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ELA Intermediate Calendar 2016 2017 Year At-a-Glance
Aug Sept
Oct Nov Dec Jan Feb March April May June
Start Smart & Unit #1 9/6-10/26
Grade 4: Narrative Personal Grade 5: Narrative Personal Grade 6: Narrative Fictional
Unit #2 10/27-12/22
Grade 4: Informational Grade 5: Informational Grade 6: Informational
Unit #3 1/3-2/23
Grade 4: Opinion Grade 5: Narrative Fictional Grade 6: Argument
Unit #4 2/24-4/21
*PSSA 4/3—4/7 ELA PSSA 4/24 - 4/28 Math
Grade 4: Narrative (Fict) Grade 5: Opinion Grade 6: Review all PSSA modes
Unit #5 4/24-6/2
Grade 4: Research Grade 5: Intro Argument Grade 6: Research (I Search format)
End Marking Period #1- 11/2/2016 End Marking Period #2 –1/20/17 End Marking Period #3-- 3/24/17 Last Day for students 6/7/17
Intermediate Core Reading Units Pacing Refinement
Feedback and Recommendations from ELA Teacher Curriculum Contacts and Administrators: To refine the pacing of core reading units to incorporate more time for the explicit instruction of:
• Foundational Reading Skills (phonics, decoding and fluency)• Close Reading and Questioning to increase students’ Depths of Knowledge (DOK)• Written responses to reading, Text Dependent Analysis• Written Essay and teaching of all writing domains• More in-depth coverage and instructional emphasis on standards and eligible content• Re-Teaching
Core Reading Pacing Realignment (comparison of old to new pacing) New Days 1-2-3-4
(4 days of instruction) Day 5 Day 6 Day 7
New Days 1-2 Read Aloud, Vocab,
Spelling/Phonics Patterns, Prepare Passage, Multi-Syllable
Word Work, Intro Comprehension Strategy & Skill, Intro Graphic Organizer, getting
ready for main selection Fluency & Grammar
*See TDA &Writing on separateplan
Days 3-4 Main Selection Review and put into use Vocab, word strategies, comprehension strategy & skills
Fluency & Grammar
* *See TDA &Writing on
separate plan
Paired Passage
Review and
Assess
Re-teaching Re-assess
Focus on skills Extended writing
Old Day 1-Day 3 Day 4 Day 5
Purpose of Curriculum Pacing o Adherence to the planning pacing is critical for comprehensive and consistent delivery of the
district’s planned curriculum, collaborative team planning, and to optimize co-teaching supports
o The number of instructional days for each unit is @35 days, this adds 2 days per week, and10 days per unit. (An increase of 10 days represents a 40% increase over the recommended time)
o Removal from pacing is Unit #6, these materials, lessons, text, resources, etc. may be usedthroughout the year at any time at teacher discretion. However, teachers should not reorganize the pacing calendar to cover/insert Unit #6 as a standalone unit
o It is purposeful that additional days (7) are given within each week of each unit, to allowmore instructional time for the identified (above) instructional elements to occur dynamically within the week
o Each week has 7 instructional days. Five full days of instruction must occur before a WeeklyAssessment is fairly administered to student on day 6 of the week. Weekly assessments will not usually fall on a Friday, therefore, teachers cannot adhere to a Mon-Fri testing schedule. Simply, assessments should not always occur on a Friday.
