th grade reading and language arts des moines public schools

6th Grade Reading and Language Arts

Des Moines Public Schools

The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Level Assessment and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.

2012-2013 Curriculum Guide (Revised 10-11-12)

6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools

A Portrait of our Des Moines Public School Student

To prepare the students of Des Moines Public Schools for college and career readiness, 6th grade reading/language arts is aligned with the Iowa Core Standards

and will provide students instruction in reading, writing, speaking, listening, and language. Students will read works of exemplary craft and thought whose range

extends across genres, cultures, and centuries. Through wide and deep reading of literature and literary nonfiction and thoughtful exposure to visual media of

steadily increasing sophistication, this class will provide literary and cultural knowledge, references, and images; the ability to evaluate arguments; and the

capacity to surmount the challenges posed by complex texts.

When writing in 6th grade, students will take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats

deliberately. They will combine elements of different kinds of writing to produce complex and nuanced writing. They will use technology strategically when

creating, refining, and collaborating on writing and visual media. They will become adept at gathering information, evaluating sources, and citing material

accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. Students will produce high‐quality first draft text under a

tight deadline as well as revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.

6th graders will have opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built

around important content in various topics. They will work to contribute appropriately to these conversations, to make comparisons and contrasts, and to

analyze and synthesize their ideas using evidence.

Students will learn conventions of Standard English. In this class, students will be able to choose words, syntax, and punctuation to express themselves and

achieve particular effects. Students will work to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly

from an array of strategies to aid them.

The content of this class will focus around the guiding questions to be taught in 6 units over the length of the school year. Students will also work on projects, in-

class writing, and wide-reading on grade level.


How to use this document

The curriculum guide breaks the school year into six units. Units 1, 2, and 3 are to be completed before Benchmark 1 (around the end of first semester), and

Units 4, 5, and 6 are to be completed by the end of second semester. Approximately 6 weeks should be devoted to each unit of study. There are two district

level reading assessments; the first to be given after Unit 3, and the second to be given after Unit 6. Each benchmark will be comprehensive. There are also two

district level writing assessments—a pre-test in the early fall and a post-test in the late spring (See Appendix C for dates of administration.)

Each unit has listed Priority Standards which come directly from the Iowa Core. The standards that will be assessed district-wide can be found in the shaded

boxes in the “Standards” column. The complete standard is listed in Appendix A of this document. These standards have been broken down into more

approachable learner objectives or “Student Can” Statements. Each learner objective has been assigned a letter so that corresponding test items can be easily

identified. The learner objectives are taken directly from the standards and are a more manageable approach to acquisition of the larger standard. Each unit

has a Big Idea and Essential Questions that can be answered through study of the learner objectives and Journeys’ lessons. The column Instructional Focus is a

list of concepts and vocabulary that should be used abundantly with students. Lesson indicates the corresponding instructional material from Journeys, which

explicitly teaches mastery of standards through learner objectives.

Priority Standards and their corresponding lessons from Journeys should be taught with fidelity to the Journeys process and components. Lessons corresponding

only to Supporting Standards (those not shaded in gray) can be taught in a more condensed or abbreviated format. The sequence of lessons in Journeys is

critical, and lessons should NOT be taught out of sequence.

Standard Test Item

Learner Objectives – Students can Instructional Focus Journeys

RL 1

4, 22 a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this

influences the events or plot of the story. c. Determine how a character’s behaviors or motives contribute to the

resolution.

character plot story structure motives resolution

Lesson 1

Lesson 4

2, 8, 9, 12

13, 14, 19

Test item refers to question number on the district level assessment that matches the corresponding learner objective. (For example, “2” in the test item

column refers to question number 2 on the assessment which tests student’s ability to analyze the meaning of a text, or learner objective RL.7.1.a.)

Any text that is underlined throughout the document is hyperlinked. Click on it and it will lead you to more information. The two district-level reading assessments can be found on Data Director by selecting English Language Arts, Grade 6, 2012-13. The on-demand writing assessment is also on Data Director, select English – Writing, Grade 6, 2012-13.

All standards listed in the shaded boxes are standards that students are expected to master and will be assessed over district-wide by district level assessments.

