Scott%County%Public%Schools%!!! Sixth&Grade&English&Language&Arts& Revised&2013& & & & & Pacing&Guide&and&Curriculum&Map&

Scott%County%Public%Schools%!!! Sixth&Grade&English&Language&Arts& Revised&2013& & & & & Pacing&Guide&and&Curriculum&Map&

Scott County ELA Pacing Guide Unit 1: Key Ideas and Details Timeframe: August - Thanksgiving Reading: Information Reading: Literature Writing Language Speaking and Listening Key Ideas and Details: s 1, 2, 3, 10 Key Ideas and Details: s 1, 2, 3 Range of Reading and Level of Text Complexity: 10 Text s and Purposes: 3 Production and Distribution of Writing: 4 Range of Writing: 10 Conventions of English: s 1, 2 Knowledge of Language: 3 Vocabulary Acquisition and Use: 4, 5, 6 Comprehension and Collaboration: 1, 2, 3 Presentation of Knowledge and Ideas: s 4, 5, 6 Unit 2: Craft and Structure Timeframe: December - End of February Reading: Information Reading: Literature Writing Language Speaking and Listening Craft and Structure: s 4, 5, 6 Craft and Structure: s 4, 5, 6 Text s and Purposes: 2 Conventions of English: s 1, 2 Comprehension and Collaboration: 1, 2, 3 Range of Reading and Level of Text Complexity: 10 Range of Reading and Level of Text Complexity: 10 Production and Distribution of Writing: s 4, 5, 6 Research to Build and Present Knowledge: s 7, 8, 9 Knowledge of Language: 3 Vocabulary Acquisition and Use: 4, 5, 6 Presentation of Knowledge and Ideas: s 4, 5, 6 Range of Writing: 10 Unit 3: Integration of Knowledge and Ideas Timeframe: March End of the Year Reading: Information Reading: Literature Writing Language Speaking and Listening Integration of Knowledge and Ideas: s 7, 8, 9 Range of Reading and Level of Text Complexity: 10 Integration of Knowledge and Ideas: s 7, 8, 9 Range of Reading and Level of Text Complexity: 10 Text s and Purposes: 1 Production and Distribution of Writing: s, 4, 5, 6 Range of Writing: 10 Conventions of English: s 1, 2 Knowledge of Language: 3 Vocabulary Acquisition and Use: 4, 5, Comprehension and Collaboration: 1, 2, 3 Presentation of Knowledge and Ideas: s 4, 5, 6 Scott%County%Schools% 6 th %Grade% English%Language%Arts%

Grade: 6th Unit 1: Key Ideas and Details Dates: August - Thanksgiving s to be covered:! Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 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. 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). Key Ideas and Details 1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. 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. 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. Text s and Purposes 3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. a. 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. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to Conventions of English 1. Demonstrate command of conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenth etical elements. Comprehension and Collaboration 1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple Scott%County%Schools% 6 th %Grade% English%Language%Arts%

Range of Reading and Level of Text Complexity 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. Range of Reading and Level of Text Complexity 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. another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above). 5. With some guidance and support 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 b. Spell correctly. Knowledge of Language 3.Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. Vocabulary Acquisition and Use 4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies. a. 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 perspectives through reflection and paraphrasing. 2.Interpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 3.Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Presentation of Knowledge and Ideas 4.Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 5.Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 6. Adapt speech to a variety Scott%County%Schools% 6 th %Grade% English%Language%Arts%

6 on page 52.) 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. Range of Writing 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. word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible) c. 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. d. Verify the preliminary determination of a the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Scott%County%Schools% 6 th %Grade% English%Language%Arts%

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Scott%County%Schools% 6 th %Grade% English%Language%Arts%

Possible Novels: Where the Red Fern Grows The Language of Literature Textbook: All Summer in a Day - Ray Bradbury The Dog of Pompeii - Louis Untermeyer Other: Literary Station, using Ipods - students in small groups discussing novel prior to book review % Scott%County%Schools% 6 th %Grade% English%Language%Arts%

