Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks Vocabulary/Spelling Individualized word lists
Common spelling rules and patterns
Word Study
Context clues
Structural Analysis (prefixes/root words/suffixes)
Structural Analysis of Dictionary, Thesaurus, Glossary
Academic Vocabulary as applied to content for this 9 weeks
Blooms Taxonomy/EOG word lists
6.02 Why is it important to
understand the relationship of the prefix, root and suffix?
How do I apply common spelling rules and patterns to reading and writing?
How can I use reference materials to extend my vocabulary knowledge?
Why is it important to learn and use new words and their various meanings?
How can I use contextual clues to better understand words and entire texts?
Thinking Maps resource notebook.
Bear: Words Their Way (ELL also available)
Marzano & Pickering: Building Academic Vocabulary
Reference materials(Dictionary, Thesaurus, Glossary)
Suggested prefix, root, suffix list (see attached)
Internet resourceswww.merriam-webster.comwww.edhelper.comwww.quia.com
Flocabulary CD (available at some schools)
Vocab Rocks (available through Scholastic Books)
Echevarria, Vogt, Short: Making Content Comprehensible for English Learners
Completion of vocabulary thinking maps weekly
Develop individualized word list to be kept in notebook.
Assist teacher in developing a word wall.
Apply common spelling rules and patterns various assignments
Determine the meaning of unfamiliar vocabulary words using context clues
Analyze structural analysis of words (prefix, suffix, root)
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Revised 2006 1
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks Grammar Capitalization
Punctuation (commas, end marks, colon, semicolon)
Nouns/Pronouns
Verbs (action, linking, helping)
6.01
6.02
How can I critique a selection for correct capitalization and punctuation?
What strategies can I use to ensure proper use of nouns and pronouns?
How can I determine which verb is appropriate to use in a sentence?
PH Daily Oral Language
PH Writing and Grammar Communication in Action
Holt: Middle School Handbook
Image Grammar by Harry Noden
Internet resourceswww.edhelper.comwww.studyisland.comwww.webenglishteacher.comwww.rhlschool.orgwww.teacherweb.com
Analyze usage in samples and examples.
Apply conventions of grammar and usage in speaking and writing.
Create/play grammar games for practice in grammar topics.
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Writing Reading Response Journals Learning Log
Developing writing styles (paragraphs, types of paragraphs, six writing traits, stages of writing process, proofreading)
Sentence types (interrogative, Declarative,
1.02
1.04
6.01
6.02
What conventions should I follow to create essays, stories, and other written texts?
How do I apply the use of writing traits in daily assignments?
Analyze written materials for errors using correct proofreading marks.
Connecting the Dots
Atwell: Lessons that Change Writing
NC Writing Training Series
Atwell: In the Middle
Lane: Reviser’s Toolbox
Heard: The Revision Toolbox
Develop writing portfolio for maintaining information regarding writing.
Display information regarding writing styles
Journals
Peer editing
Conferencing
Revised 2006 2
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks Imperative, exclamatory) and structure (simple, compound)
Can I classify sentences based on type and structure?
Cuham: 6+1 Traits of Writing
Robb: Nonfiction Writing from the Inside Out
Study Island
Project on the writing traits and how they are applied in writing process.
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Reading: Fiction Types of Fiction (novels,
short stories, folk tales, myths, fables, legends, tall tales, drama)
Elements of Fiction
5.015.02
How do I apply strategies to explore, respond to, or analyze expressive materials that are read, heard, or viewed?
How do I analyze elements of fiction as applied in a text?
How do I relate fictional text to personal experiences?
How do I determine the author’s attitude and purpose within each type of fiction?
How do I analyze the cultural/historical value as it influences an author’s writing?
PH Unit 2: Short Stories Unit 6: Folk Literature Unit 5: Drama Unit 1: Fiction
Novel: see grade level NCDPI/School book list
Thinking Maps Resource Notebook
Laura Robb: Differentiating Reading Instruction
Laura Robb: Teaching Reading Notebook
Study Island
County Benchmark
STAR Testing/AR
See PCS 28 Instructional Strategies
Continue to use the comprehension skills and strategies used by good readers (i.e. predicting, questioning, clarifying)
Read for comparison stories found on internet
Literature Circles
Compare and contrast various fictional accounts using thinking maps
Create their own personal fictional stories using thinking maps
Project for the elements of fiction or genres of fiction.
Revised 2006 3
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks
Compare and contrast the sub-genres (mystery, historical, realistic, fantasy) of fiction?
