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Greene County Public Schools

Language Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 1

Time/Dates SOL/Strand Objective/Content/Essential

Questions/CognitiveLevel

Vertical Alignment

Vocabulary Cross-curricular Connections

August 17-19(3 days)

ReadingSOL 6.4e

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. e) Use word-reference materials.

Essential Knowledge Recognize that many words have multiple meanings and that context and dictionaries are both supportive in determining which meaning is most appropriate

Cognitive Level: Remember, Analyze

5th Grade use reference materials.

ThesaurusGlossaryGuidewords

History and Science vocabulary: reconstruction, laws, slavery, inferring, observation, experiment

August 22-September 2(10 days)

Reading SOL 6.5a

The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.

a)Identify the elements of narrative structure,

including setting, character, plot, conflict, and

theme.

Essential Knowledge• Identify and define the elements of narrative structure.• Understand that fiction includes a variety of genres, including short story,

5th Grade discusses characters, setting, and important events and identifies themes.

GenreFictionNonfictionNarrativeSettingCharacterPlotConflictTheme

Social Studies Read fiction or narrative nonfiction on: Reconstruction: black codes/laws Westward Expansion: Nez Perce article, Chief Joseph speech

novel, and drama.• Understand that narrative nonfiction includes biography, autobiography, and personal essay.• Understand setting as time and place.• Understand plot as: the development of the central conflict and resolution; the sequence of events in the story; and the writer’s map for what happens, how it happens, to whom it happens, and when it happens• Understand that character traits are revealed by: what a character says; what a character thinks; what a character does; and how other characters respond to the character.

Cognitive level: Remember, Understand

Resources: Textbook: “Tuesday of the Other June,”“Eleven,” Jamestown series: Literary Forms, readworks article on bullying

August 22-September 2(10 days)

ReadingSOL 6.4a, b

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes,

synonyms, and antonyms to expand

vocabulary.

Focus: re-

Essential Knowledge

5th Grade Roots:ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram

PrefixSuffixWord originDerivationRootSynonymAntonym

• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.


Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills, readworks.org

5th Grade Prefixes:semi, super, multi, poly, tele, inter, inter, mid, sub, deca/deci, kilo, milli/mille, centi, en/em, fore, anti, auto

5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism, -ence/ance, -ess, -ive/-ative/tive

August 22-September 2(10 days) Writing

SOL 6.8hThe student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h) Use correct spelling for frequently used words.

Essential Knowledge

5th Grade uses correct spelling of commonly used words.

Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.

Cognitive Level: Knowledge

September 6-September Reading The student will read and 5th Grade

13(6 days)

SOL 6.5d, g

demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.d) Describe cause and effect relationships and their

impact on plot.g) Explain how character and plot development are used in a selection to support a central conflict or story line.

Essential Knowledge• Analyze in detail how a key individual, even, or idea is introduced, illustrated, and elaborated in a text.• Describe how a fictional plot is often episodic, and how characters develop.

Cognitive level: Remember, Understand

Resources: Textbook: “Lob’s Girl,” other short story collections: “The Enchanted Raisin,” Jamestown series: Understanding Characters, readworks.org

discusses characters, setting, and important events and identifies themes.

Cause and EffectPlot DevelopmentCentral Conflict

September 6-13 (6 days)

WritingSOL 6.7a, b, c, d

The student will write narration, description, exposition, and persuasion.a) Identify audience and purpose. b)Use a variety of prewriting strategies including

graphic organizers to generate and organize ideas. c) Organize writing structure to fit mode or topic.d)Establish a central idea and organization.

Essential Knowledge• Use prewriting strategies to select and narrow topics.

5th Grade introduced to prewriting strategies.

Cluster, WebPlanOutlineBulleted ListGraphic OrganizersPrewriting StrategiesOrganizeTopicAudiencePurposeCentral Idea

• 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.

• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.• Write using strategies such as definition, classification, comparison/contrast, and cause/effect.• Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.• Establish and maintain a formal style of writing when appropriate.• Provide an appropriate conclusion for the purpose and mode of writing.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining

Focus: Narrative Writing

Cognitive Level: Apply, Analyze, Create

September 14-September 28 (11

ReadingSOL 6.4d

The student will read and learn the meanings of unfamiliar words and

5th Grade introduced to figurative

Figurative LanguageSimileMetaphor

days) ReadingSOL 6.5j

Reading 6.5c

phrases within authentic texts. d)Identify and analyze figurative language.