They are listed in full in the appendix, and hyper-linked to the Common Core website.

http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/grade-9-10/#rl-9-10-4

http://www.achievedata.com/DMPS


Unit 1 Big Idea: We all need to communicate. Unit 1 Essential Questions: How might a story character reflect the author? Why might the author write about his or her life? How can text and graphics retell a story? How might a character solve a problem by listening? How can facts and opinions tell a true story?

Reading: Literature & Informational and Fluency

Standard

Test 1 Items

Learner Objective - Students Can Instructional Focus Journeys

RL 3

a. Analyze character traits and determine motives throughout a story.

b. Identify how a character changes throughout a story and how this influences the

events or plot of the story.

c. Determine how a character’s behaviors or motives contribute to the resolution.

character

plot

story structure

motives

resolution

Lesson 1

Lesson 4

RI 6

32, 33 a. Identify and record clues within a text that can help determine an author’s

viewpoint.

b. Determine how an author develops their point of view or purpose throughout a

text.

author’s viewpoint

bias Lesson 2

30

RL 5

a. Analyze how parts of a text fit together into the overall structure of a text. b. Use textual evidence to support thinking.

text/graphic features

icon Lesson 3

RI 8

24, 25 a. Identify and record facts and opinions throughout a text.

b. Distinguish between opinions that are supported by facts and opinions that

aren’t.

c. Determine the author’s purpose based on their opinions within the text.

fact

opinion Lesson 5

29, 34

27

RL 2

17 a. Analyze how particular parts of a story contribute to the overall theme.

b. Determine the theme of a story.

c. Provide an objective summary.

theme

summary Extending the CC: Unit 1

3, 11,

20, 21

RL 9

a. Compare and contrast how texts in different genres approach similar themes and

topics.

b. Support comparison with evidence from the text.

genre

theme

compare/contrast

Extending the CC: Unit 1

IA.2

a. Read on-level text, both silently and orally, at an appropriate rate with accuracy

and fluency to support comprehension.

Read on-level text, both silently and

orally, at an appropriate rate with

accuracy and fluency to support

comprehension.

Lessons 1-5

http://www.corestandards.org/the-standards/english-language-arts-standards/reading-literature-6-12/grade-6/

http://www.corestandards.org/the-standards/english-language-arts-standards/reading-informational-text-6-12/grade-6/






Unit 1 Writing and Language

Standard Priority Standard Learner Objective – Students Can Journeys

W 3

Write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-

structured event sequences.

a. 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.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.

a. I can write a narrative that vividly describes an event.

b. I can develop a beginning, middle, and end to describe the event.

c. I know and can use narrative techniques in my writing like pacing, dialogue, and descriptive details.

d. I can use transition words, phrases and clauses to show changes in time or setting.

e. I can pick the right word, using varied words and sensory language.

f. I can include a reflective conclusion. g. I can write in-class and on-demand to respond to

a prompt.

Lessons 1-5

L 1 Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language

Distinguish between standard and non-standard

English and determine situations in which either is

appropriate.


L 3 a. Vary sentence patterns for meaning, reader/listener

interest, and style. b. Maintain consistency in style and tone.

Use a variety of sentences (e.g., simple,

compound, complex) in writing to keep the

reader/listener interested and to convey meaning.

Select and maintain a style and tone to match my

purpose throughout my piece.

Lessons 1-5

L 4

a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Use context clues to determine the meaning of a word. Lesson 3

Recognize and use words with the prefixes: dis-, ex-, inter-, and non-.

Lesson 1

Recognize and use words with the suffixes: -er, -or, -ar, -ist, -ian, -ent.

Lesson 2

Recognize and use words with the prefixes: de-, trans-. Lesson 4

Use reference materials to determine the pronunciation and meaning of a word.

Lesson 5

http://www.corestandards.org/the-standards/english-language-arts-standards/writing-6-12/grade-6/





L 2 a. Spell correctly.

Spell words with short and long vowel sounds. Lesson 1

Lesson 2

Spell words with the /ou/, /ōō/, /ô/, /oi/. Lesson 3

Spell words with the vowel + /r/ sounds. Lesson 4

Spell words with the same sound but have different spelling and meanings (homophones).

