Goddard: Sixth Grade-Common Core State Standards (CCSS) English/Language Arts

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.1Boxed Sub-heading: Conventions of Standard EnglishStandard: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Conventions: spelling, punctuation, capitalization of standard English grammar

                 

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Demonstrate: to show                        

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

Do I know Standard English grammar rules?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

           

1

                                            Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Shurley reference 25 Capitalization RulesExample 2:      Shurley Reference 26A&B Punctuation RulesExample 3:      Instructional Resources/Tools/Referenced Websites:

                 

2

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.1aBoxed Sub-heading: Conventions of Standard EnglishStandard: Ensure that pronouns are in the proper case (subjective, objective, possessive).

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Pronouns: used to replace or substitute for nouns or noun phrases Subjective Pronouns: personal pronoun used as the subject Objective Pronouns: pronouns used as direct or indirect object of a verb Possessive Pronouns: pronoun that shows possession                  

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Ensure: to make certain                        

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

     Can I use pronouns in the proper case?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1 What are pronouns?2 Do I know the different cases? Possessive, Subjective, Objective3 Can I use them properly?

3

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Shurley – Jingle 9 – Pronoun, 10 - Subject Pronoun, 11 – Possessive PronounsExample 2: Shurley – Reference 36 – Subjective, Objective and Possessive Pronoun CasesExample 3: Shurley – Reference 44 – Personal Pronoun A – Antecedent, AgreementExample 4: Shurley – Reference 45 – Indefinite PronounsExample 5: Shurley – Reference 46 – Antecedent and Subject /verb AgreementInstructional Resources/Tools/Referenced Websites:

                 

4

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.1bBoxed Sub-heading: Conventions of Standard EnglishStandard: Use intensive pronouns (e.g., myself, ourselves).

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Intensive Pronouns: pronouns used to emphasize the subject (I, myself, am tired of the heat.)                                    

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Use: to apply                        

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

     Can I use intensive pronouns correctly?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1 Do I know what pronouns are?2 Do I know what the intensive pronouns are?3 Can I use them properly?

5

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

6

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.1cBoxed Sub-heading: Conventions of Standard EnglishStandard: Recognize and correct inappropriate shifts in pronoun number and person.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Inappropriate shifts in number: shifting from using singular pronoun in reference to a plural noun, and vise versa Inappropriate shifts in person: shifting from first person, second person or third person in writing or speaking                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Recognize: to identify Correct: accurate                  

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

     Can I correct inappropriate shifts in pronoun number and person?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1 Write in 1st and 3rd person consistently2 Write using all singular or plural nouns           

7

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Ferris Bueller Movie – speaks to audience - 2nd personExample 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

8

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.1dBoxed Sub-heading: Conventions of Standard EnglishStandard: Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Vague pronouns: pronouns with unclear or ambiguous antecedents                                    

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Recognize: to identify Correct: accurate                  

This standard means a student will know and be able to do…(use your own words)

The studentWill identify and edit with accuracy all unclear pronouns.Essential Questions:

     Can I correct vague pronouns?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1 Pronoun- antecedent agreement                      

9

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1: Shurley – Reference 44-46 - Pronoun – Antecedent agreementExample 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

10

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.1eBoxed Sub-heading: Conventions of Standard EnglishStandard: Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

Standard English: the most widely accepted and understood form of expression in English in the United States; used in the Standards to refer to formal English writing and speaking

Strategies: a plan of action Expression: process of making known one's thoughts or feelings Conventional Language: ordinary English language                  

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Recognize: to acknowledge Identify: to determine Use: to apply            

This standard means a student will know and be able to do…(use your own words)

The studentWill use multiple ways to become skilled in using a variety of expressive vocabulary in writing and speaking.Essential Questions:

     Can I recognize variations of standard English in writing and correct those variations?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1 Know Standard English rules for writing and speaking.

11

                                            Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Shurley Reference SectionExample 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

12

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.2Boxed Sub-heading: Conventions of Standard EnglishStandard: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

capitalization: using capital letters at the beginning of a sentence and for proper nouns and adjectives punctuation: symbols used in written language to indicate the end of a sentence or clause or to indicate dialogue, etc... spelling: forming of words with letters in an accepted order                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

demonstrate: to show                        

This standard means a student will know and be able to do…(use your own words)

The studentWill be able to use correct capitalization, punctuations, and spelling in their writing.Essential Questions:

     Can I use punctuation in Standard English correctly?      Can I spell correctly?      Do I know when to capitalize words correctly?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Capitalize Beginning of Sentence.2      Capitalize Proper Nouns3      Capitalize Proper Adjective

13

4       Do I know proper use of common punctuation in English?5       Can you use resources to check spelling?Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Shurley Reference section for capitalization, punctuation rules (concise list of all)Example 2:      Shurley – Reference 25 – Capitalization RulesExample 3:      Reference 26A&B – Punctuation RulesInstructional Resources/Tools/Referenced Websites:

                 

14

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.2aBoxed Sub-heading: Conventions of Standard EnglishStandard: Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

punctuation: symbols used in written language to indicate the end of a sentence or clause or to indicate dialogue, etc... (appositives) nonrestrictive/parenthetical elements: anything that can be removed from the sentence without altering the meaning that further defines a word.                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

use: to apply                        

This standard means a student will know and be able to do…(use your own words)

The studentWill be able to apply proper usage of commas when setting off phrases or clauses within a sentence.Essential Questions:

     Can I use commas & parentheses to set off appositives? (Less interrupting of sentence)      Can I use dashes appropriately and only when needed. (Interrupts sentence dramatically)      

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Can I use commas?2      Do I know the rules for commas, parentheses & dashes?3      Can I use commas and parentheses to set off appositives?