The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. j)Identify and analyze the author’s use of figurative

language.

Essential Knowledge• Recognize that figurative language enriches text.• Identify figurative language in text, including: simile (figures of speech that use the words like or as to make comparisons); hyperbole (intentionally exaggerated figures of speech); and metaphor (a comparison equating two or more unlike things without using “like” or “as.”• Understand that imagery and figurative language enrich texts.• Notice an author’s craft, including use of:language patterns; sentence variety; vocabulary; imagery; and figurative language.• Recognize and author’s use of simile, hyperbole, and metaphor.• Recognize an author’s choice of words and images.• recognize and author’s craft as the

language. HyperbolePersonificationOnomatopoeiaalliteration

purposeful choice of vocabulary, sentence formation, voice, and tone.

recognize an author’s theme(s).• recognize an author’s tone including serious, humorous, objective, and personal.• Use strategies for summarizing, such as graphic organizers.• Recognize poetic forms, including: haiku, limerick, ballad, and free verse.• Recognize poetic elements in prose and poetry, including: rhyme, rhythm, repetition, alliteration, and onomatopoeia.•

Cognitive Level: Remember , Analyze

Resources: textbook, short story collections, poetry collections, Jamestown series: Literary Forms, readworks.org, brainpop

September 14-September 28 (11 days)

ReadingSOL 6.4a, b

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes,

synonyms, and antonyms to expand vocabulary.

Focus: un-

Essential Knowledge• Use word structure to analyze and show relationships among


words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.




Resources: The Learning Works: Prefixes & Suffixes, Word Trek/Words Their Way, Wordskills, readworks.org, brainpop

September 14-September 28 (11 days)

WritingSOL 6.8h

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

h)Use correct spelling for frequently used words.

Essential Knowledge Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.



September 14-September 28

WritingSOL 6.8f

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and

5th Grade introduced to use

Quotation Marks

(11 days)Writing

SOL 6.7i

paragraphing. f)Use quotation marks with dialogue.

The student will write narration, description, exposition, and persuasion.i)Revise sentences for clarity of content including specific vocabulary and information.

Essential Knowledge• Punctuate and format dialogue.• Correctly use quotation marks in dialogue.• Revise drafts for improvement, using teacher assistance peer collaboration, and growing independence.• Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.• Use complete sentences with appropriate punctuation.• Capitalize language classes or classes followed by a number.• Capitalize mom and dad only when those title replace names or are used as proper nouns.

Cognitive Level: Remember

quotation marks.

Resource: textbook, students’ independent reading books, readworks.org

September 29-- October 11(9 days)

WritingSOL 6.8b, d


b)Use subject-verb agreement with intervening phrases and clauses.d) Maintain consistent verb tense across paragraphs.

Essential Knowledge• Use singular verbs with

5th Grade learns subject verb agreement and past and present verb tenses.

SubjectVerbIntervenePhraseClauseConsistentTense

singular subjects and plural verbs with plural subjects.• Maintain a consistent verb tense within sentences and throughout and across paragraphs.

Cognitive level: Apply

Resources: Daily Edits, textbook, reading SOL 6.5j and 6.4d is used to address reading during editing., readworks.org

September 29--October 11(9 days)

ReadingSOL 6.4c

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

Essential Knowledge• Use context as a clue to the meaning.• Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.• Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast.


Resources: Wordskills

5th Grade uses context and sentence structure to determine meanings and differentiate among multiple meanings of words.

Definition and RestatementExampleComparisonContrastCause and EffectInference from GeneralContext

Social Studies: Relate to prohibition and the roaring 20’s.


WritingSOL 6.7j

The student will write narration, description, exposition, and persuasion.

j)Use computer technology to plan, draft, revise, edit, and publish writing.

5th Grade uses technology as a tool to research,

organize, evaluate, andcommunicate information.

NarrationDescriptionExpositionPersuasionPlan


SOL 6.6l l)Use reading strategies to monitor comprehension

throughout the reading process.

Essential Knowledge Use specific and helpful clues in the context, including definitions (which define words within the text); signal words (which alert readers that explanations or examples follow); direct explanations (which explain terms as they are introduced); synonyms (which provide a more commonly used term); antonyms (which contrast words with their opposites; and inferences(which imply meaning and help readers deduce meaning).

