English Language Arts 4th Nine Weeks Grade 6 Introduction In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025, ● 80% of our students will graduate from high school college or career ready ● 90% of students will graduate on time ● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps. Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials. A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable Shelby County Schools 2015/2016 1 of 64
Transcript
English Language Arts 4th Nine Weeks Grade 6
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025.
By 2025,● 80% of our students will graduate from high school college or career ready● 90% of students will graduate on time● 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.
In order to achieve these ambitious goals, we must collectively work to provide our students with high quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.
Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCR) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.
A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum maps. Educators will use this map and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.
How to Use the Literacy Curriculum Maps
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Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.
This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:
(1) Regular practice with complex text and its academic language.
(2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.
(3) Building knowledge through content-rich nonfiction.
Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:
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The TNCore Literacy Standards
The TNCore Literacy Standards (also known as the College and Career Ready Literacy Standards):http://www.tncore.org/english_language_arts.aspx
Teachers can access the TNCore standards, which are featured throughout this curriculum map and represent college and career ready student learning at each respective grade level.
Shift 1: Regular Practice with Complex Text and its Academic Language
Student Achievement Partners Text Complexity Collection:http://achievethecore.org/page/642/text-complexity-collection
Teachers can learn more about how to select complex texts (using quantitative, qualitative, and reader/task measures) using the resources in this collection.
Student Achievement Partners Academic Word Finder: http://achievethecore.org/page/1027/academic-word-finder
Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2 academic vocabulary contained within the text.
Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text
Teachers can use the resources in this set of resources to craft their own text-dependent questions based on their qualitative and reader/task measures text complexity analysis.
Shift 3: Building Knowledge through Content-Rich Non-fiction
Student Achievement Partners Text Set Projects Sequenced:http://achievethecore.org/page/1112/text-set-project-building-knowledge-and-vocabulary
Teachers can use this resource to learn about how to sequence texts into “expert packs” to build student knowledge of the world.
Text Complexity in the Pearson Textbooks
Shelby County Schools adopted the Pearson Literature textbooks for grades 6-12 in 2012-2013. The textbook adoption process at that time followed the requirements set forth by the Tennessee Department of Education and took into consideration all texts approved by the TDOE as appropriate. The textbook has been vetted using the Instructional Materials Evaluation Tool (IMET) developed in partnership with Achieve, the Council of Chief State Officers (CCSSO) and the Council of Great City Schools. The textbook was rated as
meeting all non-negotiable criteria and some indicators of superior quality. Non-negotiable criteria are Foundational Skills (as applicable), Complexity of Texts , Quality of Texts , and Text-Dependent Questions. All schools have access to these textbooks, so the Curriculum Maps draw heavily from them. Texts selected for inclusion in the Curriculum Maps, both those from the textbooks and external/supplemental texts, have been evaluated by District staff to ensure that they meet all criteria for text complexity--Quantitative, Qualitative, and Reader & Task Factors. Lexile Levels are listed on the Curriculum Maps, and additional information about other factors can be found on designated pages in the Pearson textbooks for those selections.
Resources to Help Prepare Students for the TNReady Assessments
The following tools are available for teachers to assist them in preparing their students for the TNReady Assessments: The Item Sampler (MICA) can be found here: https://micatime.com/ TDOE TNReady Practice Tools homepage : A summary of TNReady practice tools Classroom Chronicles: Using MICA to prepare for TNReady : Hear how other teachers in TN are using MICA! Ten Things to Know about TNReady from the TDOE TNReady Blueprints: Blueprints provide a summary of what will assessed in each grade, including the number of items that will address each standard on each part of
TNReady. This webpage also includes the ELA writing rubrics that will be used to score students’ writing on the TNReady assessment. The appropriate rubrics for current writing tasks have been referenced in the Curriculum Maps each week.
Descriptions of TNReady Writing Types : This document outlines the three types of writing expected by the standards and information about how they will be assessed on TNReady, including what types of passages will be used, what to expect from tasks, and examples of tasks
Using the Curriculum Maps, Grades 6-8
Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.” Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column. Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction. Plan your weekly and daily objectives, using the evidence statements to help. Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives. Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those
that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments. Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills. Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities
for teacher-led small group instruction and literacy stations.
Using the WIDA MPIs
WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By
referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.
Reading Selections Literary Analysis Workshop - “Twelfth Song of Thunder” from the Navajo Mountain Chant
and “Oranges” and “Ode to Family Photographs” Poetry Collection 2 – “A Dream Within A Dream”, “Life Doesn’t Frighten Me”, “The Walrus
and the Carpenter” Poetry Collection 4 – “Abuelito Who”, “The World Is Not a Pleasant Place to Be”, “Child on
Top of a Greenhouse” (See text complexity measures pgs. 560-561 and 584-585)
Sample MICA Items on RL 6.4 and RL 6.5https://micatime.com/Create an exam using the poem “Star Spangled,” including question IDs 43409 OR 44345, 43406, 44399, and 44377. Note: this set of question also reviews RL6.2. This poem can also be used for an exam in Weeks 4-6, as is shown in the map. Alternatively, you can use the items from Weeks 1-3 and 4-6 together in a more extended analysis of the poem.
