1 Draft Putnam County School District Curriculum Guide (6th-Journeys) 2017-2018 The following curriculum guide is based on the Florida LAFS, which are included in this guide, as well as, the LAFS Access points, which are also included for two reasons: 1) Differentiated Instruction, and 2) the planning of Learning Progressions. Both documents can be accessed at www.cpalms.org. The main resource for the support of instruction is HMH Journeys, which can be accessed digitally at http://k-6.thinkcentral.org. Other supplemental resources may be used that align with the LAFS standards. Instruction should begin with the standard, a scale of learning progression should be developed, and assessment should be used to inform subsequent instruction and monitor progress. The LAFS include comprehension standards for both informational and literary text. Text in the 21st Century includes traditional, digital, visual, auditory, and tactile text. To better understand the flow of the standards, we have organized these standards into three groups: Key Ideas and Details: What does the text say? Craft and Structure: How does it say it? What decisions did the author make in creating the text? Integration of Knowledge and Ideas: What does it mean or how does it connect? We have gathered access points for each standard to help the teacher understand how to break down the standard into a learning progression. We have bolded and labeled the actual standard LEVEL 3, as this is the goal in the gradual release model of learning progressions. In addition to comprehension standards, the LAFS include language, speaking and listening, and writing standards. These standards must be integrated throughout all content instruction. Although the teachers creating this curriculum guide selected text from various resources, WE RECOMMEND BEGINNING WITH JOURNEYS UNIT 1, LESSON 1 if this the first time using Journeys and teaching the standards through as many units as possible. Application should take place within the context of reading, writing, or discussing. Students should be asked to find evidence from the text continually. This textual evidence should be evident in writing, research, discussion, and presentation. Oral language development should be addressed explicitly in every lesson through speaking and listening standards.Assessments are suggested in the pacing guide. Regular formative assessment is necessary to inform instruction and determine the progress of students. Additional common formative assessment at the grade and school level is available through the curriculum and encouraged. School and district assessments will be conducted periodically. Additional assessment may be added as necessary. “I never teach my pupils, I only attempt to provide the conditions in which they can learn.” -Albert Einstein Unit Planning Due to the importance placed on integration of ideas across multiple texts in the LAFS standards, students should draw on multiple readings and multiple texts to complete both the lesson based performance tasks and an end of the unit performance task. For that reason, before the first lesson is taught in a unit it is important to begin with a opening unit lesson, take time for an interim unit lesson, and plan for a culminating unit lesson that prepares students for the final performance task. Before Reading: 1. Introduction of unit theme
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Draft Putnam County School District Curriculum Guide (6th-Journeys) 2017-2018 The following curriculum guide is based on the Florida LAFS, which are included in this guide, as well as, the LAFS Access points, which are also included for two reasons: 1) Differentiated Instruction, and 2) the planning of Learning Progressions. Both documents can be accessed at www.cpalms.org. The main resource for the support of instruction is HMH Journeys, which can be accessed digitally at http://k-6.thinkcentral.org. Other supplemental resources may be used that align with the LAFS standards. Instruction should begin with the standard, a scale of learning progression should be developed, and assessment should be used to inform subsequent instruction and monitor progress. The LAFS include comprehension standards for both informational and literary text. Text in the 21st Century includes traditional, digital, visual, auditory, and tactile text. To better understand the flow of the standards, we have organized these standards into three groups:
Key Ideas and Details: What does the text say? Craft and Structure: How does it say it? What decisions did the author make in creating the text? Integration of Knowledge and Ideas: What does it mean or how does it connect? We have gathered access points for each standard to help the teacher understand how to break down the standard into a learning progression. We have bolded and labeled the actual standard LEVEL 3, as this is the goal in the gradual release model of learning progressions. In addition to comprehension standards, the LAFS include language, speaking and listening, and writing standards. These standards must be integrated throughout all content instruction. Although the teachers creating this curriculum guide selected text from various resources, WE RECOMMEND BEGINNING WITH JOURNEYS UNIT 1, LESSON 1 if this the first time using Journeys and teaching the standards through as many units as possible. Application should take place within the context of reading, writing, or discussing. Students should be asked to find evidence from the text continually. This textual evidence should be evident in writing, research, discussion, and presentation. Oral language development should be addressed explicitly in every lesson through speaking and listening standards.Assessments are suggested in the pacing guide. Regular formative assessment is necessary to inform instruction and determine the progress of students. Additional common formative assessment at the grade and school level is available through the curriculum and encouraged. School and district assessments will be conducted periodically. Additional assessment may be added as necessary.
