Striving Toward Greater Focus and Coherence Through

Striving toward greater focus and coherence through

Content Standards and Practice Standards

ELA Standard Topics

Each standard in the English Language Arts has a consistent focus, or anchor, across grades. Although the standards describe increasingly sophisticated skills as children progress through the school years, the primary topic of each standard is the same in each grade. The following charts outline the focus for each standard in the area of Reading, Writing, Speaking/Listening, and Language.

Reading Standards
Literature / Informational Text / Foundational Skills
Key Ideas and Details / RL.1 / Ask and Answer Questions / RI.1 / Ask and Answer Questions / Print Concepts Recognition / RF.1 / Concepts about Print (K-1)
RL.2 / Retell Stories / RI.2 / Main Topic/Idea and Key Details / Phonological Awareness / RF.2 / Spoken words, syllables, and sounds (K-1)
RL.3 / Story Elements / RI.3 / Connections and Relationships in Information Text / Phonics and Word Recognition / RF.3 / Decoding Words/Phonics
(K-5)
Craft and Structure / RL.4 / Word Meaning within Text / RI.4 / Word Meaning within Text / Fluency / RF.4 / Accuracy and fluency to support comprehension
(K-5)
RL.5 / Text Structure / RI.5 / Text Features and Structures
RL.6 / Point of View / RI.6 / Author/Illustrator Purpose and Point of View
Integration of Knowledge and Ideas / RL.7 / Visuals and Text / RI.7 / Visuals Support Comprehension
RL.8 / N/A / RI.8 / Author’s Supporting Points
RL.9 / Compare and Contrast / RI.9 / Compare and Contrast
Range and Reading and Level of Text Complexity / RL.10 / Text Complexity / RI.10 / Text Complexity
Writing Standards
Text Types and Purposes / W.1 / Opinion/Argument
W.2 / Informative/Explanatory
W.3 / Narrative
Production and Distribution of Writing / W.4 / Production (Begins in Grade 3)
W.5 / Plan/Revise/Edit
W.6 / Technology Integration
Research to Build and Present Knowledge / W.7 / Research
W.8 / Determine Importance and Organize Information
W.9 / Draw Evidence from Literary or Informational Text (Begins in Grade 4)
Range of Writing / W.10 / Write Routinely over Varied Time Frames (Begins in Grade 3)
Speaking and Listening Standards
Comprehension and Collaboration / SL.1 / Conversation
SL.2 / Listening Comprehension
SL.3 / Listen and Respond
Production and Distribution of Writing / SL.4 / Oral Expression
SL.5 / Multimedia Presentation
SL.6 / Adapting Oral Communication
Language Standards
Conventions of Standard English / L.1 / Grammar Usage
L.2 / Capitalization, Punctuation, and Spelling
L.3 / Conventions of Language
Knowledge of Language / L.4 / Word Meanings
Vocabulary Acquisition and Use / L.5 / Word Relationships and Nuances
L.6 / Vocabulary Development

Sixth Grade English Language Arts Curriculum Map

Waterloo School District Scope and Sequence Overview

Unit of Study / Textbook Alignment / Standards
1 / RL:
RI:
W:
SL:
L:
2 / RL:
RI:
W:
SL:
L:
3 / RL:
RI:
W:
SL:
L:
4 / RL:
RI:
W:
SL:
L:
5 / RL:
RI:
W:
SL:
L:
6 / RL:
RI:
W:
SL:
L:
7 / RL:
RI:
W:
SL:
L:
8 / RL:
RI:
W:
SL:
L:

Sixth Grade

Instruction and Assessment Schedule

2013-2014

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed.

Approx. Number of Days of Instruction / Benchmark 1 / ?? / ?? / Common Assessment A / ?? / ?? / Common Assessment B / Benchmark 2 / ?? / ?? / Common Assessment C / ?? / ?? / Common Assessment D / Benchmark 3 / End of
Year
Instructional
Content / Unit of
Study
1 / Unit of
Study
2 / Unit of
Study
3 / Unit of
Study
4 / Unit of
Study
5 / Unit of
Study
6 / Unit of
Study
7 / Unit of
Study
8
Assessment