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements ContentBig Question: What is Important to Know? (Unit 4)
Reading Complex Texts
Literature
RL.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.RL 6.6Explain how an author develops the point of view of the narrator or speaker in a text.RL 6.7Compare and contrast the experience of readinga story, drama, or poem to listening to or viewingan audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
In reviewRL.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.
Literature
Evidence Statements Demonstrates the ability to determine the meaning
of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. RL.6.4
Provides an explanation of how an author develops the point of view of the narrator or speaker in a text.RL.6.6
Provides a comparison and contrast of the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching. RL.6.7
In review Provides an analysis of how a particular sentence,
chapter, scene, or stanza fits into the overall structure of a text.
Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot. RL.6.5
Prentice Hall Literature – Reading Selections
Unit 4: Poetry
Literary Analysis Workshop RL.6.4, RL.6.5, RL.6.6 Elements of Poetry Analyzing Poetic Language RL.6.4 Analyzing Structure and Theme RL.6.5
o Skill Focus: elements of poetry, structure, sound devices, figurative language, meaning and tone, connotation and denotation, theme, forms of poetry Next Generation Glossary of
Informational and Literary terms See www.scsliteracy.weebly.com
(found on the middle school page) List of Tier 3 Domain Specific Words
o Close Read: Determining Theme in Poetry Skill Focus: Poetic structure, rhythm,
sound devices (repetition, rhythm, alliteration, onomatopoeia), word choice and tone, figurative language (simile, metaphor, personification), sensory language, theme Next Generation Glossary of
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contentwww.scsliteracy.weebly.com(found on the middle school page)
List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier
3o Model: “Twelfth Song of Thunder” from
the Navajo Mountain Chant o Independent: “Oranges” and “Ode to
Family Photographs” by Gary Soto After You Read pg. 559 – Text
Dependent Questions (Infer) In “Oranges,” why
doesn’t the speaker “say anything” when the girl picks out a chocolate that he can’t afford?
(Key Ideas and Details) Based on the descriptions in “Ode to Family Photographs,” how would you describe the speaker’s mother as a photographer? (Argue) How does the speaker feel about the photographs? How do you know?
Poetry Collection 2 RL.6.4, RL.6.5“A Dream Within A Dream”, “Life Doesn’t Frighten Me”, “The Walrus and the Carpenter” (See text complexity measures pgs. 560-561)o Skill Focus: context clues, rhythm and rhyme,
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contentfigurative language, elements of poetry, structure, themeo Next Generation Glossary of Informational
and Literary terms See www.scsliteracy.weebly.com
(found on the middle school page)o List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
o Before You Read pg. 561o Reading Skill: Context Clueso Literary Analysis: Rhythm and Rhyme
o Critical Thinking pg. 580: Text Dependent Questionso (Analyze) What is the speaker doing in lines
13-19 of “A Dream within a Dream”? How are these actions related to dreaming?
o (Key Ideas and Details) Name three things to do not frighten the speaker of “Life Doesn’t’ Frighten Me.” (Infer) Why does she smile at frightening things?
o After You Read pg. 581o Reading Skill: Context Clueso Literary Analysis: Rhythm and Rhyme
Poetry Collection 4 RL.6.4, RL.6.5, RL.6.7Abuelito Who, The World Is Not a Pleasant Place to Be, Child on Top of a Greenhouse (See text complexity measures pgs. 560-561 and 584-585)o Skill Focus: context clues, rhythm and rhyme,
figurative language, elements of poetry, structure, theme
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contento Next Generation Glossary of Informational
and Literary terms See www.scsliteracy.weebly.com
(found on the middle school page)o List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
o Before You Read pg. 585o Reading Skill: Context Clueso Literary Analysis: Figurative Language
o Critical Thinking pg. 596: Text Dependent Questionso (Key Ideas and Details) Whom is Cisneros’s
poem about? (Connect) Based on the descriptions of Abuelito, how does the speaker feel about him?
o (Key Ideas and Details) Describe the weather in “Child on Top of a Greenhouse.” (Connect) What feelings seem to be behind the speaker’s words?
o After You Read pg. 569o Reading Skill: Context Clueso Literary Analysis: Figurative Language
Resources Unit Resources Workbook
www.pearsonsuccessnet.com Unit Plans for reading selections
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contenthttp://www.readingrockets.org/strategieshttp://www.cps.k12.in.us/Page/1311
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Level 1 (Entering)
Point to pictures that show the point of view of the author in a small group.
Level 2 (Emerging)
Locate language in the text associated with the author’s point of view, using excerpts of the text and a subject area picture dictionary with a partner.
Level 3 (Developing)
Locate language in the text associated with the author’s point of view, using excerpts from the text with a partner.
Level 4 (Expanding)
Infer how the author’s point of view or purpose is conveyed in the text, using a study guide.
Level 5 (Bridging)
Infer how the author’s point of view or purpose is conveyed in the text, using a study guide.