“I never teach my pupils, I only attempt to provide the conditions in which they can learn.” -Albert Einstein Unit Planning
Due to the importance placed on integration of ideas across multiple texts in the LAFS standards, students should draw on multiple readings and multiple texts to complete both the lesson based performance tasks and an end of the unit performance task. For that reason, before the first lesson is taught in a unit it is important to begin with a opening unit lesson, take time for an interim unit lesson, and plan for a culminating unit lesson that prepares students for the final performance task. Before Reading:
1. Introduction of unit theme
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2. Introduction of unit standards and vocabulary associated with standards 3. Preview of texts within the unit 4. Preview of Final Performance Task 5. Predictive Writing
During Reading: During the reading of the all texts, text interaction activities such as text marking, note taking, question generating and answering, graphic organizing, etc.… should occur. At some point, students should revise their predictive writing with new information they have learned from the readings. This is called the interim writing task. The interim writing will reinforce the central idea of the unit, and should contain textual evidence from the newly read selections for demonstrate comprehension, and to fortify the analysis of the central idea of theme. Incorporating interim writing after text selection will show how the central idea of theme is connected across multiple texts and prepare students for the type of writing required on the FSA. This should occur before the final discussion and could be considered a summative assessment or summarizing strategy for each of the lessons taught before the final performance task is completed. After Reading: The texts selected should examine different aspects of a specific topic. Before the performance task, students may need additional opportunities for discussion and question generation to cement connections before they begin their final writing task. Students should be encouraged to use all of their previous notes and interim writings to complete the final performance task.
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A Word about integrating reading and writing standards. . . "In literacy, reading supports writing and writing supports reading. When reading and writing are planned separately, each without regard for the other, the resulting instruction fails to weave clear connections between these closely related language processes." (Writers are Readers, Laminack & Wadsworth, 2015) Students should have multiple opportunities to work through the five basic text structures (description, sequence, problem and solution, compare and contrast, and cause and effect), weave meaning through the six commonly taught comprehension strategies (inference, summarizing, synthesizing, visualizing, determining importance, making connections), and focus on the common elements of story (character, setting, plot, and point of view) using reading, writing, speaking and listening. Students should have multiple opportunities to read and write to narrative, expository, and opinion-based text. Students should practice making claims, practice pulling valid and reliable evidence, and practice creating coherence and clarity. In the first two quarters, students should be taught how to manipulate sentences and paragraphs, writing mechanics, structures, and forms. Additionally, students should learn how to recount events and include details to describe their actions, thoughts, and feelings (or practice elaboration) in preparation for the FSA writing test. For this reason, W.1.3 is included in the first two quarters of the curriculum map to ensure students have opportunities to learn techniques for elaboration. In the third nine weeks the focus standards flip to the production of FSA type texts integrating reading standards to comprehend and synthesize multiple texts. At this point students are now formalizing their thought process on making connections between texts, generating their own ideas, and producing polished writing examples. The reading standards practiced in the first two quarters are the tools used to analyze the text in preparation for writing. Because of the inseparable relationship between reading and writing, practice and remediation of reading standards should still continue. Although the teacher is certainly welcome to introduce all new text in conjunction with the writing standards; it may be beneficial to pull in some of the text previously read as mentor text at the beginning of the third term. Students should be familiar with the structure and content of this text. Returning to a familiar text or topic will ensure adequate background knowledge, familiarity with vocabulary, and structure of the mentor text. This means more of the cognitive load can be placed on developing as a writer. However, unfamiliar text should be introduced as well so students will have practice making connections between unfamiliar material and themes before the writing test. In the fourth nine weeks, the focus standards flip to research-based learning or project based learning. Students are encouraged to delve deeper into topics of interest to them as they integrate knowledge and ideas and conduct short research projects; which often provide intrinsic motivation during a time of the year when motivation and engagement typically decrease. Finally, Laminack & Wadsworth (2015) explain, “. . .think of the student’s existing language and concepts, background knowledge, and schema as an investment account. Deposits are continuously made into that account as a student engages in reading and conversation, participates in experiences, and listens to music…stories…and texts read aloud. Those deposits increase the holdings. . .through connections and associations as they link ideas together with existing concepts and language, creating more thoughts and new possibilities. Speaking and writing draw upon what is on deposit; our vocabulary and our understanding of how to organize text or speech pull from that account. Unlike a bank account, it isn’t diminished by use; rather it is increased. . .so we read aloud and host robust conversations about content and text structure and strategies and language. . .we lift and make visible the mutually supportive roles of reading and writing. . .” (pps. IX-X) and we do this all year long with every text we teach.
