GRADE 6 ELA BLUEPRINT 2016-2017 The blueprints below reflect only operational test items. GRADE 6: Subpart 1 Writing Prompt will align to one of W.6.1, W.6.2, or W.6.3 # of items # of score points Focus and Organization ** 4 Development ** 4 Language and Style 1 4 Conventions (standards L.6.1, L.6.2, L.6.3) 4 TOTAL 16 **Focus and Organization and Development will be double weighted in writing in the 2018-19 school year for middle school. Focus and Organization and Development will not be double weighted in the 2016-17 school year or the 2017-18 school year. GRADE 6: Subparts 2, 3, and 4 # of items # of score points Reading *Reading Literature (standards RL.6.1-RL.6.3; RL.6.5-RL.6.6; RL.6.9) *Reading Informational Text (standards RI.6.1-RI.6.3; RI.6.5-RI.6.6; RI.6.8-RI.6.9) *Vocabulary (standards RL.6.4; RI.6.4; L.6.4-L.6.5) Writing *Conventions (standards L.6.1, L.6.2, L.6.3) 23-40 4-6 29-49 4-6 TOTAL 27-46 33-55 GRADE 6: Summary # of items # of Score Points % of Test Subpart 1 1 16 26-32 Subparts 2, 3, and 4 27-46 33-55 66-77 TOTAL 28-47 *50-71 100 *All assessments must have a minimum of 50 score points. Revised July 20, 2016
2016-2017 ELA STARDS PER 9 WEEKS 6 TH GRADE - AT-A-GLANCE Aug. 5 Oct. 7 Oct. 10 Dec. 16 Jan. 5 March 15 March 17 May 25 2016 2016 2017 2017 1 ST 9 WEEKS 2 ND 9 WEEKS 3 RD 9 WEEKS 4 TH 9 WEEKS READING LITERATURE 1, 2, 3, 5, 6, 7, 10 4, 5, 9, 10 5, 10 5, 10 READING 1, 2, 10 1,3, 4, 5, 6, 7, 9, 10 3, 4, 5, 6, 9, 10 2, 4, 5, 6, 7, 8, 9, 10 1, 8, 10 1, 10 1, 4, 5, 6, 9, 10 5, 6, 9, 10 SPEAKING LISTENING 1, 2, 6 1, 2, 5, 6 1, 2, 3, 4, 6 1, 2, 6 LANGUAGE 2, 3, 4, 6 1 a,c 2, 3, 4, 6 1 b,d,e 2, 3, 4, 5, 6 2, 3, 4, 6
6 TH GRADE ELA 2016-2017 COURSE DESCRIPTION: Students read literature that includes fiction and non-fiction, short stories, essays, articles, poetry, and drama. Students will read novels from our county s required reading list. At this level, students are to be strategic readers. Our ELA program provides structure and support for all students strong independent readers, students who are working towards independence, and students who still require support. Writing is expanded into argumentative and informative essays in 6 th grade where students have to cite appropriate textual evidence. 6 th grade language arts is designed to involve the student in applying reading, writing, listening, speaking, and viewing skills in an independent manner.
GRADE 6 ELA PACING GUIDE 2016-2017 Revised July 2016 STR ANCHOR ST. STARD + I CAN STATEMENTS 1 st 9 wks 2 nd 9wks 3 rd 9 wks 4 th 9 wks LITERATURE KEY IDEAS & DETAILS RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. *I can cite textual evidence to support analysis of a text. *I can determine what the text says explicitly as well as make inferences. Taught LITERATURE KEY IDEAS & DETAILS RL.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. *I can determine the central ideas or themes of a text and analyze their development. *I can summarize the key supporting details and ideas. LITERATURE LITERATURE KEY IDEAS & DETAILS CRAFT & STRUCTURE RL.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 describe how a story s or drama s plot unfolds in a series of episodes. *I can describe how the characters respond or change by the end of a story. RL.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. *I can determine the figurative and connotative meanings of words used in text. *I can analyze the impact on the specific word choice of meaning and tone.
LITERATURE LITERATURE CRAFT & STRUCTURE CRAFT & STRUCTURE RL.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 structure of the text. *I can determine how the sentence, chapter, scene, or stanza contributes to the development of theme, setting, or plot. RL.6 Explain how an author develops the point of view of the narrator or speaker in a text. *I can explain how the author develops point of view. LITERATURE INTEGRATIO N OF & IDEAS RL.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 reading a story, drama, or poem to listening or viewing the text. LITERATURE INTEGRATIO N OF & IDEAS RL.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 terms of their approaches to similar themes and topics.