Language – Vocabulary
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.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Language – Vocabulary
Evidence Statements Demonstrates the ability to 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.6.4a-c
Provide a statement demonstrating accurate meaning and use of grade- appropriate general academic words and phrases. L.6.6
o FOR DIAGNOSTIC ONLY: Demonstrates the ability to use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families
Vocabulary
Prentice Hall Literature- Pearson Publishing
Tier 2 Academic Vocabulary – evaluate, consult, trace List of Tier 2 Academic Vocabulary (referred to as
Tier 2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 1-25 for Tier 2
Literary Analysis Workshop Introducing the Big Question: Learning Big
Question Vocabulary pg. 549 L. 6.6 Vocabulary Development pgs. 554, 556, 558
Poetry Collection 2 L.6.4a-c “A Dream Within A Dream”, “Life Doesn’t Frighten
Me”, “The Walrus and the Carpenter” Making Connections pg. 570: Vocabulary
Latin root –mal- Shelby County Schools 2015/2016
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English Language Arts 4th Nine Weeks Grade 6
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Content Vocabulary Development pgs. 570, 572, 574,
578 After You Read pg. 581: Vocabulary
Latin root –mal-
Poetry Collection 4 L.6.4a-c “Abuelito Who”, “The World Is Not a Pleasant
Place to Be”, “Child on Top of a Greenhouse” Making Connections pg. 592: Vocabulary
Suffix –ant Vocabulary Development pgs. 592, 594 After You Read pg. 597
Suffix –ant
Resources Vocabulary central
www.pearsonsuccessnet.com Online Dictionary
http://www.wordcentral.com/www.dictionary.com
Unit Resources Workbook and Downloads: Editable Presentations and Editable Worksheetswww.pearsononlinesuccess.net.
Vocabulary Strategies and graphic organizershttp://learningtasks.weebly.com/vocabulary-strategies.htmlhttp://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm
Most Common Suffixes and Prefixes http://teacher.scholastic.com/reading/
Greek and Latin rootshttps://en.wikipedia.org/wiki/List_of_Greek_and_Latin_roots_in_English
Word Benches pg. 57-61 (Greek and Latin affixes)affixes) http://www.tn.gov/assets/entities/education/attachments/std_eng_3081.pdf
Which words do I teach? http://achievethecore.org/content/upload/Liben_Vocabulary_Article.pdf
Vocabulary and the Common Core - Which words do I teach 6-8?http://achievethecore.org/page/974/vocabulary-and-the-common-core-detail-pg
11 Tips on Teaching Common Core Vocabularyhttp://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger55 critical words students should know and understand http://www.marileesprenger.com/the-critical-words.html
Writing to Texts
Writing
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Writing
Evidence Statements:Development of Ideas o The student response addresses the prompt and
provides effective and comprehensive development of the claim by using clear and convincing reasoning, details, text-based evidence, and/or description.
o The development is consistently appropriate to the task, purpose, and audience.
Organization
Writing Fundamentals
Prentice Hall Literature- Pearson Publishing
Routine Writing (text-dependent): Writing About the Big Question Journal entries, Summaries, Daily Language
Practice, Graphic Organizers, Other Resources
Analysis (focus on arguments) (Poetry Collection 2) pg. 583 – Write a letter to
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements ContentW.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1d Establish and maintain a formal style.W.6.1e Provide a concluding statement or section that follows from the argument presented.
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.W.6.3aUse precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
The student response demonstrates purposeful coherence, clarity, and cohesion.
Includes a strong introduction, conclusion, and a logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.
Clarity of Language The student response establishes and maintains an
effective style, while attending to the norms and conventions of the discipline.
The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.
Knowledge of Language and Conventions The student response demonstrates command of
the conventions of standard English consistent with effectively edited writing. Though there may be a few minor errors in grammar and usage, meaning is clear throughout the response.
Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks
poem and why you would recommend this particular poem to others. Begin with your overall reaction to the poem. In several paragraphs, develop reasons and give examples. Establish and maintain a formal writing style. End with a brief conclusion that summarizes your ideas. Use the correct letter format.
Writing Workshop: Write an Argument: Problem-and-Solution Essay pg. 614 – Using poems from the collections you’ve read, think about a problem that occurred and propose one or more solutions to the problem. (Teacher may provide a poem that has a problem in it for students to use.)
Narrative (Poetry Collection 4) Poetry pg. 599– Write a
poem using figurative language. Think about something that makes you happy. Use questions to think about your topic. Write your poem using precise descriptive language, fresh, unique comparisons, and figurative language. Experiment with rhyme and rhythm.
ResourcesWriting Lessons over standards (writing arguments) http://betterlesson.com/common_core/browse/
How to write narrativeshttp://betterlesson.com/common_core/browse/1501/ccss-ela-literacy-w-6-3-write-narratives-to-develop-real-or-imagined-experiences-or-events-using-effective-technique-relevant-de
Language
L.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.3a Vary sentence patterns for meaning, reader/ listener interest, and style. L.6.3b Maintain consistency in style and tone.
Conventions
Evidence Statements Combine sentences incorporating varying styles and
methods. L.6.3-3a Combine sentences with the appropriate use of
commas. L.6.3-3a Correct run-on sentences using a variety of methods
and punctuation to maintain style and tone. L.6.3b
Conventions
Note: Grammar instruction should be embedded in the teaching of writing.
Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingSimple and Compound SubjectsSentence Types
Prentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 582 and 598 Reading Application Writing Application Prentice Hall Writing Coach
https://www.google.com/webhp? sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=sentence%20combining%20techniques%20middle%20school (Combining sentences PowerPoint with activity)
http://www.mpsaz.org/smith/staff/cmcarter/ calendar/files/sentence_combining_review.pdf (Worksheets for combining sentences and correcting run-ones)
Speaking and Listening
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Speaking and Listening
Evidence Statements Demonstrate the ability to engage effectively in a
range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issued.
Demonstrates the ability to build on other’s ideas and expressing their own clearly.
Demonstrates the ability to adapt speech to a variety of contexts and task.
Demonstrates command of formal English when indicated or appropriate.
Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings
Speaking and Listening
Prentice Hall Literature- Pearson Publishing
ActivitiesLiterary Analysis Workshop Introducing the Big Question: Exploring the Big
Question pg. 548
Poetry Collection 4 pg. 599 Presentation of Ideas – Prepare a dramatic
poetry reading. Select a poem you have read that is meaningful to you.
ResourcesCreative speaking and listening lessons over standards https://www.teachingchannel.org/videos/increase-
Reading Selections o (Poetry Collection 5) Haiku, The Sidewalk Racer, and Limerick See text complexity rubrics on
pgs. 620-621o (Poetry Collection 8) The Fairies’ Lullaby, Saying Yes, and Cynthia in the Snow See text
complexity rubrics on pgs. 636-637o Comparing Literary Works: “Mowgli’s Brothers” and “from James and the Giant Peach” See
text complexity rubrics on pgs. 886-887 and 896-897o Comparing Literary Works: from Something to Declare (Autobiography) and A Backwoods
Boy (Biography) See text complexity rubrics on pgs. 446-449
Big Question: What is Important to Know? (Unit 4)
Sample MICA Items on RL 6.4 and RL 6.5https://micatime.com/Create another exam using the poem “Star Spangled,” including question IDs 43410 OR 44339, 43408, 44381, and 44375.Note: this set of question also reviews RL6.2. This poem was also used for an exam in Weeks 1-3. Alternatively, you can use the items from Weeks 1-3 and 4-6 together in a more extended analysis of the poem.
Reading Complex Texts
Literature
RL.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.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.6.2 Determine a theme or central idea of a text and how it is
Literature
Evidence Statements Demonstrates the ability to determine the meaning
of words and phrases as they are used in a text (e.g., figurative, connotative, technical).RL 6.4
Provides an analysis of how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text. RL 6.5
Provides an analysis of how a particular sentence, chapter, scene, or stanza contributes to the development of the theme, setting, or plot. RL 6.5
Prentice Hall Literature – Reading Selections
Unit 4: Elements of Poetry, Analyzing Poetic Language, Analyzing Structure and Theme in Poetryo (Poetry Collection 5) Haiku, The Sidewalk Racer,
and Limerick RL 6.5, RL 6.4 (review)o Skill Focus: paraphrase, forms of poetry,
sound devices, context clues, rhythm and rhyme, structure, theme figurative languageo Next Generation Glossary of Informational
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contentconveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
InformationalRI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Provides a description of how the theme or central idea is conveyed through particular details.
Provides a summary of the text distinct from personal opinions or judgments. RL.6.2
Informational Provides a statement of an author’s point of view
in a text. RI6.6 Provides a statement of an author’s purpose in a
text. RI.6.6 Provides an explanation of how the author’s point
of view is conveyed in the text. RI6.6
o List of Tier 3 Domain Specific Words http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
o Before You Read pg. 621o Reading Skill: Paraphrasingo Literary Analysis: Forms of Poetry
o Critical Thinking: Text Dependent Questions pg. 626o (Key Ideas and Details) Describe the
setting of the haiku. What overall feeling does the haiku create? Explain.
o (Infer) Which words and phrases help show motion in “The Sidewalk Racer”? How can the speaker be both “the sailor/and the sail”? Which image do you think most successfully conveys the sense of being on a skateboard? Explain.
o After You Read pg. 627o Reading Skill: Paraphrasingo Literary Analysis: Forms of Poetry
and/oro (Poetry Collection 8) The Fairies’ Lullaby, Saying
Yes, and Cynthia in the Snow RL 6.4o Skill Focus: paraphrase, forms of poetry,
sound devices, context clues, rhythm and rhyme, structure, theme figurative languageo Next Generation Glossary of Informational
and Literary terms See www.scsliteracy.weebly.com
(found on the middle school page)o List of Tier 3 Domain Specific Words
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contenthttp://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
o Before You Read pg. 637o Reading Skill: Paraphrasingo Literary Analysis: Sound Devices
o Critical Thinking pg. 650: Text Dependent Questionso (Key Ideas and Details) Name all the
creatures the fairies address in “The Fairies’ Lullaby.” What do all these creatures have in common?
