Correlation of The EMC Masterpiece Series Literature and the Language Arts, Grade 6 Copyright 2003 to the New York Standards for Reading, Writing, and Speaking EMCParadigm Publishing 875 Montreal Way St. Paul, Minnesota 55102 800-328-1452 phone 800-328-4564 fax 1
READING Standard 1: Students will read, write, listen, and speak for information and understanding. WHAT STUDENTS READ, Grades 5-6 for Information and Understanding Read from informational texts such as: - textbooks related to all school subjects - reference materials - primary sources - biographies and autobiographies - essays - newspapers and magazines - age-appropriate online and electronic databases and web sites WHAT STUDENTS DO FOR INFORMATION AN DUNDERSTANDING: The competencies that 5-6 students demonstrate as they learn to read 19, 20, 34, 45, 53, 59, 61, 80, 82, 88, 133, 158, 200, 262, 283 Locate and use school and public 189, 20, 34, 45, 53, 59, 61, 80, 82, 90, 158, 262, 283 library resources independently to acquire information Use table of contents and indexes to 53, 61, 78, 80, 90, 469, 757, 799, 828, 870 locate information Read to collect and interpret data, facts, 19, 20, 34, 45, 61, 90, 140, 158, 262, 272, 309, 355 and ideas Read the steps of a procedure in order 45, 230, 870, 792 to accomplish a task, for example, complete a science experiment of install software Skim materials to gain an overview on 20, 45, 53, 59, 61, 78, 80, 124, 301, 369 content of locate specific information Use text features such as headings, 61, 103, 469, 757, 799, 828, 870, 923-24, 482, 794 captions, and titles, to understand and interpret informational text Recognize organizational formats to 59, 61, 82, 103, 113, 133, 140, 318, 369, 524, 619 assist in comprehension of informational text Identify missing information and 45, 87, 90, 103, 113, 262, 799 irrelevant information Distinguish between fact and opinion 90, 103, 113, 140, 158, 722, 752, 799, 828, 920 2
Compare and contrast information about one topic from different sources Recognize how new information is related to prior knowledge or experience WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to read 45, 80, 90, 103, 262, 355, 455, 598-604, 619, 711 4, 72, 78, 80, 152, 181, 228, 332, 382, 517, 566, 619 Identify purpose for reading 74, 122, 262, 307, 317-318, 361, 491, 569, 738, 791 Adjust reading rate according to 6, 74, 105, 122, 391, 454, 489, 652, 843, 630 purpose for reading Use word recognition and context clues 34, 74, 92, 186, 272, 424, 480, 740 to read fluently Determine the meaning of unfamiliar 34, 272, 424, 480, 750, 642, 784, or any selection words by using context clues, a dictionary, a glossary Identify signal words (finally or in 219, 297, 324, 369, 435, 469, 853, 848, 193, 176 addition) that provide clues to organizational formats such as time order Use knowledge of punctuation to assist 74, 297, 324, 399, 489, 625, 410, 503-505, 853, 729- in comprehension 732 Apply corrective strategies to assist in 47, 80, 105, 136, 164, 230, 334, 575, 644, 777 comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers) Read aloud, using inflection and 6, 74, 82, 105, 133, 135, 230, 292, 361, 454, 471, 489 intonation appropriate to text read and audience Maintain a personal reading list to 61, 141, 217, 319, 370, 437, 501, 597, 682, 727, 800, reflect reading goals and 855 accomplishments 3
READING Standard 2: Students will read, write, listen, and speak for literary response and expression. WHAT STUDENTS READ, Grades 5-6 for Literary Response and Expression Read, view, and interpret imaginative texts and performances, such as: - Short stories - Short novels - plays - myths and legends - folktales - poems - films and video productions - electronic books WHAT STUDENTS DO FOR LITERARY RESPONSE AND EXPRESSION: The competencies that 5-6 students demonstrate as they learn to read Read, view, and interpret imaginative texts from a variety of genres Define the characteristics of different genres Select imaginative text based on personal needs and interests and read silently for enjoyment for extended periods Read aloud from a variety of genres, for example, read the lines of a play or recite a poem Recognize that the same story can be told in different genres; for example, novel, poem, or play Identify literary elements (setting, plot, character, rhythm, and rhyme) of different genres Recognize how the author uses devices such as simile, metaphor, and personification to create meaning Recognize how authors treat similar themes 45, 308, 361, 501, 597, 607, 623, 682, 690, 735 45, 308, 361, 501, 597, 607, 623, 682, 690, 735 16, 30, 88, 108, 132, 176, 199, 208, 305, 317, 339 61, 141, 189, 217, 319, 370, 437, 501, 592, 597 74, 106, 179, 202, 211, 292, 361, 538, 625, 630, 682 41, 74, 141, 215, 257, 298, 393, 419, 474, 492, 662 43-44, 58, 88, 101, 139, 162, 183, 208, 339, 353, 360 24, 58, 140, 215, 261, 328, 342, 371, 477, 522 58, 205, 579, 607, 633, 641, 674, 691, 711, 812 4