15

           Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Shurley Reference Section - 26A, Section 7, 9Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

16

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.2bBoxed Sub-heading: Conventions of Standard EnglishStandard: Spell correctly.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☐Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

                                   

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Spell – use letters in proper, accepted order                        

This standard means a student will know and be able to do…(use your own words)

The studentWill be able to write words using correct spelling.Essential Questions:

     Can I spell correctly?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1 Do I know the Spelling Rules of English?2      Can I use resources to check spelling?           

17

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

     Dictionary      Spell check      

18

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.3Boxed Sub-heading: Knowledge of LanguageStandard: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

knowledge: understanding Conventions: spelling, punctuation, capitalization of standard English.                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Use: to apply                        

This standard means a student will know and be able to do…(use your own words)

The studentWill convey proper use of language and conventions when writing, speaking, reading or listening.Essential Questions:

     Do I know the standard rules of English?      Can I apply the standard rules of English when writing, speaking, reading and listening?      

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

1      Knowledge of Standard English Rules.                      

19

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Shurley - Punctuation and Capitalization rules – Reference 25, 26A & BExample 2:      Shurley – Reference for Grammar.Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

20

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.3aBoxed Sub-heading: Knowledge of LanguageStandard: Vary sentence patterns for meaning, reader/listener interest, and style.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

sentence patterns: simple sentence, compound sentence, complex sentence, , etc... interest: level of engagement or curiosity style: manner of doing something                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

vary: have a variety of                        

This standard means a student will know and be able to do…(use your own words)

The studentWill be able to vary sentence patterns for interest and style.Essential Questions:

     Can I vary sentence patterns for interest and style?      Can I maintain consistency in style and tone while writing and speaking?      

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Simple sentence pattern2      Compound sentence patterns3      Complex sentence patterns

21

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Shurley – Reference 30 – simple sentences, compound parts and fragmentsExample 2:      Shurley – Reference 31 – compound sentencesExample 3:      Shurley – Reference 47 – complex sentencesInstructional Resources/Tools/Referenced Websites:

                 

22

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.3bBoxed Sub-heading: Knowledge of LanguageStandard: Maintain consistency in style and tone.

Depth of Knowledge: Level 1: Recall ☐ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

consistency in style: author's distinctive manner of expression (ist person, 3rd person, verb tenses) consistency in tone: author's attitude toward his or her subject                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

maintain: to keep in existence or continuance; to continue                        

This standard means a student will know and be able to do…(use your own words)

The studentWill be able to maintain consistency in style and tone while writing and speaking.Essential Questions:

     Can I maintain consistency in style and tone while writing and speaking?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Verb Tenses2      Pronoun Cases3      1st, 2nd, 3rd Person

23

4      Stay on topic           Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Paragraphs written in correct/incorrect form for comparisonExample 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

     Shurley – Reference 53 – Simple verb tenses      Shurley – Reference 56 – Changing verb tenses in paragraphs      Shurley – Reference 23 – Writing in 1st and 3rd person

24

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.4Boxed Sub-heading: Vocabulary Acquisition and UseStandard: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

multiple-meaning words: words that have several meanings depending upon how they are used in context unknown words or phrases: unfamiliar words range of strategies: multiple methods                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

determine: to decide clarify: to make clear, free from confusion                  

This standard means a student will know and be able to do…(use your own words)

The studentWill determine the meaning of unknown and multiple-meaning words and phrases using a range of strategies.Essential Questions:

     Can I use context clues to figure out word meanings?      Can I use common Greek and Latin affixes and roots to figure out word meanings?      Can I use reference materials to determine pronunciation, meaning, or part of speech of a word? Can I verify what I think a word means by looking it up?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

1      Context Clues

25

2      Common Greek /Latin affixes3      Use reference materials4      Prefixes/Suffixes           Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

26

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.4aBoxed Sub-heading: Vocabulary Acquisition and UseStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

context: the overall meaning of a sentence or paragraph; a word’s position or function in a sentence                                    

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

      Use: to apply                  

This standard means a student will know and be able to do…(use your own words)

The studentWill use context clues to comprehend word meaning.Essential Questions:

     Can I use context clues to figure out word meanings?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Identify unknown words2      Context Clue definitions

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                                 Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.4bBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

affixes: is attached to the beginning or end of a root word (prefix, suffix)                                    

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

use: to apply                        

This standard means a student will know and be able to do…(use your own words)

The studentWill use common Greek or Latin affixes and roots to comprehend word meaning.Essential Questions:

