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Sixth Grade Language Arts Table of Contents
Purpose and Use of Documents 4
College and Career Readiness Anchor Standards for Reading 5
College and Career Readiness Anchor Standards for Writing 6
College and Career Readiness Anchor Standards for Language Arts 7
College and Career Readiness Anchor Standards for Speaking and Listening 8
Year at a Glance 9-18
Reading Literature – Key Ideas and Details 19
Reading Literature – Craft and Structure 20
Reading Literature – Integration of Knowledge and Ideas 21
Reading Literature – Range of Reading and Level of Text Complexity 22
Reading Informational Text – Key Ideas and Details 23
Reading Informational Text – Craft and Structure 24
Reading Informational Text – Integration of Knowledge and Ideas 25
Reading Informational Text – Range of Reading and Level of Text Complexity 26
Writing – Text Type and Purpose 27-29
Writing – Production and Distribution of Writing 30
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Writing Research to Build and Present Knowledge 31
Writing – Range of Writing 32
Speaking and Listening – Comprehension and Collaboration 33-34
Speaking and Listening – Presentation of Knowledge and Ideas 35
Language Conventions of Standard Language 36
Language Knowledge of Language 37
Language Vocabulary Acquisition and Use 38-39
Appendix A 40
Appendix B 41-42
Appendix C 43-44
Appendix D 45
Appendix E 46
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Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. ● The “At-a-Glance” provides a snapshot of the recommended pacing of instruction across
a semester or year. ● Learning targets (“I can” statements) and Criteria for Success (“I will” statements) have
been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard.
● The academic vocabulary or content language is listed under each standard. There are 30-40 words in bold in each subject area that should be taught to mastery.
● The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards.
Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides.
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College and Career Readiness Anchor Standards for Reading
The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.
Key ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see “Research to Build and Present Knowledge” in writing and “Comprehension and Collaboration” in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
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College and Career Readiness Anchor Standards for Writing
The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literacy or informational texts to support analysis, reflection, and research
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Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
College and Career Readiness Anchor Standards for Language
The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Knowledge of Language
3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference material, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression
* These broad types of writing include many subgenres. See Appendix A for definitions of key writing types.
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College and Career Readiness Anchor Standards for Speaking and Listening
The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements – the former providing broad standards, the latter providing additional specificity – that together define the skills and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas
4. Present Information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Taken from Common Core Standards (www.corestandards.org)
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2015 Iredell Statesville Schools – 6th Grade Language Arts
A Year at a Glance 1st Quarter & 2nd Quarter Digital Resources
Strand: Reading: Literature RL.6 RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RL.6.3. a. Describe how a particular story’s or drama’s plot unfolds in a series of episodes. b. Determine how the characters respond or change as the plot moves toward a resolution. RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Strand: Reading: Informational Text RI.6 RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.6.8. Trace and evaluate the argument and specific claims in
Strand: Reading: Literature RL.6 RL.6.1. Cite Evidence Blendspace http://tinyurl.com/q5fap67 http://tinyurl.com/pzref2p RL.6.2. Theme and Central Idea Blendspace http://tinyurl.com/oopoelq Kahoot Theme Review http://tinyurl.com/kahoottheme Kahoot Theme (Folktales): http://tinyurl.com/kahootfolktaletheme RL.6.3. Interactive Plot: http://tinyurl.com/interactiveplot Plot Blendspace: http://tinyurl.com/qd8zzfs RL.6.7. Compare and Contrast Blendspace: http://tinyurl.com/pylvc3y RL.6.9. Poetry Blendspace http://tinyurl.com/nd2kvpc Compare and Contrast texts in different genres http://tinyurl.com/o7fnquy
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a text, distinguishing claims that are supported by reasons and evidence from claims that are not. RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Strand: Writing W.6 W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.6.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts
in different forms or genres [e.g., stories and poems; historical novels and fantasy
stories] in terms of their approaches to similar themes and topics”).
W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Strand: Reading: Informational Text RI.6 General Resources News ELA Nonfiction: www.newsela.com Tween Tribune Nonfiction: tweentribune.com Dogo News Nonfiction: www.dogonews.com RI.6.1. Primary Source Analysis Tool (interactive) http://tinyurl.com/7yerp9e Online Interactive: Reading Historical Documents http://www.learner.org/interactives/historical/ RI.6.2. Main Idea map http://tinyurl.com/o6b33fx RI.6.3. RI.6.7. http://tinyurl.com/nhdswuf Interactive eLearning Module (Civil Rights Movement events) Compare and Contrast Blendspace: http://tinyurl.com/pylvc3y RI.6.8. View Only Debates: Youtube: http://tinyurl.com/oser8h8 Photoshop: http://tinyurl.com/nd26pg9 RI.6.9.