o (Infer) What questions are being asked of the speaker in “Saying Yes”? Why might these questions make the speaker uncomfortable?
o After You Read pg. 651o Reading Skill: Paraphrasingo Literary Analysis: Sound Devices
Unit 6: Comparing Elements of Fantasy pg. 884 RL.6.2o Comparing Literary Works: “Mowgli’s Brothers” and
“from James and the Giant Peach”o Skill Focus: fantasy, realistic elements, theme
o Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com
(found on the middle school page)o List of Tier 3 Domain Specific Words
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contentmarzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
o (“Mowgli’s Brothers”) Critical Thinking: Text Dependent Questions pg. 895 o (Key Ideas and Details) How is Mowgli
similar to the wolf cubs? How is he different? What qualities in Mowgli does Mother Wolf find appealing?
o (Infer) Describe how the wolves in the pack make decisions. (Argue) Do you think the process is effective? Explain.
o (“from James and the Giant Peach”) Critical Thinking: Text Dependent Questions pg. 904 (Key Ideas and Details) What is James’s
first reaction when he encounters the creatures? (Infer) How does he interpret their actions and words at first?
(Key Ideas and Details) What does the Centipede ask James to do? (Infer) What words would you use to describe the Centipede’s personality? (Analyze) As a group, how do the creatures seem to get along? Give examples from the text to support your answer.
o After You Read pg. 905 Comparing Elements of Fantasy
Unit 3: Informational Texts – Comparing Biography and Autobiographyfrom Something to Declare (Autobiography) and A Backwoods Boy (Biography) pg. 446 RI.6.6o Skill Focus: comparing biography and
autobiographyo Next Generation Glossary of Informational and
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Content See www.scsliteracy.weebly.com
(found on the middle school page)o List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
o (from Something to Declare) Critical Thinking: Text Dependent Questions pg. 447 (Key Ideas and Details) Why does Alvarez
consider not answering the reader’s question about the sonnets in Homecoming? (Infer) What do her reasons reveal about her?
(Key Ideas and Details) What does Alvarez realize about her readers and their questions about her? (Connect) Where does this realization lead Alvarez?
o (A Backwoods Boy) Critical Thinking: Text Dependent Questions pg. 460 (Key Ideas and Details) Identify two facts
about Lincoln between the ages of eight and twenty-one. What words would you use to describe Lincoln at that time in his life?
(Infer) In what ways did Lincoln’s life change in New Salem? (Connect) How is the Lincoln of New Salem similar to or different from the Lincoln whom most people know in American history?
o After You Read pg. 461 Comparing Biography and Autobiography
Resourceswww.pearsononlinesuccess.net “Mowgli’s Brothers” and “from James and the Giant
o (Thinking Strategies for teaching comprehension skills) www.oldham.k12.ky.us/files/intervention_resources/Reading/Comprehension.pdf
o (Instructional strategies, power points, and text dependent questions for the Skill Focus) www.ereadingworksheets.com
o Comparing and Contrasting Autobiography and Biographywww.doe.virginia.gov/...- 5_reading_comparing_contrasting_biography_autobiography.pdf
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for RL6.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements ContentPoint to pictures that show the point of view of the author in a small group.
Locate language in the text associated with the author’s point of view, using excerpts of the text and a subject area picture dictionary with a partner.
Locate language in the text associated with the author’s point of view, using excerpts from the text with a partner.
Infer how the author’s point of view or purpose is conveyed in the text, using a study guide.
Infer how the author’s point of view or purpose is conveyed in the text, using a study guide.
Language – Vocabulary
L. 6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
These standards are constant and should be taught throughout each quarter.Study and apply vocabulary - L.6.4-6
Language – Vocabulary
Evidence Statement Demonstrates the ability to 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.
Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words and phrases.
Reviewed throughout the quarter:Synonyms/antonymsAffixesContext cluesLatin rootsAnalogy and word relationshipsWord parts and families
Vocabulary
Prentice Hall Literature- Pearson Publishing Tier 2 Academic Vocabulary – support, combine, collaborate List of Tier 2 Academic Vocabulary (referred to as
Tier 2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 1-25 for Tier 2
(Poetry Collection 5) Haiku, The Sidewalk Racer, and Limerick L. 6.6 Making Connections pg. 622: Vocabulary
o Old English suffix – less Vocabulary Development pgs. 622, 624 After You Read pg. 627: Vocabulary
o Old English suffix – less
(Poetry Collection 8) The Fairies’ Lullaby, Saying Yes, and Cynthia in the Snow L. 6.6 Making Connections pg. 646: Vocabulary
o Suffix -y Vocabulary Development pgs. 646, 648 After You Read pg. 650: Vocabulary
o Suffix -y
Shelby County Schools 2015/2016 22 of 35
English Language Arts 4th Nine Weeks Grade 6
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements ContentResources Vocabulary central
www.pearsonsuccessnet.com Online Dictionary
http://www.wordcentral.com/www.dictionary.com
Unit Resources Workbook and Downloads: Editable Presentations and Editable Worksheetswww.pearsononlinesuccess.net.