o A minimum of 2 Weekly Assessments may be given per unit and the use of all 5 WeeklyAssessments is at the discretion of the teacher
*Pacing Overview—a more pacing guide for TDA, Writing, Advanced Phonics will be shared
WASD INTERMEDIATE WRITING CONTINUUM GRADES 4-5-6
WASD Writing Continuum Purpose: The continuum is meant to give an overall snapshot of writing (written composition/essay) topics over the course of the year and a full view of grades 4-5-6 sequence. The purpose for creating this document is to share the expectations of written composition, leading up writing PSSA expectations. The continuum also demonstrates how writing is developed starting in kindergarten to grade 3 (primary*) and the vertical alignment to the intermediate grade levels of 4-5-6. The continuum demonstrates each grade level’s responsibility to the continuum. (see Primary Writing Continuum)
Writing Essay DOMAINS
Narrative, Informational, Opinion (GRADES 4& 5) Narrative, Informational, Argument (GRADE 6)
ELA PSSA Writing
Expectations
Time
60 Minutes
20 Multiple Choice Language
18 pts (Grammar/Conventions)
1 Writing Prompt Across any of the 3 modes
weighted x3 = 12 points
Scoring--Overall Pts Language: 18 pts
Essay: 12 pts Total = 30 pts 30pts/84pts
@35% of ELA assessment
Each Unit is @35 days
UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5
GRADE 4 Narrative
(Personal) Informational Opinion Narrative
(Fictional) *Review all Modes
Research Report
GRADE 5 Narrative
(Personal) Informational Narrative
(Fictional) Opinion
*Review all ModesIntroduce/Build
Argument
GRADE 6 Narrative (Fictional)
Informational Argument *Review All ModesIntro I-Search
I-Search *middle school format
FORMAT 5-Paragraph Essay 2 Prompts per Unit: Pre & Post
Writer’s Workshop Pacing Writer’s Workshop
Instructional Weeks 1-3 Revise and Edit Pre Prompt
On-Demand End of Week 4
Revision and Re-teaching of On-Demand Essay
Week 5 SCORING PSSA Scoring Analytic and Holistic Rubric
WASD Grade 6 Writing Overview
Text Dependent Analysis (TDA) Essay Writing response connected to Reading Students will compare more than 1 text
& Written Essay (Narrative, Informational, Opinion)
IN EVERY UNIT: • TDA Essay—practiced weekly-use R.A.C.E writing format—3 paragraph essay structure• TDA Essay --assessed minimally twice (2), Treasures Weekly Assessment Open-Ended modified or replaced to fit PSSA structure• TDA Essay—Unit 1 will develop using 1 text, by Unit 2 at least 2 different texts• Written Essay: Essay developed over time: Modeled and Refined through Writer’s Workshop—5 paragraph structure • Written Essay (2 prompts): 1 Pre- Assessment and 1 Essay assessed “on-demand” per unit—5 paragraph structure• Student examples of each writing kept in writing portfolio
Units 1-5 Format applies to all units, * see more detailed plan for TDA and Written Essay
Writing Types Week 1 Week 2 Week 3 Week 4 Week 5
TDA Teacher Modeling
Instruction Passage Based Essay. Set-Up use R.A.C.E format/ graphic org
Teacher Modeling Direct Instruction
Close Reading Citing Evidence
Student Practice
Teacher ModelingDirect Instruction
Close ReadingCiting Evidence
Student Practice TDA Common Assessment
Teacher Modeling Direct Instruction
Close Reading Citing Evidence
Student Practice
Guided Corrections
Revisions
Close Reading Citing Evidence
Written Essay Weeks 1-5: Through daily “Writing Workshop” time students will develop a 5 paragraph essay, using PSSA structure and rubric with support of teacher modeling, mini lessons, with a focus on content and conventions. Writing mini lessons from the core reading
program will assist in strengthening writing skills. Spelling and grammar lessons from core reading program become focused correction areas.
