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GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
FIRST NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing Standards
Text Focus
Extended
Supporting
Date Days
Session 1
Week
1-2
Session
1
Aug.
4
7-22
12
Days
First Day of School Procedures RL6.2- 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 of judgments.
RI6.2- 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
W.6.1 Write arguments
to support claims with cl
ear reasons and relevan
t evidence.
RL6.1- Cite textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (draw conclusions)
RL6.5 Analyze how a
particular sentence,
chapter, scene, or stanza
fits into the overall
structure of a text and
contributes to the
development -
RL6.10 - 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.
RI6.1- Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text
L6.1a Ensure that pronouns are i
n the proper case (subjecti
ve, objective, possessive)
. L.6.1b Use intensive pro
nouns (e.g., myself, oursel
ves)
L6.4a - Use context (e.g., the over
all meaning of a sentence
or paragraph; a word’s pos
ition or function in a sente
nce) as a clue to the mean
ing of a word or phrase.
SL.6.1a Come to discus
sions prepared, having re
ad or studied required mat
erial; explicitly draw on th
at preparation by referring
to evidence on the topic, t
ext, or issue to probe and r
eflect on ideas under discu
ssion.
SL.6.1b Follow rules for c
ollegial discussions, set sp
ecific goals and deadlines,
W.6.4 Produce clear and co
herent writing in which the d
evelopment, organization, a
nd style are appropriate to t
ask, purpose, and audience.
(Gradespecific expectation
s for writing types are define
d in standards 1–3 above.)
W.6.5
With some guidance and su
pport from peers and adults,
develop and strengthen wri
ting as needed by planning,
revising, editing, rewriting, o
r trying a new approach. (E
diting for conventions should
demonstrate command of
Language standards 1–
3 up to and including grade
6.)
W.6.6 Use technology, inclu
ding the Internet, to produce
and publish writing as well
as to interact and collaborat
e with others; demonstrate s
ufficient command of keybo
arding skills.
W.6.10 -
Write routinely over extende
d time frames (time for rese
Week 1
Old Yeller (Basal)
High Plains Childhood
(Basal, Literary)
A Best Friend (Basal,)
A Dog’s Life (Basal,
Information)
Week 2
Saving the Past (Basal,
Informational)
Linda and Val (Basal,
Literary)
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
RI6.5- Analyze how a
particular scene, paragraph, chapter, or section, fits into the overall structure of a text and contributes to the development of the ideas.
RI6.10 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.
-
and define individual role
s as needed.
SL.6.1c Pose and respon
d to specific questions with
elaboration and detail by
making comments that co
ntribute to the topic, text, o
r issue under discussion.
SL.6.1d
Review the key ideas expr
essed and demonstrate un
derstanquestions with elab
oration and detail by maki
ng comments that contribu
te to the topic, text, or issu
e under discussion.
SL.6.1d
Review the key ideas expr
essed and demonstrate
understanding of
multiple perspectives th
rough reflection and par
aphrasing.
SL6.2 - Interpret information prese
nted in diverse media and
formats (e.g., visually, qua
ntitatively, orally) and expl
ain how it contributes to a t
opic, text, or issue under s
tudy.
arch, reflection, and revisio
n) and shorter time frames (
a single sitting or a day or tw
o) for a range of discipline‐specific tasks, purposes, an
d audiences.
Ready Reading Lessons Alignment: Lesson 1, Lesson2, Lesson 8 and 9
Ready Writing Standards Lesson Alignment: Lesson(s) 1, 3, 5, 9, 16, 18, 19
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L6.1a-Lessons L1-L3 (Language Handbook) Lesson 7 and
Lesson 16 L.6.4a-Lesson L11
*****Remediation may vary*********
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing Standards
Text Focus
Extended
Supporting
Date Days
Week 3
& 4
Session
2
Aug.
23-
Sept. 7
10
Days
RL6.2- 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 of judgments.
RI6.2- 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
W.6.1 Write arguments
to support claims with cl
ear reasons and relevan
t evidence.
RL6.1- Cite textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (draw conclusions) RL.6.3 -
how the characters respon
d or change as the plot mo
ves toward a resolution.
RL6.5 Analyze how a
particular sentence,
chapter, scene, or stanza
fits into the overall
structure of a text and
contributes to the
development -
RL6.10 - 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.
L.6.1c Recognize and
correct inappropriate sh
ifts in pronoun number
and person.
L.6.1d Recognize and
correct vague pronouns
(i.e., ones with unclear
or ambiguous anteced
ents).
L.6.4b
Use common, grade‐
appropriate Greek or L
atin affixes and roots as
clues to the meaning
of a word (e.g., audienc
e, auditory, audible
*SL.6.1a Come to discu
ssions prepared, having r
ead or studied required m
aterial; explicitly draw on t
hat preparation by referrin
g to evidence on the topic,
text, or issue to probe an
d reflect on ideas under di
scussion.
SL.6.1b Follow rules for c
W.6.4 Produce clear and
coherent writing in which
the development, organiz
ation, and style are appro
priate to task, purpose, an
d audience. (Gradespecifi
c expectations for writing
types are defined in stand
ards 1–3 above.)
W.6.5
With some guidance and
support from peers and a
dults, develop and streng
then writing as needed by
planning, revising, editing
, rewriting, or trying a ne
w approach. (Editing for c
onventions should demon
strate command of Lang
uage standards 1–
3 up to and including grad
e 6.)
W.6.6 Use technology, in
cluding the Internet, to pr
oduce and publish writing
as well as to interact and
collaborate with others; d
emonstrate sufficient com
Week 3
Mother Fletcher’s Gift
(Basal)
Linda and Val (Basal,
Literary)
Saving the Past (Basal,
Informational)
Week 4
Viva New Jersey (Basal,
Literary)
This New Town (Basal,
Literary)
The Traveler (Basal,
Literary)
Visiting Another Country
( Basal)
Suggested Texts
Informational Text
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
RI.6.1- Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text Describe how the plot of a
literary text unfolds in a ser
ies of episodes as well as
RI.6.3 - Analyze in detail how a ke
y individual, event, or idea
is introduced, illustrated, a
nd elaborated in a text (e.g
., through examples or ane
cdotes).