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A word about the Language Standards. . . the language standards (L.) consist of several benchmarks (skills). We have listed only the standard in integrated standards. However, it is important that teachers instruct on each individual benchmark that falls under each standard. We encourage teachers to use interactive notebooks with their students as a key component of explicit instruction and student practice. The individual benchmarks (skills) could be printed on labels so students could add them to the correct page in their interactive notebook as each skill is taught and practiced. The notebooks can then serve as a reference guide for writing. Please see your coach for more information on teaching language standards.
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Yearly Outlook 1st Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks Key Ideas and Details LAFS.6.RL/RI.1.1 – Cite textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text. LAFS.RL.1.2 – Determine the 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 or judgments. LAFS.RI.1.2 – 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. LAFS.RL.1.3 – Determine 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 a resolution. LAFS.RI.1.3 – Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes.) LAFS.6.RL.3.7 – Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including
Craft and Structure LAFS.6.RL.2.4 – 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 tone. LAFS.6.RI.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RL.2.5 – 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. LAFS.6.RI.2.5 – 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. LAFS.6.RL.2.6 – Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RI.2.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. LAFS.6.RL.3.7 – Compare and
Writing Key Ideas LAFS.6.W.1.1 - Write arguments to support claims with clear reasons and relevant evidence. LAFS.6.RI.3.8 – 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. LAFS.6.W.3.8 - 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.
Reading and Writing Integration of all standards through project-based learning LAFS.6.W.3.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. LAFS.6.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
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contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. LAFS.6.RI.3.7 – Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding or a topic or issue. LAFS.6.RL.3.9 – Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. LAFS.6.RI.3.9 - Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). LAFS. 6.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
contrast 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 they “see” and “hear” when reading the text to what they perceive when they listen or watch. LAFS.6.RI.3.7 – Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding or a topic or issue. LAFS.6.RL.3.9 – Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. LAFS.6.RI.3.9 - Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). LAFS.6.W.1.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
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Integrated Standards *LAFS.6.RI/RL.3.8 LAFS.6.R.4.10 LAFS.6.W.2.4 LAFS.6.W.2.5 LAFS.6.W.2.6 LAFS.6.W.4.10 All Language/SL standards *Taught and assessed with focus standards
Integrated Standards LAFS.6.RI/RL.1.1 LAFS.6.RI/RL.1.2 LAFS.6.RI/RL.1.3 *LAFS.6.RI/RL.3.7 *LAFS.6.RI/RL.3.9 All Language/SL standards
Integrated Standards LAFS.6.RI/RL.1.1 LAFS.6.RI/RL.1.2 LAFS.6.RI/RL.1.3 All Language/SL standards
Rationale Quarter 1- This provides a variety of resources for teachers to choose and select the best tools to use for their individual classes. Quarter 2- This allows teachers to use a combination of resources to expose students to a variety of formats to effectively teach each standard in the 2nd quarter thoroughly using research based strategies and graphic organizers. Quarter 3- Journeys does not have a strong writing piece embedded into the curriculum. However, collections does have the materials for both argumentative and informative essays. Therefore, classes that use Journeys curriculum to teach the first two quarters should switch to the Collection piece to help prepare the students for the writing assessment. Quarter 4- Utilizing the Collections curriculum for writing, this will allow students to continue to compare and contrast among texts, develop research questions, and create projects to integrate the reading and writing standards. Project based learning can provide motivation for students in the final quarter of the school year.