Writing domains (narrative, informational, & opinion) will change with each unit Essay Domains
By Unit *see PSSArubric for focus on
content and conventions
Unit 1 Narrative Fictional
*use resources from Treasures’Units
*Unit 1,3,5- dialogue, beg,middle, end, tone, voice ,
figurative lang
Unit 2 Informational (expository)
Use resources across Treasures’ units
*supplemental resources asneeded
Unit 2 & Unit 6
Unit 3 Argument
Use resources across Treasures’ units
*supplemental resourcesas needed
Unit 4, facts and opinions
Unit 4 Review all modes
Intro Research I-Search
Unit 5 Research
I-Search Middle school
format
Williamsport Area School District Curriculum Map
6th Grade—Unit 1- AT A GLANCEUnit Pacing
@35 days, 5 weeks, 7 instructional days (Days 1-7) Unit Big Ideas by week Essential Questions (examples) by week
1. Readers can describe how a story unfolds in a series ofepisodes
2. Readers understand how characters respond or changeas the plot moves toward a resolution
3. Readers can determine a central idea of text4. Readers can provide a summary of the text5. Readers can cite textual evidence to support analysis
of the text both explicitly as well as inferences drawnfrom the text
1. What conflicts did the main character in this story have, andhow were they affected by the setting and story events?
2. How does the character respond or change as the plot movestoward a resolution?
3. What do all the important details in this selection have incommon?
4. What cause and effect relationships did you find in thestory?
5. What do all of the important details in this selection have incommon?
REQUIRED ASSESSMENTS Weekly Assessments *Minimum of 2 Weekly
Assessments *Teacher discretion
of using up to 5 Weekly Assessments per unit
TDA Writing Assess Week 3 TDA Essay
*Score using PSSA Rubric
* score using PSSA Rubric
Written Essay Narrative Personal Essay -5 paragraph
• Week 1- Pre Assess• Week 4 (end)
On-Demand • Week 5- Reteach
*score using PSSA rubric
Fluency Assessments 2 Fluency probes per student (minimum)
by Week 3 by Week 6
Classroom Based Assessments It is expected that additional classroom based assessments are collected for the purpose of informing instruction, targeting PA Core
standards, small group focus, re-teaching, assessment of practice and to provide the teacher broader and more authentic evidence for the report card.
TDA Essay and Written Essay Assessments *See extended instructional plans
TDA Essay: 1 TDA Essays Assessed per Unit Wk 1 & 2 Taught & Practiced Wk 3 Assess WK 4 & 5 Edit & Revise
Written Essay (2): Pre Assessment and On-Demand
Main Reading Selections Week 1
The Summer of the Swans
(Realistic Fiction)
Week 2 Lost City the Discovery
of Machu Picchu (Historical Fiction)
Week 3 Gecko Glue, Cockroach Scouts
& Spider Silk Bridges (Non Fiction Article)
Week 4 The Magic Gourd
(Folktale)
Week 5 Interrupted Journey
(Informational Nonfiction)
Paired Selection and explicit teaching of Genre Text Features/Elements Week 1
Newspaper Article Week 2
Nonfiction: Textbook Week 3
Expository, Non Fiction Week 4
Informational Essay Week 5
Poetry, Song, Lyrics Essential Reading Comprehension Skills and Graphic Organizers
Week 1 Character,
Setting, Plot
Week 2 Character, Setting, Plot
Week 3 Main Idea and Details
Week 4 Cause & Effect
Week 5 Main Idea and Details
Story Map Character, Setting, Plot Main idea web Cause and Effect Chart
Main Idea Web
Essential Reading Strategies Week 1
Analyze Story Structure
*Close Reading*Citing Evidence
Week 2 Analyze Story Structure
*Close Reading*Citing Evidence
Week 3 Make inferences and analyze
*Close Reading*Citing Evidence
Week 4 Make inferences and
analyze *Close Reading
*Citing Evidence
Week 5 Make inferences and
analyze *Close Reading
*Citing Evidence
WASD Assessments GRADE Version A 9/6 - 9/234-Sight 9/6 - 9/9
Supplemental PA Core Skill Practice A complete list of eligible content found on the Grade Level Treasures Standards Map *attached
Approved Supplemental Resources Standards Aligned Systems (SAS), SAS Teacher Tools Curriculum Mapping, Pa Instructional Frameworks, Connect Ed Treasures, Connect Ed Wonders, PDE exemplars/released items, Smarter Balance, PARCC, PSSA like examples, Study
Island, and other standards-aligned materials as approved by the Elementary Curriculum Supervisor Eligible Content Enhancement- - On Going in Every Unit
Academic Vocabulary, Close Reading, Citing Evidence, and Analyzing Questions/Directions Short and Extended Writing on Domains: Narrative, Opinion, Informational.