Lesson 5

Unit 1 Speaking and Listening

Standard Learner Objectives Instructional Focus Journeys

SL 2

a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.

interpret contribute

Lesson 1

SL 4

a. Present claims and findings while speaking. b. Sequence ideas logically while speaking. c. Use pertinent descriptions, facts, and details to accentuate main ideas or themes while speaking. d. Use appropriate eye contact, adequate volume, and clear pronunciation.

pertinent information accentuate themes

Lesson 2 Lesson 4

SL 1

a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles. f. Participate in teacher-led discussions.

collaboration evidence listen attentively contribute

Lesson 3 ECC: Unit 1


http://www.corestandards.org/the-standards/english-language-arts-standards/speaking-and-listening-6-12/grade-6/




Unit 2 Big Idea: When we connect with each other, we all gain. Unit 2 Essential Questions: How can other people help us overcome fear? Why are certain activities important to a family’s culture? How can team members learn to cooperate? What causes two castaways to trust each other? How are two groups’ traditions alike and different?

Reading: Literature & Informational and Fluency

Standard

Test Items

Learner Objective - Students Can Instructional Focus

Journeys

RL 1

a. Analyze the meaning of a text. b. Support analysis with explicit ideas from the text and personal inferences about the text.

analyze inference support

Lesson 6

RI 8

28 d. Trace an argument and claims through a text. e. Evaluate an argument and claims. f. Distinguish between claims that are supported by reasons and evidence and claims that are not.

argument claims evidence support

Lesson 7 23

26, 31

RL 3

a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot of the story. c. Determine how a character’s behaviors or motives contribute to the resolution.


Lesson 8

Lesson 9

RL 5

1, 6, 7 10 a. Analyze how parts of a text fit together into the overall structure of a text.

b. Use textual evidence to support thinking.

plot story structure chronological order

Lesson 8

RI 5

a. Recognize the compare/contrast text structure and analyze how the parts fit together throughout the text. b. Analyze how each part contributes to the development of ideas. c. Support thinking with textual evidence.

compare/contrast text structure evidence

Lesson 10

RL 2 c. Determine the theme of a poem and explain how particular details work together to create the theme

throughout the piece. poem theme


RL 7

a. Compare and contrast the experience of reading a drama or poem to listening or viewing an audio or live version.

b. Contrast what is seen and heard when reading to what is perceived when listening or watching. c. Support thinking with textual evidence.

compare/contrast poem drama

RL 5

RL 6

a. Explain how a poet develops the point of view. b. Analyze how stanzas in a poem contribute to the development of the poem’s theme.

point of view poem











IA.2

a. I can adjust my rate, pitch, and volume to reflect meaning. b. I can stress words appropriately while read aloud. c. I can use my voice to show that a sentence is over and pause to show the end of a phrase or clause. d. I can monitor my understanding while I read and pause to reread if something didn’t make sense. e. I can vary my intonation while reading aloud to reflect moods, tones, and feelings throughout a text.

Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.

Lessons 6-10

Unit 2 Writing and Language

Standard

Standard Learner Objective – Students Can Journeys

W 1

Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible

sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s)

and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument

presented.

a. State an opinion b. Develop argument in writing to support an opinion c. Select clear reasons and relevant (credible sources) to

support claim d. Demonstrate understanding of topic e. Use words, phrases, and clauses to clarify relationships f. Write with a formal style g. Write in a predictable structure that has a logical

development of an opinion, related evidence, and conclusion that follows argument

Lessons 6-10

W 4

Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience

a. Write a summary paragraph b. Develop a topic sentence, supportive details, and

conclusion

L 3 a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone.

a. Use a variety of sentences (e.g., simple, compound, complex) in writing to keep the reader/listener interested and to convey meaning.

b. Select and maintain a style and tone to match my purpose throughout my piece.

Lesson 8

Lesson 9

L 4



c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

Use context clues to determine the meaning of a word.

Lesson 6

Lesson 10

Determine the meaning of a word using what I know about common roots and affixes.

Lesson 8






L 5 a. Interpret figures of speech (e.g., personification) in context. Use a combination of context clues and reference materials to

determine the meaning of common idioms. Lesson 7

L 6

a. Distinguish among the connotations (associations) of words with similar

denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,

thrift).

Understand how connotations add positive or negative associations to a word’s denotation.