RI.6.5- Analyze how a
particular scene, paragraph, chapter, or section, fits into the overall structure of a text and contributes to the development of the ideas.
RI6.10 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.
-
ollegial discussions, set sp
ecific goals and deadlines,
and define individual role
s as needed.
SL.6.1c Pose and respon
d to specific questions with
elaboration and detail by
making comments that co
ntribute to the topic, text, o
r issue under discussion.
SL.6.1d
Review the key ideas expr
essed and demonstrate un
derstanquestions with elab
oration and detail by maki
ng comments that contribu
te to the topic, text, or issu
e under discussion.
SL.6.1d
Review the key ideas expr
essed and demonstrate
understanding of
multiple perspectives th
rough reflection and par
aphrasing.
SL.6.4 -
present claims and findi
ngs, sequencing ideas l
ogically and using perti
nent descriptions, facts
, and details to accentu
ate main ideas or them
es; use appropriate ey
e contact, adequate vol
ume, and clear pronunc
iation
mand of keyboarding skill
s.
W.6.10 -
Write routinely over exten
ded 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.
The Dust Bowl Migration:
Poverty Stories
Literary Text “Leaving
the Dust Bowl,” Bob
Bradshaw
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
Ready Reading Lessons Alignment: Lesson 1, Lesson 2, Lesson 8, and 9
Ready Writing Lessons Alignment: : Lesson(s) 1, 3, 5, 9, 16, 18, 19
Ready Language Handbook Alignment 9 back of READY Teacher’s Resource Book):Lesson 5 L.6.1c, Lesson L5, Lesson 5 L6.1d, Lesson 12 L.6.4b
*****Remediation may vary*********
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing Standards
Text Focus
Extended
Supporting
Date Days
Week 5
& 6
Session
3
Sept. 8-
20
9
Days RL6.2- 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 of judgments.
RI6.2- 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
W.6.3
Write narratives to devel
op real or imagined exp
eriences or events using
effective technique, rele
vant descriptive details,
and well‐structured event seque
nces.
RL6.1- Cite textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (draw conclusions) RL.6.3 -
how the characters respon
d or change as the plot mo
ves toward a resolution.
RL6.5 Analyze how a
particular sentence,
chapter, scene, or stanza
fits into the overall
structure of a text and
contributes to the
development -
RL6.10 - 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
L.6.1e
Recognize variations fr
om standard English in
their own and others'wri
ting and speaking, and i
dentify and use strategi
es to improve expressio
n in conventional langu
age.*
L.6.2a se punctuation (co
mmas, parentheses, dash
es) to set off nonrestrictiv
e/
parenthetical elements.*
L.6.2b Spell correctly.
*SL.6.1a Come to discus
sions prepared, having re
ad or studied required mat
erial; explicitly draw on th
at preparation by referring
to evidence on the topic, t
ext, or issue to probe and r
W.6.4 Produce clear and
coherent writing in which t
he development, organiza
tion, and style are approp
riate to task, purpose, and
audience. (Gradespecific
expectations for writing ty
pes are defined in standar
ds 1–3 above.)
W.6.5
With some guidance and
support from peers and a
dults, develop and writing
as needed by planning, r
evising, editing, rewriting,
or trying a new approach.
(Editing for conventions s
hould demonstrate comm
and of Language standar
ds 1–
3 up to and including grad
e 6.)
W.6.6 Use technology, in
cluding the Internet, to pr
oduce and publish writing
as well as to interact and
collaborate with others; d
emonstrate sufficient com
Week 5
Give the Oceans a Break!
(Basalz0
The Amazing Amazon
(Basal, Informational)
Saving the Rain Forests
(Basal, Informational)
Drip Dry (Basal,
Informational)
Week 6
Hachiko (Basal, Literary)
Dogs Versus Cats (Basal,
Literary)
Jack to the Rescue
(Basal, Informational)
They’ve Got Personality
(Basal)
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
scaffolding as needed at
the high end of the range.
RI.6.1- Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text Describe how the plot of a
literary text unfolds in a ser
ies of episodes as well as
RI.6.3 - Analyze in detail how a ke
y individual, event, or idea
is introduced, illustrated, a
nd elaborated in a text (e.g
., through examples or ane
cdotes).
RI.6.5- Analyze how a
particular scene, paragraph, chapter, or section, fits into the overall structure of a text and contributes to the development of the ideas.
RI6.10 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.
eflect on ideas under discu
ssion.
SL.6.1b Follow rules for c
ollegial discussions, set sp
ecific goals and deadlines,
and define individual role
s as needed.
SL.6.1c Pose and respon
d to specific questions with
elaboration and detail by
making comments that co
ntribute to the topic, text, o
r issue under discussion.
SL.6.1d
Review the key ideas expr
essed and demonstrate un
derstanquestions with elab
oration and detail by mak
ing comments that contrib
ute to the topic, text, or iss
ue under discussion.
SL.6.1d
Review the key ideas expr
essed and demonstrate
understanding of
multiple perspectives th
rough reflection and par
aphrasing.
mand of keyboarding skill
s.
W.6.10 -
Write routinely over exten
ded 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.
Suggested Text
Informational Text
Narrative of the Life of
Frederick Douglass, an
American Slave by
Frederick Douglass
Words We Live By: Your
annotated Guide to the
Constitution by Linda R.
Monk
www.corestandards.ora/
AppendixB
Literary Text
The Grapes of Wrath,
Steinbeck
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
Ready Reading Lessons Alignment: Lesson 1, Lesson 2, Lesson 8, Lesson 9
READY Writing Alignment: W.6.3 Lessons 3, 4, 6, 13, 14, 15, 17
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1e Lessons: L7, L.6.2.a Lesson L8, L.6.2.b ---
*****Remediation may vary*********
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing Standards
Text Focus
Extended
Supporting
Date Days
Week
7 & 8
Session
4
Sept 21
October
17
15
Days RL6.2- 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 of judgments.
