mcps 6th grade pacing guide

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MCPS 6th Grade ELA Pacing Guide

MCPS 6th Grade Pacing Guide

MCPS Vision for Learning Using high-quality instructional materials, teachers will prepare learning experiences that include standards-aligned questions

and tasks to create rigorous learning opportunities. Students build knowledge that is transferable to experiences outside the

classroom through ownership of their reading, writing, thinking, problem solving and collaboration, with support as needed, to

ensure access for all. Leadership will support these expectations through a reflective culture of improvement and accountability.

In pursuing student mastery of new and prior content, sound assessment practices and the scaffolding of remediation are

utilized to address standards gaps.

Maury County Public Schools provides a Scope & Sequence to guide English Language Arts teachers in organizing their

teaching and assessment of students on the Tennessee ELA Academic Standards.  

This Scope & Sequence is developed in alignment with myPerspectives™, a standards-aligned program that includes a flexible

instructional model; thematic units; multi-genre texts; integrated reading, writing, speaking and listening, and language skills

instruction; and collaborative activities.   

Each unit of the S&S will feature:

Unit Topics and Essential

Questions

The essential questions frame all unit activities and discussions. 

Focus Standard These ELA standards are assessed on each Savvas unit test. Consider these standards

when planning common formative assessments with your PLC team.

CFA Standards These standards are generated from the TNReady Blueprints.

Performance Tasks and

Assessment Options

Refer to the MCPS Pacing Guide below.

Pacing Calendar

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5

August 10 – October 1 October 11 – December

3

December 6 – February

11 February 14 – April 13 April 14 – May 18

*bolded standards are the focus standards from the TN Blueprint

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Unit 1 Childhood (36 days)

Essential Questions What are some of the challenges and triumphs of growing up?

Unit Texts Launch text

• “Wagon Trail at Dusk” (740L)- 2 days

Whole-Class Learning

• Anchor text, Memoir in Verse: from Brown Girl Dreaming - 12 days

• Media, Comic Strip: “Gallery of Calvin and Hobbes Comics” - 1 day

Small-Group Learning

• Public Document: Declaration of the Rights of the Child (1380L) - 4 days

• Magazine Article: Michaela DePrince: The War Orphan Who Became a Ballerina (1040L) - 3 days

• Memoir: from Bad Boy (1000L) - 2 days

• Poetry: I Was a Skinny Tomboy Kid - 3 days

Independent Learning (2 days total for independent learning)

• Novel Excerpt: from Peter Pan (800L)

• Poetry: Oranges

• Essay: The Boy Nobody Knew (820L)

• Short Story: Raymond’s Run (1280L)

• Short Story: Eleven (980L)

Standards Instructed throughout Unit Language Standards (CSE,

KL, AU, VAU)

Literature & Informational Text

Reading Standards (KID, CS,

IKI, RRTC)

Speaking & Listening

Standards (CC, PKI)

Writing Standards (TTP, PDW,

RBPK, RW)

6.L.CSE.1

6.L.CSE.1.a-b

6.L.CSE.2

6.L.KL.3

6.L.KL.3.a

6.L.VAU.4

6.L.VAU.4.a, b, c, d

6.L.VAU.5

6.L.VAU.6

6.RL.KID.1 6.RL.KID.2

6.RI.KID.2 6.RI.KID.3

6.RI.CS.5 6.RI.CS.6

6.RL.CS.4 6.RL.CS.5

6.RL.CS.6

6.RL.IKI.9

6.RI.IKI.9

6.RL.RTTC.10

6.RI.RTTC.10

6.SL.CC.1

6.SL.CC.2

6.SL.PKI.4

6.SL.PKI.5

6.SL.PKI.6

6.W.TTP.2

6.W.TTP.2 a, b, c, g

6.W.TTP.3

6.W.TTP.3 a-e

6.W.PDW.4

6.W.PDW.5

6.W.PDW.6

6.W.RBPK.7

6.W.RBPK.9

6.W.RW.10

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Standards Assessed throughout Unit Performance-Based Assessment #1 Performance-Based Assessment #2 Performance-Based Assessment #3

Task: TG p. 32-37 (3 days)

Write a Nonfiction Narrative

Prompt: When did you have to use your

imagination to find another way to do

something?