Vocabulary Strategies and graphic organizershttp://learningtasks.weebly.com/vocabulary-strategies.htmlhttp://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm
Most Common Suffixes and Prefixes http://teacher.scholastic.com/reading/bestpractices/
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Content 11 Tips on Teaching Common Core Vocabulary
http://www.edutopia.org/blog/teaching-ccss-critical-vocabulary-marilee-sprenger55 critical words students should know and understand http://www.marileesprenger.com/the-critical-words.html
Writing to Texts
Writing
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1d Establish and maintain a formal style.W.6.1e Provide a concluding statement or section that follows from the argument presented
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Writing
Evidence StatementsDevelopment of Ideas o The student response addresses the prompt and
provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.
o The development is consistently appropriate to the task, purpose, and audience.
Organization The student response demonstrates purposeful
coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a
logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.
Clarity of Language The student response establishes and maintains an
effective style, while attending to the norms and conventions of the discipline.
The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.
Knowledge of Language and Conventions The student response demonstrates command of
the conventions of standard English consistent with effectively edited writing.
Though there may be a few minor errors in grammar and usage, meaning is clear throughout the
Writing Fundamentals
Prentice Hall Literature- Pearson Publishing
Routine Writing (text dependent questions) Writing About the Big Question Journal entries, Summaries Daily Language Practice Graphic Organizers Other Resources
Language- Write an argumentative essay in which you analyze the figurative language used in a poem from this unit. Choose a poem that includes several examples of figurative language, such as simile, metaphor, or personification. Determine the meanings of the figurative phrases as they are used in the context of the poem. Analyze and defend their impact on meaning and tone. State your position and defend with evidence from the text.
(from Something to Declare and A Backwoods Boy) Based on the selections and using Writing Workshop: Argument: Response to Literature pg. 738, write a letter to the author to share your response to his or her work.
Narrative pg. 653Write a prose description inspired by one of the poems
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contentresponse.
Reviewed throughout the quarter:Writing SentencesEssay organization and structureThesis statementTopic sentences and supporting detailsWriting paragraphs
you read in Poetry Collection 7 or 8. Read it to the class. Select the poem you want to use as your subject. Jot down notes that capture the poem’s images and feelings as well as your reactions to the poem. Use words that appeal to the senses of sight, sound, smell, taste, and touch. Write a paragraph that re-creates your impression of the poem.
Resources www.pearsononlinesuccess.net.
Unit 4 Resources Skills Development/ Extension Support for Writing p. 194
Support for Extend Your Learning pg. 195 Enrichment pgs. 174, 192 Professional Development Guidebook pg. 220-
How to write narrativeshttp://betterlesson.com/common_core/browse/1501/ccss-ela-literacy-w-6-3-write-narratives-to-develop-real-or-imagined-experiences-or-events-using-effective-technique-relevant-de
Language
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.L 6.1c Recognize and correct inappropriate shifts in pronoun number and person. L.6.2b Spell correctly.
Language Evidence Statement Demonstrate a consistent command of spelling and
grammar to correct common usage errors in writing. Determine the correct use of nouns (i.e., singular
possessive and plural possessive) within context. Distinguish inappropriate shifts in pronouns usage
(i.e., number and person) and make corrections as necessary.
Conventions
Note: Grammar instruction should be embedded in the teaching of writing.
Prentice Hall Literature- Pearson Publishing Elements of Language- Holt PublishingSubject Complements (direct and indirect objects)Predicate Nouns and Predicate Adjectives
Prentice Hall Literature- Pearson Publishing Integrated Language Arts pg. 634 and 652 Reading Application Writing Application Prentice Hall Writing Coach
http://www.ixl.com/standards/common-core/ela/ grade-6 (Online activities for all language skills)
Speaking and Listening
SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
These standards are constant and should be taught throughout each quarter.Analyze Content: SL.6.2-3Study and apply grammar: SL.6.6Conduct Discussions: SL.6.1Report Findings: SL.6.4-6
Speaking and Listening
Evidence Statements Present the most effective methods for engaging an
audience during an oral presentation (e.g., making eye contact, adjusting speaking rate).
Demonstrate an understanding of how to organize ideas in the most effective order for an oral presentation.
Demonstrate an understanding of choosing illustrations, descriptions, and/ or facts to support key ideas.
Demonstrate an understanding of how to select the medium that best reinforces a viewpoint or enhances a presentation.
Choose the visual image that best reinforces a viewpoint or enhances a presentation.
Summarize the message presented by a medium.
Possible Suggestions throughout the quarter: Group roles and responsibility, Accountable talk, Classroom routines and procedures, Group behaviors and discussions, Target audience, Oral presentation, Informal Debate, News Story, Delivering an Oral Summary, Dramatic Readings
Speaking and Listening
Prentice Hall Literature- Pearson Publishing
Activities Performance Task #4 pg. 685- Analyze
Connotation – Give an oral presentation in which you analyze connotative meanings and their impact on tone in a poem from this unit.
Performance Task #5 pg. 685- Analyze Sound Devices- Create a multimedia presentation in which you use visual and audio to enhance the sound devices used in a poem from this unit.