Identify the ways in which characters change and develop throughout a story Compare characters in literature to people in own lives 5, 101, 139, 248, 261, 305, 398, 421, 714, 800 15, 47, 59, 77, 135, 477, 517, 645, 658, 792 WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to read Identify purpose of reading 47, 202, 657, 666, 677, 691, 711, 726, 800, 836 Adjust reading rate according to 105, 630, 644, 652, 655, 697, 717, 792, 853, 850 purpose for reading Use word recognition and context clues 27, 34, 424, 740, or any selection to read fluently Determine the meaning of unfamiliar 34, 230, 264, 401, 424, 469, 662, 652, 784 words by using context clues, a dictionary, a glossary Identify signal words (finally or in 176, 193, 322, 369, 469, 756, 853, 848, 856-862, 218 addition) that provide clues to organizational formats such as time order Use knowledge of punctuation to assist 74, 297, 324-326, 399, 410, 489, 503-505, 853, 729- in comprehension 732, 78 Apply corrective strategies to assist in 34, 47, 92, 186, 230, 264, 272, 292, 334, 363, 401 comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers) Read aloud, using inflection and 74, 106, 202, 211, 292, 361, 384, 412, 471, 489 intonation appropriate to text read and audience Maintain a personal reading list to 61, 141, 217, 319, 370, 437, 501, 597, 682, 727, 800, reflect reading goals and 855 accomplishments 5
READING Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. WHAT STUDENTS READ, Grades 5-6, for Critical Analysis and Evaluation: Read to analyze and evaluate information, ideas, opinions, themes, and experiences from the following: - books, fiction and nonfiction - essays including scientific and historical essays - newspapers and magazines - advertisements - electronic resources WHAT STUDENTS DO FOR CRITICAL ANALYSIS AND EVALUATION: The competencies that 5-6 students demonstrate as they learn to read Evaluate information, ideas, opinions, and themes in texts by identifying: - the central idea and supporting details - details that are primary and those that are less important - precise and vague language - statements of fact, opinion, and exaggeration - missing or unclear information Use established and personal criteria to analyze and evaluate the quality of ideas and information in text Identify different perspectives (such as social, cultural, ethnic, historical) on an issue presented in more than one text Recognize how one s own point of view contributes to forming an opinion about information and ideas 90, 103, 140, 225, 262, 328, 436, 515, 749, 777 90, 103, 262, 341, 355, 361, 515, 777, 749 90, 262, 341, 355, 361, 492, 628, 655, 799, 836 45, 90, 289, 447, 478, 492, 628, 766, 799, 836 30, 43, 132, 139, 161, 199, 261, 596, 666, 644, 480 6
WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to read Identify purpose of reading 74, 122, 262, 307, 317-318, 361, 491, 659, 738, 791 Adjust reading rate according to purpose for reading Use word recognition and context clues to read fluently Determine the meaning of unfamiliar words by using context clues, a dictionary, or a glossary Identify signal words (finally or in addition) that provide clues to organizational formats such as time order Use knowledge of punctuation to assist in comprehension Apply corrective strategies to assist in comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers) Read aloud, using inflection and intonation appropriate to text read and audience Maintain a personal reading list to reflect reading goals and accomplishments 6, 74, 105, 122, 361, 454, 489, 652, 843, 630 34, 74, 92, 186, 272, 424, 480, 740 34, 272, 424, 480, 740, 230 193, 219, 297, 324, 369, 435, 469, 848, 853 74, 297, 324, 399, 489, 625, 410, 503-505, 853, 729-732 47, 80, 105, 136, 164, 230, 334, 575, 644, 777 6, 74, 82, 105, 133, 135, 230, 292, 361, 454, 471, 489 61, 141, 217, 319, 370, 437, 501, 597, 682, 727, 800, 855 READING Standard 4: Students will read, write, listen, and speak for social interaction. WHAT STUDENTS READ, Grades 5-6, for Social Interaction: Read the following to establish, maintain, and enhance personal relationships: - friendly letters, notes, cards - published diaries and journals - electronic mail (e-mail) 200, 216, 262, 306, 318, 369, 399, 410, 536, 560, 926, 855 7
