Grade 6 ela cst standards draft june 2010

RIVERSIDE UNIFIED SCHOOL DISTRICT Elementary Education Department

Grade 6 English Language Arts

* Not assessable in multiple-choice format 1 California Department of Education CST Blueprint/modified/RUSD/ce/sb/6/16/10

DRAFT

CALIFORNIA CONTENT STANDARDS: READING CST Themes CST’09 Suppl.

Assess. # of

Items 1 2 3 4 5 6 Rel. Quest.

Form A Quest.

1.0 WORD ANALYSIS, FLUENCY, AND SYSTEMATIC VOCABULARY DEVELOPMENT: Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words.

13

1.1 Word Recognition: read aloud narrative and expository text fluently and accurately, and with appropriate pacing, intonation, and expression

NA* S1 S2 L1

S2 I1 I 4

I 1 Rate

I 2 Skim

I 3 NA*

1.2 Vocabulary and Concept Development: identify and interpret figurative language and words with multiple meanings (mm)

5 S1

RT1 FO

S3 L3

*S1 mm

*S2 mm

5, 39, 43, 57, 58, 59,

62

1 – 6

1.3 Vocabulary and Concept Development: recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing

2 S1,3

S1,2,3

32, 49, 53, 54.

56 7 – 10

1.4 Vocabulary and Concept Development: monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning

3 SAll I 2 FO

RT1 S All

12, 45,

47 11 – 13

1.5 Vocabulary and Concept Development: understand and explain “shades of meaning” in related words (e.g., softly and quietly)

3 FO S4

RWW S2 25, 48,

55, 60, 61

14 – 16

*R1.6: There are not very many lessons directly instructing multiple meaning words. Find multiple meaning words in the selection vocabulary and use CST format for R1.6 when instructing this standard.




DRAFT


Assess. # of


Form A Quest.

2.0 READING COMPREHENSION (FOCUS ON INFORMATIONAL MATERIALS): Students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose.

17

2.1 Structural Features of Informational Materials: identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information

2 S1 I1 L1

L2,4 I2,3

S1,2 L1,3 I1

S1 in L/S/V

31, 52 1 – 4

2.2 Structural Features of Informational Materials: analyze text that uses the compare-and-contrast organizational pattern

1 S1,2 RT3 S2,3

RT3 35 5 – 7

2.3 Comprehension and Analysis of Grade-Level-Appropriate Text: connect and clarify main ideas by identifying their relationships to other sources and related topics

4 L1,2 S1,2

S3

L1,3,4 I1

S1,2 I3

S2,3

L3

L3 7 – 9,

17, 19, 26, 42,

50

8 – 10

2.4 Comprehension and Analysis of Grade-Level-Appropriate Text: clarify an understanding of texts by creating outlines, logical notes, summaries, or reports

1

S All RT1 I2,4

I1,3

S2,3 I3

S3 RT1,2,

3

S1

S1,3,4 I2 11, 44 11 – 13

2.5 Comprehension and Analysis of Grade-Level-Appropriate Text: follow multiple-step instructions for preparing applications (e.g., for a public library card, bank savings account, sports club, league membership)

2 I1 L1

22, 23, 36, 37 14 – 16




DRAFT


Assess. # of


Form A Quest.

2.6 Expository Critique: determine the adequacy and appropriateness of the evidence for an author’s conclusions +QAR= AM

2 S2 +

S2,3 RT 1,4

+

S1 + 6, 33 17 – 19

2.7 Expository Critique: make reasonable assertions about a text through accurate, supporting citations + QAR= TS

2 S All L 1,2

RWW +

S1,2

S 2,3 RT 1

+

S All RT 2

+

S2,3

S1,2,4 RT 3

20, 21, 34, 51 20 – 22

2.8 Expository Critique: note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text

3 RT 1 (propa) S1

S1 (bias) RT 4

S1 (propa) RT 1

S1 RT 3

S1 I4

(bias)

10, 24, 27, 38, 40, 41,

46

23 – 25

3.0 LITERARY RESPONSE AND ANALYSIS: Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of history and social science. They clarify the ideas and connect them to other literary works.