Making content comprehensible for English Learners: The SIOP Model
Class novel
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
2nd Nine WeeksVocabulary Individualized word lists
Common spelling rules and patterns
Word Study
Context clues
Structural Analysis (prefixes/root words/suffixes)
Structural Analysis of Dictionary, Thesaurus, Glossary
Academic Vocabulary as applied to content for this 9
6.02 Why is it important to
understand the relationship of the prefix, root and suffix?
How do I apply common spelling rules and patterns to reading and writing?
How can I use reference materials to extend my vocabulary knowledge?
Why is it important to learn and use new words and their various meanings?
How can I use contextual
Thinking Maps resource notebook.
Bear: Words Their Way (ELL also available)
Marzano & Pickering: Building Academic Vocabulary
Reference materials(Dictionary, Thesaurus, Glossary)
Suggested prefix, root, suffix list (see attached)
Internet resourceswww.merriam-webster.comwww.edhelper.comwww.quia.com
Completion of vocabulary thinking maps weekly
Develop individualized word list to be kept in notebook
Assist teacher in developing a word wall
Apply common spelling rules and patterns various assignments
Determine the meaning of unfamiliar vocabulary words using context clues
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Revised 2006 4
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks weeks
Blooms Taxonomy/EOG word lists
clues to better understand words and entire texts?
www.studyisland.com
Flocabulary CD (available at some schools)
Vocab Rocks (available through Scholastic Books)
Echevarria, Vogt, Short: Making Content Comprehensible for English Learners
Analyze structural analysis of words (prefix, suffix, root)
Grammar Capitalization
Punctuation
Adjectives
Adverbs
Run-ons
Fragments
Common Conjunctions
6.02 How can I critique a
selection for correct capitalization and punctuation?
How can I use adjectives and adverbs to modify sentences?
How can I organize a sentence to avoid fragments and run-ons?
How do I determine what conjunctions are necessary in creating a compound sentence?
PH Daily Oral Language
PH Writing and Grammar Communication in Action
Holt: Middle School Handbook
Image Grammar by Harry Noden
Internet resourceswww.edhelper.comwww.studyisland.comwww.webenglishteacher.comwww.rhlschool.orgwww.teacherweb.com
Analyze usage in samples and examples.
Apply conventions of grammar and usage in speaking and writing.
Create grammar songs/raps as a class or small groups
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Writing 1.02 How do I evaluate a Connecting the Dots Writing Portfolio samples
Revised 2006 5
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks Problem Solution essays Reading
Response/Learning Logs
1.042.013.023.034.026.02
problem for solutions?
Do I use planning as a tool for organizing writing?
Do I use proper transitions in my writing?
Atwell: Lessons that Change Writing
NC Writing Training Series
Atwell: In the Middle
Lane: Reviser’s Toolbox
Heard: The Revision Toolbox
Cuham: 6+1 Traits of Writing
Robb: Nonfiction Writing from the Inside Out
Study Island
Newspapers
Current Events
Speeches
Weekly Thinking maps
Classroom newsletter
Daily Reflector entries
Journals
Problem-solution essays dealing with local events and current events.
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Reading: Fiction Types of Fiction (novels,
short stories, folk tales, myths, fables, legends, tall tales, drama)
Elements of Fiction
5.015.02
How do I apply strategies to explore, respond to, or analyze expressive materials that are read, heard, or viewed?
How do I analyze elements
PH Unit 2: Short Stories Unit 6: Folk Literature Unit 5: Drama Unit 1: Fiction Novel: see grade level
See PCS 28 Instructional Strategies
Continue to use the comprehension skills and strategies used by good readers (i.e. predicting, questioning, clarifying)
Revised 2006 6
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks of fiction as applied in a text?
How do I relate fictional text to personal experiences?
How do I determine the author’s attitude and purpose within each type of fiction?
school/county book lists
Thinking Maps Resource Notebook
Laura Robb: Differentiating Reading Instruction
Laura Robb: Teaching Reading Notebook
Study Island
County Benchmark
STAR Testing/AR
Making content comprehensible for English Learners: The SIOP Model
Movie based on a fictional novel
Read for comparison stories found on internet
Compare and contrast various fictional accounts using thinking maps
Create their own personal fictional stories using thinking maps
Create posters describing fictional elements and examples
Class novel
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
3rd Nine WeeksVocabulary Individualized word lists
Common spelling rules and
6.02 Why is it important to understand the relationship of the prefix, root and suffix?
Thinking Maps resource notebook.