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Strand: Language 6.L L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style.* b. Maintain consistency in style and tone.*
Read Write Think Venn Diagram http://tinyurl.com/ny7f64g Paired Reading: Traveling West http://tinyurl.com/West-Paired
Strand: Writing W.6 Write To Learn website (site specific websites, see IF or media specialist for log in information) W.6.3. Elements Flocab: http://tinyurl.com/Flo-Elements Narrative Blendspace: http://tinyurl.com/poof9p4 W.6.4. W.6.5. Editing and Revising Blendspace: http://tinyurl.com/ok82bn6 Writing Process Blendspace: http://tinyurl.com/ohekdjj W.6.9. W.6.10. Online Journal: https://penzu.com/
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3rd Quarter
Strand: Reading: Literature RL.6 RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone. RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.10. By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Strand: Reading: Informational Text RI.6 RI.6.4. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas.
RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is
conveyed in the text.
RI.6.10. By the end of the year, read and comprehend literary nonfiction in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Strand: Writing W.6 W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources
and demonstrating an understanding of the topic or text.
Strand: Reading: Literature RL.6 RL.6.4. http://tinyurl.com/nzm38z2 Figurative Language Blendspace RL.6.5. Poetry Blendspace: http://tinyurl.com/ot7xrjk RL.6.6. http://tinyurl.com/lh3kcd4 Point of View Practice POV Flocab: https://vimeo.com/93104211 RL.6.10. http://tinyurl.com/q73gk4z Reader’s Theater examples
Strand: Reading: Informational Text RI.6 RI.6.4. RI.6.5. RI.6.6. RI.6.10.
Strand: Writing W.6 Write To Learn website (site specific websites, see IF or media specialist for log in information)
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c. Use words, phrases, and clauses to clarify the relationships among claim(s) and
reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument
presented.
W.6.6. Use technology, including the Internet, to produce and publish writing as
well as to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single sitting.
W.6.7. Conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate.
W.6.8. Gather relevant information from multiple print and digital sources; assess
the credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism and providing basic bibliographic information for
sources.
W.6.9. Draw evidence from literary or informational texts to support analysis,
reflection, and research.
b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate
the argument and specific claims in a text, distinguishing claims that are supported
by reasons and evidence from claims that are not”).
W.6.1. Debate Starters: http://tinyurl.com/q3uylmn http://tinyurl.com/q6647er “So you think you can argue” lesson with related materials: http://tinyurl.com/pyukq3l W.6.6. W.6.7. Boolean Search Learning Tool for Students W.6.8. Crap Detection for evaluating resources W.6.9.
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Strand: Speaking and Listening 6.SL SL.6.2. Interpret information presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how it contributes to a topic, text, or issue under
study.
SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that
are not.
SL.6.4. Present claims and findings, sequencing ideas logically and using pertinent
descriptions, facts, and details to accentuate main ideas or themes; use appropriate
eye contact, adequate volume, and clear pronunciation.
SL.6.5. Include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information.
SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command
of formal English when indicated or appropriate. Strand: Language 6.L L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).*
e. Recognize variations from standard English in their own and others' writing and
speaking, and identify and use strategies to improve expression in conventional
language.*
L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
b. Spell correctly.
Strand: Speaking and Listening 6.SL SL.6.2.
SL.6.3.
SL.6.4.
SL.6.5.
SL.6.6. “Yea Um Olympics” Given a topic, students
give a speech to an audience for various lengths
of time without using spacer or filler words such
as “um”, “yea”, “like.” This is an activity that
continues in rounds. The first round, is 1 minute
then moves to 2 minutes and 3 minutes. As the
students used filler words, they were “out.”
http://tinyurl.com/c6kaj93
Strand: Language 6.L L.6.1. https://www.noredink.com/ General Grammar Practice Site
L.6.2.
L.6.3.
L.6.4. http://tinyurl.com/ojrlvdn Word Within a Word Games http://tinyurl.com/ykqce7j Prefix/Affix/Suffix Game L.6.5.
Flocab Figurative:
http://tinyurl.com/Flo-Figurative
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L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 6 reading and content, choosing flexibly from a range
of strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., audience, auditory, audible).
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g.,
by checking the inferred meaning in context or in a dictionary).
L.6.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
c. Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
L.6.6. Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
L.6.6.
Basic 6th Vocab:
https://www.flocabulary.com/6th-grade-vocabula
ry-word-list/
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4th Quarter
Strand: Reading: Literature RL.6 RL.6.4.
a. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings.
b. Analyze the impact of a specific word choice on meaning and tone. RL.6.5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. RL.6.10. By the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.
Strand: Reading: Informational Text RI.6 RI.6.4.
a. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
b. Analyze word choice for meaning and tone.
RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into
the overall structure of a text and contributes to the development of the ideas.
RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is
conveyed in the text.
RI.6.10. By the end of the year, read and comprehend literary nonfiction in the
grades 6–8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.
Strand: Writing W.6 W.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; 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
Strand: Reading: Literature RL.6 RL.6.4. http://tinyurl.com/yhlsynm Figurative Language Game “Batter Up” RL.6.5. RL.6.6. RL.6.10.
Strand: Reading: Informational Text RI.6 RI.6.4. RI.6.5. RI.6.6. RI.6.10.
Strand: Writing W.6 W.6.2.
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useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to 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 from the information or
explanation presented.
Strand: Language 6.L
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.*
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous
antecedents).*
e. Recognize variations from standard English in their own and others' writing and
speaking, and identify and use strategies to improve expression in conventional
language.*
L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.*
b. Spell correctly.
