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Welcome to Language Arts
Mrs. Barbara Silverio
Language Arts Consultant
(860)693-7717 ext. 210
Reading and Writing Workshop
Throughout the month of December in Reading Workshop, fourth grade students are studying poetry anthologies. The interpretation unit they just finished set them up nicely to think deeply about the texts they are reading. While reading, students were encouraged to ask themselves, “What is this text really about?” They looked for the significant messages and meaningful ideas of the stories they read. They have been studying how characters can learn and grow in the text, which can translate into messages and life lessons readers can walk away from the text with. As students study poetry, they are ready to think deeply about text and discuss what their interpretations of the poems are with their reading partners.
In Writing Workshop, fourth grade students are writing realistic fiction stories. Students imagine seed ideas for stories they wish existed in the world. They design characters with traits and characteristics that are aligned with the main character’s interests and desires. Students work to create conflict and tension through their character’s problem, then they will develop a realistic resolution in their stories. Students move through the writing process by planning out their stories on a timeline or story mountain, drafting, revising, editing and publishing their stories. Fourth graders will publish poetry following the publishing of their realistic fiction stories.
Fifth grade students are embarking on a completely new unit of study this month—The Research-based Argument Essay. The Common Core State Standards include writing standards that involve writing opinionated, persuasive essays. In this unit, students will choose from several controversial issues such as the pros and cons of wearing bicycle helmets, having bulldogs as pets, chocolate milk sold in school cafeterias, video games, mandated school uniforms, and other high interest, controversial topics. They will have opportunities to read articles, watch news clips, and interpret other data that represent different sides of the issue. Students must write an essay to persuade others to see the issue from their point of view. In their essay, they must take a critical stance, stake a claim, and
support it with strong evidence such as data, quotes, summaries, and facts from credible sources. The fifth grade students are loving this unit so far!
Sixth graders have just published their persuasive essays. Much like the research-based argument essay, the personal essay requires students to take a critical stance on a controversial topic. In the personal essays they published last month, students had to stake a claim about an issue of personal importance to them. They supported this claim with evidence of their own experiences or similar experiences of other people. The purpose of the personal essay is mainly for students to express a concern or celebrate something wonderful in their lives. The purpose of the persuasive essay is to try to change the thinking and/or actions of others. Students write with a specific audience in mind with the intention to change that person’s or group’s behaviors. Currently, sixth grade students are
writing literary essays. They have had plenty of practice with essay structure at this point. Students carry this knowledge over into this unit. They have had opportunities to read several short stories and choose the one that feels most meaningful to them. After identifying the theme of the story, students state the theme as a claim and support it throughout the essay with evidence from the text. Students choose scenes or places in the text that support their claim, summarize the scenes in their essay and explain how this scene supports the theme.
This is a time of tremendous growth for our staff and students. The Language Arts professional development and resources that our staff receives from Columbia University Teachers College Reading and Writing Project is completely aligned with the new Common Core State Standards that Connecticut adopted last summer. We have taken on many exciting new units of study in Reading and Writing Workshop. Our staff and students are constantly being intellectually engaged and challenged with this vigorous curriculum. Because our staff receives state of the art professional development, our students have access to curriculum that is preparing them very well for life in the 21st century.
Private Tutoring
This list is not representative of all of the tutors available in the district. Parents are certainly welcome to inquire about tutoring at other schools and private organizations. If you are looking for a CIS teacher to tutor your child, you may contact any of the following teachers by e-mail. CIS is not sponsoring this activity; we are only compiling a list of tutors by request. All arrangements must be made outside of school jurisdiction.
CIS Available Tutors 2011
Carrie Futterleib |
4th grade certified teacher |
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Allison Godbout |
4th grade certified teacher |
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Kelly Holley |
paraeducator |
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Jennifer Perry |
6th grade certified teacher |
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Tracey Reichen |
6th grade certified teacher |
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Lastly, the importance of reading cannot be stressed enough. Summer is a time to immerse your child in reading. The Canton Public Library has a fantastic summer incentive program with prizes and many stimulating activities and themes surrounding literature. Bring your child to the library or book store as a treat every week. Read together and talk up authors, stories, genres with your child. An easy way to get children to increase the volume of books they read is to get them hooked on a series. They will want to read every book, one after another. Studies show that students who read as few as six books over the summer may avoid summer reading loss. Students who read in the range of ten to twenty books may even show reading growth over the summer. Kids love to
read together just as they go to the movies together. Reading the same book with a friend can deepen their conversations and their thought process. Keep it light, fun, and free of challenges that frustrate them in the summer. The reading levels, topics, and book choices should be child-centered and easy in the summer. We want them to associate reading with happiness and fun. Writing postcards and letters to friends and teachers about books and vacations is fun way to sneak in some writing too.
Have a wonderful summer! See you in August.
Barbara Silverio
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