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Quarterly Outlook 1st Quarter (8/10-10/12) Suggested Materials Suggested Assessments Planning
Tools/Rationale/Resources Key Ideas and Details LAFS.6.RI/RL.1.1 - Cite textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text. LAFS.6.RI.1.2 - 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. LAFS.6.RL.1.2 - Determine the 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 or judgments. LAFS.6.RI.1.3 - Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples and anecdotes.) LAFS.6.RL.1.3 - Determine how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change the plot moves toward a
LAFS.6.RI.1.1 ELFAS Task:
• E and I of Citing Textual Evidence • Is Your Claim on Thin Ice? • Let’s Help the Environment • Technology’s Impact on Society • Textual Evidence in Royal Dogs of the
Past Journey’s Materials:
• “The Pole” pg. 392-396 • “The Ball is in Their Court” pg. 422-424 • “The Princess who Became a King” pg.
533-565 • “First to Fly” pg. 642-655
LAFS.6.RL.1.1 ELFAS Task:
• Cite the Evidence and Analyze the Character
• Prove It: Nature’s Ways • Analysis of Junk Moon • Citing Evidence about White Crane Ridge
Journey’s Material:
• “All in the Universe” pg. 614-624 LAFS.6.RI.1.2 ELFAS Tasks:
• Summarizing a Safe Thrill • Central Idea and Supporting Details in
“Technolinguistics”
Independent Practice from Ready Lessons ELFAS Tasks Performance Tasks:
1. Students will write a narrative story that conveys a given theme focusing on the elements of plot.
2. Students will generate questions on a topic. Based on their research, students will write a summary free of personal opinions and judgments.
I-Ready Mastery Assessments:
1. LAFS.6.RI.1.1 - Cite Evidence to Support Inferences
2. LAFS.6.RL.1.1 - Support Inferences in Literary Texts
3. LAFS.6.RI.1.2 - Central Ideas and Summaries
4. LAFS.6.RL.1.2 - Themes and Summaries
5. LAFS.6.RI.1.3 - Analyze Key Ideas
6. LAFS.6.RL.1.3 - Describe
Cluster Placemat Vertical Alignment Grade 6 Item Specifications Grade 6 FSA Practice Test Grade 6 FSA Practice Test Answer Key Grade 6 Writing Rubric Ready Lessons 3, 5, 1, 2, 8, 9, 4, 6, 7
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resolution. LAFS.6.W.1.3- Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. LAFS.6.RL.3.7 – Compare and contrast 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 they “see” and “hear” when reading the text to what they perceive when they listen or watch. LAFS.6.RI.3.7 – Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding or a topic or issue. LAFS.6.RL.3.9 – Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. LAFS.6.RI.3.9 - Compare and contrast one author’s
• Only the Facts Please Journey’s Material:
• “Onward” pg. 377-387 • “The Real Vikings” pg. 466-475 • “Bodies from the Ash” pg. 583-593
LAFS.6.RL.1.2 ELFAS Tasks:
• Theme - It’s All in the Details • A Book Jacket Summary • Identifying the Theme of “The Watch” • Judging the Value of an Egg • Central Idea and Summarization in “The
presentation of events with that of another (e.g., a memoir written by and a biography on the same person). Integrated Standards: *LAFS.6.RI/RL.3.8 LAFS.6.R.4.10 LAFS.6.W.2.4 LAFS.6.W.2.5 LAFS.6.W.2.6 LAFS.6.W.4.10 LAFS.6.L.1.1 LAFS.6.L.1.2 LAFS.6.L.2.3 LAFS.6.L.3.4 LAFS.6.L.3.5 LAFS.6.L.3.6
• Skating Towards the Resolution Journey’s Materials:
• “The School Story” pg. 21-31 • “Eleven” pg. 36-40 • “The Aces Phone” pg. 107-118 • “Science Friction” pg. 223-235
“Airborn” pg. 345-359 LAFS.6.RL.3.7 Journey's Materials: Lesson 1-Wayside School is Falling Down Video- https://www.youtube.com/watch?v=TqN1g1hmsqo LAFS.6.RI.3.7 Lesson 1- Questioning Gravity-Reader's Theater
LAFS.6.RL.2.4 – 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 tone. LAFS.6.RI.2.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. LAFS.6.RL.2.5 – 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. LAFS.6.RI.2.5 – 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. LAFS.6.RL.2.6 – Explain how an author develops the point of view of the narrator or speaker in a text. LAFS.6.RI.2.6 – Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. LAFS.6.RL.3.7 – Compare and contrast the experience of reading a story, drama, or poem to listening to
LAFS.6.RI.2.4 ELFAS Tasks:
• Know that Word! • The Meaning of Words and
Phrases in “The Promising Ocean”
• Language Twists in excerpt from Narrative of the Life of Frederick Douglass an American Slave, Written by Himself
Journey’s Material: • “Do Knot Enter” pg. 197-205
LAFS.6.RL.2.4 ELFAS Tasks:
• It’s All About How You Say It: Word Choice and Tone
• Recycling Word Knowledge • Meaning of Words and
Phrases in “Pearls for Nanira” • Meaning Unfolding Before My
Eyes Journey’s Material:
• “Sporty Poetry” pg. 66-68 • “Native American Poetry” pg.