RI6.2- 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
W.6.3
Write narratives to dev
elop real or imagined e
xperiences or events u
sing effective techniqu
e, relevant descriptive
details, and well‐
RL6.1- Cite textual
evidence to support analysis of what the text says explicitly as well as inferences drawn from the text (draw conclusions) RL.6.3 –
how the characters respon
d or change as the plot mo
ves toward a resolution.
RL6.5 Analyze how a
particular sentence,
chapter, scene, or stanza
fits into the overall
structure of a text and
contributes to the
development –
RL6.10 – 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
L.6.3a Vary sentence patterns f
or meaning, reader/listen
er interest, and style.*
L.6.3b Maintain consiste
ncy in style and tone.*
*SL.6.1a Come to disc
ussions prepared, havin
g read or studied require
material; explicitly draw
on that preparation by ref
erring to evidence on the
topic, text, or issue to pr
obe and reflect on ideas
under discussion.
SL.6.1b Follow rules for
collegial discussions, set
specific goals and deadli
nes, and define individu
al roles as needed.
SL.6.1c Pose and respo
nd to specific questions
with elaboration and deta
W.6.4 Produce clear and c
oherent writing in which the
development, organization
, and style are appropriate
to task, purpose, and audi
ence. (Gradespecific expe
ctations for writing types ar
e defined in standards 1–
3 above.)
W.6.5
With some guidance and s
upport from peers and adul
ts, develop and strengthen
writing as needed by planni
ng, revising, editing, rewriti
ng, or trying a new approa
ch. (Editing for conventions
should demonstrate comm
and ofInLanguage standar
ds 1–
3 up to and including grade
6.)
W.6.6 Use technology, incl
uding the Internet, to produ
ce and publish writing as w
ell as to interact and collab
Week 7 & 8
Song to Mother (Basal)
Louisa Jones Sings a
Praise to Caesar, (Basal)
Those Winter Sundays
(Basal)
Grandma (Basal)
Suggested Texts
Informational Text
United States Preamble
and First Amendment to
the United States
Constitution
“Drought, American
Experience,
www.pbs.org/wgbh/ameri
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
structured event sequ
ences. scaffolding as needed at
the high end of the range.
RI.6.1- Cite textual
evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text Describe how the plot of a
literary text unfolds in a ser
ies of episodes as well as
RI.6.3 – Analyze in detail how a ke
y individual, event, or idea
is introduced, illustrated, a
nd elaborated in a text (e.g
., through examples or ane
cdotes).
RI.6.5- Analyze how a
particular scene, paragraph, chapter, or section, fits into the overall structure of a text and contributes to the development of the ideas.
RI6.10 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 thet range
il by making comments t
hat contribute to the topic
, text, or issue under dis
cussion.
SL.6.1d
Review the key ideas ex
pressed and demonstrat
e understanquestions wit
h elaboration and detail
by making comments th
at contribute to the topic,
text, or issue under disc
ussion.
SL.6.1d
Review the key ideas ex
pressed and demonstrat
e understanding of
multiple perspectives t
hrough reflection and
paraphrasing.
orate with others; demonstr
ate sufficient command of
keyboarding skills.
W.6.10 –
Write routinely over extend
ed time frames (time for re
search, reflection, and revi
sion) and shorter time fram
es (a single sitting or a day
or two) for a range of disci
pline‐specific tasks, purposes, a
nd audiences.
canexperience;features/ti
meline/dustbowl
Obama Signs the
Recovery Act,
http://www.history.com/s
peeches/obama-sign-
recovery-act#obama-
signs-recovery –act
Narrative of the Life of
Frederick Douglass, an
American Slave by
Frederick Douglass
Words We live By: Your
Annotated Guide to the
Constitution by Linda R.
Monk,
www.corestandards.org/
AppendixB
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
Week
9
Oct. 17 5
days
Review
9 Weeks Assessment
Ready Reading Lessons Alignment: RL6.2, RI.6.2 Lesson 1 Lesson 2, Lesson 8, Lesson 9
Ready Writing Alignment: W.6.3 Lessons 3, 4, 6, 13-15, 17
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.3a Lessons 9, L.6.3a Lesson L9
*****Remediation may vary*********
(Focus and Ongoing Standards are highlighted in this pacing guide).
Second NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards. Ongoing standards should be taught each nine weeks.
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing
Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing Standards
Text Focus
Extended
Supporting
Date Days
Session 1
Weeks 1-2
October
18-Nov. 2
12
days
RL.6.3 Describe how a particular story 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. 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 time. RL.6.5 Analyze how a particular sentence, chapter, scene, or a fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.
RL6.1- Cite textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text
(draw conclusions)
RL.6.4 Determine
the meaning of word
s and phrases as they
L.6.3aVary sentence patt
erns for meaning, reader
/listener interest, and sty
le.*
L.6.3b Maintain consiste
ncy in style and tone.*
L. 6.5 a. Interpret
figures of speech (e.g.
W.6.7-
Conduct short research proj
ects to answer a question, d
rawing on several sources a
nd refocusing the inquiry w
hen appropriate.
W.6.8 Gather relevant infor
mation from multiple print
and digital sources; assess t
he credibility of each source
; and quote or paraphrase t
he data and conclusions of o
“Goodbye
to the
Moon”
“Egypt”
“Bud, Not
Buddy”
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. 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.6.4 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
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.
W.6.3 Write narratives to develop real or
imagined experiences or events using effective
technique, relevant descriptive details, and well-
structured even sequences.
are used in a text, in
cluding figurative
and connotative
meanings; analyze
the impact of a
specific word choice
on meaning and tone
.
RL.6.6 Explain how
an author develops
the point of view of
the narrator or
speaker in a text.
RL6.10 – 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.
RI.6.1- Cite textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text
RI.6.4 Determine the
meaning of words an
d phrases as they are
used in a text,
including figurative,
connotative, and
technical meanings.
personification) in
context.
L. 6.5 b. Use the
relationship between
particular words (e.g.,
cause/effect,
part/whole,
item/category) to
better understand
each of the words.