Lesson 9

L 2

a. Spell correctly. Spell words with ie or ei. Lesson 6 Spell words with the final /ǝr/ sounds. Lesson 7 Spell words with the final /ǝl/, /ǝn/, /ǝr/. Lesson 8 Spell words with –ed or –ing endings. Lesson 9 Spell words with different endings and suffixes. Lesson 10



SL 1

a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles. f. Participate in teacher-led discussions. g. Ask and answer specific questions and elaborate on the remarks of others. h. Review key ideas expressed during the discussion. i. Understand multiple perspectives through reflection and paraphrasing.


Lesson 6 Lesson 8 Lesson 9

SL 2



Lesson 10







Unit 3 Big Idea: Sometimes you need to give it all you’ve got. Unit 3 Essential Questions: Why does a character take risks for a friend? How does a sky setting shape a story’s events? What drives people to explore remote places? Why does an author choose to write about a coach? How do text and graphics features show a crisis in space?

Reading: Literature & Informational and Fluency Standard Test 1

Item Learner Objectives- Students can Instructional Focus Journeys

RL 3

4, 22 a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot of

the story. c. Determine how a character’s behaviors or motives contribute to the resolution.


Lesson 11 Lesson 12

2, 8, 9, 12

13, 14, 19

RI 2 a. Identify and record details throughout a text to help determine the central idea. b. Explain how particular details work together to create the central idea within a text. c. Summarize the text objectively.

details central idea summarize

Lesson 13

RL 1

5, 18 a. Analyze the meaning, or author’s purpose, of a text. b. Support analysis with explicit ideas from the text and personal inference made about the text.

author’s purpose inference

Lesson 14 16

RI 7

a. Gather information presented through text and graphic features. b. Combine information presented through words and graphic features to support understanding of

a text. c. Develop a coherent understanding of a topic.

text/graphic features

Lesson 15

d. Integrate information from different media or formats about a given topic (ECC: Unit 3) Extending the CC: Unit 3

RI 6 32, 33 a. Identify and record clues within a text that can help determine an author’s viewpoint.

b. Determine how an author develops their point of view or purpose throughout a text. point of view Extending the

CC: Unit 3 30

RI 9 a. Compare and contrast two authors’ presentations of similar events. compare/contrast

IA.2 a.

b. I can use my voice to show that a sentence is over and pause to show the end of a phrase or clause.

c. I can vary my expression while reading aloud to reflect moods, tones, and feelings throughout a text.

d. I can stress words appropriately while read aloud. e. I can monitor my understanding while I read and pause to reread if something didn’t make sense. f. I can vary my intonation while reading aloud to reflect moods, tones, and feelings throughout a

text.


Lessons 11-15








Unit 3 Writing & Language

Priority Standard Learner Objectives- Students can Journeys

W 3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. 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.










f. I can include a reflective conclusion. g. I can write in-class and on-demand to respond to a

prompt.

Lessons 11-15

L 1

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).

b. Recognize and correct inappropriate shifts in pronoun number and person. c. Recognize and correct vague pronouns (i.e., ones with unclear or

ambiguous antecedents).

Identify and use subject, object, and possessive pronouns correctly when writing and editing.

Lesson 11 Lesson 12

Recognize and use inappropriate shifts in pronoun number and person when writing and editing.

Clarify vague or ambiguous pronouns in writing and editing.


L 4



Recognize and use words with the suffixes: -ion, -ation; -ent, -ant, -ence, -ance; -ous, -ic, -ure.


Recognize and use words with the prefixes: en-, ad-. Lesson 12

L 5 a. Interpret figures of speech (e.g., personification) in context. Create or complete an analogy using context clues to determine the meaning of words.

Lesson 14


Spell words with the suffixes: -ion, -ation. Lesson 11 Lesson 13

Spell words with the prefixes: in-, im-, il-, ir-. Lesson 12

Spell words with the prefixes: com-, con-. Lesson 14

Spell words with the final /īz/, /ĭv/, /ĭj/ sounds. Lesson 15







Unit 3 Speaking and Listening Standard Learner Objectives Instructional Focus Journeys

SL 1

a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles. f. Participate in teacher-led discussions. g. Ask and answer specific questions and elaborate on the remarks of others. h. Review key ideas expressed during the discussion. i. Understand multiple perspectives through reflection and paraphrasing.


