Most teachers have made available to students a learning log or agenda slide. This is a comprehensive, running record of all the activities (both in person and asynchronous work) that students are completing. These documents are made available in Classroom and on the 6th grade Hub. Students can use this to verify the work that they are completing and/or access missing work from days they are absent from school.

ELA classes have been busy studying the components of nonfiction text. We have focused on 4 main pieces: text features, author's purpose, text structure, and main/central idea. Students have had the opportunity to hear their teachers model how to annotate nonfiction articles specifically for these 4 components. We have discussed how these components contribute to the overall comprehension of nonfiction text. Students who engaged in the lessons along with their teachers have performed very well, but the students who have not followed along or completed the work are struggling a bit. Summative assessments in reading nonfiction text were given last week, and teachers met to discuss how to best meet student needs before moving forward onto our nonfiction writing assignment. We decided to spend this week continuing to hone students' skills on identifying those 4 components of nonfiction, with teacher guidance and modeling, and we will give another "mini summative" this week. Students should also be completing a book review on the most recent book that they have finished reading. Students will need to have another book finished by the week of March 15. Next week, we will begin transitioning into nonfiction writing. Students will need to use everything they learned during the nonfiction reading unit in order to be successful on the writing assignment.

We're starting our next unit on Greece. Two big questions that we will be exploring during our study of ancient Greece are How does geography impact how we live and How do civilizations make decisions about how their government will work? In addition to investigating these questions through the ancient lens, we will bring in modern examples to draw similarities and differences.

Looking to support your child in social studies? Each student has a packet for the unit. This is where students take notes and complete processing activities to support their new learning. Ask to see your child's packet. If there are any incomplete pages, ask if that page should be complete. We tend to go in order and we post which activities we do on the learning log and HAC>