Sixth Grade English Language Arts

Curriculum Map - Overview

Unit of Study / The literacy content is sequenced in Units of Study that will take approximately 4-5 weeks each to teach.
The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year.
The primary textbook adopted in Waterloo School District for Grades 6-8.
Teacher’s
Resources and Notes / Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit of
Study.
Additional
Resources
Assessment / There are many formative and summative assessment options:
Unit of Study 1 / Sixth Grade / Quarter 1 / Approx. days
Reading Literature
Content Objectives / Vocabulary / Textbook
Alignment / Additional Resources
Standards:
RL. 6.2, RL. 6.3, RL.6.4, RL.6.6, RL.6.7
I can:
RL.6.2:
ü  I can understand the theme of a text
ü  I can define and understand the central idea of a text.
ü  I can identify supporting details of the main idea or theme of a text.
ü  I can summarize a text based on facts
ü  I can analyze supporting details used to determine theme or central idea.
ü  I can distinguish between textual facts and
ü  opinions.
ü  I can formulate a summary based on facts
from the text.
RL.6.3:
ü  I can identify a series of episodes (e.g., rising action, etc.) within a specific story or drama.
ü  I can identify character types and traits.
ü  I can explain how character(s) respond or change over the course of the story or drama..
RL.6.4:
ü  I can identify tone in text
ü  I can identify words and phrases including: figurative and connotative meanings
ü  I can analyze the impact of word choice on meaning.
ü  I can analyze the impact of word choice on tone.
ü  I can interpret the meaning of words and phrases including connotative meanings & figurative meanings as they are used in a text. / Academic Vocabulary:
Reading Strategies
·  Predicting
·  Confirming
·  Clarifying
·  Questioning
·  Summarizing
Genre/Subgenre
·  Fiction
o  Realistic Fiction
o  Historical Fiction
o  Science Fiction
o  Fantasy
·  Nonfiction
o  Informational Writing
o  Persuasive Writing
o  Biography
o  Autobiography
·  Drama
o  Comedy
o  Tragedy
·  Poetry
o  Haiku
o  Limerick
o  Narrative
·  Folklore
o  Fairy Tale
o  Legend
o  Tall Tale
o  Myth
o  Fable
Section Vocabulary: /

McDougal Littell Literature

I. Literary Genre Workshop

Reading Literature (pp. 4-11)

II. Unit 1
A.  What Makes a Good Story? (pp. 24-29)
B.  “The School Play” (pp. 30-39)
a.  Informational Text – “The Donner Party” (pp.14-24)
b.  “The Donner Pass” Reader’s Theater
C.  “All Summer in a Day” (pp. 62-71)
D.  “Tuesday of the Other June” (pp.204-220)
E.  Gary Paulsen Author Study
a.  “from Woodsong (pp. 110-120)
F.  “Dog of Pompeii”
III. Hatchet (Novel) / Annotation Framework
Add Edmodo Response and Citations
Interactive Reader Workbook
Edmodo Response
Characterization PPt
“A Cry in the Wild” (movie)
Reading Literature
Content Objectives / Vocabulary / Textbook
Alignment / Additional Resources
I Can:
RL.6.6:
ü  I can describe the author’s point of view.
ü  I can define the author’s position.
ü  I can describe the author’s purpose.
ü  I can contrast the position of the author to other positions mentioned or implied in the text.
ü  I can analyze how the author distinguishes his or her position from that of others
RL.6.7:
ü  I can compare and contrast the reading of a story, drama or poem to listening to or viewing an audio, video or live version of the text. / Academic Vocabulary:
Story Elements
·  Setting
·  Characters/Characterization
·  Exposition
·  Conflict
·  Rising Action
·  Climax
·  Falling Action
·  Resolution
Topic
Theme
Foreshadowing
Flashback
Point of View
Tone
Mood
Section Vocabulary:
Writing
Content Objectives / Vocabulary / Resources
Standards:
I Can: / Academic Vocabulary:
Language Content Objectives / Vocabulary /
Additional Resources
Standards:
I Can: / Academic Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Textbook
Alignment / Additional Resources
Standards:
I can: / Academic Vocabulary:
Assessment Options:
Notes:
Unit of Study 2 / Sixth Grade / Quarter 2 / Approx. days
Reading Literature
Content Objectives / Vocabulary / Literature
Alignment / Additional Resources
Standards:
RL.6.1, RL. 6.2, RL. 6.3, RL.6.4, RL. 6.5, RL.6.6, RL.6.7, RL. 6.9
I can:
RL. 6. 1:
ü  Define cite
ü  Find textual evidence for support
ü  Make inferences
RL.6.2:
ü  I can understand the theme of a text
ü  I can define and understand the central idea of a text.
ü  I can identify supporting details of the main idea or theme of a text.
ü  I can summarize a text based on facts
ü  I can analyze supporting details used to determine theme or central idea.
ü  I can distinguish between textual facts and
ü  opinions.
ü  I can formulate a summary based on facts from the text.
RL.6.3:
ü  I can identify a series of episodes (e.g., rising action, etc.) within a specific story or drama.
ü  I can identify character types and traits.
ü  I can explain how character(s) respond or change over the course of the story or drama..
RL.6.4:
ü  I can identify tone in text
ü  I can identify words and phrases including: figurative and connotative meanings
ü  I can analyze the impact of word choice on meaning.
ü  I can analyze the impact of word choice on tone.
ü  I can interpret the meaning of words and phrases including connotative meanings & figurative meanings as they are used in a text. / Academic Vocabulary:
Reading Strategies (Reciprocal Teaching)
·  Predicting
·  Confirming
·  Clarifying
·  Questioning
·  Summarizing
Figurative Language
Denotation
Connotation
Story Elements
·  Setting
·  Characters/Characterization
·  Exposition
·  Conflict
·  Rising Action
·  Climax
·  Falling Action
·  Resolution
Topic
Theme
Foreshadowing
Flashback
Point of View
Tone
Mood
Section Vocabulary: /