*SL.6.1a Come to discus
sions prepared, having
read or studied require
material; explicitly draw
on that preparation by re
ferring to evidence on
the topic, text, or issue t
o probe and reflect on
ideas under discussion.
SL.6.1b Follow rules for
collegial discussions, set
specific goals and dead-
lines, and define in-
dividual roles as needed.
SL.6.1c Pose and respon
d to specific questions wi
th elaboration and detail
by making comments th
at contribute to the topic
, text, or issue under
discussion.
SL.6.1d
Review the key ideas ex-
thers while avoiding plagiari
sm and providing basic bibli
ographic information for so
urces.
W.6.9 Draw evidence from l
iterary or informational text
s to support analysis, reflect
ion, and research.
W.6.10 –
Write routinely over extend
ed time frames (time for res
earch, reflection, and revisi
on) and shorter time frames
(a single sitting or a day or t
wo) for a range of discipline
‐
specific tasks, purposes, and
audiences.
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
RI.6.6 Determine an
author’s point of
view or purpose in a
text and explain how
it is
RI6.10 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.
pressed and demon-
strate understanding
of multiple per-
spectives through re-
flection and para-
phrasing.
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.
Ready Reading Lessons Alignment: RL6.3 Lesson 6 & 7, RI.6.3 Lesson 4, RL6.5 Lesson 15 & 16, RI.6.5 Lesson 11, RI.6.6 Lesson 12,
Ready Writing Alignment: W6.2, W.6.3 Lessons 1, 3, 4, 5, 6, 9-12, 13-15, 19, 20
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.3a Lessons 9, L.6.5a Lesson L15, L.6.3.b Lesson L10, L.6.5b
Lesson L16, Lesson 10
*****Remediation may vary*********
Session
Weeks 3-4
Nov.3
-Nov. 17
RL.6.3 –how the characters respond or change as
the plot moves toward a resolution
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).
RL.6.6 Explain how an author develops the point
of view of the narrator or speaker in a text.
RI6.1- Cite textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
drawn from the text
(draw conclusions)
L.6.4a 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
L.6.4b Use common,
grade‐appropriate Greek
W6.2 Write
informative/explanatory
texts to examine a topic and
convey ideas, concepts, and
information through the
selection, organization,
analysis of relevant content.
“Hatchet”
“When
Marian
Sings”
“Bud, Not
Buddy”
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
RI.6.6 Determine an author’s point of view or
purpose in a text and explain how it is conveyed in
the text.
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.
RI.6.6 Determine an
author’s point of
view or purpose in a
text and explain how
it is conveyed in the
text.
RL6.10 – 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.
RI6.10 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.
or Latin affixes and roots
as clues to the meaning
of a word (e.g., audience,
auditory, audible).
L.6.5a. Interpret figures
of speech (e.g.,
personification) in
context.
L.6.5b Use the
relationship between
particular words (e.g.,
cause/effect,
part/whole,
item/category) to better
understand each of the
words.
*SL.6.1a Come to
discussions prepared,
having read or studied
require material;
explicitly draw on that
preparation by referring
to evidence on the topic,
text, or issue to probe
and reflect on ideas
under discussion.
SL.6.1b Follow rules for
collegial discussions, set
specific goals and
deadlines, and define
individual roles as
needed.
SL.6.1c Pose and
respond to specific
questions with
elaboration and detail by
making comments that
contribute to the topic,
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.
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.
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
text, or issue under
discussion.
.
SL.6.1d Review the key
ideas expressed and
demonstrate
understanding of
multiple perspectives
through reflection and
paraphrasing.
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.6.5 Include
multimedia components
(e.g., graphics, images,
music, sound) and visual
displays in presentations
to clarify information.
Ready Reading Lessons Alignment: RL6.3 Lesson 6 & 7, RI.6.3 Lesson 4, RL6.6 Lesson 17,, RI.6.6 Lesson 12
Ready Writing Alignment: W6.2 Lesson 1, 5, 9-12, 19, 20
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.4a Lessons L11, L.6.4b Lesson L12,
*****Remediation may vary*********
Session 3
Weeks 5-6
Nov 27-
Dec 14
RL.6.3 –how the characters respond or
change as the plot moves toward a
resolution
RL6.1- Cite textual
evidence to support
analysis of what the
text says explicitly as
well as inferences
L.6.4c –consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
W6.3- write narratives to
develop real or imagined
experiences or events using
effective techniques,
relevant descriptive details,
“Learning to
Swim”
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
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).
RL.6.6 Explain how an author develops the
point of view of the narrator or speaker in a
text.
RI.6.6 Determine an author’s point of view
or purpose in a text and explain how it is
conveyed in the text.
W.6.3 Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured even sequences.
drawn from the text
(draw conclusions)
RI.6.6 Determine an
author’s point of
view or purpose in a
text and explain how
it is conveyed in the
text.
RL6.10 – 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.
RI6.10 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.
RL6.5 Analyze how a
particular sentence,
paragraph, chapter,
or stanza fits into the
overall structure of a
text and contributes
to the development
pronunciation of a word or determine or clarify its precise meaning or its parts of speech L.6.4d – verify the preliminary determinations of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in dictionary) SL.6.1A– 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. SL6.1B- follow rule for collegial discussions, set specific goals and deadlines, and define individual roles as needed SL6.1C- Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, txt, or issue under discussion. SL6.1D- review the key ideas expressed and demonstrate understanding of multiple perspective through reflection and paraphrasing
and well structured event
sequences
W6.5- 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
W6.6- use technology,
including internet, to
produce and publish writing
as well as to interact and
collaborate with others;
demonstrate sufficient
command of keyboarding
skills
W6.10- write routinely over
extended time frames (time
for research, reflections,
and revision) and shorter
time frames (a single sitting
or a day or two) for a range
of discipline-specific task,
purposes, and audiences.
“Juan
Verdades:
The Man
Who
Couldn’t
Tell a Lie”
“Bud, Not
Buddy”
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
of the theme,
setting, or plot.
RI6.5 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.