WHAT STUDENTS DO FOR SOCIAL INTERACTION: The competencies that 5-6 students demonstrate as they learn to read Share reading experiences to build a relationship with peers or adults; for example, read together silently or aloud with a partner or in small groups Respect the age, gender, position, and cultural traditions of the writer Recognize conversational tone in friendly communication Recognize the types of language appropriate to social communications; for example, jargon/colloquialisms, information, and conventions of e-mail WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to read 6, 34, 164, 217, 319, 370, 399, 437, 597, 726 27, 61, 79, 130-131, 305, 740, 758, 767, 366, 833 18, 25, 45, 106, 186, 209, 267, 399, 792, 522 18, 45, 186, 369, 410, 536, 551, 560, 581, 855 Identify purpose of reading 47, 202, 657, 666, 677, 691, 711, 726, 800, 836 Adjust reading rate according to 105, 630, 644, 652, 655, 697, 717, 792, 843, 850 purpose for reading Use word recognition and context clues 27, 34, 424, 740, or any selection to read fluently Determine the meaning of unfamiliar 34, 230, 264, 401, 424, 469, 662, 642, 784 words by using context clues, a dictionary, or a glossary Identify signal words (finally or in 176, 193, 322, 369, 469, 756, 853, 848, 856-862, 218 addition) that provide clues to organizational formats such as time order Use knowledge of punctuation to assist 74, 297, 324-326, 399, 410, 489, 503-505, 853, 729- in comprehension 732, 78 Apply corrective strategies to assist in 34, 47, 92, 186, 230, 264, 272, 292, 334, 363, 401 comprehension (such as rereading, discussion with teacher, peers, or parents/caregivers) Read aloud, using inflection and intonation appropriate to text read and audience Maintain a personal reading list to reflect reading goals and 74, 106, 202, 211, 292, 361, 384 61, 141, 219, 319, 370, 437, 501, 597, 682, 727, 800, 855 8
accomplishments WRITING Standard 1: Students will read, write, listen, and speak for information and understanding. WHAT STUDENTS WRITE, Grades 5-6, for Information and Understanding: Write the following in order to transmit information: - business letters - directions - news articles - summaries - reports of approximately one to five pages WHAT STUDENTS DO FOR INFORMATION AND UNDERSTANDING: The competencies that 5-6 students demonstrate as they learn to write 78, 103, 133, 140, 162, 177, 200, 270, 289, 341, 399, 435, 487, 799 Use at least three sources of information with appropriate citations to develop reports Take notes to record and organize relevant data, facts, and ideas State a main idea and support it with details and examples Compare and contrast ideas and information among two or three sources Write labels or captions for graphics such as charts, maps, graphs, and diagrams used to convey information Adopt an organizational format such as chronological order that is appropriate for informational writing Use paragraphing to organize ideas and information Maintain a portfolio that includes informational writing 655, 799, 801-810 90, 103, 140, 289, 341, 355, 469, 478, 522, 598-604, 801-810 20, 230, 318, 340, 341, 349, 422, 596, 775, 801-810 262, 264, 355, 454, 455, 478, 480, 536, 598-604, 766 318, 326, 361, 369, 458, 469, 581, 747, 775, 828, 848 218, 230, 369, 373, 422, 526, 598-604, 801-810, 848, 856-862 318, 340, 349, 369, 410, 422, 492, 536, 675, 848 T21-22, T29 WRITING 9
Standard 2: Students will read, write, listen, and speak for literary response and expression. WHAT STUDENTS WRITE, Grades 5-6, for Literary Response and Expression: Write original imaginative texts, such as: - stories - poems and songs - plays Write interpretive and responsive essays. 32, 59, 92, 135, 141, 216, 250, 259, 287, 308, 334, 294 6, 133, 154, 200, 225, 292, 308, 328, 379, 436 WHAT STUDENTS DO FOR LITERARY RESPONSE AND EXPRESSION: The competencies that 5-6 students demonstrate as they learn to write Write original imaginative texts: - use organizing structures such as stanzas, chapters, scenes, and verses - create a lead that attracts the reader s interest - provide a title that interests the readers - develop characters, create a setting, and establish a plot - use examples of literary devices such as rhythm, rhyme, simile, and personification - establish consistent point of view; for example, first or third person - use vocabulary to create a desired effect Write interpretive essays in order to: - summarize the plot - describe the characters and how they change - describe the setting and recognize its importance to the story - draw a conclusion about the work 32, 59, 92, 135, 141, 216, 250, 259, 287, 308, 334, 394 6, 133, 154, 200, 225, 292, 308, 328, 379, 436, 446 - interpret the impact of literary devices such as simile and personification 10