Grade: 6th Unit 2: Craft and Structure Dates: December - End of February s to be covered: Reading: Information Reading: Literature Writing Language Speaking and Listening Craft and Structure 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. 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. 6. Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity Craft and Structure 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. 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. 6. Explain how an author develops the point of view of the narrator or speaker in a text. Range of Reading Text s and Purposes 2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organizations, and analysis of relevant content. a. 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. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. Conventions of English 1. Demonstrate command of conventions of standard English grammar and usage when writing or speaking. c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off Scott%County%Schools% 6 th %Grade% English%Language%Arts% Comprehension and Collaboration 1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple

band proficiently, with scaffolding as needed at the high end of the range. and Level of Text Complexity 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. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above). 5. With some guidance and support 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 on page 52.) nonrestrictive/parenth etical elements. b. Spell correctly. Knowledge of Language 3.Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. Vocabulary Acquisition and Use 4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies. a. Use context (e.g., the overall meaning of a sentence or paragraph; a word s position or function in perspectives through reflection and paraphrasing. 2.Interpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 3.Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Presentation of Knowledge and Ideas 4.Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 5.Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 6. Adapt speech to a variety Scott%County%Schools% 6 th %Grade% English%Language%Arts%

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. Research to Build and Present Knowledge 7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. 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 pllagiarism and providing basic bibliographic information for sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading a sentence) as a clue to the meaning of a word or phrase. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible) c. 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. d. Verify the preliminary determination of a the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Scott%County%Schools% 6 th %Grade% English%Language%Arts%

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 ). b. 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 ). Range of Writing 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. personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Scott%County%Schools% 6 th %Grade% English%Language%Arts%

Possible Novels: The Outsiders The Boy Who Dared A Wrinkle in Time Lilly s Crossing The Language of Literature Textbook: A Life in the Day of Gary Paulsen - Gary Paulsen from The Story of My Life - Helen Keller Other: Magazine articles Scope magazine! Scott%County%Schools% 6 th %Grade% English%Language%Arts%

Grade: 6th Unit 3: Integration of Knowledge and Ideas Dates: March End of Year s to be covered: Reading: Information Reading: Literature Writing Language Speaking and Listening Integration of Knowledge and Ideas 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. 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. 9. Compare and contrast one author s presentation of Integration of Knowledge and Ideas 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. 8. N/A 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. Range of Reading and Level of Text Complexity Text s and Purposes 1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. Conventions of English 1. Demonstrate command of conventions of standard English grammar and usage when writing or speaking. e. Recognize variations from standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation Comprehension and Collaboration 1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Scott%County%Schools% 6 th %Grade% English%Language%Arts%

events with that of another (e.g., a memoir written by and a biography on the same person). Range of Reading and level of Text Complexity 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. 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. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above). 5. With some guidance and support 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 on page 52.) 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. (commas, parentheses, dashes) to set off nonrestrictive/parenth etical elements. b. Spell correctly. Knowledge of Language 3.Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. Vocabulary Acquisition and Use 4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies. a. Use context (e.g., the overall meaning d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. 2.Interpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. 3.Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Presentation of Knowledge and Ideas 4.Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. 5.Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify Scott%County%Schools% 6 th %Grade% English%Language%Arts%

Range of Writing 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. 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. b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible) c. 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. d. Verify the preliminary determination of a the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. information. 6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. Scott%County%Schools% 6 th %Grade% English%Language%Arts%

a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 6. Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Scott%County%Schools% 6 th %Grade% English%Language%Arts%

Possible Novels: The Language of Literature Textbook: The Fun They Had - Alma Luz Villanueva The Boy Who Flew - Anne Rockwell (Greek Myth) Other: Scott%County%Schools% 6 th %Grade% English%Language%Arts%

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.L.1 K R S P College and Career Readiness Anchor Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Language Conventions of English State 1 K Recognize pronouns: Pronoun case: subjective, objective, possessive, intensive pronouns (myself and ourselves), vague pronouns, shifts in pronoun number and person 2 K Recognize variations from standard English 3 K Identify strategies to improve expression in language 4 R Demonstrate command of the conventions of standard English grammar and usage when writing 5 R Correct shifts in pronoun number and person. Student Friendly I can recognize pronouns. I can identify irregular words/phrases and apply rules from standard English. I can identify strategies to improve expression in language. I can use appropriate grammar and usage when writing. I can find and correct changes in pronoun number/person.