296-298 • “The Woman in the Moon” pg.
450-452 • “Poems that Boast” pg. 480-
482 LAFS.6.RI.2.5 ELFAS Tasks:
• Small but Significant
Independent Practice from Ready Lessons ELFAS Tasks Performance Tasks:
1. Students will research a topic of their choice and create a presentation that incorporates multiple text structures to convey their information.
2. Students will create a poetry/song project incorporating elements of figurative language.
I-Ready Mastery Assessments:
1. LAFS.6.RI.2.4 - Word Meanings
2. LAFS.6.RL.2.4 - Word Meanings and Word Choice
3. LAFS.6.RI.2.5 - Analyze Text Structures
4. LAFS.6.RL.2.5 - Analyze the Structure of Literature
5. LAFS.6.RI.2.6 - Determine Point of View
6. LAFS.6.RL.2.6 - Explain Point of View
7. LAFS.6.RI.3.7 - Integrate Information 8. LAFS.6.RL.3.7 - Compare and
Cluster Placemat Vertical Alignment Grade 6 Item Specifications Grade 6 FSA Practice Test Grade 6 FSA Practice Test Answer Key Grade 6 Writing Rubric Ready Lessons 3, 5, 1, 2, 8, 9, 4, 6, 7
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or viewing an 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. LAFS.6.RI.3.7 – Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding or a topic or issue. LAFS.6.RL.3.9 – Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. LAFS.6.RI.3.9 - Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). LAFS.6.W.1.2 - Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Integrated Standards: *LAFS.6.RI/RL.3.7 *LAFS.6.RI/RL.3.8 *LAFS.6.RI/RL.3.9
• Analyzing the Story of the Teddy Bear
• Structure with Voting • Importance of a Section to
the Whole Journey’s Materials:
• “The Making of the a Book” pg. 79-89
• “Riding on Air” pg. 364-366 • “The Emperor’s Silent Army”
pg. 493-505 • “DNA Detectives” pg. 630-
632 • “Robotics” pg. 733-745
LAFS.6.RL.2.5 ELFAS Tasks:
• All It Takes is Analysis • Thinking about Miracles • Analyzing Stanzas in Eyes of
the Sphinx • Let’s Discuss Water
Journey’s Materials: • “Number the Stars” pg. 672-
682 • “Home of the Brave” pg. 720-
722 • “Dr. Sneed’s Best Friend” pg.
750-752 LAFS.6.RI.2.6 ELFAS Tasks:
• From an Author’s Point of View
• Why Write about Thin Ice?
Contrast Reading to Viewing 9. LAFS.6.RI.3.9 - Compare and Contrast Texts 10. LAFS.6.RL.3.9 - Compare and Contrast Genres 11. LAFS.6.L.1.1 - Grammar and Usage 12. LAFS.6.L.1.2 - Punctuation 13. LAFS.6.L.2.3 - Revise Sentences for Style and Tone 14. LAFS.6.L.3.4 - Context, Roots, and Reference Materials 15. LAFS.6.L.3.5 - Word Relationships
District: I-Ready Growth Monitoring 10/2-10/27 Diagnostic 2 December 4-December 22
• What’s the Purpose in Voting? • Author’s Purpose in the Three
Gorges Dam Journey’s Materials:
• “Knots in my Yo-yo String” pg. 51-61
• “Children of the Midnight Sun: Young Native Voices of Alaska” pg. 281-291
LAFS.6.RL.2.6 ELFAS Tasks: Perception is Reality Point of View of White Crane Ridge It All Depends on the Point of View Journey’s Material: “Kensuke’s Kingdom” pg. 253-262 LAFS.6.RL.3.9 Journeys Material Lesson 2: Compare A Royal Mystery & The Princess and The Pea LAFS.6.RI.3.9 Journeys Material Lesson 13: Compare Onward: A Photobiography of African-American Explorer Matthew Henson with Memoir The Pole! LAFS.6.W.1.2 Collections Performance Assessment Unit 2 - Informative Essay - Disasters
Writing Key Ideas LAFS.6.W.1.1 - Write arguments to support claims with clear reasons and relevant evidence LAFS.6.RI.3.8 – 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. LAFS.6.W.3.8 - 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. Integrated Standards: LAFS.6.RI/RL.1.1 LAFS.6.RI/RL.1.2 LAFS.6.RI/RL.1.3 *LAFS.6.RI/RL.3.78 *LAFS.6.RI/RL.3.9 *These should be assessed in strand or cluster assessments.