     Can I use common Greek and Latin affixes and roots to figure out word meanings?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Knowledge of common prefix and suffix meanings2      Use of references to look up prefix/suffix meanings           

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                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.4cBoxed Sub-heading: Vocabulary Acquisition and UseStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

reference materials: (e.g., dictionaries, glossaries, thesauruses) digital: non-print materials pronunciation: act of producing the sounds of speech meaning: to define for the intent or purpose part of speech: A category to which a word is assigned in accordance with its syntactic functions            

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

consult: Seek information, ask find: discover determine: to decide clarify: free from confusion      

This standard means a student will know and be able to do…(use your own words)

The studentWill be able to seek information using reference materials to verify pronunciation, meaning or part of speech.Essential Questions:

     Can I use reference materials to determine pronunciation, meaning, or part of speech of a word?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Can I identify a word I don’t know?2      Can I determine which resource to use to look up an unknown word?

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                                 Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

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Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.4dBoxed Sub-heading: Vocabulary Acquisition and UseStandard: 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).

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

preliminary: 1st, before, guess                                    

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

verify: check out, validate                        

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

     Can I verify what I think a word means by looking it up?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Alphabetical order2      Experience with dictionary.3      Context clues

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                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

34

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.5Boxed Sub-heading: Vocabulary Acquisition and UseStandard: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

figurative language: speech or writing that departs from literal meaning in order to achieve a special effect or meaning word relationship: how words relate to each other – simile, metaphor, personification, etc… nuances: subtle difference in or shade of meaning, expression, or sound                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

Demonstrate: to show                        

This standard means a student will know and be able to do…(use your own words)

The studentWill show understand that a figure of speech is language used in a non-literal way, words and or groups of words have relationship that can assist in language acquisition and usage, understand that associating words with similar definitions can aid in comprehension, acquisition and usage.Essential Questions:

     Can I interpret figures of speech in context?      Can I determine the relationship of the words in a figure of speech and why this has been chosen to illustrate a point?      Can I distinguish among connotations and denotations of words?

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

1      Common figures of speech.2      Difference between connotation and denotation.

35

                                 Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

36

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.5aBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Interpret figures of speech (e.g., personification) in context.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     Figure of Speech – simile, metaphor, idiom, personification, onomatopoeia, hyperbole, oxymoron, imagery, analogy, alliteration                                    

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     Interpret – describe, explain                        

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

     Can I interpret figures of speech in context?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Know different figures of speech.2      Understanding of figure of speech meanings as used in context.           

37

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Phantom TollboothExample 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

38

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.5bBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     relationship – how things go together      words – representation of an idea using an accepted pattern of letters      analogy – relationship between particular words.                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     Use – employ, apply      Understand – know the meaning of, perceive                  

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

     Can I use the relationships between words to better understand each word's meaning?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Define and recognize analogies.2      Understand why the words in an analogy have been chosen and their meaning in the sentence, paragraph.           

39

                      Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

40

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.5cBoxed Sub-heading: Vocabulary Acquisition and UseStandard: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☒ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

     Connotations – feeling you get from the use of a word in context      Denotations – actual definition of the word (neither good nor bad)                              

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

     Distinguish – tell the difference between                        

This standard means a student will know and be able to do…(use your own words)

The student     Essential Questions:

     Can I distinguish among connotations and denotations of words?            

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Learning Sequence

1      Knowledge of definitions for connotation and denotation           

41

                                 Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☐ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

42

Quarter Taught: Quarter 1 ☐ Quarter 2 ☐ Quarter 3 ☐ Quarter 4 ☐Strand: Language 6-12 Code: 6.L.6Boxed Sub-heading: Vocabulary Acquisition and UseStandard: 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.

Depth of Knowledge: Level 1: Recall ☒ Level 2: Basic Application-skill/concept ☒Level 3: Strategic Thinking ☐ Level 4: Extended Thinking ☐

What Know (nouns) DefinitionList the key concepts (nouns/noun phrases) and provide a common definition of the nouns/noun phrases as used in this context.

grade appropriate: work that is appropriate for students in a specified grade general academic words and phrases: common ways to say things domain specific words and phrases: specific to field of study                        

Be Able to Do (Verbs) Definition

List the verbs that are key learning targets, then determine the meaning within the context of the standard.

acquire: to gain use: apply gather: to collect            

This standard means a student will know and be able to do…(use your own words)

The studentWill gain an understanding of grade appropriate words and phrases, using resources to achieve comprehension or expressionEssential Questions:

I can use vocabulary appropriate to sixth grade topics. I can use resources to determine the meaning of a word or phrase.      

What learning progressions are needed to master this standard? Give specific, measurable skill statements.

Learning Sequence Prior skill(s) needed

1      Skill to look up words in a variety of resources.2      Make use of daily and appropriate use of newly acquired vocabulary.

43

                                 Assessment Item Type: Selected Response ☒ Extended Constructed Response ☐ Technology Enhanced ☒ Performance Task ☒

Writing Prompt ☒ Oral Response ☐ Eligibility ☒Example: Provide possible instructional learning example/formative assessment item(s) for this standard:

Example 1:      Example 2:      Example 3:      Instructional Resources/Tools/Referenced Websites:

                 

44