grade 6 literacy curriculum.pdf

7/30/2019 Grade 6 Literacy Curriculum.pdf

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FNWSU Literacy Curriculum Grade 6 Fall 2010 1

FNWSU Literacy Curriculum GRADE 6

Power Standard

#1 Literate

Community

Students

participate as

members of a

21st century

literate

community by

creating,comprehending,

and responding

purposefully to

a range of

media, images,

and texts.

(Aligns with Standards

1.4, 5.14)

Concepts Skills/Strategies Power Indicators Common Local

Assessment

Reading Extensively

Reading Widely and

In-Depth

Literate Community

-Read the equivalent of two instructional or independent level

books a month (including summer months)

- Read at least three different genres/ kinds of text and a

variety of authors as in the following:

literary texts: poetry, plays, fairy tales, fantasy,fables, folktales, realistic fiction, historical fiction,

science fiction, mysteries, legends, myths

informational: textbooks, magazines, thesaurus,biography, autobiography, reports, newspapers, Internet

Web sites, public documents and discourse, essays,articles

practical/functional texts: procedures, instructions,menus, recipes, announcements, invitations,

advertisements, pamphlets

- Read four books (or the equivalent) by an author, about a

subject or in one genre

-Develop reading stamina by reading to 40-50 minutes per day

(*******not in GEs but was in our last curr iculum)

- Self-select reading materials of personal interest and readingability

-Participate in discussions about text, ideas, and student writing:

offer comments support evidence recommend books and other materials ,

Active Listening

-Ask clarifying questions

-Restate information

-Respond appropriately in a

variety of modes

-Be responsive, respectful to

the speaker

-Extend and apply

-Make connections

Speaking

-Share knowledge and

perspectives

-Show awareness of audience

by adapting language & style

-Respond effectively to

audience

-Use language expressively

-Speak clearly with

appropriate pacing and volume

-Assume roles in group

communication tasks

-Individual andClass Reading

Logs?

-Teacher

Observations?


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respond to comments and recommendations


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Power Standard#2 Reading

Strategies

Students

effectively

apply a

combination of

word

identification,

vocabulary,

monitoring, &

broad

comprehension

strategies to

help them read.

(act of reading)

(Aligns with Standards

1.1, 1.13, 1.14, 1.18, 1.19, 2.1,

2.2, 2.6, 2.9, 3.2)


Assessment

Word Study/Word

Identification/Phonics

Word identification

Analyzing word

structure

Sound-symbol

correspondence

Word patterns

Syllables-Decode multi-syllabic words using sounds, six-

syllable types, word patterns including prefixes and

suffixes

Word ID/Vocabulary

Apply word

identification skills

(including six syllable

types & syllable division)

& use resources to

identify and understand

unfamiliar vocabulary

words


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Vocabulary

Identifying meaning of

words

Relationship of words(e.g. synonyms,

antonyms)

-Use strategies to unlock word meaning including:

prefixes, suffixes, base words, context clues, and

prior knowledge

-Use resources to unlock word meaning including:

dictionaries, glossaries, and thesauruses

-Identify synonyms, antonyms, homonyms,

homophones, shades of meaning or simple analogies

-Describe words in terms of categories, functions, or

features

-Select and explain appropriate words to use in

context, including content-specific vocabulary,

multiple meaning words, or precise vocabulary

Word ID/Vocabulary

Apply word

identification skills

(including six syllabletypes & syllable division)

& use resources to

identify and understand

unfamiliar vocabulary

words

^Gates-

MacGinitie

Forms T & S

Comprehension

Applying reading

strategies to

understand text

-Use prior knowledge, summary, prediction, and make

text-based inferences determine importance,

generate literal, clarifying, and inferential questions,

visualize, make connections, & take notes,

-Locate, use, and analyze text features, including

Broad Comprehension

Construct meaning of

varied texts by

activating prior

knowledge, predicting,

inferring, making

^F & P Text

Level Y

^Gates-

MacGinitie

Forms T & S


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transition words and phrases, subheadings,

bold/italicized print, parts of book

-Use text structure clues, including chronological,

cause/effect, compare/contrast, proposition &support, logical/sequential

connections, visualizing,

asking questions,

determining important

ideas and themes,

summarizing, and using

text structure clues

while reading

Context and Self-

Correction Strategies

Monitoring and

Adjusting Strategies

- Use syntax/language structure, semantics/meaning,

or other context cues to predict, adjust/self-

correct as necessary, and confirm what is being read

- Preview text selection, and sample a page for

readability and interest

- Skim and scan text

- Reread and adjust rate of reading and strategy use

according to purpose of reading and type of text

Monitoring

Monitor and adjust

reading by self-

correcting using

sentence structure andcontext cues. Expand

concept of text

^F & P Text

Level Y


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Power Standard

#3 Reading

Accuracy

Students read

grade

appropriate

text with

accuracy and

fluency in a way

that makes

meaning clear

Aligns with Standard 1.2

Concepts Skills/Strategies

Power Indicators Common Local

Assessment

Accuracy & Fluency

Rate & Accuracy

Phrasing (e.g.