LAFS.6.W.1.1 Collections Performance Assessment Unit 1 - Argumentative Essay - Animal and Human Interactions Various articles from Newsela, ReadWorks, ELFAS
Students completed essays for the performance tasks in each unit. I-Ready Mastery Assessments:
Reading/Writing Integration of all standards through project-based learning LAFS.6.W.3.7 - Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. LAFS.6.W.3.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
Collections Performance Assessment - Unit 4 - Mixed Review Provide topics for research from texts read throughout the year
Performance Tasks: 1. Students can choose topics
from argumentative and informational sections and conduct further research . Students can then use a multi-media software to create a presentation along with a written essay.
Sentences for Style and Tone 4. LAFS.6.L.3.4 - Context,
Roots, and Reference Materials
5. LAFS.6.L.3.5 - Word Relationships
District Diagnostic 3 April 23-May 15 State FSA Reading (170 minutes) 4/16-5/11 Computer-based test
Cluster Placemat Vertical Alignment Grade 6 Item Specifications Grade 6 FSA Practice Test Grade 6 FSA Practice Test Answer Key Grade 6 Writing Rubric Ready Lessons 3, 5, 1, 2, 8, 9, 4, 6, 7
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Anchor Reading Standards and Access Points
6.RL.1.1 6.RL. 1.2
Cite textual evidence to support analysis of what the text says explicitly as well as the inferences drawn from the text.
Determine the 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 or judgments
Access Points
LAFS.6.RL.1.AP.1a: Refer to details and examples in a text when explaining what the text says explicitly.
LAFS.6.RL.1.AP.1b: Use specific details from the text (words, interactions, thoughts, motivations) to support inferences or conclusions about characters, including how they change during the course of the story.
LAFS.6.RL.1.AP.1c: Use the specific details from the text to support inferences and explanations about plot development.
Access Points
LAFS.6.RL.1.AP.2a: Select key details about a character and relate those details to a theme within a text.
LAFS.6.RL.1.AP.2b: Determine the theme(s) of a story, drama or poem, including how it is conveyed through particular details.
LAFS.6.RL.1.AP.2c: Summarize a text from beginning to end in a few sentences without including personal opinions.
6.RL.1.3 6.RL.2.4
Determine 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 a resolution.
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 tone.
Access Points
LAFS.6.RL.1.AP.3a: Describe how the plot unfolds in a story.
LAFS.6.RL.1.AP.3b: Analyze a character’s interactions throughout a story as they relate to conflict and resolution.
Access Points
LAFS.6.RL.2.AP.4a: Identify phrases with figurative language.
LAFS.6.RL.2.AP.4b: Determine the meaning of figurative phrases as used in text.
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LAFS.6.RL.2.AP.4c: Identify connotative meaning in a given text.
6.RL.2.5 6.RL.2.6
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.
Explain how an author develops the point of view of the narrator or speaker in a text.
Access Points
LAFS.6.RL.2.AP.5a: Identify important events in a text.
LAFS.6.RL.2.AP.5b: Identify the events that contributed the most to the theme, setting, or plot.
Access Points
LAFS.6.RL.2.AP.6a: Determine the narrative point of view.
LAFS.6.RL.2.AP.6b: Identify and describe how the narrative point of view influences the readers interpretation.