Using eligible content maps, add in below additional eligible content, test taking skills, as guided by data and student needs. Week 1 Week 2 Week 3 Week 4 Week 5 Week 6
Pa Core/SAS Tools Needed • PA Writing Rubric—Narrative (shared with students), Released Narrative essay prompts• Released PSSA examples or teacher produced exemplars• TDA Essay Format-RACE(s)-Released PSSA examples or teacher produced exemplars• Depths of Knowledge (DOK) Question Stems
Essential Writing Skills The writing lessons throughout Unit #1 resources and mini lessons can be used to support Narrative Fictional writing. Teachers need to choose writing lessons/resources selectively across units to assist them in developing the
narrative essay with students. Teachers will need to extend and supplement Treasures’ lessons to the length and specific writing requirements of the PSSA
Narrative—Fictional *See detailed Instructional Writing Plan
Week 1 Teacher: I do
Week 2 We do
Week 3 We Do
Week 4 You Do (I Help)
Week 5 You Do
Pre-Assess Teacher Modeling Teach: domain, elements, rubric, use models/exemplars,
organization
Shared Writing Graphic organizer
Teacher builds with class a 5- para Essay
Mini lesson on elements
Guided Writing Return student essay from pre-assessment Peer and Self-Edit
Mini-lessons based on common
errors/weaknesses
Guided Writing (cont) *Polish to proficiency
*Share & Publish*Get ready for
on-demand End of Week 4 or
Beginning of Week 5 On-Demand
On Demand (Day1)
*Score and return tostudents
Days 2-7 Re-Teach Students edit and revise
Grammar skills each week are applied as Focus Correction Areas (FCA) *Grammar lessons from the core reading program need to be applied/integrated within structured writing throughout
all writing Week 1
FCA: Sentence Types Fragments End Punctuation Capitalization
Week 2 FCA: Subject,
Predicate, punctuation
Week 3 FCA: Sentence combining
Week 4 FCA: Clauses, complex
sentences, punctuation, comma use
Week 5 FCC: Run-on sentences, correcting fragments,
Work Station Rotations Work stations should directly tie and reinforce PA Core/PSSA standards and the essential lesson, skills, strategies
developed throughout the unit. Materials are taught and used for instruction first. Then they are placed in the work station for independent, pairs, or peer work.
During Start Smart and Unit#1, 1 station at a time is introduced with a full 6 stations in-pace by the end. Comprehension Eligible Content
Fluency Practice Vocabulary Story/Content
Academic Vocab
Writing TDA Essay Narrative
Practice/ Computers
Tiered: Phonics & Word
Work
WORD STUDY Vocabulary--Phonics--Spelling
Vocabulary Story—Content—Academic (*see and use district list for additional academic vocabulary)
All vocabulary needs to be explicitly taught and posted to create a spoken to print connection – visually post in classroom. The vocabulary routine of Define/Example/Ask is an explicit teaching method.