Lesson 11 Lesson 14

SL 2




SL 4 a. Present claims and findings and sequence ideas logically while speaking. b. Use pertinent descriptions, facts, and details to accentuate main ideas or themes

claims findings logical sequence pertinent descriptions, facts, and details

Lesson 13

SL 6 a. Adapt speech appropriately to task and situation. adapt appropriately Lesson 15






Unit 4 Big Idea: The past is full of amazing stories. Unit 4 Essential Questions: How do new clues match old ideas about Vikings? What can we prove about China’s first emperor? How can a mythic hero defeat a monster? How did a pharaoh’s daughter become a pharaoh? What important details do we know about Pompeii? Reading: Literature & Informational and Fluency Standard Test 2 Item Learner Objectives- Students can Instructional Focus Journeys

RI 2

a. Summarize a text objectively. b. Explain how particular details work together to create a central idea within a text.

objective summary central idea details

Lesson 16 Lesson 20

RI 8

1, 2 a. Identify and record facts and opinions throughout a text. b. Distinguish between opinions that are supported by facts and opinions that aren’t. c. Determine the author’s purpose based on their opinions within the text.

fact opinion

Lesson 17 14

15

RL 3

a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot

of the story. c. Determine how a character’s behaviors or motives contribute to the resolution.


Lesson 18

RI 3

6, 10, 11, 24 a. Analyze how an author introduces, illustrates, and elaborates on an individual, event, or idea. b. Support thinking with specific information from the text.

introduce illustrates elaborates individuals, events, ideas


RI 7

23 a. Gather information presented in different media or formats. b. Synthesize information from multiple sources and formats. c. Develop a coherent understanding of a topic or issue.

synthesize information coherent understanding

ECC: Unit 4 21, 22

IA.2

a. I can adjust my rate to reflect punctuation and what is happening in the story to make my reading sound smooth and natural.

b. I can monitor my understanding while I read and pause to reread if something didn’t make sense.

c. I can vary my expression while reading aloud to reflect moods, tones, and feelings throughout a text.

d. I can vary my intonation while reading aloud to reflect moods, tones, and feelings throughout a text.


Lessons 16-20









W 2

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from

the information or explanation presented

a. Identify qualities of informative/explanatory pieces. b. Examine topics by selecting, organizing, and analyzing relevant content. c. Introduce a topic. d. Organize ideas, concepts, and information using strategies such as definition,

classification, comparison/contrast, and cause/effect with a predictable structure. e. Incorporate useful formatting, graphics, and multimedia in

informative/explanatory pieces. f. Employ facts, definitions, concrete details, quotations, examples, and other

information to develop a topic. g. Employ appropriate transitions to clarify relationships among ideas and concepts. h. Include precise language and domain-specific vocabulary in

informative/explanatory pieces. i. Establish and maintain a formal style. j. Create a concluding statement or section that follows from the information or

explanation presented.

Lessons 16-20

W 8

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

a. Locate relevant print and digital sources and gather information relevant to topic. b. Assess credibility of each source. c. Quote of paraphrase data and conclusions to avoid plagiarism. d. Provide basic bibliographic information.

Lesson 19 Lesson 20

L 1 a. Use intensive pronouns (e.g., myself, ourselves). Recognize and use intensive pronouns when writing and editing. Lesson 17

L 2 a. Use punctuation (commas, parentheses, dashes) to set off

nonrestrictive/parenthetical elements. Use commas, dashes, and parentheses to set off parenthetical elements. ECC: Unit 4

L 4

a. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.

b. Verify the preliminary determination of the meaning of a

word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Recognize and use words derived from the same base word to determine the meaning of a word.

Lesson 17

Recognize and use the suffixes –ful, -less, -ly, -ness, -ment, -ship to determine the meaning of a word.

Lesson 18

Use common Greek affixes and roots to determine the meaning of a word. Lesson 19

Recognize and use the prefixes un-, re-, in-, im-, ir-, il- to determine the meaning of a word.

Lesson 20

Recognize and use words by understanding their origins. Lesson 16

L 2 b. Spell correctly.

Spell words with the suffixes: -ent, -ant. Lesson 16

Spell words with the suffixes: -able, -ible, -ate. Lesson 17

Spell words with the /sh/ sound represented in a variety of spelling patterns (sh, ti, ci, or ss).

Lesson 18

Spell the plural forms of words ending with ff, f, or o. Lesson 19

Spell words with the prefixes: dis-, ex-, inter-. Lesson 20









SL 1

a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles.