Bear: Words Their Way (ELL
Completion of vocabulary thinking maps weekly
Develop individualized word list
Revised 2006 7
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks patterns
Word Study
Context clues
Structural Analysis (prefixes/root words/suffixes)
Structural Analysis of Dictionary, Thesaurus, Glossary
Academic Vocabulary as applied to content for this 9 weeks
Bloom’s Taxonomy/EOG word lists
How do I apply common spelling rules and patterns to reading and writing?
How can I use reference materials to extend my vocabulary knowledge?
Why is it important to learn and use new words and their various meanings?
How can I use contextual clues to better understand words and entire texts?
also available)
Marzano & Pickering: Building Academic Vocabulary
Reference materials(Dictionary, Thesaurus, Glossary)
Suggested prefix, root, suffix list (see attached)
Internet resourceswww.merriam-webster.comwww.edhelper.comwww.quia.comwww.studyisland.com
Flocabulary CD (available at some schools)
Vocab Rocks (available through Scholastic Books)
Echevarria, Vogt, Short: Making Content Comprehensible for English Learners
to be kept in notebook
Assist teacher in developing a word wall
Apply common spelling rules and patterns in various assignments
Determine the meaning of unfamiliar vocabulary words using context clues
Analyze structural analysis of words (prefix, suffix, root)
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Grammar Capitalization
Punctuation
6.02 How can I critique a selection for correct capitalization and punctuation?
PH Daily Oral Language
PH Writing and Grammar Communication in Action
Analyze usage in samples and examples.
Apply conventions of grammar
Revised 2006 8
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks
Verb tenses How can I determine which verb tense is appropriate in a sentence?
Can I identify various verb tenses in sentences?
Holt: Middle School Handbook
Image Grammar by Harry Noden
Internet resourceswww.edhelper.comwww.studyisland.comwww.webenglishteacher.comwww.rhlschool.orgwww.teacherweb.com
and usage in speaking and writing.
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Writing Book/Media Review that
Evaluates
Informational Piece (research report)
Reading Response/Learning Logs
1.02
1.04
2.01
2.02
4.01
6.01
Do I evaluate books or media for author’s attitude, purpose, biases, etc?
Do I apply a variety of credible sources in research papers?
Can I properly cite resources in MLA style?
Can I create an MLA style title page?
Connecting the Dots
Atwell: Lessons that Change Writing
NC Writing Training Series
Atwell: In the Middle
Lane: Reviser’s Toolbox
Heard: The Revision Toolbox
Cuham: 6+1 Traits of Writing
Robb: Nonfiction Writing from the Inside Out
Writing Portfolio samples
Weekly Thinking maps
Classroom newsletter
Visual/Oral Presentations
Daily Reflector entries
Journals
Evaluative Book/Media Review
Content Specific Research Report
Use Bloom’s Taxonomy Revised
Revised 2006 9
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks
Study Island
Media Specialist
Reference Materials
Internet sources of book reviews
Newspaper book/movie reviews
to develop higher order thinking skills.
Reading: Poetry Types of Poetry (pattern
such as haiku or limerick, blank verse, concrete)
Elements of Poetry (sound devices, figurative language)
Nonfiction Elements of nonfiction
5.015.02
2.014.01
What is the effect of the author’s use of literacy devices on the meaning of the text?
How do I interpret the author’s attitude and message using their choices of poetic elements?
How do I compare the elements of fiction with nonfiction?
PH Unit 4: Poetry
Novel: see grade level NCDPI/School book list
DPI poetry selections
Study Island
Thinking maps
PH Unit 1: Nonfiction
School/Classroom collections
See PCS 28 Instructional Strategies
Art/Poetry integration projects/presentation
Analyze a poem for specific elements.
Create poems using specific elements in various genres of poetry.
Use thinking maps to analyze a poem
Thinking map to show elements of nonfiction
Revised 2006 10
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks
How do I analyze elements of nonfiction as applied in a text?
Newspapers, internet resources, magazines
Primary resources
Nonfiction Writing from the Inside Out by Laura Robb
Making content comprehensible for English Learners: The SIOP Model
Comparison of elements of fiction and nonfiction
Literature Circles
Continue to use the comprehension skills and strategies used by good readers (i.e. predicting, questioning, clarifying)
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
4th Nine WeeksVocabulary Individualized word lists
Common spelling rules and patterns
Word Study
Context clues
6.02 Why is it important to understand the relationship of the prefix, root and suffix?
How do I apply common spelling rules and patterns to reading and writing?
