Mrs. Pavlicek's Syllabus

6th Grade Language Arts

Jenn Pavlicek  (503) 825-5443



My Goals:

  • To create lifelong readers and independent learners
  • To help students reach targeted goals as determined by national standards
  • To help students expand questioning skills and build on group discussion skills
  • To help students learn to work cooperatively, recognizing strengths in others
  • To help students become proficient in reading literary text, identifying text presentation, and how it helps with comprehension
  • To help students become proficient and improve their writing skills, tapping into their creativity
  • To work together with parent(s) and colleagues to help support the student and help to meet his/her needs.
  • To get to know my students and help them grow into strong, responsible, caring young people


Course topics:


Students will need a composition book for journaling. They will be hearing good writing, sharing writing, learning about the writing process and experimenting with different modes while focusing on specific traits. Multiple opportunities will be given to practice each mode, with an assessment opportunity toward the end of each trimester.

 We will be covering the following modes using the Lucy Calkins curriculum:

  • Argumentative (trimester 1)
  • Expository (trimester 2)
  • Narrative (trimester 3)


  • Novel Studies
  • Literature Circles
  • Junior Great Books
  • Student Choice

** Battle of the Books will be offered to any student willing to participate

·         We will be using the Signposts to look deeper into everything we read and discuss author’s intent.

·         Greek/Latin roots and content vocabulary


Curriculum materials will target specific reading levels and encourage reading strategies, as well as develop fluency and comprehension.


Required Materials

·         Daily:  Pencils, blue/black pens, paper, Chromebooks

·         post-it notes, highlighters

·         student choice novel

·         composition book


Course Schedule/Homework

Homework:  Students are expected to write homework in their Raider Organizer and can check the homework calendar for clarification if needed.


Make-up work: Student responsibility (follow policy guidelines for absences)

 Please review School Policy information on grading, tardies, and absences


Late work: Students will have one week after the due date to turn in any late work. After this time, the student can still turn in an assignment for feedback, but will not receive credit.


Parent Communication:  Grades online (Synergy), Raider Organizer, progress reports, web page.

Best/quickest:  email

Even better:  Communicate with your child – build trust and responsibility. It is important to help your child build independence, so guide your child to talk with me or shoot me an email if they have questions. This will also help to build a strong teacher-student relationship.


Grading Policies: Grades are used to show proficiency on the nationally recognized common core state standards and progress toward earning an Oregon high school diploma.


Grades will be computed using three weighting categories:

·         Skill demonstrated (Summative assessments/final papers) = 50% of final grade

o    Summative assessments are given after learning and practicing a skill to the point  where students should be able to demonstrate proficiency

·         Skill demonstrated (Formative quizzes/drafts) = 30% of final grade

o    Quizzes are given to assess progress toward proficiency

·         Practice/Daily Work (Formative work) = 20% of final grade

o    Class work and activities while learning, practicing, and perfecting the skills being taught.

o     No extra credit available


Category Label

Synergy Reporting

Generalized Definition



Meets all of the requirements of the grade level standard and can demonstrate understanding at a higher level of rigor based on Bloom’s Taxonomy.



Meets all of the requirements and demonstrates all of the knowledge and skills of the grade level standard at the appropriate level of rigor.



Meets the most basic elements of a given standard, but not all knowledge and skills embedded in the standard are demonstrated.   Demonstrates the essential knowledge and skills required.  Cannot demonstrate level of rigor called for by verb in the standard



Meets a few elements of a given grade level standard, but many required elements are missing and limited understanding demonstrated

Insufficient Evidence

0-59% depending on level of understanding

Student completed the assessment, but little, if any evidence of learning relative to the standard is shown

Language Arts National Priority Standards:

As a staff we are committed to interpreting and analyzing the “priority standards” to provide the best possible education for each of our students. Of course, curriculum in my classroom will focus on more than just these standards. They will be, however, emphasized and revisited throughout the year.



Students are offered interventions when additional strategies are needed to help them achieve proficiency. Interventions may include the following:

● Reteaching the subject matter

● Providing additional practice opportunities

● Providing accessible text

● Considering placement in intervention classes

● Offering other interventions appropriate to student's needs



Students demonstrating advanced proficiency are offered extensions to address individual rate and level of learning. Extensions may include the following:

● Creating opportunities that require higher order thinking skills and inquiry

● Offering options to explore class topics more deeply

● Providing access to advanced-level text

● Offering other extensions appropriate to student's needs



Students will…


Reading: Literary Text

 6.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


6.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.


6.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).


**Please note that we are not excluding informational text; students will receive direct instruction from these standards in other core curriculum classes.



 6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other informational examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style.

f. Provide a concluding statement or section that follows form and supports the information or explanation presented.


7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source, and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.


Speaking and Listening

 6.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.



 6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g. synonym/antonym, analogy) to better understand each of the words.

c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).