Week/Story Story Vocabulary Content Vocabulary Academic Vocabulary* Week 1 The Summer of the Swans
Abruptly, anxiety, conscious, intersection, engulf, procedure, souvenir, cascade
Content: terrain, canvass, turbulence, descending
Analyze, character, setting, plot, structure, caption, article, mood, figurative language, simile, flashback
Week 2 Lost City: The Discovery of Machu Picchu
Remote, undergrowth, interpreter, vegetation, escort, venomous, withstood, foretold
Maize, quipu, terracing, aqueducts, legacy Headings, subheadings, boldface, labels, research, key words, foreshadowing, inference, setting and plot (conflict, climax, resolution), summarize
Week 3 Gecko Glue, Cockroach Scouts & Spider Silk
Altered, concentrated, innovations, erode, absorb
Add challenging words for students (Test Prep is paired passage—looking for key words, skim for clues)
Inferences, main idea, context clues, strategy, analyze, draw conclusions, glossary
Week 4 The Magic Gourd
Rummaged, undetected, chameleon, generosity, pathetic, ricocheting, famine, scrounging
Bolster, mythological, origin Essay, time line, cause, effect, context clues, paraphrase, italics,
Week 5 Interrupted Journey
Speculated, embedded, dehydrated, analyzing, vital, conserve, sedated, propelled
Paired selection is Poetry—poetry terms, free verse, alliteration, imagery, song lyrics
Maid idea and details, make inferences, alliteration, imagery, free verse, antonyms, analogy , prefix
Phonics Phonics instruction helps beginning readers understand the relationship between letter & sounds and to use these relationships to read and write. At the intermediate grade levels, phonics instruction, specifically for struggling
readers is essential and should continue in both whole and small group teaching Week 1
Decode words w/ Short Vowels
Multisyllabic Words
Week 2 Decode words w/Long
vowels Multisyllabic Words
Week 3 Decode words w/ ei and ie
Multisyllabic Words
Week 4 Decode words w/
R- controlled vowels Multisyllabic words
Week 5 Decode Compound
Words Multisyllabic Words
Spelling Spelling skills act as a link between students’ oral vocabulary and their writing ability. Phonics and spelling skills are linked to accelerate students’ mastery of the phonics patterns in reading and writing. The spelling focus in the unit is the same as the phonics focus: short vowels, long a, long e, long i , long o.
Use Differentiated Spelling Lists T14—for Approaching—On—Beyond
Small Groups and Tiered Instruction Small group re-teaching is Required: Classroom teacher instructs, minimally, 2 small groups a day
Students not in small re-teaching groups are working in purposeful work stations Suggestions for small group re-teaching focused on skills embedded within unit (this is not a comprehensive list)
Week 1
• Eligible Content Focus: _______________• Text Dependent Essay set up R.A.C.E format• Phonics: Short vowels, multisyllabic words• Character & Setting chart• Analyzing Story Structure• Story Map• Vocabulary /Word Work
• Close Reading• Citing Evidence,• Fluency Practice/probe• Intro of Narrative Writing Elements
w/rubric• Grammar FCA Sentence Structure,
sentence punctuationWeek
2 • Eligible Content Focus:_______________• Phonics: long vowels, multisyllabic words• Character, Setting, Plot• Close Reading• Citing Evidence• Fluency Practice/probes• Vocabulary/Word Work
• Text Dependent Essay developmentw/rubric
• Review for weekly assessment Wk2• Narrative Writing Elements w/rubric• Grammar FCA: Subject, Predicate,
punctuation• Narrative Essay development and
conferencing
Week 3
• Eligible Content Focus:________________• Making inferences and analyze• Main Idea and Details with web• Summarizing• Close Reading• Citing Evidence• Fluency Practice/probe• Text Dependent Essay development w/rubric
• Review and Reinforce Phonics/WordWork: decode words w/ ei and ie
• Narrative Writing Elements w/rubric• Grammar FCA Sentence combining,
compound sentences• Narrative Essay development and
conferencing,
Week 4
• Eligible Content Focus:__________________• Review for Weekly Assessment Wk 4• Cause and Effect w/ chart• Making inferences and analyze• Summarizing• Close Reading• Citing Evidence• Fluency Practice/probe• Review Phonics/Word Work, r controlled vowels
• Text Dependent Essay revisions w/rubric
• Narrative Writing Elements w/rubric• Grammar FCA: clauses, complex
sentences, punctuation, comma use• Narrative Essay development and
conferencing,
Week 5
• Eligible Content Focus_______________• Main and details, w/ main idea web• Summarizing• Close Reading• Citing Evidence• Fluency Practice/probe• Review Phonics/Word Work, decode compound
words
• Text Dependent Essay revisions w/rubric
• Narrative Writing Elements w/rubric• Grammar FCA: run-on sentences
correcting fragments• Narrative Essay development and
conferencing,
Teaching Text Dependent Analysis Essay Sample Instructional Plan: 7 day, 5 week plan
WEEK 1: Teacher Modeling and Instruction
Day 1 Day 2 Day 3 Day 4-5-6 Day 7
Teach R.A.C.E.S. Graphic Organizer R – Restate A – Answer Question C – Cite E – Explain/Elaborate S – Sum it up
Teach/Model/Provide examples of: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question.