State 7 S Demonstrate command of the conventions of standard English grammar and usage when speaking 8 S Place pronouns in the proper case Student Friendly I can correctly use grammar and usage when speaking. I can place pronouns appropriately. 9 S Use intensive pronouns I can use intensive pronouns. 10 S Use correct pronoun number and person. 11 S Use correct vague pronouns Recognize variations from standard English in their own and others Speaking I can use correct pronoun number and person. I can use correct pronouns and recognize irregular pronouns in others and my own speaking. 12 S Use strategies to Improve expression in conventional language I can use conventional language to improve my expression.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.L.2 K R S P College and Career Readiness Anchor Demonstrate command of the convention of standard English capitalization, punctuation, and spelling when writing. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Language Conventions of English State 1 K Apply correct capitalization, punctuation, and spelling when writing 2 K Know punctuation rules for: Commas, parentheses, dashes Student Friendly I can use correct capitalization, punctuation, and spelling when writing. I can identify punctuation rules for commas, parentheses, and dashes. 3 K Use commas to set off nonrestrictive/parenthetical elements 4 K Use parentheses to set off nonrestrictive, parenthetical elements 5 K Use dashes to set off nonrestrictive/parenthetical elements I can use commas to set off clauses that could be used in parentheses. I can use commas to set off clauses that are not essential to the sentence. I can use dashes to set off elements that are not essential to the clause. 6 K Recall and apply spelling rules I can recall and use spelling rules. 7 K Identify and correct misspelled words I can identify and correct misspelled words.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.L.3 K R S P College and Career Readiness Anchor Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Language Knowledge of Language Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. State 1 K Recognize conventions of language for: writing, speaking, reading, listening 2 K Recognize: various sentence patterns, style, tone 3 R Apply knowledge of language when writing, reading, listening Student Friendly I can recognize the rules of language for writing, speaking, reading, and listening. I can recognize sentence patterns, style, and the author s attitude toward a piece. I can apply my knowledge of language when reading, writing, and listening. 4 R Apply knowledge of language conventions when: writing, reading, listening 5 R Determine when to vary sentence patterns for: meaning, reader/listener interest I can use language rules when writing, reading, and listening. I can determine when to vary sentences for meaning, and reader/listener interest.

State 6 R Maintain consistency in style and tone when writing 7 S Use: knowledge of language conventions when speaking 8 S Vary sentence patterns for: meaning, listener interest, style while speaking 9 S Maintain consistency in style and tone while speaking Student Friendly I can use consistent style and tone throughout the entire writing piece. I can use knowledge of language and language rules when speaking. I can vary sentences for meaning, listener interest, and style while speaking. I can maintain consistency in style and attitude while speaking.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.L.4 K R S P College and Career Readiness Anchor Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibility from a range of strategies. Language Vocabulary Acquisition and Use State 1 K Identify: common context clues in text (e.g., overall meaning of sentence or paragraph, a word s position in a sentence, a word s function in a sentence), Greek affixes and roots, Latin affixes and roots 2 K Recognize and use pronunciation symbols 3 K Use common reference materials (e.g., dictionary, glossary, thesaurus) to find the meaning of a word 4 K Consult print and digital reference materials to: find the pronunciation of a word, clarify a word s precise meaning, determine a word s part of speech Student Friendly I can identify context clues in text. I can identify Greek and Latin root words and prefixes/suffixes I can recognize and use pronunciation symbols. I can use reference books to find the meaning of a word. I can use print and reference materials to find the pronunciation of a word, find the word s meaning, or the part of speech.

State 5 R Determine or clarify the meaning of an unknown or multiple meaning word by: using context as a clue to the overall meaning of a word or phrase using Greek and Latin affixes and roots as clues to the meaning of a word 6 R Verify preliminary determination of the meaning of a word or phrase by checking inferred meaning in context or a dictionary 7 R Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase Student Friendly I can find the meaning of a word by using context clues or the Greek and Latin root words and prefixes/suffixes. I can verify the meaning of a word by checking the dictionary definition after I have come up with my own definition. I can use my vocabulary strategies to determine the meaning of an unknown word or phrase.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.L.5 K R S P College and Career Readiness Anchor Demonstrate understanding of figurative language, word relationship, and nuances in word meanings. Language Vocabulary Acquisition and Use Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. State 1 K Interpret different types of figures of speech (e.g. personification) Student Friendly I can interpret different types of figures of speech. 2 K Distinguish among the different types of word relationships (e.g. cause/effect, part/whole, item/category). I can identify the different types of word relationships (such as cause/effect, part/whole, item/category). 3 K Define the terms denotations and connotations of words I can define denotations and connotations of words. 4 R Analyze text to locate figures of speech (e.g. personification) and interpret meanings in context I can locate and interpret figures of speech used in text

State 5 R Analyze the relationship between particular words (e.g. cause/effect, part/whole, item/category) for clarity Student Friendly I can analyze the relationships between words to help me understand the meaning. 6 R Distinguish among the connotations of words with similar denotations (e.g. stingy, scrimping, economical, unwasteful, thrifty) I can choose the most appropriate words from a list of synonyms to convey the best meaning. 6

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.L.6 K R S P College and Career Readiness Anchor Acquire and use accurately general academic and domain -specific words and phrases sufficient for reading, writing, speaking and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Language Vocabulary Acquisition and Use State 1 K Identify general academic and domain specific words and phrases that are grade appropriate Student Friendly I can identify vocabulary words and phrases that are on my grade level. 2 K Gather vocabulary knowledge when considering words and phrases important to comprehension or expression I can gather vocabulary knowledge when studying or reading words and phrases that are important for me to understand the text. 3 R Make meaning and use accurately words and phrases important to the comprehension of academic and domainspecific words I can understand and use vocabulary words accurately.