- recognize the impact of rhythm and rhyme Respond to literature, connecting the response to personal experience Use resources such as personal experience and themes from other texts and performances to plan and create imaginative text Maintain a writing portfolio that includes imaginative, interpretive, and responsive writing WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to write Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings Determine the intended audience before writing Use tone and language appropriate for audience and purpose Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining Use the writing process (prewriting, drafting, revising, proofreading, and editing) Use teacher conferences and peer review to revise written work Observe rules of punctuation, capitalization, and spelling: - punctuation of simple and compound sentences, of dialogue, of titles of articles - spelling of commonly misspelled words, of homonyms, of contentarea vocabulary 14, 29, 76, 160, 198, 225, 328, 385, 410, 548, 557 34, 102, 149, 225, 329, 379, 394, 447, 509, 614 See page T21 for instructions 25, 27, 62-67, 103, 124, 200, 341, 371-377, 384, 502-507 63, 103, 133, 141, 143, 154, 200, 218, 321, 341 63, 103, 133, 143, 154, 200, 321, 341, 372, 384 32, 63-64, 142-147, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688 62-67, 142-147, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 66-67, 142-147, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 62-67, 133, 142-147, 154, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 Use correct grammatical construction: - parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative 62-67, 133, 142-147, 154, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 11
and objective), conjunctions (coordinating and subordinating), prepositions and prepositional phrases, and interjections - complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand Use dictionaries, thesauruses, and style 103, 144, 154, 200, 218-223, 230, 292, 320-326, 369, 538 34, 550, 625, 662, 61, 25, 78, 810, 628; any vocabulary lesson manuals Use word processing skills 62-67, 142-147, 154, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 WRITING Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. WHAT STUDENTS WRITE, Grades 5-6, for Critical Analysis and Evaluation: Write the following to analyze and evaluate ideas, information, themes and experiences: - stories - poems and songs - plays 17, 270, 361, 422, 681, 747, 841, 856-862, 799, 728-733 WHAT STUDENTS DO FOR CRITICAL ANALYSIS AND EVALUATION: The competencies that 5-6 students demonstrate as they learn to write Use strategies such as note taking, semantic webbing or mapping, and outlining to plan and organize writing 44, 63-64, 143, 219, 321, 373, 441, 504, 600, 685, 730-731, 804 Use supporting evidence from text to evaluate ideas, information, or experiences Analyze the impact of an event of issue f l d h l 16, 30, 58, 69, 88, 101, 116, 158, 183, 200, 215 59, 61, 82, 90, 96, 133, 135, 747, 681, 799, 841 12
from personal, peer group, and school community perspectives Analyze literary elements in order to evaluate the quality of ideas and information in text Use information and ideas from other subject areas and personal experiences to forma and express opinions and judgments Adopt an organizational format appropriate for critical analysis and evaluation such as compare/contrast Use precise vocabulary in writing analysis and evaluation Maintain a writing portfolio that includes writing for critical analysis and evaluation WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to write Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings Determine the intended audience before writing Use tone and language appropriate for audience and purpose Use pre-writing activities, for example, brainstorming, freewriting, note taking, and outlining Use the writing process (prewriting, drafting, revising, proofreading, and editing) Use teacher conferences and peer review to revise written 6, 58, 101, 176-177, 183, 215, 243, 247, 261, 273 45, 53, 59, 61, 78, 80, 87, 90, 158, 262 31, 59-60, 92, 96, 113, 184, 230, 248, 328, 355, 369, 598-604 25, 83, 90, 124, 133, 318, 352, 387, 391, 436 T21-22, T29 25, 44, 59, 142-146, 162, 184, 200, 218-223, 318, 340, 371-377, 492, 799 63, 143, 218, 321, 372-373, 439, 503, 599, 683, 729, 803, 857 63, 143, 219, 321, 372, 439, 503, 599, 683, 729, 803, 857 63-64, 218-220, 143, 321-323, 372-373, 39-41, 503-504, 683-685, 729-731, 802-805, 857-858 62-67, 142-147, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 728-733, 801-810, 856-862 66, 145, 220, 322, 375, 442, 506, 603, 686, 732, 807, 860 Observe rules of punctuation, capitalization, and spelling: - punctuation of simple and compound sentences, of dialogue, of titles of articles 74, 297, 324-325, 399, 489, 625, 854, 715, 503-505, 729-732 13
