasons
  • evidence
  • bias
  • persuasive techniques
  • defend
  • refute
  • credible
  • pathos
  • logos


In addition to LOTS of talk around persuasive and argumentative texts, we have been filling up our writer's notebooks. Have you reader share some of the responses that have been written about the arguments that have been analyzed. We have impressed ourselves with how much we can write as we analyze arguments and consider our own perspectives.


Currently, we are publishing our own writings about argumentative topics of our choosing. We selected topics, researched for evidence, and provided reasons to argue our points.



At home: Try watching commercials together and analyzing them for claims, reasons, evidence. Is it persuasive or is the producer of the commercial arguing the purpose of the product? This is such a fun activity! Let your critical thinker take the lead!


Also, please take time to celebrate your reader's responses! We have written a response everyday. Perhaps read the first response and the most recent to notice all the growth in analysis and writing that have happened. We are excited by all the ways we continue to surprise ourselves and critical thinkers and writers.

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Sample Responses

Evolving response rubric

  • The claim presented by the author

  • Reasons presented to support the claim

  • Evidence presented to support the claim

  • Transitions and language of arguments to connect your thoughts

  • Your new insights and/or stance on the argument

London H

I defend that "growing bullying problem in schools is alarming." This is because the text showed good reasons and evidence. For example, it says, "bullies are continuing to increase their strength." This shows me that bullies are starting to take over and I didn't know this. To support that the article said, "bullies use strength or power to harm or frighten those who are weaker, Good Dictionary says." So I thought how could people do this and how could people not do anything about it. So also in the section, "schools should also be aware of online bullying" it says basically that bullying effects lead to problems kids should not have to deal with. So this all showed me that bullying is alarming and it is not good for a child to experience.

Sofia A

In the article "Growing Bullying Problem in Schools is Alarming" I defend the claim that growing bullying in school is becoming a problem. I defend this claim because I believed this before I read the article, but it opened me up to new insights about how bullying can effect your physical health and even your future. I think this is an argumentative claim because the author gives you plenty of reasons and evidence to support this claim. One example of a reason would be how in paragraph 4 the author says that bullies aren't punished enough in school.s One example of evidence would be how in paragraph 5 the author gives evidence of that by talking about their personal experiences of bullies not getting punished enough. But the author not only gives readers info about what happens for one type of bullying, but gives examples of verbal and physical bullying. I think the author did this because if he only added one example, readers might think that that type of bullying is more important than others or they might not think that one example is enough evidence.

But after reading this article and learning that bullying can cause pain and problems in different ways than just emotionally, I was persuaded to believe that bullying is a big problem and should be stopped before any more futures are effected.

Analyzing Langston Hughes's Poetry

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Invitation: Have your child share his or her analyzed Langston Hughes's poems "Merry-Go-Round" and "I, Too." Try analyzing this poem together! We have considered things like point of view, perspective, repetition, figurative language, and mood. I can't wait to hear about the thinking you and your child do together.


Mother to Son


Well, son, I'll tell you:

Life for me ain't been no crystal stair.

It's had tacks in it,

And splinters,

And boards torn up,

And places with no carpet on the floor—

Bare.

But all the time

I'se been a-climbin' on,

And reachin' landin's,

And turnin' corners,

And sometimes goin' in the dark

Where there ain't been no light.

So, boy, don't you turn back.

Don't you set down on the steps.

'Cause you finds it's kinder hard.

Don't you fall now—

For I'se still goin', honey,

I'se still climbin',

And life for me ain't been no crystal stair.

DFES is proud to be a Title 1 School