Lesson 16 Lesson 18

SL 2



Lesson 19 Lesson 20

SL 3 a. Listen attentively to a speaker delineate a main argument and specific claims. b. Distinguish claims supported by evidence from those not supported by evidence.

main argument specific claims evidence

Lesson 17

SL 5 a. Clarify information using images. adapt appropriately Lesson 20






Unit 5 Big Idea: Changing things for the better is worth the challenge. Unit 5 Essential Questions: How does a new friendship affect an old one? How did two brothers change the world? How does courage make a difference? Why did the author write about a historic concert? What events show how technology has changed? Reading: Literature & Informational and Fluency Standard Test 2 Item Learner Objectives- Students can Instructional Focus Journeys

RL 3

a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot

of the story. c. Determine how a character’s behaviors or motives contribute to the resolution.


Lesson 21 Lesson 23

RI 1 19, 28

a. Analyze the meaning of a text. b. Support analysis with explicit details and inferences about a text.

meaning explicit inferences

Lesson 22 12, 29

RI 6 20 a. Identify and record clues within a text that can help determine an author’s viewpoint.

b. Determine how an author develops their point of view or purpose throughout a text. author’s viewpoint bias

Lesson 24 ECC: Unit 5 7, 18, 31

RI 5

25 a. Recognize the sequential text structure and analyze how the parts fit together throughout the text.

b. Analyze how each part contributes to the development of ideas. c. Support thinking with textual evidence.

sequential text structure evidence


8, 26, 30, 27

RI 2 a. Summarize a text objectively. b. Explain how particular details work together to create a central idea within a text.


ECC: Unit 5

IA.2

a. I can stress words appropriately while read aloud. b. I can adjust my rate to reflect punctuation and what is happening in the story to make my

reading sound smooth and natural. c. I can vary my expression while reading aloud to reflect moods, tones, and feelings throughout a

text. d. I can monitor my understanding while I read and pause to reread if something didn’t make

sense.


Lessons 21-25









W 1

a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using

credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the

argument presented.

a. Accurately state their position. b. Write an argument to support a claim in order of importance. c. Support each reason with facts and examples. d. Demonstrate understanding of topic. e. Use words, phrases, and clauses to clarify relationships. f. Write with a formal style using persuasive language with a polite

and confident tone. g. Write with a predictable structure (introduction with statement

of claim, clearly organized evidence, and concluding statement that calls for action or section that follows argument).

Lessons 21-25 ECC: Unit 5

W 8

Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

a. Locate relevant print and digital sources and gather information relevant to topic.

b. Assess credibility of each source. c. Quote of paraphrase data and conclusions to avoid plagiarism. d. Provide basic bibliographic information.

Lesson 24 Lesson 25

L 4



Use context clues to determine the meaning of a word. Lesson 21 Lesson 23

Recognize and use the prefixes com-, con-, pre-, pro to determine the meaning of a word.

Lesson 24

Recognize and use the suffixes –able, -ible to determine the meaning of a word.

Lesson 25

L 5

a. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

b. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Use word relationships and analogies to better understand words. ECC: Unit 5

Understand connotations and denotations of words. Lesson 22

L 2 c. Spell correctly.

Spell words with the prefixes: pre- or pro-. Lesson 21

Spell words with silent letters. Lesson 22

Spell words with the suffixes: -ic, -ure, -ous. Lesson 23

Spell words with the prefixes: de-, trans-. Lesson 24

Spell words with common prefixes, suffixes, and root/base words. Lesson 25



http://www.corestandards.org/the-standards/english-language-arts-standards/language/grade-6/





SL 5 a. Clarify information using images, charts/graphs, and props. adapt appropriately Lesson 21

SL 4 a. Present claims and findings and sequence ideas logically while speaking. b. Use pertinent descriptions, facts, and details to accentuate main ideas or themes. c. Use adequate eye contact, volume, and pronunciation while speaking.

claims findings logical sequence pertinent descriptions, facts, and details

Lesson 22 Lesson 25

SL 6 a. Adapt speech appropriately to task and situation. adapt appropriately Lesson 23 ECC- Unit 5



Lesson 24

SL 2 a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.