Assignment: In the poem “another way,”

Jacqueline Woodson’s mother tells the

children, “Today I want you to find another

way to play.” Write a personal narrative in

response to the prompt: When did you have

to use your imagination to find another way

to do something? For example, perhaps you

found another way to play, solve a problem,

make a friend, or learn a new skill. In your

narrative, tell the story of your experience

and reflect on the ways in which using your

imagination made things better.

Task: TG p. 78-79 (2 days)

Present a Retelling

Assignment: A retelling is a new version of a

text that keeps the content recognizable

but also changes it. A retelling may show a

story from a different perspective or move it

to a different setting. Deliver a retelling of

the childhood challenges presented in

either the magazine article, the memoir

excerpt, or the poem from this section. In

your retelling, you may wish to refer to one

or more of the rights set forth in the

Declaration of the Rights of the Child.

Enhance your presentation with media.

Unit Assessment

Performance Task: TG p. 86-88

Writing to Sources: Nonfiction Narrative

Prompt: When did a challenge lead to a

triumph?

Assignment: Part 1

Write a nonfiction narrative in which you tell

about a real-life experience that answers this

question: When did a challenge lead to a

triumph? The experience may be yours, or it

may be that of someone you know. Begin

by giving your reader background about

the experience. Then, present a natural,

logical series of events that shows how a

challenge led to a triumph. Conclude by

reflecting on the importance of the

experience.

Part 2: After completing the final draft of

your nonfiction narrative, plan and present a

recitation, in which you tell the story to

classmates.

Standards: 6.W.TTP.3 6.W.PDW.4

6.W.PDW.5 6.W.RW.10

Standards: 6.SL.PKI.4 6.SL.PKI.5

6.SL.PKI.6

Standards: 6.W.TTP.3 6.SL.PKI.6

6.RL.KID.2 6.RL.CS.5

6.RL.CS.6 6.RI.CS.6


6.RI.CS.5 6.RL.IKI.9

6.L.VAU.4 6.L.VAU.4a

6.L.VAU.5 6.L.CSE.1

6.L.CSE.1b 6.L.VAU.5

6.W.TTP.3 a, d, e, f, g

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Target Timeline see page 1

Additional Notes: Suggested Trade Books: The Secret Garden (970L), Bud, Not Buddy (950L), The Young Landlords (820L)

Power Standards: Power standards are in bold print.

Pacing Plan: Days listed in this pacing guide represents a 40-50 minute class period. Teachers who are on block scheduling may wish to

combine days to reflect their class schedule.

Language Standards: Grammar exercises related to the Language Standards can be found on Savvas EasyBridge under Resources.

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Unit 2 Animal Allies (36 days)

Essential Questions How can people and animals relate to each other?

Unit Texts Launch Text

• “Reading Buddies” (890L) - 2 days


• Anchor Text, Memoir: My Life with the Chimpanzees (860L) - 8 days

• Anchor Text, Historical Fiction: Hachiko: The True Story of a Loyal Dog (690L) - 5 days


• Poetry: A Blessing (NP) - 3 days

• Poetry: Predators (NP) - 4 days

• Essay: Monkey Master (1050L) - 2 days

• Short Story: Black Cowboy, Wild Horses (710L) - 3 days

Independent Learning - 2 days total for all independent learning

• Novel Excerpt: from The Wind in the Willows (1170L)

• Fable: How the Camel Got his Hump (940L)

• News Article: The Girl Who Gets Gifts from Birds (830)

• News Article: Pet Therapy: How Animals and Humans Heal Each Other (1190L)


KL, AU, VAU)



IKI, RRTC)


Standards (CC, PKI)


RBPK, RW)