Cognitive Level: Apply

Resource: textbook, Wordskills

October 12-14 (3 days)End of first 9 weeks.

CommunicationSOL 6.1a

CommunicationSOL 6.2d, e

The student will participate in and contribute to small-group activities. a)Communicate as leader and contributor.

The student will present, listen critically, and express opinions in oral presentations.d)Paraphrase and summarize

5th Grade participate as contributors to discussions.

Leader and contributor

what is heard.e) Use language and vocabulary appropriate to audience, topic, and purpose.

Essential Knowledge• Interact as both group leader and member.• Use strategies that contribute to the discussion.• Pose and respond to questions.• Relate and retell information.• Restate briefly and critically the main idea(s) or theme(s) discussed within a group.• Use active listening to focus on what is said and what is implied.• Summarize what is heard.• Retain and rethink ideas based on what is heard.• Infer and assimilate new ideas.• Paraphrase by putting into their own words what has been said by others.• Paraphrase and summarize by restating the main points more succinctly than the original presentation.• Paraphrase or summarize what others have said.

Cognitive Level: Understand, Apply

Beginning of second nine weeks

ReadingSOL 6.6g

ReadingSOL 6.6h

The student will read and demonstrate comprehension of a variety of nonfiction texts. g)Identify main idea.

The student will read and demonstrate comprehension of a variety of nonfiction texts. h)Summarize supporting details.

5th Grade identifies main idea

Main Idea

Essential Knowledge• Read beyond the printed text to understand the message stated or implied by an author.• Determine a central idea of a text and recognize how details support that idea.

Cognitive Level: Remember, Understand, Apply

Resources: Jamestown series: Identifying Main Idea, textbook: Ameila Earhart excerpt, readworks.org

*Common Assessments: MAP, Writing Prompt, Elements of Fiction Quiz, Main Idea Quiz, Characterization Project, Miscellaneous Exit Tickets

*Common Unit Plans: Elements of Fiction

Greene County Public SchoolsLanguage Arts Grade Sixth Curriculum & Pacing Guide 2016-

2017 Quarter 2

Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive

Level

Vertical Alignment


October 17Beginning of second nine weeks

ReadingSOL 6.6g

The student will read and demonstrate comprehension of a variety of nonfiction texts. g)Identify main idea.

5th Grade identifies main idea

Main IdeaSupporting details

Social Studies: Harlem Renaissance Book on tape. Narrated by Puff Daddy. Discuss

October 17-October 21(5 days)

ReadingSOL 6.6h

The student will read and demonstrate comprehension of a variety of nonfiction texts. h)Summarize supporting details.

Essential Knowledge• Read beyond the printed text to understand the message stated or implied by an author.• Determine a central idea of a text and recognize how details support that idea.


Resources: Jamestown series: Identifying Main Idea, textbook: Ameila Earhart excerpt

Main idea and supporting details.

Langston Hughes: Poetry discussing Main Idea: I Sing America Too

October 24-26 (3 days)

ReadingSOL 6.6i

The student will read and demonstrate comprehension of a variety of nonfiction texts. i)Compare and contrast information about one topic,

which may be contained in different selections.

Essential Knowledge• Use graphic organizers to show similarities and differences in the information found in several sources about the same topic.• Compare and contrast similar information across several texts.• Recognize an author’s tone including serious, humorous, objective, and personal.

Cognitive Level: Analyze

Resources: content area textbooks, newspaper,

5th Grade identifies compare/contrast relationships.

ScienceRead nonfiction and fiction on: Kinetic/PotentialEnergy andWeathering & Erosion

Social Studies Read nonfiction and fiction on: ProgressiveMovement, TeddyRoosevelt, WWI,1920s, GreatDepression

magazines, online publications, textbook: Lost Worlds: Tutankhamen excerpt, The First Emperor excerpt

October 27-November 4(7 days)

ReadingSOL 6.5k

ReadingSOL 6.6j

The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. k)Identify transitional words and phrases

that signal an author’s organizational

pattern.

The student will read and demonstrate comprehension of a variety of nonfiction texts. j)Identify the author’s organizational pattern.

Essential Knowledge Identify how transitional words signal an author’s organization such as words indicating time, cause and effect, or indicating more information.

5th Grade identifies structural patterns found in nonfiction, and identifies cause and effect relationships following transition words signaling a pattern.

