Cheryl WrightResource Teacher

Grew up in Columbus, Ohio and attended The Ohio State University where I received my degree in Special Education

20 years experience teaching special education in Ohio, New York, Connecticut, and Arizona

9th year at Altadena Previous experience includes:

Public traditional and charter schools, hospital day school, private sector

Preschool, 6-12th grade All disability categories

Highly qualified to teach 6th grade English Language Arts and Math

Co teach 6th grade classes: two math and one ELA

Students need:2 composition notebooks

Yellow, green, pink, and blue highlighters

Pencils, pens, etc. from team supply list

Grammar, test prep questions, journals

Spelling/vocabulary

Reading Skills- read it, understand it, think it through and make applications

Writing Skills- sentence structure, paragraphing, the writing process, use of tools(technology, graphic organizers, thinking maps)

Reading decoding and fluency

Focus on individual IEP goals integrating content from across subject areas

Learning Journal to track and reflect on:IEP goals6th grade ELA standardsPersonal SMART goals

Common Core State Standards/ ELA Clear and consistent standards for teachers,

students, and parents Relevant, real world skills to prepare for

college and careers Be prepared to compete in the global

economy “I Can” statements, learning goals, check

understanding AZ MERIT in the spring

LexileDifficulty of the text is consideredwww.lexile.com (6th gr. 850-1050 and 7th gr. 950-

1075)

Informational Text*Major basis of reading material across

the core subjects Literary Text

Genres, structure of stories, real-life connections, and perceptions

Key Ideas and Details Read closely—cite specific textual evidence; make

logical inferences Determine theme and analyze development;

summarize Analyze how and why individuals, events, and ideas

develop and interact Craft and Structure

Technical, connotative and figurative meaning Analyze structure Point of view and purpose

Integration of Knowledge and Ideas Integrate and evaluate content Delineate and evaluate claims Analyze two or more texts

Reading will be more connected with written responses Defending answers by citing the author/author’s purpose Using Shared Inquiry Method, an active and collaborative

search for answers to questions of meaning about a text. It is a research-supported method of learning that promotes deeper thinking through reading, discussion, and writing. It always involves interpretive questions (questions that have more than one answer that can be supported by the text), close reading, collaboration, and reflective and critical thinking.

Making arguments based on informational reading Close Reading Strategies: a careful and purposeful re-

reading of the text to search for purpose, structure, words, ideas, and flow of the text.

Using annotation (highlighting, underlining, circling, writing in the margins, etc.) to help make connections

Text Types and Purposes Support claims using valid reasoning and relevant and

sufficient evidence. Informative/explanatory texts to examine and convey

complex ideas and information clearly and accurately Narratives to develop real or imagined experiences

Production and Distribution of Writing Produce clear and coherent writing appropriate to task Develop and strengthen writing Use technology to produce/publish

Research to Build and Present Knowledge Conduct short and long research projects Gather relevant information from multiple sources,

assess the credibility and accuracy of each and avoid plagiarism

Draw evidence from texts to support analysis, reflection, and research

Written Responses to reading text Journals, notes, short responses

Writing ApplicationsArgumentative/OpinionNarrativeExpository/InformationalLiterary Responses

6 + 1 Trait of Writing will be used along with scales and rubrics to score teach and score writing.

Students will use the “stoplight” method to highlight information in a text.

They will use the same method to structure their writing.

Green- topic/concluding sentence

Yellow- main ideas/points Red(Pink)- examples,

evidence

May include:Reading LogRe-read classroom stories Spelling/vocabulary practice Grammar practice Unfinished class work (???)Occasional time for research/writing if doing a project

Please use the Parent Vue Portal on Kyrene web site to check grade and work completion status. Usually updated weekly.

Practice(20%): classwork, learning journal, homework

Assessments(80%): Larger assignments such as projects, reader’s response, research, creative writing work, tests and quizzes

Website- Cheryl Wright(not the team link)agenda, homework, links to worksheets and websites

The best way to contact me is through email cwright@kyrene.org

480-541-6117

Thanks for coming!