L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies.
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s
position or function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the
meaning of a word (e.g., audience, auditory, audible).
Strand: Language 6.L L.6.1. L.6.2. L.6.4. L.6.5. L.6.6. http://www.studystack.com/flashcard-1597718 Academic Vocabulary Practice
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c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or determine or clarify its precise
meaning or its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary).
L.6.5. Demonstrate understanding of figurative language, word relationships, and
nuances in word meanings.
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
c. Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
L.6.6. Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when considering
a word or phrase important to comprehension or expression.
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Reading Literature- Key Ideas and Details
College and Career Readiness Anchor Standards for Reading 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Q1
Q2 Q3 Q4 Common Core Standard-Reading Literature
X X 6RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
X X 6RL.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
X X 6RL.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.
Literacy Vocabulary: Teacher – cite, textual, evidence, analysis, explicitly, inferences, bias, implied, effective, figurative, connotative Student – cite, textual, evidence, analysis, explicitly, inferences, bias, implied, effective, figurative, connotative
Learning Targets: “I Can” Criteria For Success: “I Will” 6RL.1 I can identify details within text to understand, analyze, and make inferences. 6RL.2 I can recognize theme or main idea within text and create an accurate summary with no bias. 6RL.3a I can describe how events unfold in a story /drama. 6RL.3b I can understand how the character changes as a result of the plot.
I will use prior knowledge to make an inference. I will identify important details. I will prove my inferences with support from the text. I will use details to determine the theme. I will create a summary using main idea and supporting details without bias. I will label a plot map in logical sequence. I will determine how the character changes as a result of the plot.
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Reading Literature- Craft and Structure
College and Career Readiness Anchor Standards for Reading 1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative
meanings and analyze how specific word choices shape meaning or tone. 2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 3. Assess how point of view or purpose shapes the content and style of a text.
Q1
Q2 Q3 Q4 Common Core Standard-Reading Literature
X X 6RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
X X 6RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
X X 6RL.6 Explain how an author develops the point of view of the narrator or speaker in a text.
Literacy Vocabulary: Teacher – figurative meaning, connotative meaning, tone (formal/informal), narrator, point of view, suspense, audience Student – theme, setting, plot, figurative meaning, connotative meaning, tone, narrator, point of view, suspense, audience, determine
Learning Targets: “I Can” Learning Targets: “I Can”
6RL.4a I can determine meaning of words and phrases used in text including figurative and connotative meaning. 6RL.4b I can analyze the impact of a specific word on meaning and tone. 6RL.5a I can understand the specific parts of a text and how it develops theme, setting, and plot. 6RL.6 I can explain how an author develops the point of view of the narrator or speaker in a text.
I will differentiate between the figurative and connotative meaning of a word or phrase using context clues and other text strategies. I will examine the impact of words and phrases on tone within the text. I will examine different parts of a text such as: sentences, chapters, scenes, and stanzas. I will interpret how the parts of a text relate to the development of theme, setting, and plot. I will identify and understand point of view in a text. I will explain how the author develops point of view.
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Reading Literature- Integration of Knowledge and Ideas College and Career Readiness Anchor Standards for Reading
4. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
5. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 6. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Q1
Q2 Q3 Q4 Common Core Standard-Reading Literature
X X 6RL.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
6RL.8 (Not applicable to literature)
X X 6RL.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Literacy Vocabulary: Teacher- point of view, tone, genre, perceive Student- point of view, tone, genre, perceive, compare, contrast, multimedia, theme
Learning Targets: “I Can” Criteria For Success: “I Will”
6RL.7 I can compare and contrast the difference between reading, listening, or viewing the same version of the text. 6RL.9 I can compare and contrast how two or more stories of a different genre approach a similar theme or topic.
I will compare and contrast multi-media (i.e. text, audio, still images, animation, video, or interactivity content) resources to the written text. I will contrast what I “see and hear” to the text and other multi-media sources. I will compare and contrast text in different genres in terms of their approaches to similar themes or topics.
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Range of Reading and Level of Text Complexity
College and Career Readiness Anchor Standards for Reading 10. Read and comprehend complex literary and informational texts independently and proficiently.
Q1 Q2 Q3 Q4 Common Core Standard-Reading Literature
X X 6RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Literacy Vocabulary: Teacher – scaffolding, reading strategies, cues, non-linguistic cues Student – scaffolding, literature, resources, significance, cues, non-linguistic cues
Learning Targets: “I Can” Criteria For Success: “I Will”
6RL.10 I can read and understand complex literature at grade level or above.
I will read various types of “self-selected” and “teacher selected” literature. I will use resources to scaffold my understanding of what I read.
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Reading Informational Texts- Key Ideas and Details
College and Career Readiness Anchor Standards for Reading 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details
and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Q1 Q2 Q3 Q4 Common Core Standard-Reading Informational Texts
X X 6RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
X X 6RI.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
X X 6RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Literacy Vocabulary: Teacher – logical inferences, evidence, conclusions, Socratic Seminars, primary/secondary sources, figurative, connotative, and technical word meanings Student –logical inferences, evidence, connections, conclusions, specific, primary/secondary sources, graphic organizers, reflection, interpret, enhance, figurative meaning, connotative meaning, technical meaning, informational text (quotes, facts, statistics, subheadings, titles, bold, italicized, underline)
Learning Targets: “I Can” Criteria For Success: “I Will”
6RI.1 I can identify details within text to understand, analyze, and make inferences. 6RI.2 I can recognize main idea within text and create an accurate summary without bias. 6RI.3 I can find specific evidence in the text to support my inferences and conclusions.