ChronologicalCompare/ContrastCause/EffectFact/OpinionProblem/SolutionOrder of ImportanceSpatialConcept DefinitionTransition

• Recognize an author’s patterns or organization.• Identify common patterns of organizing text including: chronological or sequential; comparison/contrast; cause and effect; problem-solution; and generalization or principle.


Resources: textbook: “President Cleveland, Where Are You?” “The Jacket,” Jamestown series:

Understanding Organization, Wordskills

November 9-15 (5 days)

WritingSOL 6.7a, b, c, d, e

The student will write narration, description, exposition, and persuasion. a)Identify audience and purpose. b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or topic.d)Establish a central idea and organization.e)Compose a topic sentence or thesis statement if appropriate.

Essential Knowledge• Use prewriting strategies to select and narrow topics.• Compose with attention to: central idea; unity; elaboration; and organization.• 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.• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.• Write using strategies such as definition, classification, comparison/contrast, and cause/effect.• Use transitional words or phrases to connect parts of sentences in order to: show

relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels

of importance; suggest a pattern of organization; and make sentences clearer.• Establish and maintain a formal style of writing when appropriate.• Provide an appropriate conclusion for the purpose and mode of writing.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining• Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information.• Write an effective thesis statement focusing, limiting, or narrowing the topic.• Differentiate between a thesis statement and a topic sentence.

Focus: Compare and Contrast/Prewriting, Writing

Cognitive Level: Understand, Evaluate,

Optional Resources: Readworks.org article: Compare and contrast wearing school uniforms and not using school uniforms. Write persuasion paragraph(s).


ReadingSOL 6.4a, b

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes, synonyms, and antonyms to expand

vocabulary.

Focus: dis-

Essential Knowledge Use word structure to analyze and show relationships among words.



5th Grade Suffixes:-ible, -ian, -an, -ship, -ist,-logy/-ology, -ism, -ence/-

• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common

ance, -ess, -ive/-ative/tive

English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.


Resources: The Learning Works: Prefixes & Suffixes,Word Trek/Words Their Way, Wordskills


WritingSOL 6.8h

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h)Use correct spelling for frequently used words.




WritingSOL


5th Grade writes multiparagraph

November 17-December 1 (8 days)

6.7h, i

h)Expand and embed ideas by using modifiers, standard coordination, and subordination in

complete sentences. i)Revise sentences for clarity of content including

specific vocabulary and information.

Essential Knowledge• Revise drafts for improvement, using teacher assistance, peer collaboration, and growing independence.• Write using descriptive details.• Elaborate to: give detail; add depth; and continue the flow of an idea.

compositions, use precise and descriptive vocabulary, and include supporting details that elaborate the main ideas.

5th Grade revises for clarity of content using specific vocabulary and information.

ToneVoiceElaborationClarity

• Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions); and subordination (establishing the relationship between an independent and a dependent clause by using appropriate subordinate conjunctions).• Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.• Avoid comma splices and fused sentences.• Avoid using

coordinating conjunctions at the beginning of a sentence.

Focus: Revision

Cognitive Level: Understand, Evaluate, Create

November 17-December 1 (8 days)

ReadingSOL 6.4a, b


vocabulary.

Focus: pre-

Essential Knowledge• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.



5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism,

-ence/ance, -ess, -ive/-ative/tive

November 17--28(5 days)

Reading: 6.4c

Separate and recombine known word parts to predict the meaning of unfamiliar words.



The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c) Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.

Essential Knowledge• Use context as a clue to the meaning.• Recognize word relationships, such as: synonyms; antonyms; object/action; source/product; part/whole; animal/habitat.Use context clues to determine meanings of unfamiliar words in text, such as examples; restatements; and contrast.





November 17--28(5 days)

WritingSOL 6.8h

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. h) Use correct spelling for frequently used words.




November 29--November 30 (2 days)

WritingSOL 6.8e, f

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. e) Eliminate double negatives.

Essential Knowledge Eliminate double negatives.

Focus: Daily Edits

Cognitive Level: Remember

Resources: textbook

5th Grade introduced to use quotation marks with dialogue and elimination of double negatives.

Negative

Novemb

Communication

The student will present listen critically, and express opinions in oral 5th Grade

FactOpinion

Social Studies: 50 states research project

er 29--December 2 (4 days)

SOL 6.2a

ReadingSOL 6.6f

presentations.a) Distinguish between fact and opinion.