Lesson 19 Lesson 20







Unit 6 Big Idea: We affect nature and nature affects us. Unit 6 Essential Questions: What are important ideas about objects in space? What can you conclude about the job of a park ranger? What can you tell about a character who cares for nature? Why is it important that we respect wild animals? How can text and graphics show the power of weather? Reading: Literature & Informational and Fluency Standard Test 2

Item Learner Objectives- Students can Instructional Focus Journeys

RI 2 17

a. Summarize a text objectively. b. Explain how particular details work together to create a central idea within a text.


Lesson 26

5, 9, 13

RI 1 a. Analyze the meaning of a text. b. Support analysis with explicit details and inferences about a text.

meaning explicit inferences

Lesson 27

RL 3

32, 34 a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot of the story. c. Determine how a character’s behaviors or motives contribute to the resolution.


Lesson 28

38, 48

35, 45

RI 8

a. Identify and record facts and opinions throughout a text. b. Distinguish between opinions that are supported by facts and opinions that aren’t. c. Determine the author’s purpose based on their opinions within the text.

fact opinion

Lesson 29

RI 7

a. Gather information presented through text and graphic features. b. Combine information presented through words and graphic features to support understanding of a text. c. Develop a coherent understanding of a topic. d. Integrate information from different media or formats about a given topic.

text/graphic features Lesson 30

IA.2

a. I can stress words appropriately while read aloud. b. I can adjust my rate, pitch, and volume to reflect meaning. c. I can pronounce words accurately while I read in order to maintain the meaning of a text. d. I can read with expression by using rhythm and punctuation clues when I read. e. I can use my voice to show that a sentence is over and pause to show the end of a phrase or clause.


Lessons 26-30








ASSESSED WRITING STANDARD: DUE TO DATA DIRECTOR BY MAY 17th, 2013

W 3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. 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.










f. I can include a reflective conclusion. g. I can write in-class and on-demand to respond to a

prompt.

District Writing Benchmark Prompt: Who do you know that always has an interesting story? Think of a friend you have, inside or outside of school. Tell one story that comes to mind when you think of this friend.


W 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.)

a. Produce clear and coherent writing. b. Analyze a writing task to determine what is required. c. Adapt writing to fulfill a specific purpose and meet the needs of an

audience. d. Develop ideas and organize ideas in a way appropriate to task and

purpose. e. Use style appropriate to task and purpose. f. Apply skills to a variety of types of writing.


W 7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

a. Select a topic for short research. b. Develop a single research question. c. Locate several sources to answer research question(s). d. Refocus inquiry continually based on findings. e. Use a graphic organizer to record thoughts. f. Answer questions through research.

Lesson 29 Lesson 30





L 4



Use context clues to determine the meaning of a word. Lesson 28

Use common Greek and Latin word roots to determine the meaning of an unknown word.

Lesson 29

Use the suffixes: -ize, -ify, -ive, -ity to determine the meaning of an unknown word.

Lesson 30

L 5

a. Interpret figures of speech (e.g., personification) in context.

b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

Demonstrate the use of similes, metaphors, and personification in writing. Lesson 27 Writing

Use word relationships and analogies to better understand words. Lesson 26


Spell words with foreign language origins. Lesson 26

Spell words with Greek word parts. Lesson 27

Spell words with Latin word roots. Lesson 28

Spell words with Greek and Latin word parts. Lesson 29

Spell words that are easily confused. Lesson 30



SL 1

a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles.


Lesson 26 Lesson 27



Lesson 28

SL 5 a. Clarify information using images, charts/graphs, and props. adapt appropriately Lesson 29 Lesson 39

SL 2 a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.


Lesson 30









Appendix A

Standards to be address yearlong - Listed here are standards and objectives that should be taught with a high degree of frequency in your classrooms, embedded into all

four units when appropriate. Standard Learner Objective - Students Can Instructional Focus Suggested Materials

RL 4

a. Determine meaning of unfamiliar words/phrases using context b. Identify and explain figurative and connotative language with textual support c. Identify and analyze an author’s use of rhyme d. Identify and analyze an author’s use of repetition of sounds

Context clues Figurative Language Rhyme Assonance and alliteration

RI 4

a. Determine the meaning of unfamiliar words/phrasing using context b. Use features of a text and/or a dictionary to determine the meaning of unfamiliar

words/phrases c. Identify and explain figurative, connotative, and technical language with textual

support d. Analyzer an author’s use of word choice to create meaning and tone

Context clues Reference materials Figurative Language Connotative Language Technical Language Meaning and tone