Teach/Model/Provide examples of: C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text
• The author says… • The text states… • For example…
E – Explain how the quote(s) or paraphrase(s) you pointed out support your idea. Show the evidence and supply reasons.
• This shows… • This is because… • This means…
Teach/Model/Provide examples of: S – Sum it up (conclusion) Explain why evidence answers the question. Examine your answer and assess if you have addressed all parts of the question.
Week 2: Instruction and Assessment
Day 1 - 4 Day 6 Day 7
Introduce/Teach/Daily Review of PSSA TDA Essay Rubric Guided Practice: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text
• The author says… • The text states… • For example…
E – Explain how the quote(s) or paraphrase(s) you pointed out support your idea. Show the evidence and supply reasons.
• This shows… • This is because… • This means…
S – Sum it up (conclusion) Explain why evidence answers the question. Examine answer and assess if you have addressed all parts of the question.
ASSESS TDA ESSAY Score using PSSA TDA Essay Rubric
TDA Essay Whole group review/discussion of proficient essays
WEEK 3: Instruction and Assessment
Day 1 - 6 Day 7
Introduce/Teach/Daily Review of PSSA TDA Essay Rubric Guided Practice: R – Restate the question and make it into a statement as part of the answer you provide A – Answer the question – (main idea) include all parts of the question C – Cite what led to the idea. Give supporting evidence and use direct quotes from a text
• The author says…• The text states…• For example…
E – Explain how the quote(s) or paraphrase(s) you pointed out support your idea. Show the evidence and supply reasons.
• This shows…• This is because…• This means…
S – Sum it up (conclusion) Explain why evidence answers the question. Examine your answer and assess if you have addressed all parts of the question.
TDA Common Assessment Score using PSSA TDA Essay Rubric
Week 4 & 5: Guided Corrections and Instruction
Day 1 –7
• Guided correction of Week 4 Day 5a TDA Essay• Students revise and make corrections to their essay• Daily mini lessons focus on correction of restating, answer, cite, explain, sum it up• Close reading of TDA Essay question
Writing Workshop – Instructional Plan WEEK 1 Teacher Modeling (I DO)
Introduce the writing standards. Model the whole process for the Writing Domain (Narrative, Informational, Opinion, Argument) Put a focus on identifying the elements of the new Writing Domain. The rubric is introduced up front—before students write.
Day 1 Day 2 Day 3 Day 4-6 Day 7
Pre-Assess Prompt
(Narrative, Informational, Opinion, Argument) Prompt and keep for Week 3 Day 1
Collins Type 1 (Narrative, Informational, Opinion, Argument) Elements
Introduce Domain Rubric
Teach (Narrative, Informational, Opinion, Argument) Rubric & Elements using close reading format with discussion
Through teacher lead discussion and modeling: • Use PSSA released item, mentor texts, teacher’s
writing piece, selections from Treasures anthology tofocus on identifying the elements of narrative and therubric. Students should become more familiar withidentifying the expectations of narrative domain.