The student will read and demonstrate comprehension of a variety of nonfiction texts.f) Differentiate between fact and opinion.

Essential Knowledge

introduced to differentiating between fact and opinion.

DistinguishDifferentiateExpress

on a single state: included geography, culture, history

Science: Animal: habitat, prey/predator, look

• Recognize that facts can be verified and that opinions cannot.• Take notes to record facts/opinions or differing viewpoints.• Recognize that a fact is something that can be proven, while an opinion is a personal feeling.• Summarize the text without providing a personal opinion.

Cognitive Level: Analyze

Resources: “The Roswell Incident,” “The MolassesFlood”

December 2-22 (15 days)

ResearchSOL 6.9a, b, c,d, e

The student will find, evaluate, and select appropriate resources for a research product.a)Collect information from multiple sources including online, print, and media. b)Evaluate the validity and authenticity of texts.c)Use technology as a tool to research, organize,

5th Grade collects information from multiple resources including online, print and media.

5th Grade

ValidityAuthenticityCiteResourceEvaluatePrimary SourcesSecondary SourcesPlagiarismEthical

evaluate, and communicate. d)Cite primary and secondary sources. e)Define the meaning and consequences of

plagiarism and follow ethical and legal guidelines

for gathering and using information.

Essential Knowledge• Understand that a primary source is an original document or a firsthand or eyewitness account or an event.• Understand that a secondary source discuss information originally presented somewhere else. Secondary sources provide analysis, interpretation, or evaluation of the original information.• Understand and use the online, print, and media references available in the classroom, school, and public libraries, including: general and specialized dictionaries; thesauruses and glossaries; general and specialized encyclopedias; directories; general and specialized databases; and Internet resources, as appropriate for school use.

uses technology as a tool to research, organize, evaluate, and communicate.

5th Grade gives credit to sources used in research.

5th Grade defines the meaning and consequences of plagiarism.

LegalReliable

• Evaluate the validity and authenticity of texts, using questions, such as: Does the source appear in a reputable publication? Is the source free from bias? Does the writer have something to gain from his opinion? Does the information contain facts

for support? Is the same information found in more than one source?• Prevent plagiarism and its consequences by giving credit to authors when idea and/or words are used in research.• Differentiate between a primary and secondary source.• Provide a list of sources using a standard form for documenting primary and secondary sources.

Focus: Research topic for a short piece.

Cognitive Level: Understand, Remember,Knowledge, Apply Evaluate


WritingSOL 6.7f, g, h, i

The student will write narration, description, exposition, and persuasion. f) Write multi-paragraph compositions with

elaboration and unity. g) Select vocabulary and information to enhance the

central idea, tone, and voice. h) Expand and embed ideas by using modifiers,

standard coordination, and subordination in

complete sentences. i)Revise sentences for clarity of content including

specific vocabulary and information.

Essential Knowledge• Use prewriting strategies to select and narrow topics.

5th Grade writes multi-paragraph compositions, use precise and descriptive vocabulary, and include supporting details that elaborate the main ideas.

5th Grade revises for clarity of content using specific vocabulary and information.

• Compose with attention to: central idea; unity; elaboration; and organization.• Revise drafts for improvement, using teacher assistance, peer collaboration, and growing independence.• Write using descriptive details.• Elaborate to: give detail; add depth; and continue the flow of an idea.

• Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using appropriate coordinating conjunctions); and subordination (establishing the relationship between an independent and a dependent clause by using appropriate subordinate conjunctions).• Understand that revising to improve a draft includes: rereading; reflecting; rethinking; and rewriting.• Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.• Elaborate writing to continue the flow from idea to idea without interruption• Use appropriate transitions to clarify the relationships among ideas and concepts.• Select vocabulary and

tone with awareness of audience and purpose.• Write more than one paragraph on any central theme or topic demonstrating elaboration, coherence, and unity.

Focus: Write short research piece.



CommunicationSOL 6.1a, b, c, d

ReadingSOL 6.4f

The student will participate in and contribute to small-group activities. a)Communicate as leader and contributor. b)Evaluate own contributions to discussions. c)Summarize and evaluate group activities. d)Analyze the effectiveness of participant

interactions.

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. f)Extend general and specialized vocabulary

through speaking, listening, reading, and writing.