I will read carefully to determine what is stated directly in the text. I will answer these questions—Who? What? Where? When? Why? I will combine information that is stated directly background knowledge and experiences to make inferences and draw conclusions. I will locate specific information in the text. I will make a connection between what is stated in the text and what I know from my own knowledge and experience.
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Reading Informational Texts- Craft and Structure College and Career Readiness Anchor Standards for Reading
1. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
2. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
3. Assess how point of view or purpose shapes the content and style of a text. Q1 Q2 Q3 Q4 Common Core Standard-Reading Informational Texts X X 6RI.4a Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings. 6RI.4b Analyze the impact of a specific word choice on meaning and tone
X X 6RI. 5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas
X X 6RI.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Learning Targets: “I Can” Criteria For Success: “I Will” 6RI.4a I can identify the meaning of words as they are used in a text. (figurative, connotative, technical) 6RI.4b I can analyze the word choice for meaning and tone
I will identify and define the figurative, connotative, and technical meaning of words. I will determine how word choice contributes to tone.
6RI.5 I can use the structures and features of a text to make sense of what I read. (Features=sentence, paragraph, chapter, sections)
I will identify text features: sentence, paragraph, chapter, sections I will explain how structure and/or features enhance a text’s purpose and central idea. I will analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text. I will analyze how the text structure contributes to the overall development of the central idea.
6RI.6 I can assess how point of view and purpose affects the content and style of a text.
I will explain how the author explains point of view throughout the text. I will identify the author’s point of view. I will identify the author’s purpose. I will explain how the author communicates point of view to the reader in the text
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Reading Informational Texts- Integration of Knowledge and Ideas College and Career Readiness Anchor Standards for Reading 4. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
5. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 6. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Q1 Q2 Q3 Q4 Common Core Standard-Reading Informational Texts
X X 6RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
X X 6RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not
X X 6RI.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Literacy Vocabulary: point of view, tone (informal and formal), genre, perceive Student- point of view, tone, genre, perceive, compare
Learning Targets: “I Can” Criteria For Success: “I Will” 6RI.7 I can compare and contrast the difference between reading, listening, or viewing the same version of the text.
I will compare and contrast multi-media resources to the written text. I will contrast what I “see and hear” to the text and other multi-media sources
6RI.8 I can evaluate data, arguments, and claims in a text I will highlight information and take notes to study the issues presented I will evaluate text to determine if a claim is supported by evidence
6RI.9 I can compare and contrast how two or more works approach a similar theme or topic.
I will compare and contrast text in different genres in terms of their approaches to similar themes or topics. I will explore text to text connections from different authors’ perspectives.
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Reading Informational Texts- Range of Reading and Level of Complexity
College and Career Readiness Anchor Standards for Reading 4. Read and comprehend complex literary and informational texts independently and proficiently.
Q1 Q2 Q3 Q4 Common Core Standard-Reading Informational Texts
X X 6RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Literacy Vocabulary: Teacher - scaffolding
Student – scaffolding, literature, informational text, resources, proficient
Learning Targets: “I Can” Criteria For Success: “I Will” 6RI.10 I can read and understand complex literature at grade level or above.
I will read various types of “self selected” and “teacher selected” literature. I will use resources to scaffold my understanding of what I read.
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Writing- Text Types and Purposes
College and Career Readiness Anchor Standards for Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately
through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and
well-structured event sequences. Q1 Q2 Q3 Q4 Common Core Standard-Writing
X 6W.1. Write arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly.
X 6W.1a. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
X 6W.1b. Use words, phrases, and clauses to clarify and support the relationships among claim(s) and reasons.
X 6W.1c. Establish and maintain a formal style.
X 6W.1.d. Provide a concluding statement that follows from the argument presented
X 6W.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
X 6W.2a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension
X 6W.2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
X 6W.2c. Use appropriate transitions to clarify the relationships among ideas and concepts.
X 6W.2d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
X 6W.2e. Establish and maintain a formal style.
X 6W.2f. Provide a concluding statement or section that follows from the information or explanation presented.
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X 6W.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
X 6W.3a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
X 6W.3b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
X 6W.3c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
X 6W.3d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
X 6W.3e. Provide a conclusion that follows from the narrated experiences or events.
Literacy Vocabulary: Teacher – credible source, relevant evidence, informational text, explanatory text, formal “voice”, multimedia, debate, phrases, clauses, thesis
Student – credible source, relevant evidence, informational text, explanatory text, formal “voice”, multimedia, debate, phrases, clauses, thesis
Learning Targets: “I Can” Criteria For Success: “I Will” 6W.1a I can write arguments to support claims with clear reasons and relevant evidence. 6W.1b I can introduce claims and organize reasons and evidence clearly.