LAFS.6.RL.2.AP.6c: Explain how an author develops the point of view of the narrator or speaker in a text.
6.RL. 3.7 6.RL.3.9
Compare and contrast the experience of a reading a story, drama, or poem to listening to or viewing an 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.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Access Points
LAFS.6.RL.3.AP.7a: Compare the similarities of reading a story or drama to listening to or viewing an audio, video, or live version of the text.
LAFS.6.RL.3.AP.7b: Contrast the differences of reading a story or drama
Access Points
LAFS.6.RL.3.AP.9a: Compare texts from different genres that have a similar theme or address the same topic.
LAFS.6.RL.3.AP.9b: Contrast texts from different genres that have a similar
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to listening to or viewing an audio, video, or live version of the text. theme or address the same topic.
6.RI.1.1 6.RI.1.2
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Access Points
LAFS.6.RI.1.AP.1a: Use textual evidence to support inferences
Access Points
LAFS.6.RI.1.AP.2a: Provide a summary of the text based on details from the text.
6.RI.1.3 6.RI.2.4
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or ancedotes.)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Access Points
LAFS.6.RI.1.AP.3a: Identify key individuals, events or ideas in a text.
LAFS.6.RI.1.AP.3b: Determine how key individuals, events or ideas are introduced in a text.
LAFS.6.RI.1.AP.3c: Determine how key individuals, events or ideas are illustrated in a text.
LAFS.6.RI.1.AP.3d: Determine how key individuals, events or ideas are elaborated or expanded on in a text.
Access Points
LAFS.6.RI.2.AP.4a: Identify phrases with figurative language.
LAFS.6.RI.2.AP.4b: Determine the meaning of figurative phrases as used in text.
LAFS.6.RI.2.AP.4c: Identify meanings of connotations used in a text.
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6.RI.2.5 6.RI.2.6
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.
Determine as author’s point of view or purpose in a text and explain how it is conveyed in the text.
Access Points
LAFS.6.RI.2.AP.5a: Use signal words as a means of locating information.
LAFS.6.RI.2.AP.5b: Outline a given text to show how ideas build upon one another.
LAFS.6.RI.2.AP.5c: Determine the structure of a text (e.g., chronological order, compare/contrast, cause/effect, problem/solution).
LAFS.6.RI.2.AP.5d: Determine how the information in each section contributes to the whole or to the development of ideas.
Access Points
LAFS.6.RI.2.AP.6a:Identify the author’s point of view.
LAFS.6.RI.2.AP.6b: Identify the reason(s) the author wrote the text.
6.RI.3.7 6.RI.3.8
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
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.
Access Points
LAFS.6.RI.3.AP.7a: Identify what is learned from different media or formats compared to what is learned via written words or spoken words.
LAFS.6.RI.3.AP.7b: Summarize information gained from a variety of
Access Points
LAFS.6.RI.3.AP.8a: Identify an argument or claim that the author makes.
LAFS.6.RI.3.AP.8b: Evaluate the claim or argument to determine if they are supported by evidence.
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sources, including media or texts.
LAFS.6.RI.3.AP.7c: Identify relevant details from several texts on the same topic (e.g., what are the important things that you learned?).
LAFS.6.RI.3.AP.8c: Distinguish claims or from those that are supported by evidence from those that are not.
6.RI.3.9 6.4.10
Compare and contrast one author’s presentation of events with that of another (e.g., memoir written by and a biography of the same person).
LAFS.6.RL.4.10: 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.
LAFS.6.RI.4.10: 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.
LAFS.6.W.4.10: 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.
Access Points
LAFS.6.RI.3.AP.9a: Compare two texts on the same topic or event.
LAFS.6.RI.3.AP.9b: Contrast two texts on the same topic or event.
Access Points
LAFS.6.RI.4.AP.10a: Read or listen to a variety of nonfiction texts, including biographies, essays, speeches, journals, news articles and nonfiction novels.
LAFS.6.RI.4.AP.10b: Use a variety of strategies to derive meaning from a variety of print and non-print texts.
LAFS.6.W.4.AP.10a: Write routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a range of discipline-specific tasks, purposes and audiences.
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LAFS.6.W.4.AP.10b: Write routinely in a genre over extended time frames (planning, drafting, editing, revising, and publishing) for a range of discipline-specific tasks, purposes and audiences.