Essential Knowledge• Ensure that all group members participate in exchange of information.• Use verbal and nonverbal feedback from the audience to evaluate their own contributions. Process and verbalize the content and impact of each participant’s contribution to a discussion.

5th participate as contributors to discussions.

5th Grade develops vocabulary by listening to and reading a variety of texts.

LeaderCommunication

• Interact as both group leader and member.• Use strategies that contribute to the discussion.• Restate briefly and critically the main idea(s) or theme(s) discussed within a group.• Use active listening to focus on what is said and what is implied.• Summarize what is heard.• Use a checklist and /or rubric to evaluate the participation of self and others.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.

Focus: Present short research piece.

Cognitive Level: Understand, Apply, Analyze,

Evaluate

*Common Assessments: Author’s Organizational Pattern Quiz, Characteristics of Non-Fiction Quiz, Supporting Details Assessment, Language Arts Benchmark, Writing Prompt

*Common Unit Plans:

Greene County Public Schools

Language Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 3

Time/Dates SOL/Strand Objective/Content/Essential Questions/Cognitive

Level

Vertical Alignment


Beginning of third 9 weeks: January 3-9(5 days)

ReadingSOL 6.5c

The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.c)Describe how word choice and imagery contribute to the meaning of a text.j)Identify and analyze the author’s use of figurative language.

Focus: Poetry, review prefixes and suffixes previously taught

Essential Knowledge• recognize and author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone.

recognize an author’s theme(s).• recognize an author’s tone including serious, humorous, objective, and personal.• Use strategies for summarizing, such as graphic organizers.• Recognize poetic forms, including: haiku,

5th Grade describes how author’s choice of vocabulary contributes to the author’s style.

5th Grade introduced to figurative language.

ImageryRhymeRhythmRepetitionAlliterationOnomatopoeia

ScienceRead nonfiction and fiction on:Ocean Currents & Climate,Pollution,Atmosphere, Weather,Solar System

Social Studies Read nonfiction and fiction on: GreatDepression, WWII,Cold War

limerick, ballad, and free verse.• Recognize poetic elements in prose and poetry, including: rhyme, rhythm, repetition, alliteration, and onomatopoeia.


Resources:● Textbook: “Ode to My

Library”● Read works.org:

weather air patterns.● Out of the Dust by

Karen Hesse● library of congress for

pictures and primary sources.

● Flo-vocabulary

January 10-23(9 days)

WritingSOL 6.8c

The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.c)Use pronoun-antecedent agreement to include indefinite pronouns.

Essential Knowledge

5th Grade can identify pronouns.

PronounIndefiniteAntecedent

• Differentiate between subjects and objects when choosing pronouns.• Understand that pronouns need to have recognizable antecedents that agree in number and gender.• Use first person pronouns appropriately in compound subjects and objects.• Recognize and correct

vague pronouns.• Correctly use the apostrophe for contractions and possessives.

Focus: Daily Edits



ReadingSOL 6.4a, b


vocabulary.

Focus: post-

Essential Knowledge• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.




5th Grade Suffixes:-ible, -ian, -an, -ship, -ist, -logy/-ology, -ism, -ence/ance,

-ess, -ive/-ative/tive



Writing SOL 6.8h






January 10-23 (9 days)

WritingSOL 6.8g


g)Choose adverbs to describe verbs, adjectives, and other adverbs.

Essential Knowledge Choose adjectives and adverbs appropriately

Cognitive Level: Knowledge, Apply

5th Grade uses adjective and adverb comparisons.

AdverbsVerbsAdjectives


WritingSOL 6.7a, b, c, d, g

The student will write narration, description, exposition, and persuasion. a)Identify audience and

MLK I have a Dream book.MLK speech video

purpose. b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or topic.d)Establish a central idea and organization.g)Select vocabulary and information to enhance the central idea, tone, and voice.

Essential Knowledge• Use prewriting strategies to select and narrow topics.• Compose with attention to: central idea; unity; elaboration; and organization.• Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.

Prompt: Pretend you were alive the day of the MLK Jr. speech. Tell the story through a poem of that day through your eyes. What did you do? how did you feel? how did people act? what were others saying? what were you thinking?

• Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing;

organizing graphically; questioning; and outlining• Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.• Use appropriate transitions to clarify the relationships among ideas and concepts.• Select vocabulary and tone with awareness of audience and purpose.