I will clearly organize reasons and evidence in a sequential format. I will use support for claims and reasons in my writing. I will use a formal writing style in a well-supported composition. I will use a concluding statement that supports my argument.
6W.2 I can write an informative/explanatory text that explains complex ideas and topics through the use of an effective selection, organization and analysis of content.
I will introduce a topic and organize the information using strategies to accurately present the information. (data, charts, graphs, quotes, definitions) I will develop the topic using relevant facts, examples, and concrete details. I will identify formal styles of writing such as: classification, definitions, compare/contrast, cause/effect I will include formatting (headings), graphics (charts/tables), and multimedia to aid comprehension. I will develop a topic with relevant facts, definitions, concrete details, quotes, and examples.
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I will use transitions to explain relationships and support ideas and concepts. I will use language and content specific vocabulary to explain the topic. I will provide a concluding statement that correlates with the information presented. I will write an informative/explanatory text to examine a topic, convey ideas, convey concepts, and information.
6W.3a I can write a narrative using descriptive details and a structured sequence of events. 6W.3b I can write a narrative about a real or imagined experience or event.
I will organize the text in my narrative in a logical way. I will use descriptive details to support the topic in my narrative. I will use dialogue, pacing, and description to develop experiences, events, and characters. I will use transition words, phrases, and clauses, to sequence ideas and show changes from one time setting or another. I will use words, phrases, details, and sensory language to present experiences and events. I will provide a conclusion.
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Writing- Production and Distribution of Writing
College and Career Readiness Anchor Standards for Writing 4 Produce clear & coherent writing where the development, organization & style met task, purpose & audience
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
Q1 Q2 Q3 Q4 Common Core Standard-Writing
X 6W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
X 6W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
X 6W.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Literacy Vocabulary: Teacher- blog, wiki, coherent
Student – informational writing, explanatory writing, narrative writing, feedback, blog, wiki, task, purpose, audience
Learning Targets: “I Can” Criteria For Success: “I Will” 6W.4 I can produce a written work that is clear, coherent, appropriate to the task, purpose, and audience.
I will determine the reason for writing a piece based on the task, purpose, and audience. I will use development strategies in my writing. I will integrate sequence, idea development, and style to match task, purpose, and audience.
6W.5 I can develop and strengthen my writing by planning my work, revising, editing, rewriting, or by trying a new approach.
I will plan and continuously revise/edit my work to produce a better product. I will use additional support or a new approach to develop and strengthen my writing.
6W.6a I can use technology to produce and publish writing while interacting with others. 6W.6b I can demonstrate my skills in word processing and keyboarding.
I will use technology to assist me in the writing process. I will use technology to interact with others when writing. I will demonstrate my keyboarding and word processing skills in a single sitting.
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Writing- Research to Build and Present Knowledge College and Career Readiness Anchor Standards for Writing 1. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
2. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 3. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Q1 Q2 Q3 Q4 Common Core Standard-Writing
X 6W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
X 6W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
X 6W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
X a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
X b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).
Literacy Vocabulary: Teacher – inquiry, credibility, bibliographic, paraphrase, plagiarism
Student – relevant, credible source, plagiarism, evidence, cite sources, reflection, valid(ity)
Learning Targets: “I Can” Criteria For Success: “I Will” 6W.7 I can apply inquiry and locate resources to produce a research project.
I will restate the prompt in my own words. I will gather and evaluate sources to narrow & support focus.
6W.8a I can identify accurate information from resources. 6W.8b I can paraphrase the information and credit sources to avoid plagiarism.
I will recognize a credible source and avoid plagiarism. I will paraphrase information. I will define plagiarism and bibliographic information.
6W.9a I can identify important ideas and supporting details that provide evidence to support conclusions about information researched in the text. 6W.9b I can cite literary or informational text to support my ideas.
I will draw from text to support my research. I will be able to compare and contrast literary works that cover many genres and use it in my writing. I will be able to distinguish credible sources from non-credible sources.
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Writing- Range of Writing College and Career Readiness Anchor Standards for Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Q1 Q2 Q3 Q4 Common Core Standard-Writing
x 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Literacy Vocabulary: Teacher – discipline-specific, range of tasks/purpose/audience
Student – reflection, revision, writing task/purpose/audience
Learning Targets: “I Can” Criteria For Success: “I Will” 10. I can write for a specified time according to topic, purpose, or audience.
I will identify the topic, purpose, and audience for a writing task I will identify the format for different types of writing.
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Speaking and Listening- Comprehension and Collaboration College and Career Readiness Anchor Standards for Speaking and Listening
1. Prepare and participate in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Q1 Q2 Q3 Q4 Common Core Standard-Speaking and Listening
x 6SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others‟ ideas and expressing their own clearly.
x 6SL.1a Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
x 6SL.1b Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
x 6SL.1c Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
x 6SL.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
x 6SL.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
x 6SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Literacy Vocabulary: Teacher – Socratic seminars, collaborative, collegial discussions
Student – diverse, contribute, evidence, reflection, rubric, debate, graphic organizers
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Learning Targets: “I Can” Criteria For Success: “I Will” 6SL.1 I can collaborate in a group to discuss a topic. I will prepare for a discussion by using research, reference
sources, and notes. I will follow classroom norms for group discussions. I will reflect on a discussion topic. I will engage in a group discussion using elaborative detail and reflection.
