Ms. Acevedo's 6th Grade Classroom

Courses Descriptions

English Language Arts Course Description

Students will participate in the study of various genres in reading and writing using My Perspectives English Language Arts curriculum. The sixth-grade English program will develop students’ writing, reading, speaking, listening, research, and critical thinking skills that will prepare them to be successful in high school and in life. The use of technology, collaboration, and discussions will be integrated throughout the curriculum.

World History Course Description

This captivating course is designed for 6th graders to explore the rich tapestry of human history through the lens of ancient societies. The Grade 6 course is structured for students to study the development of civilizations from the Early Beginnings to 300 CE. The course will take students on a journey through time, examining the cultures, achievements, and contributions of various civilizations that shaped the world we live in today. In this course, there is an emphasis on learning the content while guiding students in developing historical analytical writing skills.

Electives: Creative Writing/College EDS (Space Exploration) Course Description

This yearlong course invites 6th graders to sharpen their communication skills, creativity, and curiosity through two engaging themes. In the first part of the year, students will explore the art of storytelling and creative expression, building confidence in sharing ideas through writing, discussion, and collaborative projects. In the latter part of the year, the focus will shift beyond Earth as students investigate the wonders of our solar system while learning the science, history, and future possibilities of space exploration. Throughout both units, students will practice critical thinking, problem-solving, and effective communication in ways that connect classroom learning to the world around them.

Classroom Materials

Grading Policy

These courses and the grading policy are designed to emphasize the idea that growth is possible and supported by giving students the opportunity to see what they are doing well and where they can improve. The goal is to elicit more meaningful responses to feedback and more accurately reflect students’ progress toward mastery. Grades are determined by using multiple assessments to gauge mastery of each learning target. Students are given multiple opportunities to demonstrate competence and all graded assignments include rubrics with areas of focus for particular assignments, hence students are expected to demonstrate growth throughout each semester.

LEARNING TARGETS
Grades will be determined based on demonstration of content knowledge, which are specified as Learning Targets:
#	Learning Target
1	I can cite textual evidence to support my inferences (theme), claims, and analysis.
2	I can determine a central idea by explaining it through key details from the text, and/or provide an objective summary.
3	I can determine the meaning of words, phrases using various strategies including context clues, connotation, or word structure.
4	I can write a narrative which includes characters, dialogue, descriptive details, and a logical sequence (beginning, middle, and end.)
5	I can analyze and explain how characters, events, or ideas are developed throughout the text and identify the author’s point of view through key details from the text.
6	I can write a multiparagraph essay that contains an introduction, body paragraphs, and conclusion.
7	I can effectively engage in collaborative discussions with my peers.
8	I can independently read and understand grade-level text.

Grading Scale

This is a Mastery Learning and Grading classroom. Your overall grade will be determined on your effort and mastery in classwork, essays, tests/quizzes, and participation.

Grading Categories

Classwork	60%
Essays	20%
Participation/iReady	10%
Tests/Quizzes	10%

Grade	Description
A 85%-100%	I demonstrated mastery (level 4) in at least 50% of the LTs, and proficient (level 3) in the remaining LTs.
B 71%-84%	I demonstrated mastery or proficiency (level 3 or 4) in at least 50% of the LTs , and earned nothing lower than a 2 in the remaining LTs.
C 55%-70%	I demonstrated a basic mastery (level 2) and approached proficiency by scoring 2s in 100% of the LTs.
D 41%-54%	I demonstrated a beginning level mastery (level 1) and worked towards proficiency by scoring level 1 in at least 50% of the LTs with a score no lower than a 2 in the remaining LTs.
F 0%-40%	I have not yet approached mastery in any of the LTs because I did not submit work to show proficiency.

Rubric

Students you will be given multiple opportunities to demonstrate competency. Graded assignments include rubrics with areas of focus for particular assignments.

5-Point Rubric	Description
4-Mastery	I demonstrate thorough understanding of the learning target, and I can apply this learning target in other contexts. I can accurately teach it to others.
3-Proficient	I demonstrate understanding of the learning target, but I may make a few minor errors and I am not confident to teach others
2-Approaching	I demonstrate some understanding of the learning target, but because of the gaps in my understanding, I still need more practice and descriptive actionable feedback to show growth and progress towards mastery.
1-Beginning	I demonstrate very minimal or misunderstanding of the learning target, and I need additional instructional support or significant reteaching.
0-No Effort	I did not submit any complete assignments to be accurately assessed.

Behavioral Grades

Work Habits and Cooperation will be graded separately using the following rubric.

BEHAVIORAL GRADES	WORK HABITS	COOPERATION
E	Completes 100% of assignments, participates appropriately and works toward mastery of learning targets.	Follows all classroom expectations and demonstrates respect, responsibility, and safety
S	Completes at least 75% of assignments, participates appropriately most times and works toward mastery of learning targets.	Follows most classroom expectations most of the time and typically demonstrates respect, responsibility, and safety.
U	Completes less than 75% of assignments, does not participate appropriately and does not work towards mastery of learning targets.	Does not follow classroom expectations and/or does not demonstrate respect, responsibility or safety

Expectations/Consequences/Rewards

Classroom/School Expectations (Our Rules)

Be Respectful, Be Responsible, and Be Safe

Consequences

1. Verbal Warning

2. Detention

3. Phone Call Home

4. Office Referral

5. Parent, Teacher, and/or Principal Conference

Rewards

1. First Person to Leave

2. Treasure Box Item

3. STEM Bucks

4. Positive Phone Call Home

**Depending on the situation, some offenses might skip right to the “office referral.” Bullying, threats (of any kind), etc. are not tolerated and are taken as serious violations.

Students are expected to read their book 5 days a week for a minimum of 20 minutes
Any incomplete classwork will become homework
Absences do not excuse missing assignments. It is up to YOU to find out what has been missed!
All assignments must be submitted no later than one week before the grading period ends; late work will not be accepted after this date.

School is not responsible for lost, broken, or damaged devices

Cell phones and personal electronic devices (including bluetooth earbuds/airpods) must be secured in a Yondr pouch and kept inside your backpack at all times
Visible phones and other Personal Electronic Devices will be confiscated
Confiscated items can only be retrieved by a parent or guardian before or after school

Communication

Tips for Parents/Guardians

Name: Elva Acevedo
Position: 6th Grade English/History Teacher
Email: Send email

About Ms. Acevedo

I graduated from UCLA with a Bachelor of Arts degree. Following my passion for education, I worked as a college adviser at UCLA, supporting high school students in their journey to higher education. I later earned my Multiple Subject Teaching Credential from CSULA.

Currently, I teach 6th grade English, History, Social Communication, and Space Exploration. My teaching philosophy centers on helping students reach their full academic potential through high expectations and rigorous coursework. My goal is to equip students with the skills they need to succeed in the 21st century.

Classroom Wishlist

In our wishlist you will find disinfecting wipes, lead, and rewards (e.g. stickers bookmarks, candy, etc.) to motivate students. You may purchase at another store or in different quantities.

Thank you for your support!