Focus: Poetry


January 31--February 6(5 days)

ReadingSOL 6.4a, b

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations.

b)Use roots, cognates, affixes, synonyms, and antonyms to expand

vocabulary.

Focus: -able




5th Grade

Suffixes:-ible, -ian, -an, -ship, -ist,-logy/-ology, -ism, -ence/-

• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.



ance, -ess, -ive/-ative/tive

January 31--February 6(5 days)

WritingSOL 6.8h






February 7-13(5 days)

ReadingSOL 6.6a

The student will read and demonstrate comprehension of a variety of nonfiction texts.

a)Use text structures such as types, headings, to predict and categorize information in both print digital texts.

Essential Knowledge Pose questions prior to and during the reading process based on text structures, such as: boldface and/or italics type; type set in color; vocabulary; graphics or photographs; and headings and subheadings.


Resources: magazines, other content area textbooks

5th Grade identifies text features: title, heading, pictures

TypeHeadingsGraphicsDigital TextsBold FaceSidebarItalicsSubheadingsCaptionsColor

Social Studies/Science Students will create a product applying social studies or science knowledge by utilizing text structures learned.

February 14--27(7 days)

Reading SOL 6.4c The student will read and

learn the meanings of unfamiliar words and phrases within authentic texts. c)Use context and sentence structure to determine meanings and differentiate among multiple

meanings of words.






February 28--March 10(9 days)

Writing SOL 6.7a, b, c, d, g

CommunicationSOL 6.2eSOL 6.3c


a)Identify audience and purpose. b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or topic.d)Establish a central idea and organization.g)Select vocabulary and information to enhance the central idea, tone, and voice.

The student will present, listen critically, and express opinions in oral presentations.e) Use language and vocabulary appropriate to audience, topic, and purpose.

The student will understand the elements of media literacy.c) Craft and publish audience-specific media messages.

Essential KnowledgeUse prewriting strategies to select and narrow topics.

• Compose with attention to: central idea; unity; elaboration; and organization.• Develop real or imagined

experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically; questioning; and outlining• Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.• Use appropriate transitions to clarify the relationships among ideas and concepts.• Select vocabulary and tone with awareness of audience and purpose.• Plan and deliver an oral presentation, using the following steps: determine topic and purpose; identify the intended audience; gather information; organize the information; use multimedia to clarify presentation information; choose vocabulary appropriate to topic, purpose, and audience; phrase with grammatically correct language; and practice delivery.• Understand the effectiveness of any media message is determined by the results on the intended audience.• Recognize production elements in media are composed based on audience and purpose.• Create media messages, such as public service

announcements aimed at a variety of audiences with different purposes.

Focus: Current Science or Social Studies Topic

Cognitive Level: Understand, Remember, Evaluate,Apply, Create

Resources:● DOE anchor papers,● textbook● readworks.org: school

uniforms

*Common Assessments: Language Arts Benchmark, Elements of Poetry Test, Figurative Language Quiz, Poetry Writing

*Common Unit Plans:

Greene County Public SchoolsLanguage Arts Grade Sixth Curriculum & Pacing Guide 2016-2017 Quarter 4

Time/Dates SOL/

StrandObjective/Content/Essential

Questions/CognitiveLevel

Vertical Alignment


March 13-24(10 days)

ReadingSOL 6.5f

The student will read and demonstrate comprehension of a variety of nonfiction texts.

f)Use information in the text to

5th Grade introduced to drawing conclusions and

DemonstrateInferencesDraw Conclusions

ScienceRead nonfiction andfiction on Solar

ReadingSOL 6.6e

draw conclusions and make inferences.


e)Draw conclusions and make inferences based on explicit and implied information.

Essential Knowledge• Understand that character traits are revealed by: what a character says; what a character thinks; what a character does; and how other characters respond to the character.• Analyze how a text makes connections among and distinctions between individuals, ideas, or events.• Use graphic organizers to record clues in the text and inferences or conclusions made by the reader as a result of those clues.• Pose questions prior to and during the reading process based on text structures , such as: boldface and/or italics type; type set in color; vocabulary; graphics or photographs; and headings and subheadings.• Give evidence from the text to support conclusions.• Comprehend and record details and/or facts in order to arrive at a conclusion, inference, or generalization.