12

3.1 Structural Features of Literature: identify the forms of fiction and describe the major characteristics of each form

1 RT1 FO RT3 S1 RT1 30 1 – 3

3.2 Narrative Analysis of Grade-Level-Appropriate Text: analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict

2 S-1,2 S 2,4 RT 3

S-1,2

RT3 4 – 6




DRAFT


Assess. # of


Form A Quest.

3.3 Narrative Analysis of Grade-Level-Appropriate Text: analyze the influence of setting on the problem and its resolution

1 RT1 RT 1,3 7 – 9

3.4 Narrative Analysis of Grade-Level-Appropriate Text: define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme

3 FO S2 L3 4, 13, 14, 15 10 – 12

3.5 Narrative Analysis of Grade-Level-Appropriate Text: identify the speaker and recognize the difference between first-and third–person narration (e.g., autobiography compared with biography)

1 S2 S4 RT4 RT1 S1 S1

RT1 1 13 – 15

3.6 Narrative Analysis of Grade-Level-Appropriate Text: identify and analyze features of themes conveyed through characters, actions, and images

1 FO FO FO S1

RT 1,3 FO

3 16 – 18

3.7 Narrative Analysis of Grade-Level-Appropriate Text: explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in a variety of fictional and nonfictional texts

2 FO S2 S3 2, 16, 29 19 – 21

3.8 Literary Criticism: critique the credibility of characterization and the degree to which a plot is contrived or realistic (e.g., compare use of fact and fantasy in historical fiction)

1 RT4 S1 18, 28 22 – 23

S= Selection RT= Revisiting the Text + = QAR Strategies (using side margin questions) L= Link I= Informational Study Skills RWW= Reading Writing Workshop F= Focus On

FO= Focus On Theme 1=Poetry Theme 4= Myths Theme 2=Plays Theme 5= Speeches




DRAFT

CALIFORNIA CONTENT STANDARDS: WRITING CST Themes CST Suppl.

Assess. # of Items 1 2 3 4 5 6 Rel. Quest. Form A

Quest.

1.0 WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS: Students write and speak with a command of standard English conventions appropriate to this grade level.

16

1.1 Sentence Structure: use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts

4 S 1,2,3 S2,3 RWW S1 S1,2 77, 89, 98,

112, 113 1 – 4

1.2 Grammar: identify and properly use indefinite pronouns and present perfect, past perfect, and future perfect verb tenses; ensure that verbs agree with compound subjects

3 S 1,4 S 2,3 S All 83, 99,

114 5 – 7

1.3 Punctuation: use colons after the salutation in business letters, semi-colons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences

3 S 2,3 S4

(business ltr)

S4

68, 74, 97. 111 8 – 10

1.4 Capitalization: use correct capitalization 2 S 2,4 RWW RWW RWW S4

RWW 70, 73, 84,

88, 104 11 – 13

1.5 Spelling: spell frequently misspelled words correctly (e.g., their, they’re, there) 4

S All RWW

RWW

S All RWW

S All RWW RWW

67, 69, 72, 93, 96,

102, 106 14 – 16






DRAFT


Assess.

# of Items 1 2 3 4 5 6 Rel. Quest.

Form A Quest.

1.0 WRITING STRATEGIES: Students write clear, coherent, and focused essays. The writing exhibits students’ awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.