6.L.CSE.1

6.L.CSE.2

6.L.VAU.4.a, b, c ,d

6.L.VAU.5

6.L.VAU.6

6.RI.KID.1

6.RL.KID.2

6.RL.KID.3

6.RL.CS.4

6.RL.CS.5

6.RI.CS.6

6.RI.IKI.7

6.RI.RRTC.10

6.SL.CC.1

6.SL.PKI.4

6.SL.PKI.5

6.SL.PKI.6

6.W.TTP.2. b, c, d, e, f, g, h, i

6.W.TTP.3. a

6.W.PDW.4

6.W.PDW.5

6.W.PDW.6

6.W.RBPK.7

6.W.RBPK.8

6.W.RBPK.9

6.W.RW.10

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Task: TG p. 128-133 (3 days)

Write an Explanatory Essay

Prompt: What qualities do Goodall and

Turner believe people and animals share?

Assignment: Use your knowledge of the

excerpt from My Life with the Chimpanzees

and “Hachiko: The True Story of a Loyal Dog”

to consider qualities that human beings and

animals seem to share. Write an explanatory

essay that answers the question:

What qualities do Goodall and Turner

believe people and animals share?

Think about the experiences Goodall has

with the chimpanzees and the way Turner

describes Dr. Ueno and Hachiko. Identify

feelings and ways for behaving that the two

authors suggest animals and people have in

common.

Task: TG p. 172-173 (2 days)

Deliver an Informative presentation

Prompt: How can the bonds between

people and animals be surprising?

Assignment: You have read poems, an

essay, and a short story that explore

relationships between animals and people.

With your group, plan and deliver an

informative multimedia presentation that

examines the topic:

How can the bonds between people and

animals be surprising?

Use images or other media to illustrate,

emphasize, and clarify key points in your

presentation. End with a brief question-and-

answer session.

Unit Assessment

Performance Task: TG p. 180-181 (1 day)

Part 1

Writing to Sources: Explanatory Essay

Prompt: How can animals and people help

one another?

Assignment: Write an explanatory essay in

which you answer the following:

How can animals and people help one

another?

Use evidence from the selections in this unit

to elaborate on your explanation. Explain

your ideas thoughtfully and use transitions to

make connections among them. Make sure

that you use a formal style to organize your

essay in a logical way so that it is easy for

readers to follow.

Part 2 Speaking and Listening: Informative

presentation

Assignment: After completing the final draft

of your essay, use it as the foundation for a

brief informative presentation.

Standards: 6.W.TTP.2. b, c, d, e, f, h, i

6.W.PDW.4

6.W.PDW.5

6.W.PDW.6

6.W..RW.10

6.L.CSE.1

Standards: 6.SL.PKI.4

6.SL.PKI.5

6.SL.PKI.6

Standards: 6.W.TTP.2 6.W.TTP.2c

6.SL.PKI.4 6.RI.CS.6


6.RL.CS.5 6.L.VAU.4

6.L.VAU.4a 6.L.VAU.5

6.L.CSE.2 6.L.CSE.1

6.L.CSE.1a

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Additional Notes: Suggested Trade books: The Jungle Book (1020L), Where the Red Fern Grows (700L), Black Beauty (1010L)





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Unit 3 Modern Technology (36 days)

Essential Questions How is modern technology helpful and harmful to society?


• “That’s Not Progress!” (910 L) - 2 days


• Anchor Text, Short Story: Feathered Friend by Arthur C. Clarke (1100L) - 6 days

• Anchor Text, Blog Post: Teens and Technology Share a Future by Stefan Etienne (1100 L) - 3 days

• Anchor Text, Blog Post: The Black of Technology by Leena Khan (980 L) - 3 days

• Media, Video: The Internet of Things by IBM Social Media - 1 day


• Short Story: The Fun They Had by Isaac Asimov (730 L) - 7 days

• Blog Post: Is Our Gain Also Our Loss? by Cailin Loesch (1180 L) - 3 days

• Media, Podcast: Bored...and Brilliant? A Challenge to Disconnect from Your Phone by NPR - 2

days


• News Article: 7-Year-Old Girl Gets New Hand from 3-D Printer by John Rogers (860 L)

• News Article: Screen Time Can Mess with the Body’s “Clock” by Andrew Bridges (980 L)

