October/Reading and Language Arts 6Th Grade
October/Reading and Language Arts 6th Grade
Strand/Standard number / Cluster / Standard / Target / I can Statements / Vocabulary
RI 6.3 / Key Ideas and Details / Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). / Knowledge
*Identify key ideas about
individuals
events
ideas
stated in text
*Define anecdote
Reasoning
*Analyze how key
individuals
events
ideas
in a text are introduced, illustrated, and elaborated
*Analyze evidence in text to support key idea / I can identify key ideas stated in text, which means I identify the main idea of text (what it is mostly about)
I can define anecdote, which means I can tell the meaning of the word anecdote
I can analyze how key ideas are introduced and elaborated on, which means I can look at the text at a deep level to understand the topic as well as how the author provided further information about the topic
I can analyze supporting information found in text, which means I can look at the text at a deep level to form an opinion about whether or not the details support or provide more information about the topic / Key ideas
Central idea
Main idea
Supporting detail
Key detail
Anecdote
Analyze
elaborated
RI.6.5 / Craft and Structure / 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. / Knowledge
*Determine text structure:
(e.g., chronology
comparison
cause/effect
problem/solution)
Reasoning
*Analyze how particular:
sentences,
paragraphs,
chapter or section
fits into the overall structure of a text
Analyze how particular:
sentences
paragraphs
chapter or section
contributes to the overall development of the ideas / I can determine the text structure of a passage of text, which means I can tell what structure a text in written in (cause/effect, compare/contrast, description, sequence of events, problem/solution)
I can analyze how the parts of text fit into the overall structure of a text, which means I can look at the text in depth to figure out how pieces of it such as chapters, sentences, etc. fit into the overall structure of the writing piece / Text structure
Organization
Cause/effect
Compare/contrast
Description
Sequence of events
Problem/solution
RI 6.8 / Integration of Knowledge and Ideas / 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. / Knowledge
*Define :
an argument
a claim
*Identify the argument in a text
*Identify reasons and evidence in the text
Reasoning
*Trace the argument and specific claims in a text
*Distinguish between supported and unsupported claims
*Evaluate the argument and its specific claims in a text / I can define an argument, which means I can tell what argument means in relation to content found in a piece of writing
I can define claim, which means I can tell what claim means in relation to content found in piece of writing
I can identify the argument found in text, which means I can identify what the author is claiming about the topic of a writing passage as well as what the author would like me to understand and agree with about the topic
I can identify evidence found in text, which means I can identify parts of the text which supports the key ideas the author is discussing throughout the passage
I can distinguish between supported and unsupported evidence found in text, which means I can tell the difference between information found in the passage that is supported with relevant information as well as information that is not supported
I can evaluate the arguments presented in text, which means I can evaluate the information presented in text on a specific side of an issue or a topic to determine if the claims are valid and supported with good evidence. / Argument
Claim
Reasoning
Evidence
Distinguish
Supported
unsupported
RI 6.10 / Range of Text Complexity / 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. / Knowledge
*Identify/understand in an informational text:
key Ideas and details
craft and structure
integration of knowledge and Ideas
at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as necessary
Reasoning
*Comprehend independently in an informational text:
key Ideas and details
craft and structure
integration of knowledge and ideas
at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as necessary / I can fluently read literary nonfiction that is on my grade level, which means I can read nonfiction (true) materials at a steady pace where I can pronounce and understand the words included on sixth-eighth grade levels.
I can understand literary nonfiction on my grade level, which means I can understand text 6-8 grade levels including their key ideas and details as well as how they are written (text structure and word knowledge) / Fluency
Tone
Expression
Rate
Key idea
Centrall idea
Craft
Structure
Integration
W 6.2 d,e / Text types and purposes / Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through text selection, organization and analysis
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definitions, classification, comparison/contrast, and cause/effect; include formatting (e.g., heading) graphics (e.g., charts, tables) and multimedia when useful to aiding comprehension
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other 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 about the topic
e. Establish and maintain a formal style
f. Provide a concluding statement or section that follows from the information or explanation presented / Knowledge
*identify formal styles of writing
*Identify relevant facts, definitions, concrete details, quotations, examples,
*Identify various transitions that clarify relationships among ideas and concepts, precise language and domain specific vocabulary related to the topic, a concluding statement or section that follows from the information or explanation presented
Reasoning
*Develop a topic with relevant facts, definitions, concrete details, quotations, other information, examples
*Determine when to include formatting, graphics, multimedia to aid comprehension
*Select various transitions that clarify relationships among ideas and concepts
*Determine how to organize ideas, concepts, and information
*Determine how to organize ideas, concepts, information
*Determine when to use various strategies such as definitions, classification, comparison/contrast, cause/effect
*Select precise language and domain specific vocabulary to inform or explain the text
*Establish and maintain a formal style
*Determine a supporting concluding statement or section that follows from the information or explanation presented
Product
*Write informative/explanatory texts to examine a topic, convey ideas, convey concepts, convey information through text selection, organization, analysis of a relevant concept
*Introduce and develop a topic with relevant facts, definitions, concrete details, quotations, other information, examples
*Organize ideas, concepts, and information using strategies such as definitions, classification, comparison/contrast, cause/effect
*Use formatting, graphics, multimedia when useful in aiding comprehension
*use appropriate transitions to clarify the relationships among ideas and concepts
*Use precise language and domain specific vocabulary to inform or explain the text
*Establish and maintain a formal style
*Provide a concluding statement or section that follows from the information or explanation presented / I can write information/explanatory texts to examine a topic, which means I can use the appropriate words, format, structure, and information to write informative text that will help the reader better understand the topic/content
I can introduce a topic, which means I can organize information into an introductory paragraph that will appropriately tell the reader what they will be learning about while reading my passage of text.