17

1.1 Organization and Focus: choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose

2 RWW S2

S3 RWW S2

63, 66, 80, 81,

105

1.2 Organization and Focus: create multiple-paragraph expository compositions RWW

S1 RWW S1,2 S3

1) engage the interest of the reader and state a clear purpose NA* S1 S3 NA* NA*

2) develop the topic with supportive details and precise verbs, nouns, and adjectives to paint a visual image in the mind of the reader

3 S1 S2 S3

65, 71, 76, 82,

90, 107, 108

3) conclude with a detailed summary linked to the purpose of composition 2 S1

S2 RWW

S1,2 S3 79, 85,

100

1.3 Organization and Focus: use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement of spatial order, order of importance, or climactic order

1 RWW

RWW

RWW S3

RWW

L1 I1

95

1.4 Research and Technology: use organizational features of electronic text (e.g., bulletin boards, databases, keyword searches, e-mail addresses) to locate information

2 I 1,2,4 RWW

RWW

I 2

64, 75, 101, 110 1 – 3




DRAFT

1.5 Research and Technology: compose documents with

appropriate formatting by using word-processing skills and principles of design (e.g., margins, tabs, spacing, columns, page orientation)

NA* RWW I 2 NA* NA*

1.6 Evaluation and Revision: revise writing to improve organization and consistency of ideas within and between paragraphs

7 RWW

RWW

RWW

RWW S3

78, 86, 87, 91, 92, 94,

103, 109

TOTALS 75






DRAFT


Assess. # of Items 1 2 3 4 5 6 Rel.

Quest. Form A Quest.

2.0 WRITING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.

NA NA NA

2.1 Using the writing strategies of grade six outlined in Writing Standard 1.0, students: Write narratives:

NA NA NA

a. Establish and develop a plot and setting and present a point of view that is appropriate to the stories.

NA S2 NA NA

b. Include sensory details and concrete language to develop plot and character. NA FO RWW

S3 NA NA

c. Use a range of narrative devices (e.g., dialogue, suspense). NA FO RT2 NA NA

2.2 Using the writing strategies of grade six outlined in Writing Standard 1.0, students: Write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution):

NA RWW

S1 RWW S1,3 RWW S4 RWW NA NA

a. State the thesis or purpose. NA S4 S1,3 RWW S4

RWW NA NA

b. Explain the situation. NA S4 S1,3 RWW S4

RWW NA NA




DRAFT


Assess. # of Items 1 2 3 4 5 6 Rel.

Quest. Form A Quest.

c. Follow an organizational pattern appropriate to the type of composition. NA S4 S1,3 RWW S4

RWW NA NA

d. Offer persuasive evidence to validate arguments and conclusions as needed. NA S4 S1,3 RWW RWW NA NA

2.3 Using the writing strategies of grade six outlined in Writing Standard 1.0, students: Write research reports:

NA NA NA

a. Pose relevant questions with a scope narrow enough to be thoroughly covered. NA RWW NA NA

b. Support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information searches).

NA L2 RWW NA NA

c. Include a bibliography. NA RWW NA NA 2.4 Write responses to literature: NA NA NA a. Develop an interpretation exhibiting careful

reading, understanding, and insight. NA FO NA NA

b. Organize the interpretation around several clear ideas, premises, or images. NA FO NA NA

c. Develop and justify the interpretation through sustained use of examples and textual evidence NA

I 4 FO NA NA

2.5 Write persuasive compositions: NA NA NA a. State a clear position on a proposition or

proposal. NA S4 RWW RWW RWW NA NA

b. Support the position with organized and relevant evidence. NA S4

RWW RWW NA NA

c. Anticipate and address reader concerns and counterarguments. NA S4

RWW RWW NA NA




DRAFT

CALIFORNIA CONTENT STANDARDS: LISTENING AND SPEAKING

CST Themes CST Suppl. Assess.


Form A Quest.