expression, punctuation)

-Read grade appropriate material with at least 90-

94% accuracy at the end of grade 6

- Read grade-appropriate text with oral and silent

fluency at a rate of 135-160 correct words per

minute

- Read grade-appropriate text in a way that makes

meaning clear by:

^reading with correct phrasing

^using good expression

^paying attention to punctuation, text features,

and dialogue

Accuracy: Read

material appropriate for

the end of grade 6

within the instructionalrange of 90-94%

accuracy.

Fluency: Oral and silent

reading of material

appropriate for end of

grade 6 demonstrates

phrasing, expression and

attention to text

features at rates of

135-160 correct words

per minute (cwpm).

^F & P

Benchmark

Assessment

Text Level Y

(Instructional

Level)

^Grade Level

Fluency

Measure


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Power Standard

#4 Reading

Comprehension

Students read,

understand,

interpret and

analyze

informational

texts.

Aligns with Standards

1.15, 2.1, 2.2, 2.7, 2.11


Assessment

Initial Understanding

of Informational Text

-Obtain information from ALL text features

-Use text to answer questions about main ideas and

key details

-Identify characteristics of a variety of types of

references (e.g., magazines, newspapers, public

documents, discourse, autobiographies, essays,

articles and thesauruses) and practical/functional

(e.g., advertisements and pamphlets)

-Organize information to show understanding of main

ideas or details using charting, mapping,

paraphrasing, summarizing, comparing and

contrasting

-Use text features (the

glossary, index, bold or

italicized text,

headings, subheadings,

graphs or illustrations)

to obtain information in

order to answer literal

and inferential

questions related to

central ideas and key

details

-Communicate learning

by taking notes and

organizing information

by comparing &

contrasting central

details within or across

texts

^F & P Level Y

(Instructional

Level)

^VT Item

Bank

^Progress

Assessment 1

OR 2 OR 3


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Analysis &

Interpretation of

Informational

Text/Citing Evidence

-Connect and synthesize information within or across

text (i.e. create appropriate titles or form

judgments/opinions about central or controlling

ideas)

-Make inferences about text including authors

purpose or message

-Make inferences about cause and effect

-Distinguish fact from opinion and identify possible

bias/propaganda

-Analyze and synthesize

information within and

across reference,

practical, & functional

texts

-Determine authors

purpose/s or

bias/propaganda


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Power Standard

#5 Reading

Comprehension

Students read,understand,

interpret and

analyze literary

texts.

Aligns with Standards

1.3, 1.15, 2.1, 2.2, 2.7, 2.11


Assessment

Initial Understanding

of Literary Text(Comprehension)

When reading text, students will be able to cite

evidence from the text to:

Identify and describe characters physicalcharacteristics, personality traits, interactions,

and motives as they change over t ime citing

thoughts, words, and actions

Paraphrase or summarize the setting, plot, majorevents, and key ideas in a logical sequence

Identify character and setting changes over timeIdentify and describe possible causes and effects Demonstrate knowledge of characteristics of a

variety of types of literary text (e.g. poetry,

plays, fairy tales, fantasy, fables, realistic fiction,

folktales, mysteries, historical fiction, science

fiction, legends, and myths)

Demonstrate knowledge and use of literarydevices/authors craft as appropriate to thegenre (e.g. rhyme, alliteration, dialogue,

description, imagery, similes, simple metaphors,

exaggeration, foreshadowing, suspense,

onomatopoeia, idioms, clichs, personification andrepetition)

Describeinteractions of

characters and

change over time

citing thoughts,

words, and actions

Identify change ofsetting over time

Make logicalpredictions and

connections based onevidence from text

Make inferencesabout cause and

effect and external

conflicts

Identify literarydevices such as

flashbacks,

onomatopoeia,

foreshadowing,suspense, and

repetition

Analyze how thenarrators point of

view affects the

readers

interpretation

Identify implied or

^ F & P

Level Y

(Instructional

Level)

^VT Item

Bank

^Progress

Assessment 1

OR 2 OR 3


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Analysis and

Interpretation of

Literary Text/ Citing

Evidence

When reading text, students will be able to cite

evidence from the text to:

Make logical predictions about text using evidencefrom the text

Make inferences about:^Characters personality traits or their change

over time by providing examples of thoughts,

words, or actions that reveal the

problem/conflict or solution

^Problem, conflict, solution, cause and effect

and possible motives of characters

^The relationship among elements within the

text (e.g. How historical era influences the

characters actions or thinking)

^The external conflict (e.g. person vs.

person/nature/society/fate)

^How the narrators point of view affects the

readers interpretation

^The authors implied or stated purpose,

message and theme

Analyze authors craft as appropriate to genreExplain how dialogue advances the plot of the

stated authors

message


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story

Support opinions with evidence from the textGenerate a well-developed and supported personal

response to reading by comparing the text to

personal experience, prior knowledge, and otherbooks


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Power Standard

#2 Writing

Dimensions/

Process

Students apply

the processes

of writing

including

drafting,

revising, editing,

and critiquing to

create a written

product for the

purpose of

communication,

discovery, or

expression.


Assessment

Prewriting, drafting,

revising, editing,

publishing

In addition to previous:

Pre-write

- Explore topics by determining purpose, audience,

and form

- Identify and take notes from resources when

applicable

- Use appropriate graphic organizers

- Discuss ideas with peers/teachers

Draft

-Establish voice/tone that is appropriate to the

content and audience-

-Write a cohesive piece which includes:

^introduction with hook, setting/context, and

focus/thesis

^a controlling idea which is consistent throughout

^details that contribute to development of ideas

Prewriting

-Generate and select

topics related to a given

purpose

-Gather relevant details

from text and/or

experience that support

focus

-Use oral or visual

strategies to share and

organize details

Drafting and revision of

content ideas

-Explore and elaboratedetails in order to

develop a controlling

idea and reach

meaningful conclusion

-Revise writing length

and connection of


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^a conclusion that demonstrates deeper

understanding

- Use transitions effectively

- Use effective organization to support purpose

- Use techniques from literature and descriptive

language

Revise

- Reread own writing to check for meaning

- Check for coherence and structure

- Add details that enhance the story

- Delete irrelevant details

- Reflect on and improve writing using established

criteria

- Select vocabulary and title for more precise

meaning

- Rearrange sections of text to improve organization

of ideas

- Confer with others and use feedback to revise

details for

effectiveness by

conferencing (teachers

and peers) and utilizing

benchmarked models

and rubrics

-Use rich transitions to

connect ideas and to

create coherence within

the piece

Editing and Publishing

-Use editing skills and

tools to check grammar,

usage, and mechanics

-Edit independently and

collaboratively

-Share final drafts with

an intended audience


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- Reflect on and improve writing using established

criteria

Edit

-Self-edits

-Edit with help from adults and peers

-Use resources to correct spelling of unknown words

-Use grade-appropriate grammar, usage, and

mechanics

Publish

-Create and share text with an audience in a variety

of forms (handwritten, electronic, or visual display


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Power Standard

#3

Writing

Conventions &

Structures

Students

demonstrate

command of the

structures of

English language

by writing with

appropriate

English grammar

and conventions.


Assessment

Grammar, Usage,

Mechanics, Spelling-Use correct grammar; employ a variety of sentence

structures, follow conventional spelling; use correct

mechanics display few errors or patterns of errors,

relative to length and complexity; make only

intentional, effective departure from conventions.

Spelling

- Identify misspelled words.

- Correctly spell grade appropriate, high frequency

words, including homonyms and homophones.

- Applying syllable and affixing spelling

patterns/rules to new situations.

Punctuation

Applies rules of standard English usage to correct

grammatical errors (i.e. agreement sub/verb)

consistency (verb tense), and irregular form (verb

and nouns)

Grammar

Students willbuild

meaningwith

Adjective clauses and

compound sentences

with comma and

conjunction or a semi-

colon.

Students willedit for

clarity

Pronoun Antecedent

agreement, run on

sentences


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- Identify and use eight parts of speech.

- Use the positive comparative and superlative forms

of adjectives.


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Power Standard

#4

Informational

Writing

Students will

write

informational

pieces with

purpose,

organization,

voice and

details in order

to show thinking

through

analysis,

synthesis and

evaluation.


Assessment

Purpose, Voice,

Organization, Details

(Elaboration)

Response Informational Text

-State and maintain a focus (purpose)

-Select appropriate information to set

context/background

-Summarize key ideas

-Connect what has been read (ideas/concepts) toprior knowledge or other texts

-Use specific details and references to text and

citations to support focus or judgment

-Organize ideas using transition words/phrases and

writing a conclusion that provides closure

-Use appropriate voice and tone through word choice

and sentences with embedded phrases and clauses

Report

-State and maintain a focus /controlling idea

(purpose) on a topic using an appropriate

organizational text structure (e.g. description,

Purpose:

-Select appropriate

information to set the

context in order to

convey a perspective.