• Poetry: All Watched Over by Machines of Loving Grace by Richard Braurigan (NP)

• Poetry: Sonnet, without Salmon by Sherman Alexie (NP)

• News Article: Teen Researchers Defend Media Multitasking by Sumathi Reddy (1370 L)


KL, AU, VAU)



IKI, RRTC)


Standards (CC, PKI)


RBPK, RW)

6.L.CSE.1

6.L.CSE.2

6.L.KL.3

6.L.VAU.4.a, b, d

6.L.VAU.5

6.L.VAU.6


6.RL.CS.4 6.RL.CS.5

6.RL.CS.6 6.RL.RRTC.10

6.RI.KID.1 6.RI.CS.5

6.RI.CS.6 6.RI.IKI.8

6.RI.IKI.9 6.RI.RRTC.10

6.SL.CC.1

6.SL.CC.2

6.SL.CC.3

6.SL.PKI.4

6.SL.PKI.5

6.W.TTP.1.a, b, c, d, e

6.W.TTP.2.a

6.W.TTP.3.a, b, d

6.W.PDW.5

6.W.PDW.6

6.W.RBPK.7

6.W.PBPK.9

6.W.RW.10

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Standards Assessed throughout Unit Performance-Based Assessment #1 Performance-Based Assessment #2 Common Formative Assessment

Task: TG p.228-233 (3 days)

Write an Argument

Prompt: Do electronic devices and online

access really improve our lives?

Language Development: Style, transitions

Assignment: Write a brief argument, in the

form of an editorial, in which you state and

support your position on this question: Do

electronic devices and online access really

improve our lives? Draw evidence from the

texts in this section to support your ideas.

Task: TG p.260-261 (2 days)

Deliver a Multimedia Presentation

Prompt: Do the benefits of technology

outweigh its disadvantages?

Assignment: You have read about the

effects of technology in the selections in this

section. Work with your group to develop a

multimedia presentation that addresses this

question: Do the benefits of technology

outweigh its disadvantages?

Unit Assessment

Performance Task: TG p.268-271 (1 day)

Writing to Sources: Argument

Prompt: Do we rely on technology too

much?

Speaking and Listening Outcome: Oral

Presentation

Assignment: Part 1 Write an argumentative

essay in which you state and defend a claim

in response to the following question: Do we

rely on technology too much? Use

convincing evidence from at least three of

the selections that you read in this unit to

support your claim. Support your ideas with

strong reasons and relevant evidence.

Organize your ideas effectively so that your

argument is easy to follow. Establish and

maintain a formal tone. Include a

conclusion that clearly relates to the main

idea you expressed.

Part 2 After completing the final draft of your

argument, use it as the foundation for a brief

oral presentation.

Standards: 6.W.TTP.1.a-e 6.W.PDW.5

6.W.PDW.6 6.W.RBPK.7

6.W.RBPK.8 6.W.RBPK.9.a-b

6.W.TTP.10 6.L.CSE.1

Standards: 6.W.TTP.1.a-b 6.W.RBPK.7

6.SL.CC.3 6.SL.PKI.4

6.SL.PKI.5

Standards: 6.W.TTP.1 6.W.RBPK.9.a-b

6.W.RW.10 6.SL.PKI.4

6.SL.PKI.5 6.RL.KID.2

6.RL.RRTC.10 6.RI.RRTC.10


6.RI.CS.4 6.RI.CS.5

6.RI.CS.6 6.RI.IKI.8

6.L.VAU.4 6.L.VAU.4b

6.L.VAU.5 6.L.CSE.1

6.L.CSE.1 6.W.TTP.1c

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Additional Notes: Suggested Trade books: A Wrinkle in Time (740L), Anything But Typical (640L), My Side of the Mountain (810L)





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Unit 4 Imagination (36 days)

Essential Questions Where can imagination lead?