Walk Two Moons (Novel)

Six chapter clusters

Use of reciprocal teaching to practice reading strategies.
Pose question that elicit elaboration and respond to other’s questions and comments.
Analyze theme development over the course of the text.
Contrast the point of view of different characters.
Analyze interaction between individuals and events to form inferences and provide supporting textual evidence.
Analyze the impact of a specific word choice on meaning and tone.
Interpret the meaning of words and phrases as used in the context of the story. / Audio CD
Native American vs. Indian informational text
“In Whose Honor” Documentary (newday.com/films/inwhosehonor.html)
Poetry
Reading Literature
Content Objectives / Vocabulary / Textbook
Alignment / Additional Resources
I Can:
RL.6.6:
ü  I can describe the author’s point of view.
ü  I can define the author’s position.
ü  I can describe the author’s purpose.
ü  I can contrast the position of the author to other positions mentioned or implied in the text.
ü  I can analyze how the author distinguishes his or her position from that of others
RL.6.7:
ü  I can compare and contrast the reading of a story, drama or poem to listening to or viewing an audio, video or live version of the text. / Academic Vocabulary:
Section Vocabulary:
Will add vocabulary later.
Reading Informational
Content Objectives / Vocabulary / Textbook
Alignment / Additional Resources
Standards:
RI.6.1, RI.6.7, RI.6.8, RI.6.9
I Can:
RI.6.1:
ü  Define cite
ü  Find evidence for support
ü  Make inferences
RI.6.7:
ü  I can define integrate, use pictures, charts, text, etc. to explain a topic or issue
RI.6.8 :
ü  I can 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.
RI.6.9:
ü  Define compare and contrast
ü  Explain the similarities and differences between two written works on the same topic / Academic Vocabulary:
Documentary
Evidence
Support
Claims
Compare
Contrast / Proposition and support articles in Standards Lesson File Reading and Informational Texts (supports our textbook) pp. 221-225
Compare Treatment, Organization, and Scope Standards Lesson File Reading and Informational Texts (supports our textbook) pp. 259-266
See Helen Keller and Anne Sullivan
Language Content Objectives / Vocabulary /
Additional Resources
Standards:
I Can: / Academic Vocabulary:
Speaking and Listening
Content Objectives / Vocabulary / Textbook
Alignment / Additional Resources
Standards:
I can: / Academic Vocabulary:
Unit of Study 3 / Sixth Grade / Quarter 3 / Approx. days
Reading Informational
Content Objectives / Vocabulary / Textbook
Alignment / Additional Resources
Standards:
RI.6.1, RI. 6.2, RI. 6.3, RI.6.4, RI. 6.5, RI.6.6, RI.6.7, RI. 6.10
I can:
RI. 6. 1:
ü  Define cite
ü  Find textual evidence for support
RI. 6.2:
ü  Determine central idea
ü  Support theme with details
ü  Write an unbiased summary
RI.6.3:
ü  Explain how people, ideas, and situations are developed throughout a text.
RI.6.4:
ü  Define figurative language
ü  Define connotative meaning
ü  Define technical vocabulary
ü  Determine the meaning of a word
RI.6.5:
ü  Explain how a part of a text helps to develop the ideas
RI.6.6:
ü  Determine an author’s point of view or
purpose
ü  Explain how the author conveys his point of view or purpose / Academic Vocabulary:
Reciprocal Teaching
Nonfiction
·  Informational Writing
·  Persuasive Writing
·  Biography
·  Autobiography
Text Structure
·  Chronological
·  Sequence
·  Cause/Effect
·  Problem/Solution
·  Compare/Contrast
·  Description
Point of View
Central Idea/Main Idea
Textual Evidence/Support
Unbiased Summary
Technical vocabulary
Figurative Language
·  Simile
·  Metaphor
·  Onomatopoeia
·  Personification
·  Hyperbole
·  Alliteration
·  Imagery
·  Symbolism
Poetry
·  Stanza
·  Rhyme
·  Rhythm
·  Verse/line
Section Vocabulary: / Nonfiction textbook selections Excerpt from “The Story of My Life” by Helen Keller pp. 787-792