6SL.2 I can identify, evaluate, and use information that is presented in diverse media formats.
I will analyze information from various media sources. I will explain how this information contributes to a topic, text, or the area being studied.
6SL.3 I can identify a speaker’s argument and specific claims. I can distinguish between claims that are supported or not by reasons, evidence, and claims.
I will recognize evidence that supports a claim. I will recognize claims that are poorly supported.
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Speaking and Listening- Presentation of Knowledge and Ideas College and Career Readiness Anchor Standards for Speaking and Listening
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
Q1 Q2 Q3 Q4 Common Core Standard-Speaking and Listening
X 6SL.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
X 6SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information
X 6SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Literacy Vocabulary: Teacher – pertinent, domain of writing
Student – main idea, theme, claims, findings, eye contact, adequate volume, clear pronunciation, presentation, sequence
Learning Targets: “I Can” Criteria For Success: “I Will” 6SL.4 I can determine evidence, descriptions, facts, and details to support my topic of discussion. I can speak orally using appropriate eye contact, a clear concise tone, and proper pronunciation.
I will gather research to support my evidence. I will use a graphic organizer and rubric to organize my research in correct sequence. I will present my topic orally using appropriate eye contact, clear tone, and proper punctuation.
6SL.5 I can use digital media and visual displays in presentations to explain information.
I will recognize different multimedia sources. I will clarify information using multimedia and visual displays. I will determine what visual displays will best clarify information in presentations. I will include several multimedia and visual displays when presenting my topic to clarify information.
6SL.6 I can adapt my speech to an audience using appropriate language and content.
I will use appropriate grammar and content in speaking to any audience.
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Language- Conventions of Standard English College and Career Readiness Anchor Standards for Language 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Q1 Q2 Q3 Q4 Common Core Standard-Language
X X 6L.1 Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
X X 6L.1a Ensure that pronouns are in the proper case (subjective, objective, possessive).
X X 6L.1b Use intensive pronouns (e.g., myself, ourselves).
X X 6L.1c Recognize and correct inappropriate shifts in pronoun number and person.*
X X 6L.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
X X 6L.1e Recognize variations from Standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
X X 6L.2 Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
X X 6L.2b Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
X X 6L.2c Spell correctly.
Literacy Vocabulary: Teacher – conventions, pronouns (subjective, objective, possessive, intensive), ambiguous antecedents
Student – grammar conventions, pronouns, strategies, capitalization, punctuation, commas, parentheses, dashes
Learning Targets: “I Can” Criteria For Success: “I Will” 6L.1 I can demonstrate correct English grammar and usage when writing.
I will learn the different forms of pronouns: subjective, objective, possessive, intensive. I will recognize and correct shifts in pronoun number and person. I will recognize and correct unclear pronoun usage. I will use pronouns correctly with antecedents. I will continue to improve my English grammar and usage through writing and speaking.
6L.2b I can apply rules for capitalization and punctuation. 6L.2c I can spell words correctly.
I will correctly apply rules for commas, parentheses, and dashes. I will spell words correctly. I will identify and correct misspelled words.
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Language- Knowledge of Language College and Career Readiness Anchor Standards for Language 3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Q1 Q2 Q3 Q4 Common Core Standard-Language
X X 6L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
X X 6L.3a. Vary sentence patterns for meaning, reader/listener interest, and style.*
X X 6L.3b Maintain consistency in style and tone.*
Literacy Vocabulary: Teacher – reader/listener interest, convey specific meaning
Student – conventions, consistency, style, tone (formal and informal)
Learning Targets: “I Can” Criteria For Success: “I Will” 6L. 3. I can recognize the conventions of language when I am writing, speaking, reading, or listening. 6L.3a I can recognize various sentence patterns, style, and tone and the effects it has on the reader or listener.
I will use knowledge of language and language conventions when speaking. I will determine when to vary sentence for meaning, reader/listener, interest, and style and use various sentences. I will maintain consistency in style and tone while speaking.
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Language- Vocabulary Acquisition and Use College and Career Readiness Anchor Standards for Language
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
5. Demonstrate understanding of word relationships and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
Q1 Q2 Q3 Q4 Common Core Standard-Language
X X 6L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
X X 6L.4a Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
X X 6L.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
X X 6L.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
X X 6L.4d.Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
X X 6L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
X X 6L.5a Interpret figures of speech (e.g., personification) in context.
X X 6L.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
X X 6L.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
X X 6L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; vocabulary knowledge when considering a word important to comprehension or expression.
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Literacy Vocabulary: Teacher – multiple-meaning words, Greek and Latin affixes/roots, preliminary determination, nuances, connotations(associations), denotations(definitions), domain-specific words
Student – multiple-meaning words, affixes/roots, reference materials, glossaries, index, thesaurus, figurative language, interpret, personification, cause/effect, word associations/definitions, distinguish, comprehension
Learning Targets: “I Can” Criteria For Success: “I Will” 6L.4 I can determine/clarify the meaning of unknown and multiple meaning words and phrases using vocabulary strategies.