• “The Great Universal Undo” (670L) - 2 days


• Anchor text, Drama: The Phantom Tollbooth, Act I - 6 days

• Anchor text, Drama: The Phantom Tollbooth, Act II - 6 days

• Media, Video: The Phantom Tollbooth - 1 day


• Novel Excerpt from Alice’s Adventures in Wonderland (1080L) - 5 d - ays

• Poetry Collection: Jabberwocky, from Throughout the Looking Glass - 3 days

• Reflective Essay: The Importance of Imagination (890L) - 3 days


• Novel Excerpt: from The Wonderful Wizard of Oz (1030L)

• Poetry: Our Wreath of Rosebuds

• Poetry: Fantasy

• Novel Excerpt: The Shah of Blah from Haroun and the Sea of Stories (1060L)

• Interview: Magic, Mystery, and Mayhem: An Interview with J.K. Rowling (1000L)


KL, AU, VAU)



IKI, RRTC)


Standards (CC, PKI)


RBPK, RW)

6.L.CSE.1 6.L.CSE.1.c-e

6.L.CSE.2 6.L.KL.3

6.L.KL.3.a 6.L.VAU.4

6.L.VAU.4.a-d 6.L.VAU.5

6.L.VAU.5.b-c 6.L.VAU.6





6.RL.CS.4 6.RL.CS.5

6.RL.CS.6 6.RI.CS.4

6.RL.IKI.7 6.RI.IKI.7

6.SL.CC.1

6.SL.CC.1. a-b

6.SL.CC.2

6.SL.PKI.4

6.SL.PKI.5

6.W.TTP.2 6.W.TTP.2.a-e


6.W.PDW.4 6.W.PDW.5


6.W.RBPK.8 6.W.TTP.10

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Standards Assessed throughout Unit Performance-Based Assessment #1 Performance-Based Assessment #2 Performance-based Assessment #3

Task: TG p. 352-357

Prompt: One day in the Kingdom of

Wisdom...

Assignment: Think about the characters

whose adventures unfold in The Phantom

Tollbooth. Then, use your own imagination to

write a new short story about one or more of

those characters. Use this sentence opener

to start your new tale:

One day in the Kingdom of Wisdom...

Your story should describe an imaginary

setting, include interesting characters, and

tell events in a clear order.

Task: TG p. 388-389

Prompt: When Alice finally gets through the

tiny door...

Assignment: At the end of the excerpt from

Alice’s Adventures in Wonderland, Alice can

see Wonderland through a tiny door, but

cannot figure out how to fit through it. Work

with your group to write and perform a

fictional narrative which you tell a story

about where Alice goes and what happens

when she gets through the door. Use this

story starter to begin your narrative:

When Alice finally gets through the tiny

door...

In your performance, use costumes, props,

and music to help the audience picture the

characters, setting, and events in your

narrative.

Unit Assessment

Performance Task: TG p. 396-398

Writing to Sources: Fictional Narrative

Question: What might happen if a fictional

character were to come into the real world?

Assignment: Choose a character from one

of the sections you read in this unit, and

write a short story that explores the following

question:

What might happen if a fictional character

were to come into the real world?

Use the following sentence starter to begin

your narrative:

One day, _________ showed up on my

doorstep, and....

As you draft, establish a vivid setting and a

clear point of view. Use narrative

techniques, descriptive details, and sensory

language to develop your characters and

their experiences. Logically organize the

events in your narrative and connect them

with transitions. Your narrative should end

with a conclusion that resolves the conflicts,

or struggles, your characters face in the

story.


6.W.PDW.5 6.W.PDW.6

6.W.RW.10 6.W.TTP.3.a-g

6.L.CSE.1.d 6.L.KL.3

Standards: 6.W.TTP.3.a,b,d,g

6.SL.CC.1

6.SL.PKI.4

6.SL.PKI.5

Standards: 6.W.TTP.3.a-g 6.W.PDW.4

6.W.RW.10 6.RL.CS.5



6.L.VAU.4 a, b 6.L.VAU.5

6.L.CSE.1 6.L.CSE.1b

6.L.KL.3

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Additional Notes: Suggested Trade Books: Charlie and the Chocolate Factory (810L); The Sword and the Circle (1210L); Watership Down (880L)





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Unit 5 Exploration (36 days)

Essential Questions What drives people to explore?