LITERATURE RANGE OF READING LEVEL OF COMPLEXITY RL.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. *I can read and comprehend stories, dramas, and poems that are written at or above my grade level. STR ANCHOR ST. STARDS + I CAN STATEMENTS 1 st 9 wks 2 nd 9 wks 3 rd 9 wks 4 th 9 wks KEY IDEAS & DETAILS KEY IDEAS & DETAILS RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. *I can cite textual evidence to support analysis of a text. *I can determine what the text says explicitly as well as make inferences. RI.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. *I can determine the central idea of a text by examining the details. *I can provide a summary of the text. KEY IDEAS & DETAILS RI.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 people, events, or ideas are developed in a text by using examples and/or anecdotes.
CRAFT & STRUCTURE RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. *I can determine the meaning of figurative, connotative, and technical words used in text. CRAFT & STRUCTURE CRAFT & STRUCTURE RI.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 sentences, paragraphs, chapters, and sections fit together and contribute to the development of the overall text. RI.6 Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. *I can determine author s point of view or purpose and explain how it is demonstrated in a text. INTEGRATIO N OF KNOWLEDG E & IDEAS INTEGRATIO N OF KNOWLEDG E & IDEAS RI.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 develop an understanding of a topic or issue by integrating information presented in different media and formats. RI.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 distinguish arguments and claims that are supported by reasons and evidence from those that are not.
GRADE 6 ELA PACING GUIDE 2016-2017 STR ANCHOR ST. STARD + I CAN STATEMENTS 1 st 9 wks 2 nd 9wks 3 rd 9 wks 4 th 9 wks INTEGRATION OF & IDEAS RANGE OF READING LEVEL OF COMPLEXITY RI.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 one author s presentation of events with that of another. RI.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 comprehend grade-appropriate literary nonfiction. TYPES & PURPOSES W.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. *I can write arguments to support claims with clear reasons and relevant evidence. *I can introduce claim(s) and organize reasons and evidence. *I can support claim(s) with clear reasons and relevant evidence, using credible sources. *I can use words, phrases, and clauses to clarify the relationships among claims and reasons. *I can establish and maintain a formal style *I can provide a concluding statement that follows the argument presented. A) B) C) D) E)
GRADE 6 ELA PACING GUIDE 2016-2017 STR ANCHOR ST. STARD + I CAN STATEMENTS 1 st 9 wks 2 nd 9wks 3 rd 9 wks 4 th 9 wks TYPES PURPOSES W.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, 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. 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. a) b) c) *I can write informative/explanatory texts using relevant content to convey ideas and concepts. *I can introduce a topic and organize information in a way that aids in comprehension. *I can develop a topic using facts, definitions, details, quotations, and other information. *I can use appropriate transitions to help show the relationship between ideas and concepts. *I can use relevant language and vocabulary to explain the topic. *I can establish and maintain a formal style. *I can provide a concluding statement or paragraph that sums up the topic. d) e) f)
STR ANCHOR ST. STARDS + I CAN STATEMENTS 1 st 9 wks 2 nd 9 wks 3 rd 9 wks 4 th 9 wks TYPES PURPOSES W.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured 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 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. a) b) *I can write narratives using real or imagined experiences, relevant descriptive details, and well-structured event sequences. *I can write a narrative by introducing a narrator and/or characters and a correct plot structure. *I can use effective characterization in narratives. *I can use a variety of transition words, phrases, and clauses to convey sequences and shifts in time when writing. *I can use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. *I can provide an appropriate conclusion. c) d)
*I can produce clear and coherent writing appropriate to the task, purpose, and audience. e) STR ACHOR ST. STARD + I CAN STATEMENTS 1 st 9 wks 2 nd 9wks 3 rd 9 wks 4 th 9 wks PRODUCTION DISTRIBUTION OF W.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.) *I can produce clear and coherent writing appropriate to the task, purpose, and audience. PRODUCTION DISTRIBUTION OF W.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 53.) *I can develop and strengthen writing by planning, revising, editing, rewriting, or trying a new approach. *I can edit writing using conventions of Standard English. PRODUCTION DISTRIBUTION OF W.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 use technology to produce and publish writing. *I can use technology to interact and collaborate with others. *I can use technology to type a minimum of three pages in a single setting.
RESEARCH TO BUILD PRESENT W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. *I can conduct short research projects to answer questions. *I can select the most focused research topic. RESEARCH TO BUILD PRESENT W.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 information from multiple sources and assess the credibility of each source. *I can quote or paraphrase the research and not plagiarize. *I can create a bibliography and/or works cited page. RESEARCH TO BUILD PRESENT W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. 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 ). 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 ) *I can draw evidence from literary or informational texts to support analysis, reflection, and research. *I can compare and contrast themes and topics in different forms or genres. *I can compare and contrast how authors approach themes and topics in different forms or genres. *I can trace and evaluate arguments in a text. *I can determine claims that are supported by reasons and evidence.