- spelling of commonly misspelled words, of homonyms, of contentarea vocabulary Use correct grammatical construction: - parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating and subordinating), prepositions and prepositional phrases, and interjections - complete simple, compound, and complex sentences, using: correct subject/verb agreement, verb tense, and pronouns with clear antecedents Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand Use dictionaries, thesauruses, and style 64-65, 145-147, 221-223, 373-375, 440-441, 599-602, 687-688, 836, 757, 859-861 103, 144, 219, 297, 324, 369, 435, 469, 853, 848 25, 757, 870-871, 925, 628, any vocabulary lesson manuals Use word processing skills 62, 142, 218, 320, 371, 438, 502, 598, 683, 728, 801, 856 WRITING Standard 4: Students will read, write, listen and speak for social interaction. WHAT STUDENTS WRITE, Grades 5-6, for Social Interaction: Write the following to establish, maintain, and enhance personal relationships: - friendly letters, notes, and cards - personal journals - friendly electronic messages (email) 17, 89, 216, 262, 369, 399, 410, 492, 536, 628, 681, 618 WHAT STUDENTS DO FOR SOCIAL INTERACTION: The competencies that 5-6 students demonstrate as they learn to write 14
Share the process of writing for social communication with peers and adults; for example, write a condolence note, get well card, of thank you letter with a writing partner or in small groups Respect age, gender, position, and cultural traditions of the recipient Develop a personal voice that enables to reader to get to know the writer Write personal reactions to experiences, events, and observations, using a form of social communication WHAT STUDENTS DO FOR ACROSS ALL FOUR ENGLISH LANGUAGE ARTS STANDARDS: The competencies that 5-6 students demonstrate as they learn to write Understand the purpose for writing; for example, explain, describe, narrate, persuade, and express feelings Determine the intended audience before writing Use tone and language appropriate for audience and purpose Use prewriting activities; for example, brainstorming, freewriting, note taking, and outlining Use the writing process (prewriting, drafting, revising, proofreading, and editing) Use teacher conferences and peer review to revise written work Observe rules of punctuation, capitalization, and spelling: - punctuation of simple and compound sentences, of dialogue, of titles of articles - spelling of commonly misspelled words, of homonyms, of contentarea vocabulary Use correct grammatical construction: - parts of speech: nouns, adjectives and adverbs (comparative and superlative), pronouns (nominative and objective), conjunctions (coordinating and subordinating), prepositions and 369, 560, 628, 675, 681, 792, 832, 855, 835, 25 31, 44, 89, 140, 200, 560, 581, 675, 784, 799 27, 62-67, 149, 218-223, 289, 343, 371, 522, 559, 677 57, 62-67, 149, 152, 218-223, 289, 306, 329, 559, 614 25, 27, 62-67, 103, 124, 200, 351, 371-377, 384, 502-507 63, 103, 133, 141, 143, 154, 200, 218, 321, 341 63, 103, 133, 143, 145, 200, 219, 321, 341, 372, 384 32, 63-64, 142-147, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 62-67, 142-147, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 62-67, 142-147, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 62-67, 133, 142-147, 154, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 62-67, 133, 142-147, 154, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 15
prepositional phrases, and interjections Use signal words to provide clues to the organizational format; for example, in addition, finally, as a result, similarly, on the other hand Use dictionaries, thesauruses, and style 103, 144, 154, 200, 218-223, 230, 292, 320-326, 369, 538 34, 61, 25, 78, 550, 628, 810, any Vocabulary Lesson manuals Use word processing skills 62-67, 142-147, 154, 218-223, 320-326, 371-377, 438-444, 502-507, 598-604, 683-688, 801-810 LISTENING Standard 1: Students will read, write, listen, and speak for information and understanding. WHAT STUDENTS LISTEN TO, Grades 5-6, for Information and Understanding Listen to interpret data, facts, and ideas in, for example: - short lectures - class discussions - interviews - presentations - multimedia presentations - newscasts 6, 31, 34, 47, 59-60, 78, 103, 140, 200, 289, 422 16