I will identify context clues in text by using overall meaning of the sentence/paragraph, a word’s position in a sentence, and how it’s related to unknown words. I will use Greek and Latin affixes and roots as clues for word meaning. I will use reference materials for pronunciation and word meaning.
6L.5a I can understand and interpret figures of speech. 6L.5b I can use word relationships to clarify word meaning. 6L.5c I can distinguish among the associations (connotations) of words with similar definitions (denotations)
I will locate figures of speech and determine their meanings in context. I will analyze the word relationships by breaking them down into cause/effect, part/whole, item/category. I will identify nuances in the text, and distinguish between words with similar meanings and definitions.
6L.6a. I can use and understand content appropriate words and phrases. 6L.6b I can use vocabulary skills to comprehend words and phrases.
I will understand and apply conversational, academic and content specific vocabulary and phrases. I will use strategies (context clues/roots) to interpret unknown words and their meanings.
The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/acre/standards/common-core-tools/
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Appendix A: DPI Unpacking Document The purpose of this document is to increase student achievement by ensuring educators understand specifically what the new standards mean a student must know, understand and be able to do. This document includes descriptions of what each standard means a student will know, understand and be able to do. The “unpacking” of the standards done in this document is an effort to answer a simple question “What does this standard mean that a student must know and be able to do?” and to ensure the description is helpful, specific and comprehensive for educators. Adapted from NCDPI
http://www.dpi.state.nc.us/docs/acre/standards/common-core-tools/unpacking/ela/6.pdf
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Appendix B: 6th Grade ELA Standards Overview Quarters Reading Literature Reading Informational Writing Grammar 1st ● (RL1)
Inferences/Conclusions/ Evidence
● (RL2) Central Ideas/Themes/Summary
● (RL4) Vocabulary/Word Choice
------------------------------------------- ● (SL1) Academic
Discourse/Collaboration ● (SL2) Content in Diverse
Media
● (RI1) Inferences/Conclusions/ Evidence
● (RI2) Central Ideas/Themes/Summary
● (RI4) Vocabulary/Word Choice
----------------------------------------------
● (SL1) Academic Discourse/Collaboration
● (SL2) Content in Diverse Media
● (W3) Write Narratives ● (W4) Clear Coherent
Writing ● (W10) Write Routinely
● (L2 a, b) Standard English Mechanics
(L6) Academic/Domain-Specific Vocabulary
2nd ● (RL1) Inferences/Conclusions/ Evidence
● (RL3) Individuals/Events/Ideas
● (RL4) Vocabulary/Word Choice
● (RL9) Comparison of Texts/Authors
● (RL10) Complex Text
● (RI1) Inferences/Conclusions/ Evidence
● (RI3) Individuals/Events/Ideas
● (RI4) Vocabulary/Word Choice
● (RI9) Comparison of Texts/Authors
● (RL10) Complex Text
● (W2) Write to Inform/Explain
● (W5) Plan/Revise/Edit ● (W7) Conduct Research ● (W8)
Gather/Synthesize/Information
● (W9) Write to Sources (Draw Evidence)
● (L1) Standard English Grammar
● (L3) Style/Effective Language Choices
● (L4) Style/Effective Language Choices
● (L5) Figurative Language/Word Relationships
3rd ● (RL1) Inferences/Conclusions/ Evidence
● (RL4) Vocabulary/Word Choice
● (RL5) Text Structure/Organization
● (RL6) Point of View/Purpose
● (RL8 N/A) ● (RL10) Complex Text
-------------------------------------------
● (RI1) Inferences/Conclusions/ Evidence
● (RI4) Vocabulary/Word Choice
● (RI5) Text Structure/Organization
● (RI6) Point of View/Purpose
● (RI8) Arguments/Evidence
● (RI10) Complex Text
(W1) Write Arguments (W6) Use Technology
(L4) Vocabulary Strategies
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(SL3) Point of View (SL4) Present Findings (SL5) Use Media
---------------------------------------------- (SL3) Point of View (SL4) Present Findings (SL5) Use Media
4th (RL1) Inferences/Conclusions/Evidence (RL4) Vocabulary/Word Choice (RL7) Content in Diverse Media (RL10) Complex Text ------------------------------------------- (SL6) Adapt Speech/Command of Formal English
(RI1) Inferences/Conclusions/Evidence (RI4) Vocabulary/Word Choice (RI7) Content in Diverse Media (RI10) Complex Text ---------------------------------------------- (SL6) Adapt Speech/Command of Formal English
(L4) Vocabulary Strategies
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Appendix C: Student “I Can” Statements Reading Literature – FICTION ____ I can identify details within text that help me understand, analyze, and make inferences. ____ I can recognize theme or main idea within text and create a summary without bias. ____ I can describe how events unfold in a story or drama. (sequence) ____ I can understand & explain how a character changes as a result of events in the plot. ____ I can determine meaning of words and phrases used in text, both figurative and connotative. ____ I can analyze how a word impacts meaning and tone in a story. ____ I can understand how parts of a story (sentences, chapters, scenes, stanzas) help to develop the theme, setting, and plot. ____ I can identify and understand point of view in a story. ____ I can compare and contrast the differences between reading, listening, or viewing the same version of a story. ____ I can compare and contrast how two or more stories of a different genre approach a similar theme or topic. ____ I can read and understand complex literature at grade level or above. Reading Informational Text - NONFICTION ____ I can identify details within text that help me understand, analyze, and make inferences. ____ I can recognize the main idea within text and create an accurate summary without bias. ____ I can find evidence in the text to support my inferences and conclusions. ____ I can identify word meaning in a text. (figurative, connotative, technical) ____ I can use the structure and features of a text to make sense of what I read. (chapter title, subheadings, captions, diagrams, maps) ____ I can assess how point of view and purpose affect the content and style. ____ I can compare and contrast the differences between reading, viewing, or listening to the same version of a text. ____ I can evaluate data, arguments, and claims in a text. ____ I can compare/contrast how two or more texts approach a similar topic. ____ I can read and understand complex text at grade level or above.