Resources (cooperative learning teaching strategy guide and
(work-shop: cooperative and collaborative learning)http://www.thirteen.org/edonline/concept2class/coopcollab/index.html
Free Technology for teachers: 5 free tools for students to create slideshows.http://www.freetech4teachers.com/2013/06/5-ways-student-can-create-audio.html
Reading for Information “Preserving a Great American Symbol” (1130 Lexile) and “Jake Wood Baseball Is the Start of
Something Special” “Ball-Band Shoes” and “Neolite Soles” “NASA Finally Goes Metric” (Expository) and “Metric Metric: It’s So Nice, We’ll Say It Twice”
Big Question: Does Every Conflict Have a Winner?
Sample MICA Items on RI 6.5. Create an exam using the text “Starting Early” including question IDs 43818, 43381, 43389, 43382, and 43920. Note: These items also review RI 6.1, RI 6.2, and RI 6.6.
Sample MICA Item on W.6.1https://micatime.com/Create an exam using ID 44009.Note: These texts are also available for an item on W.6.2 which was included in the Q3 map.
Reading Complex Texts
Informational
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.6.5Analyze 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.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.RI.6.9Compare and contrast one author’s presentation of events with that of another.
Informational
Evidence Statements Analyze in detail how a key individual, event, or idea
is introduced, illustrated, and/or elaborated in a text (e.g., through examples or anecdotes). RI.6.3
Provides an analysis of how a particular sentence, paragraph chapter or section fits into the overall structure of a text.
Provides an analysis of how a particular sentence, paragraph, chapter or section contributes to the development of the ideas. RI.6.5
Provides a tracing of the argument and/or specific claims in a text. Provides an evaluation of the argument and/or specific claims in a text.
Provides a statement distinguishing which claims of a text are supported by reasons and evidence and which claims are not supported. RI.6.8
Provides a comparison and contrast of one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). RI.6.9
Prentice Hall Literature – Reading Selections
Extended Text – Informational – Analyzing Arguments and Expository Texts
Reading for Information“Preserving a Great American Symbol” and “Jake Wood Baseball Is the Start of Something Special” pg. 438 (Arguments) Skill Focus: evaluate the author’s conclusions
o Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com
(found on the middle school page)o List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
After You Read (Text dependent questions) pg. 443 (Infer) Does Durbin provide enough evidence
for you to draw a conclusion about his topic? Explain.
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Contentposition? Which author is more effective in supporting his claims with evidence and reasons? Explain.
o Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com
(found on the middle school page)o List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
After You Read (Text dependent questions) pg. 515 (Key Ideas and Details) How are the target
audiences for Ball-Band and Neolite Soles similar?
(Infer) How are the two audiences different? (Opinion) What propaganda techniques do each advertisement? Cite evidence from the text.
“NASA Finally Goes Metric” (Expository) and “Metric Metric: It’s so nice, we’ll say it twice” pg. 782 (Argumentative) Skill Focus: Evaluate Evidence
o Next Generation Glossary of Informational and Literary terms See www.scsliteracy.weebly.com
(found on the middle school page)o List of Tier 3 Domain Specific Words
http://soltreemrls3.s3-website-us-west- Shelby County Schools 2015/2016
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements Content2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdf See pages 26-71 for ELA Tier 3
After You Read (Text dependent questions) pg. 797o (Key Ideas and Details) – Identify the main
ideas of the news article and the claims in the persuasive article.
o (Author’s Purpose) Compare and Contrast the types of evidence and the authors’ presentation of information.
Resource(s): “Preserving a Great American Symbol
https://quizlet.com/20795613/preserving-a-great-american-symbol-flash-cards/ (Flashcards, speller, test, scatter and space race game).
www.pearsononlinesuccess.net .ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)
WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts.Model Performance for 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.
Level 1 (Entering)
Match specific components of the text with the corresponding development of ideas using a visually supported text with a partner.
Level 2 (Emerging)
Match specific components of the text with the corresponding development of ideas in a small group
Level 3 (Developing)
Analyze a specific component of the text and how it contributes to the development of ideas using a concept map in a small group.
Level 4 (Expanding)
Analyze a specific component of the text and how it contributes to the development of ideas in a small group.
Level 5 (Bridging)
Analyze a specific component of the text and how it contributes to the development of ideas.
Language – Vocabulary Language – Vocabulary Vocabulary
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements ContentL.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).L.6.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).L .6.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary k knowledge when considering a word or phrase important to comprehension or expression.
Evidence Statements Demonstrates the ability to use context (e.g., the
overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as clue to the meaning of a word or phrase.
Provides a statement demonstrating accurate meaning and use of grade-appropriate general academic words or phrases.
Reviewed throughout the quarter:Synonyms/antonymsAffixes- Latin rootsContext cluesAnalogy and word relationshipsWord parts and families.