• “What on Earth is Left to Explore (950 L) - 2 days


• Anchor Text, Memoir: from A Long Way Home by Saroo Brierly (1130 L) - 9 days

• Media, Video: Animation All About Exploration - 3 days


• News Article: “Mission Twin Possible” from Time for Kids (980 L) - 2 days

• Argument: “Should NASA Pay Companies to Fly Astronauts to the International Space Station?”

from Time for Kids (1120 L) - 3 days

• Argument: “Should Polar Tourism Be Allowed?” by Emily Goldberg (1210 L) - 2 days

• Media, Graphic Novel: from Lewis & Clark by Nick Bertozzi - 3 days

Independent Learning (2 days total for Independent Learning)

• Opinion Piece: Mars Can Wait. Oceans Can’t by Amitai Etzioni (1400 L)

• Nonfiction Narrative: from Shipwreck at the Bottom of the World by Jennifer Armstrong (1110 L)

• Historical Fiction: from Sacajawea by Joseph Bruchac (790 L)

• Expository Nonfiction: The Legacy of Artic Explorer Matthew Henson by James Mills (1240 L)


KL, AU, VAU)



IKI, RRTC)


Standards (CC, PKI)


RBPK, RW)

6.L.CSE.1 6.L.CSE.1.e

6.L.KL.3.b 6.L.VAU.4

6.L.VAU.4.a-d 6.L.VAU.5

6.L.VAU.5b 6.L.VAU.6

6.L.CSE.10



6.RI.IKI.7 6.RI.IKI.9

6.RI.KID.10 6.RL.KID.1


6.RL.CS.4 6.RL.CS.5

6.RL.KID.10

6.SL.CC.1

6.SL.CC.2

6.SL.PKI.4

6.SL.PKI.5


6.W.TTP.2 6.W.TTP.2.b

6.W.PDW.4 6.W.PDW.5


6.W.RBPK.8 6.W.RBPK.9

6.W.TTP.10

15



Task: TG p. 434-439 (3 days)

Write an Argument

Prompt: Can anyone be an explorer?

Assignment: Use your knowledge of both the

memoir and the video to take and defend a

position on the topic of exploration. Write a

brief argumentative essay in which you state

and support your position on this question:

Can anyone be an explorer?

Include examples and details from the

memoir and the video, as well as your own

observations to support your reasoning.

Task: TG p. 484-485 (2 days)

Present an Advertisement

Prompt: Why should we explore new

frontiers?

Assignment: You have read about

expeditions to remote places. Now, write

and present an argument in the form of an

advertisement that answers this question:

Why should we explore new frontiers?

You may imagine and advertise an

upcoming expedition on Earth, in space, or

to an imagined location. It can take place

in the past, the present, or the future.

Unit Assessment

Performance Task: TG p. 492-494 (1 day)

Part 1: Write to sources: Argument

Prompt: Should kids today be encouraged

to become explorers?

Assignments: Write an argument in which

you state and defend a claim in response to

the following questions:

Should kids today be encouraged to

become explorers?

First, state your claim, and then develop a

coherent argument to support that claim.

Organize your argument logically, and

support your claim with valid evidence from

credible sources. Use precise words to clarify

the relationships among the reasons and the

claim. Include a conclusion that follows from

your argument. Strive to maintain a formal

tone throughout your writing.

Part 2: Speaking and Listening: Speech

Assignment: After completing the final draft

of your argument, use it as the foundation

for a brief speech.