• Collins Type I Re-Assess (Narrative,Informational,Opinion,Argument)Elements
• Review/Teachorganization of agood paragraph
WEEK 2 Shared Writing (WE DO)
Use a graphic organizer, web, sentence frames, idea bank to help scaffold ideas and build into paragraph writing. Provide mini-lessons on specific features of the domain, specific skills, and grammar focus areas as needed. Consider mini lessons in the trait areas of; Content, Focus, Organization, Style
Day 1 Day 2-7
Shared Writing whole group introduce and produce a graphic organizer to create a class piece for the writing prompt
• Use a (Narrative, Informational, Opinion, Argument) graphic organizer as a reference to create/produce aclass piece. Reference (Narrative, Informational, Opinion, Argument) rubric and elements.
• Scaffold ideas and build into 5-paragraph writing.• Provide mini-lessons on specific features of the domain, specific skills, grammar focus areas, content,
focus, organization, style, and conventions.
WEEK 3 Guided Writing (YOU DO – I HELP)
Revise—Make it Better Edit—Make it Correct Spend the Time to Support Proficiency
Day 1 Week 3 Days 2-7
Return student writing piece from Week 1 Day 1 • Students begin
peer/self-editing• Students create
graphic organizer fortheir piece
Students build the (Narrative, Informational, Opinion, Argument) 5-paragraph essay. • Use graphic organizer scaffolding students’ 5 paragraph essay• Mini-lessons focus on revision and editing student writing• Provide time for peer conferencing, one-on-one teacher conferencing, and small group conferencing based
on student strengths and weakness
WEEK 4 Guided Writing (cont) (YOU DO – I HELP)
Days 1-6 Day 7-You Do / Assess
• Polish to proficiency• Share & Publish• Give feedback using vocabulary from
rubric/elements
• Get Ready for Assessment• “Dress Rehearsal” for on-demand• Managing time, creating own graphic
organizer
• Day 7• On-Demand Assessment• Score using PSSA Rubric
WEEK 5 Polish-Publish-Pride & You Do ( I Watch)
On Demand Assessment -- Keep in Student Portfolio
Day 1 Days 2-7
• Catch-up day for On-Demand• Return to students scored essay• Students self and peer correct
“Reteach, mini lesson on errors and weaknesses Students self and peer edit and revise Share essays Return to students and add to Writing Portfolio for future use
Repo
rtin
g Ca
tego
ry
Des
crip
tor Grade 6 Eligible Content Anchors
Literature Text and Informational Text
Treasures Unit ______1______
Weeks 1-6
W1
W2
W3
W4
W5
W6
Lite
ratu
re T
ext
A.K
.1.1
A-K.1.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text.
X X
A-K.1.1.2 Determine a theme or central idea of a text and how it is conveyed through relevant details; provide a summary.
X X X
A-K.1.1.3 Describe how the plot of a particular story, drama, or poem unfolds, as well as how the characters respond or change as the plot moves toward a resolution.
X X X
AC.2
.1
A-C.2.1.1 Determine an author’s purpose in a text and explain how it is conveyed in the text; explain how an author develops the point of view of the narrator or speaker in a text; describe the effectiveness of the point of view used by the author. A-C.2.1.2 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.
X X X
A-C.2.1.3 Determine how the author uses the meaning of words or phrases, including figurative and connotative meanings, in a text; analyze the impact of a specific word choice on meaning and tone.
X X
AC.
3.1 A-C.3.1.1 Compare and contrast texts in different forms or genres (e.g., stories, dramas, poems,
historical novels, fantasy stories) in terms of their approaches to similar themes and topics. X X X X
A-V.
4.1 A-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. 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.
X X X X
b. Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). A-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language (simile, metaphor, personification, hyperbole) in context.
X X
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category, synonym/antonym) to better understand each of the words.
X
c. Distinguish among the connotations (associations) of words with similar denotations(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Constructed Response * Map 1 per week, Fiction (F) or Nonfiction (NF) and attach to anchor
Info
rmat
iona
l Tex
t
B-K
.1.1
B-K.1.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences and/or generalizations drawn from the text. B-K.1.1.2 Determine a central idea of a text and how it is conveyed through relevant details; provide a summary of the text.