I can develop a topic with relevant information, which means I can make a topic stronger by providing the reader with information that strengthens the message of my text (facts, details, quotations, examples, ect.)
I can determine the appropriate way to present my message to the reader, which means I can figure out the best formatting, pictures, information, text structure, and language to use to help my reader best understand my message.
I can create a conclusion to my topic, which means I can share a concluding part of text that sums up what the text was all about as well as leaves the reader with something to think about / Informative text
Explanatory text
Format
Structure
Topic
Details
Relevant
Develop
Support
Message
Facts
Details
Quotes
Examples
conclusion
W.6.6 / Production & Distribution of Writing / 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. / Knowledge
*Know how to download, save, upload, attach documents
*Select appropriate word processing tools
*Select appropriate tools for communicating and collaborating
Reasoning
*Evaluate the appropriate technology tools for producing and publishing writing and for collaborating with others
Performance
*Use technology, including the Internet, to produce and publish writing
*Use technology to interact and collaborate with others
*Use keyboarding skills to type three or more pages in a single sitting / I can use technology effectively to produce writing, which means I can use computers as well as the internet to produce writings by typing the information either directly on a webpage or in a word document.
I can use technology to publish writings, which means I can create digital pieces of writing and post that writing to online sites or print out evidence of this writing. Minimum three pages of typed text.
I can communicate with others digitally, which means I can use the computer to type in correspondence with others on wikis, blogs, discussion boards, etc. / Download
Upload
Attach
Word processing
W.6.10 / Range of Writing / 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. / Knowledge
*Identify:
task
purpose
audience
for various types of writing
*Identify the organizational structures for various types of writing
Reasoning
*Determine when to write for either extended and/or shorter time frames based upon:
task
purpose
audience
*Determine appropriate organizational structure to use for various types of writing dependent upon:
task
purpose
audience
Performance
*Write for various:
tasks
purposes
audiences
over both extended and shorter time frames / I can determine how to respond to various tasks appropriately, which means I can figure out how to write depending on the task, audience, time frame, etc.. Examples: If I am writing a research paper for Social Studies class, I would need an extended amount of time to do research, plan, revise, edit, and rewrite. If I am reading and taking notes on a passage, I may need to get the task completed in a short time frame. / Task
Purpose
Audience
Organizational
Structure
L.6.1 a,e / Conventions of Standard English / 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.* / Knowledge
*Recognize pronouns:
Pronoun case: subjective, objective, possessive
Intensive pronouns (myself and ourselves)
vague pronouns
shifts in pronoun number and person
*Recognize variations from standard English
*Identify strategies to improve expression in language
Reasoning
*Demonstrate command of the conventions of standard English grammar and usage when writing
*Correct shifts in pronoun number and person
*Correct vague pronouns
Improve expression in language using strategies
Performance
*Demonstrate command of the conventions of standard English grammar and usage when speaking
*Place pronouns in the proper case
*Use intensive pronouns
*Use correct pronoun number and person
*Use correct vague pronouns
Recognize variations from standard English in their own and others’ speaking
*Use strategies to improve expression in conventional language / I can recognize pronouns, which means I can identify words that are used in place of a noun or nouns
(he, her, I, him, it, me, she, them, they, us , and we)
I can recognize subjective pronouns, which means that I can identify pronouns that acts as the subject of a sentence- it performs the actions of the verb
(he, I, it, she, they, we, and you)
I can recognize objective pronouns, which means I can identify a pronoun that acts as the object of a sentence- it receives the action of the verb.
(her, him, it, me, them, us, and you)
I can recognize possessive pronouns, which means I can identify pronouns that tell who owns something
(hers, his, its, mine, ours, theirs, and yours)
I can recognize the antecedent, which means I can identify the noun that pronoun is taking the place of. (Let’s call Katie and ask her to go to the movies.)Her is the pronoun and it is taking the place of Katie therefore Katie is the antecedent. ) / Pronoun
Antecedent
Variations
S.6.4 / Presentation of Knowledge and Ideas / 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 / Knowledge
*Identify:
findings
claims
descriptions
facts
details
*Identify:
appropriate eye contact
adequate volume
clear pronunciation
Reasoning
*Determine:
logical sequence
pertinent descriptions
facts and details that accentuate ideas or themes
Performance
*Give oral presentation to present claims and findings:
sequencing ideas logically
using pertinent
o descriptions
o facts
o details
to accentuate main ideas or themes
*Use:
appropriate eye contact
adequate volume
clear pronunciation / I can present information to an audience effectively, which means I can present claims, findings, and other information in a logical order that will help the reader make sense of the information presented.
I can determine appropriate facts and opinions to include in presentations, which means I can tell the important facts (statements that are true) as well as opinions (peoples thoughts and feelings) that should be included in my presentation to enhance the understanding of my audience. / Findings
Claims
Descriptions
Facts
Details
Pronunciation
Audience needs
appropriate