6.L.KL.3

Standards: 6.W.TTP.1

6.SL.PKI.5

6.L.KL.3

Standards: 6.W.TTP.1 6.W.TTP.1c

6.SL.PKI.6 6.RI.RRTC.10




6.RL.CS.5 6.RL.RRTC.10

6.L.VAU.4a, b 6.L.VAU.5

6.RL.CS.4 6.L.CSE.1

16



Additional Notes: Suggested Trade Books: Around the World in 80 Days (1070L), The House of Dies Drear (670L), Manic Magee (820L)





17


Tennessee Academic Standards English Language Arts Language: Conventions of Standard English

6.L.CSE.1 Demonstrate command of the conventions of standard English grammar and usage.

a. When reading or listening, explain the function of pronouns (case, intensive pronouns, pronoun

antecedent agreement).

b. When writing or speaking, use pronouns (case, intensive pronouns, pronoun antecedent agreement)

effectively.

c. When reading and listening, explain the function of phrases and clauses.

d. When writing or speaking, use simple, compound, and complex sentences.

6.L.CSE.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling.

When reading or writing, explain the functions of commas, parentheses, and dashes to set off parenthetical

elements and use them correctly to do so.

Language: Knowledge of Language

6.L.KL.3 When writing and speaking, vary sentence patterns for meaning, reader/listener interest, and style; maintain

consistency in style and tone.

Language: Vocabulary Acquisition and Use

6.L.VAU.4 Determine or clarify the meaning of unknown or multiple-meaning words and phrases based on 6th grade-

level text by choosing flexibly from a range of strategies.

a. Use context as a clue to the meaning of a word or a phrase.

b. Use common grade-appropriate morphological elements as clues to the meaning of a word or a

phrase.

c. Consult reference materials, both print and digital, to find the pronunciation of a word or phrase.

d. Use etymological patterns in spelling as clues to the meaning of a word or phrase.

6.L.VAU.5 When reading, listening, writing, and speaking, explain the function of figurative language, word relationships,

and connotation/denotation and use them correctly and effectively.

6.L.VAU.6 Acquire and accurately use grade-appropriate general academic and domain-specific words and phrases;

develop vocabulary knowledge when considering a word or phrase important to comprehension or

expression.

Reading Standards: Key Ideas and Details

Literature

6.RL.KID.1 Analyze what a text says explicitly and draw logical inferences; cite textual evidence to support conclusions.

6.RL.KID.2 Determine a theme or central idea of a text and analyze its development over the course of the text; provide

an objective summary.

18


6.RL.KID.3 Describe how the plot of a story or drama unfolds, as well as how the characters respond or change as the

plot moves toward a resolution.

Reading Standards: Craft and Structure

Literature

6.RL.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative

meanings; analyze the impact of specific word choices on meaning and tone, including allusions to other

texts.

6.RL.CS.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and

contributes to the development of the theme, setting, or plot.

6.RL.CS.6 Explain how an author establishes and conveys the point of view of the narrator or speaker in a text.

Reading Standards: Integration of Knowledge and Ideas

Literature

6.RL.IKI.7 Compare and contrast the written version of a story, drama, or poem to the experience of listening to or

viewing an audio, video, or live production of a text.

6.RL.IKI.9 Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and

topics.

Reading Standards: Range of Reading and Level of Text Complexity

Literature

6.RL.RRTC.10 Read and comprehend a variety of literature through the grades 6-8 text complexity band proficiently, with a

gradual release of scaffolding at the high end as needed.

Reading Standards: Key Ideas and Details

Informational Text

6.RI.KID.1 Analyze what a text says explicitly and draw logical inferences; cite textual evidence to support conclusions.

6.RI.KID.2 Determine the central idea of a text and how it is conveyed through details; provide an objective summary.

6.RI.KID.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and developed in a text.

Reading Standards: Craft and Structure

Informational Text

6.RI.CS.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative,

and technical meanings.

6.RI.CS.5 Compare and contrast the overall structure of events, ideas, and concepts of information in two or more

texts.

6.RI.CS.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in a text.

Reading Standards: Integration of Knowledge and Ideas

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Informational Text

6.RI.IKI.7 Integrate information presented in different media or formats, such as in tables, images, diagrams, and words

to develop a coherent understanding of a topic or issue.

6.RI.IKI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by

reasons and evidence from claims that are not.

6.RI.IKI.9 Compare and contrast two or more authors’ presentation of the same topic or event.