1.0 LISTENING AND SPEAKING STRATEGIES Students deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication.

NA NA NA

1.1 Comprehension Relate the speaker’s verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).

NA S1 S3 FO S1 in

L/S/V FO NA NA

1.2 Comprehension Identify the tone, mood, and emotion conveyed in the oral communication. NA S All FO RT4 S1 in

L/S/V FO NA NA

1.3 Comprehension Restate and execute multiple-step oral instructions and directions. NA S1 RT4 FO S2 in

L/S/V NA NA

1.4 Organization and Delivery of Oral Communication Select a focus, an organizational structure, and a point of view, matching the purpose, message, occasion, and vocal modulation to the audience.

NA S3 S4

S4 in L/S/V

S1 in L/S/V

S1 in L/S/V FO NA NA

1.5 Organization and Delivery of Oral Communication Emphasize salient points to assist the listener in following the main ideas and concepts.

NA S3 S4

S4 in L/S/V NA NA

1.6 Organization and Delivery of Oral Communication Support opinions with detailed evidence and with visual or media displays that use appropriate technology.

NA S3 S4

S4 in L/S/V FO

S1 in L/S/V

I 3

NA NA




DRAFT




Form A Quest.

1.7 Organization and Delivery of Oral Communication Use effective rate, volume, pitch, and tone and align nonverbal elements to sustain audience interest and attention.

NA S3 S4 S1

S4 in L/S/V

S1 in L/S/V

S2,3 in

L/S/V FO NA NA

1.8 Analysis and Evaluation of Oral and Media Communications Analyze the use of rhetorical devices (e.g., cadence, repetitive patterns, use of onomatopoeia) for intent and effect.

NA S2,3

in L/S/V

NA NA

1.9 Analysis and Evaluation of Oral and Media Communications Identify persuasive and propaganda techniques used in television and identify false and misleading information.

NA I 3 NA NA


*Standards listed with an “S” (in this section only) are from the Listening /Speaking/Viewing [L/S/V] lessons within the Green Strand only.





DRAFT




Form A Quest.

2.0 SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS) Students deliver well-organized formal presentations employing traditional rhetorical strategies (e.g., narration, exposition, persuasion, description). Student speaking demonstrates a command of standard American English and the organizational and delivery strategies outlined in Listening and Speaking Standard 1.0.

NA NA NA

2.1 Using the speaking strategies of grade six outlined in Listening and Speaking Standard 1.0, students: Deliver narrative presentations:

NA NA NA

a. Establish a context, plot, and point of view. NA S1 FO NA NA b. Include sensory details and concrete language

to develop the plot and character. NA S1 FO FO RT2 NA NA

c. Use a range of narrative devices (e.g., dialogue, tension, or suspense). NA S1 FO NA NA

2.2 Deliver informative presentations: NA S1 in L/S/V S2 in

L/S/V NA NA

a. Pose relevant questions sufficiently limited in scope to be completely and thoroughly answered.

NA L2 S1 in L/S/V S2 in

L/S/V NA NA

b. Develop the topic with facts, details, examples, and explanations from multiple authoritative sources (e.g., speakers, periodicals, online information).

NA L2 S1 in L/S/V S2 in

L/S/V NA NA




DRAFT




Form A Quest.

2.3 Deliver oral responses to literature:

NA

NA

NA

a. Develop an interpretation exhibiting careful reading, understanding, and insight. NA

FO S3 FO FO FO

NA NA

b. Organize the selected interpretation around several clear ideas, premises, or images. NA FO FO FO FO NA NA

c. Develop and justify the selected interpretation through sustained use of examples and textual evidence.

NA FO FO FO FO NA NA

2.4 Deliver persuasive presentations: NA FO S3 RWW NA NA

a. Provide a clear statement of the position. NA FO S3 RWW NA NA

b. Include relevant evidence. NA FO S3 RWW NA NA

c. Offer a logical sequence of information. NA FO S3 RWW NA NA

d. Engage the listener and foster acceptance of the proposition or proposal. NA FO S3

RWW NA NA


*Standards listed with an “S” (in this section only) are from the Listening /Speaking/Viewing [L/S/V] lessons within the Green Strand only.


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Grade 6 ela cst standards draft june 2010

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