Prentice Hall Literature- Pearson Publishing
Tier 2 Academic Vocabulary – interact, delineate, verify List of Tier 2 Academic Vocabulary (referred to as
Tier 2 Academic Terms by Marzano)http://soltreemrls3.s3-website-us-west-2.amazonaws.com/marzanoresearch.com/media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and-Math.pdfo See pages 1-25 for Tier 2
“Preserving a Great American Symbol” and “Jake Wood Baseball Is the Start of Something Special Content-Area Vocabulary pg. 438 Vocabulary Development pg. 440 After You Read pg. 443: Content Area Vocabulary
“Ball-Band Shoes” and “Neolite Soles” Content-Area Vocabulary pg. 512 Vocabulary Development pg. 514 After You Read pg. 515: Content Area Vocabulary
“NASA Finally Goes Metric” (Expository) and “Metric Metric: It’s So Nice, We’ll Say It Twice” Content-Area Vocabulary pg. 782 Vocabulary Development pg. 786 After You Read pg. 787: Content Area Vocabulary
Resource(s): www.pearsononlinesuccess.net .
o ereadingworksheets.com (Instructional strategies, powerpoints, and text dependent questions for the Skill Focus)
Unit Resources Workbook and Downloads: Editable Presentations and Editable Worksheetswww.pearsononlinesuccess.net.
Vocabulary Strategies and graphic organizershttp://learningtasks.weebly.com/vocabulary-strategies.htmlhttp://www.cobbk12.org/cheathamhill/LFS%20Update/Graphic%20Organizers.htm
Most Common Suffixes and Prefixes http://teacher.scholastic.com/reading/bestpractices/
55 critical words students should know and understand http://www.marileesprenger.com/the-critical-words.html
Writing to Texts
Writing and Language
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.W.6.1b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.W.6.1d Establish and maintain a formal style.W.6.1e Provide a concluding statement or section that follows from the argument presented.
LanguageL.6.3Use knowledge of language and its conventions when writing, speaking, reading, or listening.L.6.3a
Writing and Language
Evidence StatementsDevelopment of Ideas o The student response addresses the prompt and
provides effective and comprehensive development of the claim, topic and/or narrative elements by using clear and convincing reasoning, details, text-based evidence, and/or description.
o The development is consistently appropriate to the task, purpose, and audience.
Organization The student response demonstrates purposeful
coherence, clarity, and cohesion Includes a strong introduction, conclusion, and a
logical, well-executed progression of ideas, making it easy to follow the writer’s progression of ideas.
Clarity of Language The student response establishes and maintains an
effective style, while attending to the norms and conventions of the discipline.
The response uses precise language consistently, including descriptive words and phrases, sensory details, linking and transitional words, words to indicate tone, and/or domain-specific vocabulary.
Knowledge of Language and Conventions The student response demonstrates command of
the conventions of standard English consistent with
Writing and Conventions
Note: Grammar instruction should be embedded in the teaching of writing.
Prentice Hall Literature- Pearson Publishing
Routine Writing (text-dependent): Journal entries, Summaries Daily Language Practice, Graphic Organizers Other Resources
Analysis (arguments) (Preserving a Great American Symbol and Jake
Wood Baseball is the start of something special pg. 443) Write an editorial in response to Durbin’s speech. Take a position on the other side of the issue. Make assertions to convince your audience that major league baseball should allow aluminum bats.
(Ball-Band Shoes and Neolite Soles pg. 515) Write a 30-second radio advertisement for a fictional brand of shoes that will compete with Ball-Band shoes. Appeal to the same audience as the Ball-Band ad. Include the name of your product and describe its positive features. Use at least two propaganda techniques in your advertisement.
(NASA Finally Goes Metric and Metric Metric pg. Shelby County Schools 2015/2016
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements ContentVary sentence patterns for meaning, reader/listener interest, and style.L.6.3bMaintain consistency in style and tone.
effectively edited writing. Though there may be a few minor errors in grammar
and usage, meaning is clear throughout the response.
Reviewed throughout the quarter:Writing Sentences, Essay organization and structureThesis statement, Topic sentences and supporting details, Writing paragraphs, Performance tasks
787) - Write an essay evaluating whether the authors of “Metric Metric” used evidence that was appropriate and adequate to support their opinion about the metric system. State the author’s opinion, explain whether it was properly supported, and give examples from the text to illustrate your ideas.
Argumentative Writing Resources (The Argumentative Rubric)
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.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
Research
Evidence Statements I can use technology, including the internet, to
produce and publish writing. I can interact and collaborate with others. I can demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single setting.
I can draw evidence from literary or informational texts to support analysis, reflection, and research.
Research
Prentice Hall Literature- Pearson Publishing
Activities (Poetry Collection 1 and 2) Build and Present
Knowledge pg. 583 – Use library resources to find poems and stories to put in an illustrated booklet.Prepare annotations to summarize selections and point out details for readers. Use these questions as a guide:
How is the poem or story similar to or different from one of the poems I read in this book?
How do rhyme and rhythm in the poems I selected compare to those in the poems I read in this book?
Fourth Quarter TN State Standards SPIs, GLEs, Evidence Statements ContentKnowledge pg. 635- Use a computer word processing program to develop and design a presentation of a poem that you have created.
(Poetry Collection 7 and 8) Build and Present Knowledge pg. 653- A resume’ is a specially formulated summary of information about a person’s career and education. Prepare a resume’ for one of the poets featured in one of the collections.