Ready Reading Lessons Alignment: RL6.3 Lesson 6 & 7, RI.6.3 Lesson 4, RL6.6 Lesson 17, RI.6.6 Lesson 12,
Ready Writing Alignment: W.6.3 Lessons 3, 4, 6, 13-15, 17,
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.4c Lessons L13, L14, L.6.4d---,
*****Remediation may vary*********
Session 4
Weeks 7-8
Dec.15th-
Dec 20th
RL.6.5 Analyze how a particular sentence, chapter, scene, or a fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. 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. W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured even sequences.
RL.6.3 Describe how a particular story 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. 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). RL.6.6 Explain how an author develops
L.6.5
Demonstrate
understanding of
figurative language, word
relationships, and
nuances in word
meanings.
L.6.5c-
Distinguish among the co
nnotations (associations)
of words with similar den
otations (definitions) (e.g
., stingy, scrimping, econ
omical, unwasteful,
thrifty).
L.6.6 Acquire and use acc
urately grade‐
appropriate general acad
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.6.6 Using technology,
including the internet, to
produce and publish
writing as well as to
interact and collaborate
with others;
demonstrate sufficient
“Morning
Traffic
“Bud, Not
Buddy”
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
the point of view of the narrator or speaker in a text. RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
RL6.10 – 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.
RI6.10 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.
emic and domain‐
specific words and phras
es; gather vocabulary kno
wledge when considering
a word or phrase import
ant to comprehension or
expression. SL.6.1a Come to discussi
ons prepared, having rea
d or studied required mat
erial; explicitly draw on t
hat preparation by referri
ng to evidence on the top
ic, text, or issue to probe
and reflect on ideas und
er discussion. SL.6.1b Fo
llow rules for collegial dis
cussions, set specific goal
s and deadlines, and defi
ne individual roles as nee
ded. SL.6.1c Pose and re
spond to specific questio
ns with elaboration and d
etail by making commen
ts that contribute to the t
opic, text, or issue under
discussion. SL.6.1d
Review the key ideas exp
ressed and demonstrate
understanding of
multiple perspectives thr
ough reflection and para
phrasing.
command of
keyboarding skills.
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.
Ready Reading Lessons Alignment: RL6.5 Lesson 15,16, RI.6.5 Lesson 11
Ready Writing Alignment: W.6.3 Lessons 3, 4, 6, 13-15, 17
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.5a Lesson L15, L.6.5c Lesson L17
*****Remediation may vary*********
Third NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing
Standards
Text Focus
Extended
Supporting
Date Days
Session
Weeks
1-2
Jan. 5-20
11 days
RI.6.6 Determine an author’s view or
purpose in a text and explain how it is
conveyed in 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 of judgements.
RL.6.3 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 the resolution
(conflict/resolution)
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 specific word choice on
meaning and tone (imagery,
visualize)
RL.6.7 Compare and contrast the
experience of reading a story, drama,
or poem listening to or viewing and
audio, video, or live version of the
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.6.9 Compare and contrast texts in
different forms or genres in terms of
their approaches to similar themes
and topics.
RL.6.10 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.
RI.6.6 Determine an author’s 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.
L.6.1.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.6.4.b Consult reference
materials, both print and digital,
to find the pronunciation of a
word or determine or clarify its
precise meaning or its part of
speech.
SL.6.1 Engage effectively in a
range of collaborative
discussions with diverse
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly
SL.6.2 Interpret information
presented in diverse media and
formats and explain how it
contributes to a topic, text, or
issue under study
W.6.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.6.5 With some guidance
and support from peers
and adults, develop
strengthen writing as
needed by planning,
revising, editing,
ting 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.6.10 Write routinely over
extended time frames and
shorter time frames (a
single sitting or a day or
two) for a range of
Unit 3 –
“Juan Verdades: The Man
Who Couldn’t Tell a Lie”
420a-447q
Unit 3- Week 5
Morning Traffic
448a – 479q
Drama
NEWS ELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
text, including contrasting what they
“see” and “hear” when reading the
text to what they perceive when they
listen or watch.
RL.6.10 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..
to convey experiences and events
precisely.
L.6.1.b Use intensive pronouns
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking
L.6.1.b.1 Identify and demonstrate
proper use of intensive pronouns
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.6.6 Adapt speech to a
variety of contexts and tasks
demonstrating command of
formal English when indicated
or appropriated.
discipline specific tasks,
purposes, and audiences.
Ready Reading Lessons Alignment: RI.6.6 Lesson 12, RL.6.2 Lesson 8, 9, RL.6.3 Lesson 6, 7, RL.6.4, Lesson 13, 14, RL.6.7 -----, RL6.10 Lesson ALL
Ready Writing Alignment: W6.4 Lessons 4-7, 10-13,15, 18, 19, W.6.5----, W.6.10 ----
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1e Lessons L7, L.6.4.b Lesson L12
*****Remediation may vary*********
Session
Weeks 3-
4
Jan. 23-
Feb. 3
10 days
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and conative meanings; analyze the impact of a specific word choice on meaning and tone (analogies, imagery) RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza
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.6.9 Compare and contrast texts in
different forms or genres in terms of
L.6.1.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
W.6.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.6.5 With some guidance
and support from peers
Unit 3
Morning Traffic
448a – 479q
Drama
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
fits into the overall structure of a text and contributes to the development of the theme, setting, or plot RL.6.9.2 Compare and contrast texts with similar themes and topics in different genres 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.6.4 Determine the meaning of
words and phrases as they are used
in the text, including figurative
language, connotative, and technical
meanings (similes, metaphors)
RI.6.5 Analyze how a particular
scene, 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 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
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking (adverbs/negatives)
L.6.4 Determine or clarify the
meaning of unknown and multiple
meaning words and phrases based
on grade 6 reading and content
L.6.4.a Use context as a clue to
determine the meaning of a word or
phrase.
W.6.3.a Engage and orient the reader
by establishing a context and
introducing a narrator and/or
characters; organize an event
their approaches to similar themes
and topics.
RL.6.10 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.
RI.6.6 Determine an author’s 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.
L.6.4.b Consult reference
materials, both print and digital,
to find the pronunciation of a
word or determine or clarify its
precise meaning or its part of
speech.