Cognitive Level: Evaluate

Resources: Jamestown series: Making Inferences,Drawing Conclusions

making inferences from text.

Explicit InformationImplied Information

System

Social Studies Read nonfiction and fiction on: Cold War,Civil RightsMovements

March 13-24(10 days)

ReadingSOL 6.4a, b The student will read and learn

the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations. b)Use roots, cognates, affixes,

synonyms, and antonyms to expand vocabulary.

Focus: -less

Essential Knowledge• Use word structure to analyze and show relationships among words.• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.






March 27--April 14(10 days)

WritingSOL 6.4c

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. c)Use context and sentence structure to determine meanings and differentiate among multiple meanings of words.


5th Grade uses




context and sentence structure to determine meanings and differentiate among multiple meanings of words.

April 10--21(10 days)

Writing 6.8h The student will edit writing for correct grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing.

h)Use correct spelling for frequently used words.Essential Knowledge• Proofread and edit drafts with teacher assistance, peer collaboration, and growing independence.• Use first person pronouns appropriately in compound subjects and objects.• Recognize and correct vague pronouns.



Focus: Persuasive Writing

Cognitive Level: Understand, Remember, Evaluate,Apply, Create

April 17-21(5 days)

ReadingSOL 6.4a, b

The student will read and learn the meanings of unfamiliar words and phrases within authentic texts. a)Identify word origins and derivations.

b)Use roots, cognates, affixes, synonyms, and antonyms to

expand vocabulary.

Focus: -ance/-ence


5th Grade Roots:

ject, struct, vis, vid, jur/juris, log/logue, path, ast/astr, mit, audi, dict,max(i), port, phobia/phobic/phobe, scrib/script, gram


• Use common, grade-appropriate Greek and Latin affixes and roots as clues to determine meanings of common English words.• Use common Greek or Latin affixes and roots as clues to the meaning of a word.• Identify Latin and Greek roots of common English words as clues to the meaning.• Separate and recombine known word parts to predict the meaning of unfamiliar words.




April 17-21(5 days)

WritingSOL 6.8h


b) use subject-verb agreement with intervening phrases and clauses

Essential Knowledge use singular verbs with singular subjects and plural verbs with plural subjects



April 24-May 5

(10 days)

ReadingSOL 6.5c


c)Describe how word choice and imagery contribute to the meaning of a text.

Essential Knowledge• Recognize an author’s choice or words and images.• Describe how the author uses keywords and images to craft a message and create characters.• Understand that imagery and figurative language enrich texts.

The student will write narration, description, exposition, and

5th Grade describes how author’s choice of vocabulary contributes to the author’s style.

May 8-26(15 days)

WritingSOL 6.7g

persuasion.a)Identify audience and purpose.b)Use a variety of prewriting strategies including graphic organizers to generate and organizer ideas. c)Organize writing structure to fit mode or topic.d)Establish a central idea and organization.g)Select vocabulary and information to enhance the central idea, tone, and voice.h)Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences.i)Revise sentences for clarity of content including specific vocabulary and information.

Essential Knowledge● Use prewriting strategies to

select and narrow topics.• Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.• Use transitional words or phrases to connect parts of sentences in order to: show relationship between ideas; signal a shift or change in the writer’s thoughts; signal levels of importance; suggest a pattern of organization; and make sentences clearer.• Identify audience and purpose for any piece of writing.• Use selected prewriting techniques, such as: brainstorming; webbing; mapping; clustering; listing; organizing graphically;

questioning; and outlining• Select vocabulary and tone with awareness of audience and purpose• Incorporate variety into sentences, using appropriate: modifier (an adjective, an adverb, or a phrase or clause acting as an adjective or adverb); coordination (joining words, phrases, clauses, or sentences by using• Recognize an author’s craft as the purposeful choice of vocabulary, sentence formation, voice, and tone.• Compose with attention to: central idea; unity; elaboration; and organization.• Craft writing purposefully with attention to: deliberate word choice; precise information and vocabulary; sentence variety; and tone and voice.• Develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well-structured event sequences when writing narratives.• Write using descriptive details.• Elaborate to: give detail; add depth; and continue the flow of an idea.

Cognitive Level: Understand, Remember, Evaluate,Analyze, Create

*Common Assessments: English SOL, MAP, Writing Prompt, Culminating Project

*Common Unit Plans:

greene county public schools -...

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