Reading Standards: Range of Reading and Level of Text Complexity

Informational Text

6.RI.RRTC.10 Read and comprehend a variety of literary nonfiction throughout the grades 6-8 text complexity band

proficiently, with a gradual release of scaffolding at the high end as needed.

Speaking and Listening

Comprehension and Collaboration

6.SL.CC.1 Prepare for collaborative discussions on 6th grade level topics and texts; engage effectively with varied

partners, building on others’ ideas and expressing their own ideas clearly.

6.SL.CC.2 Interpret information presented in diverse media formats; explain how source information contributes to a

topic, text, or issue under study.

6.SL.CC.3 Explain a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and

evidence from claims that are not.

Speaking and Listening

Comprehension and Collaboration

6.SL.PKI.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to

accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear

pronunciation.

6.SL.PKI.5 Include multimedia components and visual displays in presentations to clarify information.

6.SL.PKI.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated

or appropriate.

Writing

Text Types and Protocol

6.W.TTP.1 Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s).

b. Support claim(s) with logical reasoning and relevant, sufficient evidence; acknowledge alternate or

opposing claim(s).

c. Organize the reasons and evidence clearly and clarify the relationships among claim(s) and reasons.

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d. Use credible sources and demonstrate an understanding of the topic or source material.

e. Craft an effective and relevant conclusion that supports the argument presented.

f. Use precise language and content-specific vocabulary.

g. Use appropriate transitions to create cohesion and clarify the relationships among ideas and

concepts.

h. Use varied sentence structure to enhance meaning and reader interest.

i. Establish and maintain a formal style.

6.W.TTP.2 Write informative/explanatory texts to examine a topic or convey ideas, concepts, and information through

the selection, organization, and analysis of relevant content.

a. Introduce a topic clearly, using the introduction to prepare the reader for what is to follow.

b. Organize ideas, concepts, and information using effective strategies to create cohesion and aid in

comprehension.

c. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information

and examples.

d. Thoroughly and accurately explain and elaborate on the evidence provided, demonstrating a clear

understanding of the topic and the source material.

e. Craft an effective and relevant conclusion.

f. Include formatting, graphics, and multimedia when appropriate.

g. Use appropriate transitions to create cohesion and clarify the relationships among ideas and

concepts.

h. Use precise language and domain-specific vocabulary.

i. Use varied sentence structure to enhance meaning and reader interest.

j. Establish and maintain a formal style.

6.W.TTP.3 Write narratives (fiction and nonfiction) to develop real or imagined experiences or events using effective

techniques, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and point of view and introducing

speaker/narrator and/or participants/characters.

b. Organize an event sequence that unfolds naturally and logically.

c. Create a smooth progression of experiences or events.

d. Use narrative techniques, such as dialogue, pacing, and description when appropriate, to develop

experiences, events, and/or characters.

e. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts, and show the

relationships among experiences and events.

f. Craft an effective and relevant conclusion that reflects on the narrated experiences or events.

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g. Use precise words and phrases, relevant descriptive details, and sensory language to convey

experiences and events.

Writing

Production and Distribution of Writing

6.W.PDW.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to

task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3

above.)

6.W.PDW.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning,

revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up

to and including grade 6.)

6.W.PDW.6 Use technology, including the Internet, to produce and publish writing and to collaborate with others; type a

complete product in a single sitting as defined in W.1-3.

Writing

Research to Build and Present Knowledge

6.W.RBPK.7 Conduct research to answer a question, drawing on multiple sources and refocusing the inquiry when

appropriate.

6.W.RBPK.8 integrate relevant and credible information from print and digital sources; quote or paraphrase the data and

conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

6.W.RBPK.9 Support interpretations, analyses, reflections, or research with evidence found in literature and informational

texts, applying grade 6 standards for reading.

6.W.RW.10 Write routinely over extended time frames and shorter time frames for a range of discipline-specific tasks,

purposes, and audiences.

Running Record Levels Beginning of Year 1st Nine Weeks Middle of Year End of Year

V W X Y *This is included for reference only. It is not expected at this time for teachers to complete running records on all students.

mcps 6th grade pacing guide

Documents