SL.6.1 Engage effectively in a
range of collaborative
discussions with diverse
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly
SL.6.2 Interpret information
presented in diverse media and
formats 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.6.6 Adapt speech to a
variety of contexts and tasks
demonstrating command of
formal English when indicated
or appropriated.
and adults, develop
strengthen writing as
needed by planning,
revising, editing,
ting 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.6.10 Write routinely over
extended time frames and
shorter time frames (a
single sitting or a day or
two) for a range of
discipline specific tasks,
purposes, and audiences.
READWORKS
NEWSELA
Questar
MDE testlests
Review ELA Standards
from Unit 3 Weeks 1 -5
Unit 3 – Week 6
Interactive Review
Challenges and
Obstacles
IR1-IR60
Reading Poetry
480-483a Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
sequence that unfolds naturally and
logically
W.6.3.d Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events
Ready Reading Lessons Alignment: RL6.4 Lesson 13, 14, RL.6.5 Lesson 15, 16, RL.6.9.2 Lesson 20, RI.6.2 Lessons 1, 2, RI.6.4 Lesson 10, RI.6.5 Lesson 11, RI.6.6
Lesson 12, RI.6.10----
Ready Writing Alignment: W.6.3a Lessons ---,W.6.3d ---
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1--- , L.6.4a-d
*****Remediation may vary*********
Session
Weeks
5-6
Feb. 6-17
10 days
RI.6.5 Analyze how a particular
scene, 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 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
RI.6.1 Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text
RI.6.3 Analyze in detail how a key
individual, event, or idea is
introduced, illustrated, and elaborated
in a text.
RI.6.6 Determine an author’s 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
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.6.9 Compare and contrast texts in
different forms or genres in terms of
their approaches to similar themes
and topics.
RL.6.10 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.
RI.6.6 Determine an author’s 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.
L.6.1.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.6.4.b Consult reference
materials, both print and digital,
to find the pronunciation of a
word or determine or clarify its
precise meaning or its part of
speech.
SL.6.1 Engage effectively in a
range of collaborative
discussions with diverse
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly
SL.6.2 Interpret information
presented in diverse media and
formats and explain how it
contributes to a topic, text, or
issue under study
W.6.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.6.5 With some guidance
and support from peers
and adults, develop
strengthen writing as
needed by planning,
revising, editing,
ting 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.6.10 Write routinely over
extended time frames and
shorter time frames (a
single sitting or a day or
two) for a range of
discipline specific tasks,
purposes, and audiences.
Unit 4 – Week 2
“The Chimpanzees I
Love: Saving Their
World and Ours”
50a-81q
Expository Text
Unit 4 Week 3
“Black Frontiers”
82a-109q
Expository Text
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking (prepositions/prepositional
phrases)
L.6.4 Determine or clarify the
meaning of unknown and multiple
meaning words and phrases based
on grade 6 reading and content
L.6.4.c Consult reference materials,
both print and digital, to find the
pronunciation of a word or determine
or clarify its precise meaning of a
word or phrase
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking (interjections/ tag
questions)
L.6.2.a.1 Review correct usage of
commas
L.6.3 Use knowledge of language and
its conventions when writing,
speaking, reading, or listening
L.6.4.a Use context as a clue to
determine the meaning of a word or
phrase.
L.6.4.c.1 Refer to reference materials
both print and digital to find the
pronunciation, meaning and/or part of
speec
W.6.3.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
W.6.3.c Use a variety of transition
words, phrases, and clauses to
convey sequence and signal shifts
from one time frame or setting to
another
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.6.6 Adapt speech to a
variety of contexts and tasks
demonstrating command of
formal English when indicated
or appropriated.
.
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
W.6.3.d Use precise words and
phrases, relevant descriptive details,
and sensory language to convey
experiences and events
W.6.4 Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
W.6.2.b Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other
information and examples
W.6.3.b.Use narrative techniques to
address the prompt and provide
effective and comprehensive
development of narrative elements
Ready Reading Lessons Alignment: RI.6.5 Lesson 11, RI.6.6 Lesson 12, RI.6.10---, RI.6.3 Lesson 4, RI.6.10---,
Ready Writing Alignment: W.6.3.a-d Lessons 3, 4, 6, 13-15, 17, W.6.4 Lessons 4-7, 10-13, 15, 18, 19, W.6.2b----, W.6.3.b Lessons 7, 8
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.3a Lessons 9, L.6.5a Lesson L15, L.6.3.b Lesson L10, L.6.5b Lesson L16,
Lesson 10
*****Remediation may vary*********
Session
Weeks 7-8
Feb.23
Mar. 21
14 days
RL6.1. Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text (draw conclusions)
RL.6.3 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 the resolution.
RL.6.10 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
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.6.9 Compare and contrast texts in
different forms or genres in terms of
their approaches to similar themes
and topics.
RL.6.10 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.
L.6.1.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.6.4.b Consult reference
materials, both print and digital,
to find the pronunciation of a
word or determine or clarify its
precise meaning or its part of
speech.
SL.6.1 Engage effectively in a
range of collaborative
W.6.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.6.5 With some guidance
and support from peers
and adults, develop
strengthen writing as
needed by planning,
revising, editing,
ting as well as to interact
and collaborate with
Unit 4 – Week 4
“Deep-Sea Danger”
110a-141q
Drama READWORKS
NEWSELA
Questar
MDE testlests
Unit 4 – Week 5
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
RI.6.6 Determine an author’s view or
purpose in a text and explain how it is
conveyed in the text
RI.6.4 Determine the meaning of
words and phrases as they are used
in the text, including figurative
language, connotative, and technical
meanings (shades of meaning;
hyperbole)
RI.6.5 Analyze how a particular
scene, 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 view or
purpose in a text and explain how it is
conveyed in the text
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking
L.2.a.3 Differentiate between
nonrestrictive and parenthetical
elements (commas, colons,
parenthesis)
L.6.4.a Use context as a clue to
determine the meaning of a word or
phrase.