WHAT STUDENTS DO FOR INFORMATION AND UNDERSTANDING: The competencies that 5-6 students demonstrate as they learn to listen Listen in order to: - follow instructions which provide information about a task or an assignment - identify essential details for note taking - distinguish between fact and opinion - identify information that is implicit rather than stated - connect new information to prior knowledge or experience WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to listen 6, 31, 34, 47, 59-60, 78, 103, 140, 200, 289, 422 Listen respectfully and responsively 6, 31, 47, 59-60, 90, 92, 103, 140, 200, 289, 422 Identify own purpose for listening 92, 103, 140, 200, 289, 341 Listen for unfamiliar words and learn 74, 80, 230, 264, 334, 351, 424, 614, 635, 740, 794 their meaning LISTENING Standard 2: Students will read, write, listen, and speak for literary response and expression. WHAT STUDENTS LISTEN TO, Grades 5-6, for Literary Response and Expression Listen to comprehend, interpret, and respond to imaginative texts and performances such as: - stories - plays - poems and songs - films and video productions 399, 45, 78, 103, 105, 149, 191, 202, 267, 361 17
WHAT STUDENTS DO FOR LITERARY RESPONSE AND EXPRESSION: The competencies that 5-6 students demonstrate as they learn to listen Listen in order to: - distinguish different genres, such as story, biography, poem, or play - identify characters motivation - recognize the use of literary devices, such as simile, personification, rhythm, and rhyme in presentation of imaginative texts and determine their impact on meaning - use personal experience and prior knowledge to interpret and respond to imaginative texts and performances - identify cultural and historical influences in texts and performances WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to listen 45, 78, 103, 105, 149, 191, 202, 267, 399, 361 Listen respectfully and responsively 28, 32, 47, 90, 103, 267, 369, 289, 399, 59-60 Identify own purpose for listening 32, 47, 90, 103, 106, 202, 289, 399, 28, 59-60 Recognize content-specific vocabulary 80, 92, 292, 412, 424, 759, 794, 824, 830, 838 or terminology Listen for unfamiliar words and learn 74, 186, 230, 264, 272, 351, 401, 480, 740, 824 their meaning 18
LISTENING Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. WHAT STUDENTS LISTEN TO, Grades 5-6, for Critical Analysis and Evaluation Listen to analyze and evaluate information, ideas, opinions, themes, and experiences in, for example: - discussions in small and large group settings - speeches in class and group settings, such as assemblies - reviews of books, films, and stage plays - panel presentations - multimedia presentations 478, 436, 399, 492, 522, 530, 581, 628, 655, 681, 726, 766, 792, 799, 854 WHAT STUDENTS DO FOR CRITICAL ANALYSIS AND EVALUATION: The competencies that 5-6 students demonstrate as they learn to listen Listen in order to: - form an opinion on a subject based on information, ideas, and themes expressed in presentations - recognize that the criteria used to analyze and evaluate presentations may be influenced by one s point of view and purpose for listening - recognize and use the perspectives of others, including teachers and peers, in order to analyze and evaluate presentations - use prior knowledge and experiences in order to more fully evaluate and analyze content of presentations - recognize persuasive presentations and identify the techniques used to accomplish that purpose, such as choice of language and use of sound effects 399, 478, 492, 560, 628, 655, 681, 726, 747, 792, 799 19