How can I
Thinking Maps resource notebook.
Bear: Words Their Way (ELL also available)
Marzano & Pickering: Building Academic Vocabulary
Reference materials
Completion of vocabulary thinking maps weekly
Develop individualized word list to be kept in notebook
Assist teacher in developing a word wall
Apply common spelling rules and
Revised 2006 11
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks Structural Analysis
(prefixes/root words/suffixes)
Structural Analysis of Dictionary, Thesaurus, Glossary
Academic Vocabulary as applied to content for this 9 weeks
Bloom’s Taxonomy/EOG word list
use reference materials to extend my vocabulary knowledge?
Why is it important to learn and use new words and their various meanings?
How can I use contextual clues to better understand words and entire texts?
(Dictionary, Thesaurus, Glossary)
Suggested prefix, root, suffix list (see attached)
Internet resourceswww.merriam-webster.comwww.edhelper.comwww.quia.comwww.studyisland.com
Flocabulary CD (available at some schools)
Vocab Rocks (available through Scholastic Books)
Echevarria, Vogt, Short: Making Content Comprehensible for English Learners
patterns various assignments
Determine the meaning of unfamiliar vocabulary words using context clues
Analyze structural analysis of words (prefix, suffix, root)
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Grammar Capitalization Punctuation Subject-verb agreement
6.02 How can I critique a selection for correct capitalization and punctuation?
What strategies can I use to identify correct subject-verb agreement?
How can I ensure that the
PH Daily Oral Language
PH Writing and Grammar Communication in Action
Holt: Middle School Handbook
Image Grammar by Harry Noden
Analyze usage in samples and examples.
Apply conventions of grammar and usage in speaking and writing.
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Revised 2006 12
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks subject – verb agree in my writing? Internet resources
www.edhelper.comwww.studyisland.comwww.webenglishteacher.comwww.rhlschool.orgwww.teacherweb.com
Writing Reading
Response/Learning Logs Response to a Public
Document
1.021.043.014.014.03
Can I identify public documents?
Can I analyze a public document for author’s attitude, message, biases, etc?
Can I formulate a response that uses proper writing techniques, planning, and organization of thoughts?
Connecting the Dots
Atwell: Lessons that Change Writing
NC Writing Training Series
Atwell: In the Middle
Lane: Reviser’s Toolbox
Heard: The Revision Toolbox
Cuham: 6+1 Traits of Writing
Robb: Nonfiction Writing from the Inside Out
Study Island
Writing Portfolio samples
Weekly Thinking maps
Classroom newsletter
Daily Reflector entries
Journals
Completed Response to a Public Document
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Reading: Nonfiction Autobiographies
Biographies
2.024.035.015.02
How do I apply strategies to explore, respond to, or analyze informational materials that are read,
PH Unit 1: Nonfiction PH Unit 3: Types of
Nonfiction
See PCS 28 Instructional Strategies
Continue to use the comprehension
Revised 2006 13
Pitt County Schools Revised 2009
Pitt County SchoolsInstructional Guide/ Grade 6
Reading and Writing
Content SCOS ESSENTIAL QUESTIONS RECOMMENDED RESOURCES AND ASSESSMENT/
BENCHMARKS
SUGGESTED TASKS AND STRATEGIES
1st Nine Weeks
Letters, diaries, speeches, newspapers and journals
Content specific pieces
Graphics, maps, charts
Instructional works (recipes, directions)
heard, or viewed?
How do I analyze the elements of nonfiction as applied in a text?
How do I evaluate the credibility of a resource?
How do I determine the author’s attitude and purpose within each type of nonfiction?
How does the structure and organization of a nonfiction text relate to the content of this text?
Newspapers, internet resources, magazines
Primary resources (diaries, speeches, letters)
Nonfiction Writing from the Inside Out by Laura Robb
Guiding Readers and Writers by Fountas and Pinnell
Novel: see grade level NCDPI/School book list
Thinking maps notebook
Study Island
Making content comprehensible for English Learners: The SIOP Model
skills and strategies used by good readers (i.e. predicting, questioning, clarifying)
Create an autobiography or biography collage or project
Analyze documents for nonfiction elements.
Analyze graphics, charts, and maps in nonfiction works.
Create recipes
Literature Circles
Student made quizzes for nonfiction works read in class (multiple choice)
Use Bloom’s Taxonomy Revised to develop higher order thinking skills.
Revised 2006 14