State 4 R Apply and use knowledge of vocabulary when considering words and phrases important to comprehension of expression 5 R Select appropriate resources to aid in gathering vocabulary knowledge Student Friendly I can apply and use vocabulary knowledge when looking at words and phrases important to understanding expression. I can select an appropriate resource to help me gain vocabulary knowledge.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.1 K R S P College and Career Readiness Anchor Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual when writing or speaking to support conclusions drawn from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Informational Text Key Ideas and Details State 1 K Locate textual evidence that supports what the text says Student Friendly I can locate evidence in the text that supports what the text is about. 2 K Recognize textual evidence that supports inferences drawn from the text 3 R Determine the evidence that supports the explicit analysis of the text I can identify evidence from the text that supports an inference. I can determine evidence that I should use to analyze a text. 4 R Cite examples of textual evidence that supports inferences drawn from the text. I can support my inferences using examples from the text.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.2 K R S P College and Career Readiness Anchor Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Reading Informational Text Key Ideas and Details 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. State Student Friendly 1 K Identify central idea of text I can define and understand the central idea of a text. 2 K Identify supporting details of a text 3 K Define and understand the influence of personal opinion and judgment when reading a text. 4 R Analyze text to determine the central idea and supporting details 5 R Recognize particular details used to support the central idea of a text 6 R Provide a non-biased summary based on the text I can identify supporting details of the central idea of a text. I can define and understand the influence of my personal opinion when I m reading a text. I can analyze a text to determine the central idea and the supporting details. I can tell the difference between textual facts and opinions and relevant and irrelevant facts. I can create a summary based on facts from the text.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.3 K R S P College and Career Readiness Anchor Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Reading Informational Text Key Ideas and Details State 1 K Identify key ideas (individual, event, or idea) explicitly stated in text Student Friendly I can identify key ideas (individual, event, or idea) which are directly stated in a text. 2 K Define anecdote. I can define anecdote. 3 R Analyze how key individuals/events/ideas in a text are introduced, illustrated, and elaborated. I can analyze how key individuals/events/ ideas in a text are introduced, illustrated, and elaborated. 4 R Analyze evidence in text to support key ideas I can analyze evidence in text to support key ideas