- evaluate the quality of the speaker s presentation style by using criteria such as volume, tone of voice, and rate WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to listen Listen respectfully and responsively 6, 31, 47, 59-60, 90, 92, 103, 140, 200, 289, 422 Identify own purpose for listening 31, 45, 47, 59-60, 92, 103, 140, 200, 289, 341 Listen for unfamiliar words and learn 74, 80, 230, 264, 334, 351, 424, 614, 635, 740, 794 their meaning LISTENING Standard 4: Student will read, write, listen, and speak for social interaction. WHAT STUDENTS LISTEN TO, Grades 5-6, for Information and Understanding Listen in the classroom and school environment to establish, maintain, and enhance personal relationships in, for example: - conversations - small and large group discussions - conferences with teacher 18, 25, 78, 80, 149, 289, 319, 369, 437, 494, 517 WHAT STUDENTS DO FOR SOCIAL INTERACTION: The competencies that 5-6 students demonstrate as they learn to listen Respect the age, gender, position, and cultural traditions of the speaker Recognize friendly communication based on volume, tone, and rate of the speaker s voice Recognize that social communication may include informational language such as jargon and colloquialisms 18, 47, 59, 65, 92, 135, 202, 211, 272, 292 18, 25, 45, 103, 209, 267, 289, 319, 369, 422 18, 45, 65, 292, 349, 494, 524, 538, 550, 562 20
Recognize the meaning of speakers nonverbal cues WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to listen 31, 45, 257, 289, 369, 422, 494, 501, 560, 697, 727 Listen respectfully and responsively 28, 32, 47, 90, 103, 267, 369, 289, 399, 59-60 Identify own purpose for listening 28, 32, 47, 90, 103, 267, 369, 289, 399, 59-60 Recognize content-specific vocabulary 80, 92, 292, 412, 424, 759, 794, 824, 830, 838 or terminology Listen for unfamiliar words and learn 74, 186, 230, 264, 272, 351, 401, 480, 740, 824 their meaning SPEAKING Standard 1: Student will read, write, listen, and speak for information and understanding. WHEN STUDENTS SPEAK, Grades 5-6, for Information and Understanding Speak to share data, facts, and ideas in, for example: - small and large group class discussion - presentations to classmates and other students - school assemblies 18, 25, 45, 264, 270, 289, 318, 341, 369, 436, 469, 478 WHAT STUDENTS DO FOR INFORMATION AND UNDERSTANDING: The competencies that 5-6 students demonstrate as they learn to speak Speak in order to: - ask probing questions - interview peers - share information from personal experience - share information from a variety of texts 18, 45, 59-60, 90, 103, 264, 272, 289, 292, 318, 341, 357 21
- synthesize and paraphrase information - state a main idea and support it with facts, details, and examples - compare and contrast information - make connections between sources of information Present reports of five to seven minutes for teachers and peers on topics related to all school subjects Summarize main points as part of the conclusion Use notes or outlines appropriate to the presentation 140, 341, 581, 747 59-60, 200, 318, 436, 469, 581, 726, 766, 289, 399 59-60, 90, 200, 318, 410, 422, 469, 478, 581, 681 WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to speak Respond respectfully 31, 90, 140, 200, 289, 361, 369, 492, 560, 581 Initiate communication with peers, 31, 90, 341, 361, 369, 436, 492, 560, 581, 681 teachers, and others in the school community Use language and grammar appropriate 45, 270, 289, 341, 361, 369, 410, 436, 492, 560, to purpose for speaking 655, 757 Use facial expressions and gestures 45, 270, 289, 341, 361, 369, 410, 436, 492, 560, which enhance communication 655, 757 Establish eye contact during 45, 270, 289, 341, 361, 369, 410, 436, 492, 560, presentations and group discussions 655, 757 Use audible voice and pacing 45, 270, 289, 341, 361, 369, 410, 436, 492, 560, appropriate to content and audience 655, 757 Use visual aids to support the 59-60, 318, 341, 469, 581, 681, 747, 816-817, 918, presentation 937 22
SPEAKING Standard 2: Student will read, write, listen, and speak for literary response and expression. WHEN STUDENTS SPEAK, Grades 5-6, for Literary Response and Expression Speak to present interpretations and responses to imaginative texts in, for example: - class and small group discussions - formal presentations to classmates - group and individual conferences with teachers - school assemblies 45, 61, 78, 80, 122, 200, 217, 319, 399, 437 WHAT STUDENTS DO FOR LITERARY RESPONSE AND EXPRESSION: The competencies that 5-6 students demonstrate as they learn to speak Speak in order to: - Present original works such as stories, poems, and plays to adults and peers - Share book reviews - Summarize the plot, describe motivation of characters, and explain the importance of setting - Connect a personal response to literature to prior experience or knowledge - Recognize the importance of cultural, ethnic, and historical characteristics in texts and performances - Ask questions and respond to questions for clarification Use notes or outlines appropriately in presentations 41, 45, 61, 78, 80, 122, 200, 217, 319, 399, 437 90, 111, 140, 200, 264, 312, 349, 370, 469, 478 23
WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to speak Respond respectfully 25, 59, 103, 217, 283, 289, 319, 399, 437, 509 Initiate communication with peers, 59, 283, 437, 494, 538, 550, 581, 666, 792, 813 teachers, and others in the school community Use language and grammar appropriate 45, 200, 211, 217, 257, 267, 412, 419, 492, 560 to purpose for speaking Use facial expressions and gestures 45, 74, 117, 133, 257, 298, 369, 412, 419, 492, 560 which enhance communication Establish eye contact during 45, 74, 90, 100, 200, 217, 257, 567, 589, 369, 492 presentations and group discussions Use audible voice and pacing 45, 74, 105, 117, 133, 211, 257, 361, 369, 412, 419 appropriate to content and audience Use visual aids to support the 133, 318, 370, 447, 469, 524, 681, 727, 747, 759 presentation SPEAKING Standard 3: Student will read, write, listen, and speak for critical analysis and evaluation. WHEN STUDENTS SPEAK, Grades 5-6, for Critical Analysis and Evaluation Speak to present opinions and judgments in, for example: - class and group discussions - formal presentations to classmates - individual/group conferences with teachers - presentations at school assemblies 18, 25, 78, 90, 140, 162, 200, 216, 289, 318, 369 WHAT STUDENTS DO FOR CRITICAL ANALYSIS AND EVALUATION: The competencies that 5-6 students demonstrate as they learn to speak Speak in order to: - Ask questions and respond to questions for clarification 59, 78, 90, 103, 133, 140, 162, 200, 270, 289, 318, 341, 369 24
- Express an opinion or a judgment about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements - Use role play as a strategy to analyze or evaluate an event or issue - Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments - Articulate a thesis statement and support it with details, examples, and reasons - Persuade, using appropriate language, tone, volume, and gestures Use notes or outlines appropriately in presentations WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to speak 59, 90, 140, 152, 200, 289, 341, 369, 436, 469, 478 Respond respectfully 31, 90, 140, 200, 289, 361, 369, 492, 560, 581 Initiate communication with peers, 31, 90, 361, 369, 492, 560, 581, 681 teachers, and others in the school community Use language and grammar appropriate 45, 270, 289, 341, 361, 369, 410, 436, 492, 560, 655, to purpose for speaking 757 Use facial expressions and gestures 45, 270, 289, 341, 361, 369, 410, 436, 492, 560, 655, which enhance communication 757 Establish eye contact during 45, 270, 289, 341, 361, 369, 410, 436, 492, 560, 655, presentations and group discussions 757 Use audible voice and pacing 45, 270, 289, 341, 361, 369, 410, 436, 492, 560, 655, appropriate to content and audience 757 Use visual aids to support the 59-60, 318, 341, 469, 581, 681, 747, 816-817, 918, presentation 937 25
SPEAKING Standard 4: Student will read, write, listen, and speak for social interaction. WHEN STUDENTS SPEAK, Grades 5-6, for Social Interaction Speak in the classroom and school environment to establish, maintain, and enhance personal relationships in, for example: - conversations - small and large group activities - conferences with teacher 699, 703, 708, 726, 727, 800, 813, 850, 855, 863 WHAT STUDENTS DO FOR SOCIAL INTERACTION: The competencies that 5-6 students demonstrate as they learn to speak Discuss the content of friendly notes, cards, and letters with a teacher or classmate in order to get to know the writer and each other Use the informal language of social communication Respect the age, gender, culture, and interests of the listener WHAT STUDENTS DO ACROSS ALL students demonstrate as they learn to speak 72, 262, 306, 318, 369, 399, 832, 835, 836, 855 699, 703, 708, 725, 727, 757, 800, 813, 850, 855, 863 211, 699, 703, 708, 726, 727, 757, 800, 813, 843 Respond respectfully 25, 59, 103, 217, 283, 289, 319, 399, 437, 509 Initiate communication with peers, 59, 283, 437, 494, 538, 550, 581, 666, 792, 813 teachers, and others in the school community Use language and grammar appropriate 45, 200, 211, 217, 257, 267, 412, 419, 492, 560 to purpose for speaking Use facial expressions and gestures 45, 74, 117, 133, 257, 298, 369, 412, 419, 492, 560 which enhance communication Establish eye contact during 45, 74, 117, 133, 27, 298, 369, 412, 419, 369, 492 presentations and group discussions 26
Use audible voice and pacing appropriate to content and audience Use visual aids to support the presentation 45, 74, 105, 117, 133, 211, 257, 361, 369, 412, 419 133, 318, 370, 447, 469, 524, 681, 727, 747, 759 27