Common Core Standards Evaluation Sheet Standard: Literature 6 th Grade

Transcription

1 : Literature 6 th Grade 1 2 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. I can identify inferences from a text. I can identify explicit information from a text. I can recognize credible resources/sources. I can analyze what a text says explicitly. I can formulate inferences from textual material. I can cite resources that support analysis of a text I can understand the theme of a text I can define and understand the central idea of a text. I can identify supporting details of the main idea or theme of a text. I can summarize a text based on facts I can analyze supporting details used to determine theme or central idea. I can distinguish between textual facts and opinions. I can formulate a summary based on facts from the text. and partial gap Extended respsonse observations, story maps, summarzing I Extended response with fiction Short Stories from textbook Novels Main idea I need non fiction work with citations 3 Describe how a particular story s or drama s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. I can identify a series of episodes (e.g., rising action, etc.) within a specific story or drama. I can identify character types and traits. I can explain how character(s) respond or change over the course of the story or drama. Short stories, novels Not Sure Novels, WTM, Hatchet, Crispin Short Stories We only have one drama: Day of Pompeii

2 : Literature 6 th Grade 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 or tone.. I can identify tone in text I can identify words and phrases including: figurative and connotative meanings I can analyze the impact of word choice on meaning. I can analyze the impact of word choice on tone. I can interpret the meaning of words and phrases including connotative meanings & figurative meanings as they are used in a text. Partial t Sure I Folklore Unit Figurative Language with Walk Two Moon Poetry I need Word choice and impact of word choice on tone 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. I can analyze how a sentence, chapter scene or stanza fits into the overall structure of the text. I can analyze how the a sentence, chapter, scene, or stanza fits into the development of the theme, setting of plot. t Sure! We need more analyzing with evidence. 6 Determine an author s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others. I can describe the author s point of view. I can define the author s position. I can describe the author s purpose. I can contrast the position of the author to other positions mentioned or implied in the text. I can analyze how the author distinguishes his or her position from that of others and Partial t Sure s move beyond describing and defining and move to analyzing(last two I Can statements)

3 : Literature 6 th Grade 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. I can compare and contrast the reading of a story, drama or poem to listening to or viewing an audio, video or live version of the text. compare and contrast I Hatchet and A Cry in the Wild Folktales I need 8 Not applicable to literature. Not applicable to literature. t Sure 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. I can compare and contrast texts in different forms or genres in their approaches to similar themes and topics. t Sure Will add in Middle Ages with Crispin and the Cross of Lead with Poetry and Songs

4 : Informational Text Grade 6 10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed, at the high end of the range I can identify/understand Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas I can comprehend independently Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas I Non fiction structure unit problem/solution cause/effect persuasive I need

5 : Informational Text Grade 6 1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. I can understand textual evidence that supports what the text says I can recognize textual evidence that supports inferences drawn from the text I can cite evidence that supports the explicit analysis of the text I can cite examples of textual evidence that supports inferences drawn from the text. t Sure nd 2 I ISAT practice and extended response I need additional short passages additional modeling 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 judgments or opinions. I can understand a central idea of text I can identify supporting details of a text I can define and understand the influence of personal opinion and judgment when reading a text I can analyze text to determine the central idea and supporting details I can provide a non-biased summary based on the text summaries, short passages main idea and NF structure unit 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). I can analyze how key individuals/events/ideas in a text are introduced, illustrated, and elaborated. I can define anecdote. We plan to incorporate reciprocal teaching

6 : Informational Text Grade 6 4 Determine the meanings of words and phrases as they are used in a text including figurative, connotative and technical meanings. I can identify and understand: Figurative language Simile Personification Metaphor Connotative Language Technical Language I can determine the figurative, connotative and technical meanings of words and phrases in text. Partial I poetry, music Walk Two Moons I need Technical language Content specific, other content areas? 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. I can analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text. I can analyze how a sentence, paragraph chapter or section contributes to the development of the ideas. t Sure Additional informational texts 6 Determine an author s point of view or purpose in a text and explain how it is conveyed in a text. I can identify the author s point of view I can identify the author s purpose I can identify techniques used by the author (ie bandwagon) to convey point of view I can define the author s position and how the author s choice of techniques is used to support his or her point of view or purpose Partial gap t Sure Add author s technique to non fiction text

7 : Informational Text Grade 6 7 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. I can identify information from different media or formats, needed to understand a topic or issue. I can identify visual and quantitative information to determine its relevance to a topic. I I need Need media 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. I can define an argument I can define a claim I can identify the argument in a text I can identify reasons and evidence in the text I can trace the argument and specific claims in a text. I can distinguish between supported and unsupported claims I can evaluate the argument and its specific claims in a text for adequate support Argumentative text and/or debate 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). I can compare and contrast two author s writings on the same person. Brief biographies and memoirs

8 : Writing 6 th Grade English 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. I can identify/understand in an informational text: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas I can comprehend independently in an informational text: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas I I need This is the end all goal. We will be addressing gaps to reach mastery of these.

9 : Writing 6 th Grade English 1 Write arguments to support claims with clear reasons and relevant evidence. I can introduce claim(s) and organize the reasons and evidence clearly. I can support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. I can use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. I can establish and maintain a formal style. Graded essay I graphic organizers debate I need sources, text support to support their claims I can provide a concluding statement or section that follows from the argument presented 2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. I can introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. I can use appropriate transitions to clarify the relationships among ideas and concepts. I can use precise language and domain-specific vocabulary to inform about or explain the topic. I can establish and maintain a formal style. I can provide a concluding statement or section that follows from the information or explanation presented. Non fiction text Common assessment topics, rubrics, guides 3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. I can engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. I can use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. I can use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. I can use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. I can provide a conclusion that follows from the narrated experiences or events. narrative essay quarter Graphic organizers dialogue practice comic strip rubric

10 : Writing 6 th Grade English 4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1 3 above.) I can produce clear and coherent writing with development appropriate to the task, purpose and audience. I can produce clear and coherent writing with organization appropriate to the task, purpose and audience. I can produce clear and coherent writing with style appropriate to the task, purpose and audience. I Graphic Organizers Outlines I need examples and nonexamples of development and style rubric self assessment 5 6 With some guidance from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1 3 up to and including grade 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. I can develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach. I can use technology, including the internet to produce and publish writing. I can interact and collaborate with others when producing and publishing writing. I can type a minimum of three pages of writing in a single sitting. Graphic organizers peer editing Word PowerPoint ipads Stutsman peer editing more lab time/computer access more computer access Edmodo keyboarding class

11 : Writing 6 th Grade English I I need Computer access 7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate I can conduct a short research project to answer a question. I can use several resources to conduct a short research project. I can refocus the inquiry when appropriate. library time assessment, rubrics outline, topic computer access 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. I can gather relevant resources and assess the credibility of each source. I can quote and paraphrase the data and conclusions of others by avoiding plagiarism. I can provide basic bibliographic information for sources. library time assessment, rubrics bibliography format 9 Draw evidence from literary or informational texts to support analysis, reflection, and research. I can apply grade 6 Reading standards to literature (e.g., 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 ). I can apply grade 6 Reading standards to literary nonfiction (e.g., 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 ). fiction & non fiction texts assessment/rubric

12 : Writing 6 th Grade English 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. I can routinely write for research for a range of tasks, purposes and audiences. I can routinely write for reflection for a range of tasks, purposes and audiences. I can routinely write for revision for a range of tasks, purposes and audiences. writing rubrics 1 4 I rubrics journals peer editing I need research projects better peer editing