L.6.4.c.1 Refer to reference materials
both print and digital to find the
pronunciation, meaning and/or part of
speech
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking (compound, complex,
fragments, run-on sentences,
types of sentences)
L.6.4.a Use context as a clue to
determine the meaning of a word or
phrase.
RI.6.6 Determine an author’s 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.
L.6.1.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.6.4.b Consult reference materials,
both print and digital, to find the
pronunciation of a word or determine
or clarify its precise meaning or its
part of speech.
discussions with diverse
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly
SL.6.2 Interpret information
presented in diverse media and
formats 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.6.6 Adapt speech to a
variety of contexts and tasks
demonstrating command of
formal English when indicated
or appropriated.
.
others; demonstrate
sufficient command of
keyboarding skills to type
a minimum of three pages
in a single sitting.
W.6.10 Write routinely over
extended time frames and
shorter time frames (a
single sitting or a day or
two) for a range of
discipline specific tasks,
purposes, and audiences.
“Inventing the Future: A
Photobiography of Thomas
Alva Edison”
142-175q
Biography
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
L.6.4.b Use common, grade-
appropriate Greek or Latin affixes and
roots as clues to the meaning of a
word
L.6.4.c.1 Refer to reference materials
both print and digital to find the
pronunciation, meaning and/or part of
speech
.6.3.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
W.6.3.b.Use narrative techniques to
address the prompt and provide
effective and comprehensive
development of narrative elements
W.6.4 Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience
W.6.2.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, and
multimedia when useful to aiding
comprehension.
W.6.2.b Develop the topic with
relevant facts, definitions, concrete
details, quotations, or other
information and examples
W.6.4 Produce clear and coherent
writing in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
W.6.5 With some guidance and
support from peers and adults
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
develop and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach
Ready Reading Lessons Alignment: RL6.1 Lesson 5, RI.6.3 Lesson 6, 7, RL.6.10----, RI.6.6 Lesson 12, RI.6.4 Lesson 10, RI.6.5 Lesson 11, RI6.6 Lesson 12
Ready Writing Alignment: W.6.3.b Lesson 7, 8, W.b.4 Lessons 4-7, 10-13, 15, 18, 19, W.6.2.a Lesson 4, 6. 2.b---, W.6.5---
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1---, L.6.2.a Lesson L8, L6.4a Lesson 11, L6.4b Lesson 12, L.6.4c.1 Lesson L13,
L14, 6.3.a Lesson L9,
*****Remediation may vary*********
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
Fourth NINE WEEKS Note: This is a guide. You do not have to use stories from “Reading Street,” but you should be teaching the standards.
Ongoing standards should be taught each nine weeks.
Week
Instructional Period Academic Focus
Standards
Reading
Ongoing Standards
Language/Speaking-
Listening
Ongoing Standards
Writing
Ongoing
Standards
Text Focus
Extended
Supporting
Date Days
Session
Weeks
1-2
Mar.22-
Apr. 4
9 days
RL6.1. Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text (draw conclusions)
RL.6.3 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 the resolution.
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 specific word choice on
meaning and tone (idioms/jargons)
RL.6.10 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
RI.6.6 Determine an author’s view or
purpose in a text and explain how it is
conveyed in the text
RI.6.5 Analyze how a particular
scene, paragraph, chapter, or section,
fits into the overall structure of a text
and contributes to the development of
the ideas
RI.6.8 Trace and evaluate the
argument and specific claims in a
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.6.9 Compare and contrast texts in
different forms or genres in terms of
their approaches to similar themes
and topics.
RL.6.10 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.
RI.6.6 Determine an author’s 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
L.6.1.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.6.4.b Consult reference
materials, both print and digital,
to find the pronunciation of a
word or determine or clarify its
precise meaning or its part of
speech.
*L.6.6 Acquire and use
accurately grade appropriate
general academic and domain
specific word and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression
.6.1 Engage effectively in a
range of collaborative
discussions with diverse
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly
SL.6.2 Interpret information
presented in diverse media and
formats and explain how it
W.6.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.6.5 With some guidance
and support from peers
and adults, develop
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach.
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.6.10 Write routinely over
extended time frames and
shorter time frames (a
single sitting or a day or
two) for a range of
discipline specific tasks,
purposes, and audiences.
Unit 5 – Week 1
“The View from
Saturday”
182a-213q
Humorous Fiction
READWORKS
NEWSELA
Questar
MDE testlests
Unit 5 – Week 2
“Harvesting Hope: The
Story of Cesar Chavez”
214a-239q
Biography
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
text, distinguishing claims that are
supported by reasons and evidence
from claims that are not
RI.6.10 By the end of the year, read
and comprehend literary nonfiction in
the grades 6-8 text complexity band
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.6.6 Adapt speech to a
variety of contexts and tasks
demonstrating command of
formal English when indicated
or appropriated.
Ready Reading Lessons Alignment: RL6.1 Lesson 5, RL..6.3 Lesson 6,7, RL6.4 Lesson 13, 14, RL.6.10----, RI.6.6 Lesson 12, RI.6.5 Lesson 11, RI.6.8 Lesson 18, RI.6.10--
Ready Writing Alignment: W6.4 Lesson 4-7, 10-13, 15, 18, 19, W.6.5 -----, W.6.6 Lesson 15, W.6.10-----
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1e Lessons L7, L.6.4.b Lesson L12, L.6.6---,L.6.1----
*****Remediation may vary*********
Session
Weeks
3-4
April 5-18
9 days
RL6.1. Cite textual evidence to
support analysis of what the text says
explicitly as well as inferences drawn
from the text (draw conclusions)
RL.6.3 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 the resolution.
RL.6.4 Determine the meaning of
words and phrases as they are used
in a text, including figurative and
connotative meanings; analyze the
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.6.9 Compare and contrast texts in
different forms or genres in terms of
their approaches to similar themes
and topics.
RL.6.10 By the end of the year, read
and comprehend literature, including
stories, dramas, and poems, in the
grades 6-8 text complexity band
L.6.1.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.6.4.b Consult reference
materials, both print and digital,
to find the pronunciation of a
word or determine or clarify its
W.6.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.6.5 With some guidance
and support from peers
and adults, develop
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach.