Writing ____ I can write arguments to support claims with clear reasons and supporting evidence. ____ I can organize claims, reasons and evidence in argumentative writing. ____ I can write an informative/explanatory text explaining complex topics using facts, proper format, and vocabulary to convey ideas. ____ I can write a narrative using descriptive details and a structured sequence of events. ____ I can write a narrative about a real or imagined event.
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____ I can write with a clear task, purpose, and audience. ____ I can strengthen my writing by planning, revising, editing, and rewriting. ____ I can use technology to produce and publish writing while interacting with a group in one setting. ____ I can demonstrate skills in word processing and keyboarding. ____ I can locate and evaluate print and digital resources to produce a research project. ____ I can identify accurate information from multiple resources. ____ I can paraphrase information and credit sources to avoid plagiarism. ____ I can pick out details that provide evidence to support my research. ____ I can cite literary or informational text to support ideas. ____ I can write for a specified time according to topic, purpose, or audience. Speaking and Listening ____ I can work in a group to discuss a topic. ____ I can evaluate and use information that is presented in different media formats. ____ I can recognize a speaker’s claims that are supported OR not by reasons and evidence. ____ I can pick out evidence, descriptions, facts, and details that support my topic in a discussion. ____ I can speak using appropriate eye contact, a clear voice, and proper pronunciation. ____ I can use digital media and visual displays in presentations to explain a topic. ____ I can adapt/change my speech using appropriate language and content based on my audience. Language – Grammar ____ I can use correct English grammar when writing. ____ I can correctly apply rules for capitalization and punctuation. ____ I can spell words correctly. ____ I can recognize proper use of language when I’m writing, speaking, reading, or listening. ____ I can recognize a variety of sentence patterns, style, and tone and the effects it has on the reader or listener. ____ I can determine the meaning of unknown or multiple meaning words using vocabulary strategies. ____ I can understand figures of speech and their meanings in context. ____ I can use word relationships to understand word meaning. (context clues) ____ I can distinguish between connotation and denotation of a word. (connotation=word associations, denotation=similar definitions) ____ I can use and understand content vocabulary words and phrases. (science, social studies, technical subjects) ____ I can use vocabulary skills/strategies to understand word meaning.
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Appendix D: 6-8 Vocabulary 6 7 8
Analysis Vague Alternate Allusions Satire
Bias Significance Analyze Structure Analogy Textual Evidence
Bibliographic Thesis Audience Synthesize Analyze Thesis
Coherent Nuances Categorize Technical Argumentative Works Cited
Conventions relevant evidence Clarify tone Bias Paraphrase
Convey Rubric Collaborate Unique Characterization
Cite Pronouns Complexity Relevant Citation
Credible Composition Cite Claim
cues (non-linguistic/linguistic)
Teacher Specific Vocabulary
conceptual/concept Connotation/Denotation Connotation/denotation
Elaborate Ambiguous Antecedents Concise Evaluate Elaborate
explanatory text Clause Correspond Explicit Evaluate
Explicitly Narrative Elaborate Explanatory Evidence
figurative/connotative Objective Pronouns Embellish Inference Explanatory/information
formal voice Subjective Pronouns Evidence Nuance Expository
Greek/Latin affixes Theme Exposure Paraphrase Generalize
Implied Tone Figurative Point of View Imagery/sensory
Inference Format Inference
Informational text Function Irony
Inquiry Implement Literal/Figurative
Interpret Inconsistencies Memoir
Multimedia Influence Point of view
multiple meaning words Interact Relevant/irrelevant
Paraphrase Literary Stereotype
Perceive Manipulate Style
Plagiarism Support
point of view Medium Symbolism
preliminary determination mood Theme
primary/ secondary sources
Valid Transition words
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Iredell Statesville Academic Vocabulary List (K-12): http://www.iss.k12.nc.us/Page/38305
Appendix E: Instructional Resources
ISS English Language Arts Symbaloo
Access Information
Go to: http://www.symbaloo.com/ Log in: [email protected] Password: issela *Many resources found on the Symbaloo can be used as formative assessments.
Color Code Reference Please feel free to add links to each Symbaloo Webmix using the following color codes: Yellow – Fiction/Literature Brown – Nonfiction/Informational Pink – Poetry Orange – Language
Purple – Writing
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