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.4 K R S P College and Career Readiness Anchor Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings and analyze how specific word choices shape meaning or tone. Determine the meanings of words and phrases as they are used in a text including figurative, connotative, and technical meanings. Reading Informational Text Craft and Structure State Student Friendly 1 K Identify: words and phrases I can identify words and phrases in a text. 2 K Identify: figurative words and phrases 3 K Identify: connotative words and phrases 4 K Identify: technical words and phrases in a text. 5 R Determine meaning of words and phrases, including the: figurative connotative technical meanings of words and phrases as they are used in a text I can identify figurative language. I can identify connotation. I can identify technical words. I can determine the meaning of figurative language, connotative language, and technical language in a text.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.5 K R S P College and Career Readiness Anchor Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 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. Reading Informational Text Craft and Structure State 1 K Determine text structure: (e.g., chronology comparison cause/effect problem/solution) 2 R Analyze how particular: sentences, paragraphs, chapter or section fits into the overall structure of a text 3 R Analyze how particular: sentences paragraphs chapter or section contributes to the overall development of the ideas Student Friendly I can identify the structure of a text This means I can decide if it is organized by chronology, comparison, cause/effect, or problem/solution. I can analyze how sentences, paragraphs, and chapters or sections fit into a text. I can analyze how specific sentences, paragraphs, and chapters or selections contribute to the development of the ideas in the text.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.6 K R S P College and Career Readiness Anchor Assess how point of view or purpose shapes the content and style of a text Explain how an author develops the point of view of the narrator or speaker in a text. Reading Informational Text Craft and Structure State 1 K Determine the author s point of view or purpose of a text. 2 K Identify details or examples in a text where the author develops the point of view of the narrator or the speaker Student Friendly I can identify the author s point of view and/or purpose for writing a text. I can find support in a text where the author develops the narrator s point of view. 3 R Explain how the author conveys his/her point of view throughout the text. I can analyze how the author develops his/her point of view throughout the text.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.7 K R S P College and Career Readiness Anchor Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Reading Informational Text Integration of Knowledge and Ideas 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. State 1 K Recognize how to access information from different: media formats 2 K Identify: topic issue 3 R Integrate information taken from various media, formats, or text 4 R Demonstrate coherent understanding of the topic or issue using information from various media/formats Student Friendly I can recognize and gather information from different media and formats. I can identify the topic and/or issue in what I read. I can use information from various media, formats, or texts. I can use various media/formats to show my understanding of the meaning of the topic or issue.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.8 K R S P College and Career Readiness Anchor Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 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. Reading Informational Text Integration of Knowledge and Ideas State 1 K Define: Anargument Aclaim Student Friendly I can define an argument and claim. 2 K Identify the argument in a text I can identify the argument in a text. 3 K Identify reasons and evidence in the text. 4 R Trace the argument and specific claims in a text 5 R Distinguish between supported and unsupported claims. 6 R Evaluate the argument and its specific claims in a text I can identify reasons and evidence in a text. I can locate the argument and specific claims in a text. I can tell the difference between supported and unsupported claims. I can evaluate the argument and it s claims in a text.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.9 K R S P College and Career Readiness Anchor Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Reading Informational Text Integration of Knowledge and Ideas State 1 K Identify: events common to both texts an author s presentation of events 1 R Compare and contrast the common events in texts written by different authors (e.g. memoir written by a biography on the same person) Student Friendly I can identify events common in more than one text. I can identify an author s presentation of events. I can compare and contrast common events in texts written by different authors.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RI.10 K R S P College and Career Readiness Anchor Read and comprehend complex literary and informational text independently and proficiently. Reading Informational Text Range of Reading and Level of Text Complexity 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. State 1 K Identify/understand in an informational text: Key Ideas and Details, Craft and Structure, and Integration of Knowledge and Ideas At appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in s 1-9 with scaffolding as necessary 2 R Comprehend independently in an informational text: Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas At appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in s 1-9 with scaffolding as necessary Student Friendly I can identify and understand key ideas and details in an informational. I can identify and understand craft and structure of an informational text. I can identify and understand how knowledge and ideas come together in an informational text. On my own, I can comprehend key ideas, details, structure, craft, and where knowledge and ideas come together in an informational text.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RL1 K R S P College and Career Readiness Anchor Read closely to determine what the text says explicitly and to make logical inferences from it, cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Reading Literature Key Ideas and Details State 1 K Recognize explicit textual evidence 2 K Recognize inferences made in text Student Friendly I can recognize evidence that is directly stated in a text. I can recognize an inference in a text. 3 R Analyze text to cite textual evidence which is explicitly stated I can analyze text to cite evidence that is directly stated in the text. 4 R Analyze text to infer I can analyze the text to make an inference.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RL2 K R S P College and Career Readiness Anchor Determine%central%ideas%or%themes%of%a%text%and%analyze%their% development;%summarize%the%key%supporting%details%and% ideas.% 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. Reading Literature Key Ideas and Details State Student Friendly 1 K Understand the theme of a text I understand the theme of a text. 2 K Define and understand the central idea of a text. 3 K Identify supporting details of the main idea or theme of a text. 4 K Know how to summarize a text based on facts. 5 R Analyze supporting details used to determine theme or central idea. 6 R Distinguish between textual facts and opinions. 7 R Formulate a summary based on facts from the 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 explain how to summarize a text based on facts. I can analyze supporting details used to determine theme or central idea. I can tell the difference between textual facts and opinions. I can create a summary based on facts from the text.

9 Weeks Grade.Content. Overall 1 st 2 nd 3 rd 4 th 6.RL3 K R S P College and Career Readiness Anchor Analyze%how%and%why%individuals,%events,%and%ideas%develop% and%interact%over%the%course%of%a%text.% 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 towards a resolution. Reading Literature Key Ideas and Details State 1 K Identify a series of episodes (e.g., rising action, etc.) within a specific story or drama. 2 K Identify character types and traits 3 R Describe how a plot unfolds in a series of episodes 3 R Explain how character(s) respond or change over the course of the story or drama. Student Friendly I can identify the exposition, rising action, climax, falling action, and resolution of a story. I can identify character types and traits I can describe a plot in in the sequence of the events in the story. I can explain how characters respond or change over the course of the story.