-Establish a topic while

maintaining a

focus/controlling idea.

-Anticipate readers

needs through

appropriate format and

stating a position when

necessary.

Voice:

-Demonstrate use of

appropriate voice and

tone (word choice,

sentences with

embedded phrases and


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chronology, proposition/support, compare/contrast)

-Select appropriate information to set the context

-Include a lead/hook (e.g. startling statistic,

anecdote/scenario, general to specific, quotation)

-Use transition words or phrases

-Obtain information from multiple locations and

sources

-List sources at end of a report, if appropriate

-Elaborate by including relevant and sufficient facts

and details, (excluding extraneous information)

-Address readers concerns (provide context)

-Write a conclusion

Procedure

-Include an appropriate purpose in context

-Record a list of specific materials

-Create a format that is easy to follow and anticipate

the readers needs using a variety of transitions,

graphics, bullets, and/or diagrams

-Include details and examples that help the reader

clauses).

Organization:

-Create an

organizational text

structure (format)

appropriate to the

focus/controlling idea

that is easy to follow.

-Logically organize ideas

by writing a strongintroduction (which sets

the context) middle, and

conclusion restating the

issue or problem and

summarizing key ideas.

-Use transition words

and phrases excluding

extraneous information.

Details (Elaboration):

-Elaborate on the focus

by selecting appropriate

information from more


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understand and visualize the process (e.g. imagery,

analogies)

-Develop a conclusion that advances the readers

understanding or appreciation of the process

-Address problems that might arise for the reader

(e.g., potential problems, safety)

Persuasive

-Restate the issue or problem

-Articulate a point of view, or state a firm judgment

about the issue or problem

-Elaborate on position with appropriate facts and

details

-Address the readers potential concerns or

counterarguments

than one source.

-Use sufficient and

specific details

referenced/cited fromtext(s) while supporting

focus, making

connections and

inferring.


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Power Standard

#5

Expressive

Writing

Students will

write creatively

with purpose,

organization,

voice and

details in order

to express

identity, their

own thoughts,

ideas and

feelings.


Assessment

Expressive Writing:

Purpose, Voice,

Organization, Details

(Elaboration)

Narrative

-Create a clear and logically consistent story line

-Use transition words/phrases to establish clear

chronology and enhance meaning

-Establish context, problem/conflict/challenge, and

resolution

-Maintain point of view:

1st person 3rd person Omniscient

-Use relevant and descriptive details and sensory

language to advance the story line (i.e. I could hear

bells ringing. It sent shivers down my spine.)

-Create dialogue to advance action

-Develop characters through description, speech and

actions

-Use voice appropriate to purpose

-Maintain focus

Purpose:

-Create a clear and

coherent (logically

consistent) story

line/focus (look at

rubric).

-Write poems that

express feelings, tell a

story or illustrate an

idea.

Voice:

-Show evidence of

individual voice

appropriate to purpose.

-Exhibit a variety of

techniques for

reflecting on thoughts

or feelings through

questioning, comparing


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Reflective

- Develop concrete details and sensory language to

establish context (purpose)

-Establish or evolve focus

- Reflect on thoughts or feelings using questioning,

comparing, or connecting techniques

-Maintain coherent organization

Poetry

-Write in a variety of voices for a variety of

audiences (purpose)

-Express feeling or thought

-Select vocabulary according to purpose or for

effect on audience

-Use poetic devices:

rhyme rhythm repetition figurative language simile personification

or connecting.

-Use a variety of voices

for a variety of

audiences.

-Select vocabulary

according to purpose

and effect on audience.

-Use rhyme, rhythm,

repetition or figurative

language in a variety of

poetic forms (poetry).

Organization:

-Utilize coherent

organization using

transition

words/phrases to

establish clear

chronology and enhance

meaning.

-Maintain focus

throughout piece.


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-Use a variety of poetic forms

- Create stanzas and common rhyme schemes.

Details (Elaboration):

-Establish context

(setting or background

information),problem/conflict/challe

nge, and resolution, and

maintaining point of view

(1st person, 3rd person,

or omniscient).

-Use relevant and

descriptive details and

sensory language toadvance the story line.

-Use dialogue to

advance action.

-Develop characters

through description of

speech and actions.

-Apply dialogue toadvance action.

grade 6 literacy curriculum.pdf

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