Unit 5 – Week 3
“The River That Went to
the Sky: A Story from
Malawi”
240a-263q
Myth
NEWSELA
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
impact of specific word choice on
meaning and tone (alliteration,
onomatopoeia)
RL.6.10 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
RI.6.6 Determine an author’s view or
purpose in a text and explain how it is
conveyed in the text
proficiently, with scaffolding as
needed at the high end of the range.
RI.6.6 Determine an author’s 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.
precise meaning or its part of
speech.
*L.6.6 Acquire and use
accurately grade appropriate
general academic and domain
specific word and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression
.6.1 Engage effectively in a
range of collaborative
discussions with diverse
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly
SL.6.2 Interpret information
presented in diverse media and
formats 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.6.6 Adapt speech to a
variety of contexts and tasks
demonstrating command of
formal English when indicated
or appropriated.
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.6.10 Write routinely over
extended time frames and
shorter time frames (a
single sitting or a day or
two) for a range of
discipline specific tasks,
purposes, and audiences.
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
Session
Weeks
5-6
April
19-May 1
9 days
RI.6.6 Determine an author’s view or
purpose in a text and explain how it is
conveyed in 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 of judgements.
RL.6.3 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 the resolution
(conflict/resolution)
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 specific word choice on
meaning and tone (imagery,
visualize)
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.6.9 Compare and contrast texts in
different forms or genres in terms of
their approaches to similar themes
and topics.
RL.6.10 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.
RI.6.6 Determine an author’s 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.
L.6.1.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.6.4.b Consult reference
materials, both print and digital,
to find the pronunciation of a
word or determine or clarify its
precise meaning or its part of
speech.
*L.6.6 Acquire and use
accurately grade appropriate
general academic and domain
specific word and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression
SL.6.1 Engage effectively in a
range of collaborative
discussions with diverse
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly
SL.6.2 Interpret information
presented in diverse media and
formats 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
W.6.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.6.5 With some guidance
and support from peers
and adults, develop
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach.
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.6.10 Write routinely over
extended time frames and
shorter time frames (a
single sitting or a day or
two) for a range of
discipline specific tasks,
purposes, and audiences.
Reading Street
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
descriptions, facts, and details
to accentuate main ideas or
themes; use appropriate eye
contact, adequate volume, and
clear pronunciation.
SL.6.6 Adapt speech to a variety of contexts and tasks demonstrating command of formal English when indicated or appropriated.
Ready Reading Lessons Alignment: RL.6.4 Lesson 13, 14, RI.6.6 Lesson 12, RL..6.2 Lesson 8, 9, RL.6.3 Lesson 6, 7, RL.6.4 Lesson 13, 14
Ready Writing Alignment: W6.4 Lesson 4-7, 10-13, 15, 18, 19, W.6.5 -----
Ready Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1e Lessons L7, L.6.4.b Lesson L12, L.6.6---,
*****Remediation may vary*********
Session
Weeks 7-8
May 2-8
5 days
RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and conative meanings; analyze the impact of a specific word choice on meaning and tone (analogies, imagery) 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.6.9.2 Compare and contrast texts with similar themes and topics in different genres 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.6.4 Determine the meaning of
words and phrases as they are used
in the text, including figurative
language, connotative, and technical
meanings (similes, metaphors)
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.6.9 Compare and contrast texts in
different forms or genres in terms of
their approaches to similar themes
and topics.
RL.6.10 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.
RI.6.6 Determine an author’s 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.
L.6.1.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.6.4.b Consult reference
materials, both print and digital,
to find the pronunciation of a
word or determine or clarify its
precise meaning or its part of
speech.
*L.6.6 Acquire and use
accurately grade appropriate
general academic and domain
specific word and phrases;
gather vocabulary knowledge
when considering a word or
phrase important to
comprehension or expression
.6.1 Engage effectively in a
range of collaborative
discussions with diverse
W.6.4 Produce clear and
coherent writing in which
the development,
organization, and style are
appropriate to task,
purpose, and audience.
W.6.5 With some guidance
and support from peers
and adults, develop
strengthen writing as
needed by planning,
revising, editing, rewriting,
or trying a new approach.
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.
Reading Street
READWORKS
NEWSELA
Questar
MDE testlests
GREENWOOD PUBLIC SCHOOL DISTRICT 6th Grade
ENGLISH LANGUAGE ARTS Pacing Guide
2016 - 2017
*Refer to TKG Holistic Pacing, Unit Pacing Guide and Sample Unit Plan Documents. ----- Instructional materials must be found.
RI.6.5 Analyze how a particular
scene, 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 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
L.6.1 Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking (adverbs/negatives)
L.6.4 Determine or clarify the
meaning of unknown and multiple
meaning words and phrases based
on grade 6 reading and content
L.6.4.a Use context as a clue to
determine the meaning of a word or
phrase.
W.6.3.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
W.6.3.d Use precise words and
phrases, relevant descriptive details,
and sensory language to convey
experiences and events
partners on grade 6 topics,
texts, and issues, building on
others’ ideas and expressing
their own clearly
SL.6.2 Interpret information
presented in diverse media and
formats 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.6.6 Adapt speech to a
variety of contexts and tasks
demonstrating command of
formal English when indicated
or appropriated.
W.6.10 Write routinely over
extended time frames and
shorter time frames (a
single sitting or a day or
two) for a range of
discipline specific tasks,
purposes, and audiences.
Ready Reading Lessons Alignment: RL.6.5 Lesson 15, 16, RL.6.9.2 Lesson 20, RI.6.2 Lesson 1, 2, RI.6.4 Lesson 10, RI.6.5 Lesson 11, RI.6.6 Lesson 12, RI.6.10-----
Ready Writing Alignment: W6.43.a Lesson 3, 4, 6, 13-15, 17 W.6.3d---
eady Language Handbook Alignment (back of READY Teacher’s Resource Book): L.6.1----, L.6.4b Lesson L7-L14, L.6.4.a Lesson L11
*****Remediation may vary*********