X X X
B-K.1.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, or elaborated in a text (e.g., through examples, anecdotes, or sequence of steps).
X X
B.C
. 2.
1
B-C.2.1.1 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
X X
B-C.2.1.2 Analyze how a particular sentence, paragraph, chapter, section, or text feature fits into the overall structure of a text and contributes to the development of the ideas. B-C.2.1.3 Determine how the author uses the meaning of words or phrases, including figurative, connotative, or technical meanings, in a text.
X X
B-C
.3.1
B-C.3.1.1 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 (e.g., fact/opinion, bias). B-C.3.1.2 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).
B-V
.4.1
B-V.4.1.1 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 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.
X X
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of aword (e.g., audience, auditory, audible). c. Determine the meaning of technical words and phrases used in a text.
B-V.4.1.2 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language (simile, metaphor, personification, hyperbole) in context.
X
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category, synonym/antonym) to better understand each of the words.
X
c. Distinguish among the connotations (associations) of words with similar denotations(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Repo
rtin
g Ca
tego
ry
Des
crip
tor Grade 6 Eligible Content Anchors
Writing and Language
Treasures Unit _______1_____
Weeks 1-6
W1
W2
W3
W4
W5
W6
Text
Dep
ende
nt
Anal
ysis
E.
1.1
E.1.1.1 Introduce text(s) for the intended audience, state a topic, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose. E.1.1.2 Develop the analysis using relevant evidence from text(s) to support claims, opinions, and inferences and demonstrating an understanding of the text(s). E.1.1.3 Use appropriate transitions to clarify the relationships among ideas and concepts. E.1.1.4 Use precise language and domain-specific vocabulary to inform about or explain topic. E.1.1.5 Establish and maintain a formal style. E.1.1.6 Provide a concluding section that follows from the analysis presented.
Wri
ting
C.1.
1.
C.1.1.1 Introduce claim(s) for the intended audience and support the writer’s purpose by organizing the reasons and evidence. C.1.1.2 Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. C.1.1.3 Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
C.1.1.4 Establish and maintain a formal style. C.1.1.5 Provide a concluding section that reinforces the claims and reasons presented.
C.1.
2
C.1.2.1 Introduce a topic for the intended audience; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect to support the writer’s purpose. C.1.2.2 Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C.1.2. Use appropriate transitions to clarify the relationships among ideas and concepts.
C.1.2.4 Use precise language and domain-specific vocabulary to inform about or explain topic.
C.1.2.5 Establish and maintain a formal style.
C.1.2.6 Provide a concluding section that follows from the information/explanation presented.
C.1.
3
C.1.3.1 Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically to support the writer’s purpose; maintain a controlling point.
X X X X
C.1.3.2 Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
X X
C.1.3.3 Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another.
X X
C.1.3.4 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
X X X
C.1.3.5 Provide a conclusion that follows from the narrated experiences or events. X
Lang
uage
D.1
.1
D.1.1.1 Ensure that pronouns are in the proper case (i.e., subjective, objective, possessive).
D.1.1.2 Use intensive pronouns (e.g., myself, ourselves). CCSLH 8.1.D D.1.1.3 Recognize and correct inappropriate shifts in pronoun number and person.*
D.1.1.4 Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* D.1.1.5 Recognize and correct inappropriate shifts in verb tense.* D.1.1.6 Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.*
X X X
D.1.1.7 Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).* D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement.*
D.1
.2 D.1.2.1 Use punctuation (e.g., commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.* D.1.2.2 Spell correctly. X X X X X D.1.2.3 Use punctuation to separate items in a series.*
D.2
.1
D.2.1.1 Vary sentence patterns for meaning, reader/listener interest, and style.* D.2.1.2 Maintain consistency in style and tone.* D.2.1.3 Choose words and phrases to convey ideas precisely.* X D.2.1.4 Choose punctuation for effect.* X X X X D.2.1.5 Choose words and phrases for effect.* X X