RANGE OF W.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 write over extended time frames and shorter time frames for a variety of purposes and audiences. SPEAKING LISTENING COMP. COLLABORATE SL.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 perspectives through reflection and paraphrasing. a) b) a) b) a) b) a) b) *I can engage in collaborative discussions and build on other s ideas. *I can come to discussions prepared, refer to the evidence on the topic, and reflect on the discussion. *I can follow the rules for discussions, set goals and deadlines, and define roles when needed. *I can present and respond to questions with elaboration and detail. *I can review the key ideas and demonstrate multiple perspectives through reflection and paraphrasing. c) d) c) d) c) d) c) d)
GRADE 6 ELA PACING GUIDE 2016-2017 STR ANCHOR ST. STARD + I CAN STATEMENTS 1 st 9 wks 2 nd 9wks 3 rd 9 wks 4 th 9 wks SPEAKING LISTENING COMP. COLLABORATE SL.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. *I can interpret information presented in different formats and media and explain how it contributes to the topic. SPEAKING LISTENING COMP. COLLABORATE SL.3 Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. *I can describe a speaker s argument or claims by identifying the evidence. SPEAKING LISTENING PRESENTATION OF IDEAS SL.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. *I can organize and present claims and findings using descriptions, facts, and details. SPEAKING LISTENING PRESENTATION OF IDEAS SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. *I can include multimedia components and visual displays in presentations to help with clarification.
GRADE 6 ELA PACING GUIDE 2016-2017 STR ANCHOR ST. STARD + I CAN STATEMENTS 1 st 9 wks 2 nd 9wks 3 rd 9 wks 4 th 9 wks SPEAKING LISTENING PRESENTATION OF IDEAS SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicate appropriate. (See grade 6 Language standards 1 and 3 on page 53 for specific expectations.) *I can adapt my speech to any situation while demonstrating a command of formal English. LANGUAGE CONVENTIONS OF STARD ENGLISH L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). c. Recognize and correct inappropriate shifts in pronoun number and person.* a) *I can demonstrate a command of the conventions of Standard English grammar and usage when writing or speaking. *I can use pronouns in the proper case when writing or speaking. *I can recognize and correct inappropriate shifts in pronoun number and person when writing or speaking. c) L.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. b. Use intensive pronouns (e.g., myself, ourselves). d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* 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.* *I can demonstrate a command of the conventions of Standard English grammar and usage when writing or speaking. *I can use intensive pronouns when writing or speaking. *I can correct vague or unclear pronouns. *I can use strategies to improve conventional language. b) d) e)
LANGUAGE CONVENTIONS OF STARD ENGLISH L.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/parenthetical elements.* b. Spell correctly. *I can demonstrate correct capitalization, punctuation, and spelling when writing. *I can use commas, parentheses, and dashes correctly. *I can spell correctly. a) b) a) b) a) b) a) b) LANGUAGE OF LANGUAGE L.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.* a) a) a) a) *I can use knowledge of language (e.g., parts of speech, punctuation, grammar and syntax, tricky spellings, and common confusions) and its conventions when writing, speaking, reading, or listening. *I can demonstrate a variety of sentence patterns. *I can maintain consistency in style and tone b) b) b) b)
LANGUAGE VOCABULARY ACQUISITION USE L.4 Determine or clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading and content, choosing flexibly 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 word or phrase. a) a) a) a) b. Use common, grade-appropriate Greek and 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 the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). b) b) b) b) *I can determine or clarify the meaning of unknown words and multiple meaning words and phrases. *I can use context clues to help understand meaning. *I can use knowledge of Greek or Latin affixes and roots as clues to the meaning of a word. *I can consult reference materials to determine word meaning, part of speech, and pronunciation. *I can use a dictionary to determine the meaning of a word or phrase c) c) c) c) d) d) d) d) LANGUAGE VOCABULARY ACQUISITION USE L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 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 c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). a) *I can demonstrate understanding of figurative language and word relationships/meanings. *I can interpret figures of speech in context. *I can interpret analogies. *I can determine the connotation of words with similar denotations. b) c)
GRADE 6 ELA PACING GUIDE 2016-2017 STR ANCHOR STARD STARD 1 st 9 wks 2 nd 9wks 3 rd 9 wks 4 th 9 wks LANGUAGE VOCABULARY ACQUISITION USE L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. *I can use vocabulary knowledge when determining importance of grade specific words or phrases. *This skill is likely to require continued attention in higher grades as it is applied to increasingly sophisticated writing and speaking.