L 4

a. Determine the meaning of unknown words or phrases by using context clues b. Identify and use Greek and Latin affixes and roots as clues to the meaning of a word c. Use reference materials in print and digital formats to ascertain or verify a word’s

pronunciation, meaning, or part of speech

Greek and/or Latin word affixes and roots Discerning pronunciation

RL 10

a. Make meaning from difficult stories, dramas, and poems b. Engage with and appreciate appropriately complex texts c. Understand techniques for making meaning from difficult stories and poetry d. Understand and use techniques for selecting texts that are interesting, motivating

and appropriate

Genres Self-monitoring techniques for comprehension: questioning, summarizing, note-taking, etc.

.

RI 10

a. Make meaning from difficult literary nonfiction b. Engage with and appreciate difficult texts c. Understand techniques for making meaning from difficult informational texts d. Understand and use techniques for selecting texts that are appropriate to topic and

taste

Literary non-fiction Self-monitoring techniques for comprehension: questioning, summarizing, note-taking, etc.

W 5

a. Use adult and peer guidance and support to strengthen writing b. Use planning, revision, editing, or rewriting to strengthen writing c. Explain and utilize techniques used to make writing appropriate and interesting for

audience

Planning, revising, editing, rewriting Peer-editing techniques Focused Correction Areas (FCA’s) Addressing audience

W 10

b. Complete various pieces of writing over varying lengths of time c. Organize clear and coherent pieces of writing for a variety of reasons and in a

variety of settings

Multitude of time and purpose for writing in class Clear and coherent for purpose/task









Appendix B – Common Core State Standards/ Iowa Core State Standards

Reading Literature

Key Ideas and Details

RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct

from personal opinions or judgments.

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as

the plot moves toward a resolution.

Craft and Structure

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the

impact of a specific word choice on meaning and tone.

RL.6.5. 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.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

Integration of Knowledge and Ideas

RL.6.7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of

the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

RL.6.8. (Not applicable to literature)

RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of

their approaches to similar themes and topics.

Range of Reading and Level of Text Complexity

RL.6.10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity

band proficiently, with scaffolding as needed at the high end of the range.

Reading Informational

Key Ideas and Details

RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal

opinions or judgments.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Craft and Structure

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.6.5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of

the ideas.

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Integration of Knowledge and Ideas

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent

understanding of a topic or issue.

RI.6.8. 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.

RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Range of Reading and Level of Text Complexity

RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed

at the high end of the range.


Writing

Text Types and Purposes

W.6.1. Write arguments to support claims with clear reasons and relevant evidence.

o Introduce claim(s) and organize the reasons and evidence clearly.

o Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

o Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

o Establish and maintain a formal style.

o Provide a concluding statement or section that follows from the argument presented.

W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and

analysis of relevant content.

o Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and

cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

o Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

o Use appropriate transitions to clarify the relationships among ideas and concepts.

o Use precise language and domain-specific vocabulary to inform about or explain the topic.

o Establish and maintain a formal style.

o Provide a concluding statement or section that follows from the information or explanation presented.

W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured

event sequences.

o 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.

o Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

o Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

o Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

o Provide a conclusion that follows from the narrated experiences or events.


Production and Distribution of Writing

W.6.4. 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.)

W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or

trying a new approach.

W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient

command of keyboarding skills to type a minimum of three pages in a single sitting.

Research to Build and Present Knowledge

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.6.8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and

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

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

o Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical

novels and fantasy stories] in terms of their approaches to similar themes and topics”).

o Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).

Range of Writing

W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two)

for a range of discipline-specific tasks, purposes, and audiences.


Speaking and Listening

Comprehension and Collaboration

SL.6.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts,

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

o Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the

topic, text, or issue to probe and reflect on ideas under discussion.

o Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

o Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under

discussion.

o Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.2. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text,

or issue under study.

SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

Presentation of Knowledge and Ideas

SL.6.4. 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.

SL.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.


Language

Conventions of Standard English

L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

o Ensure that pronouns are in the proper case (subjective, objective, possessive).

o Use intensive pronouns (e.g., myself, ourselves).

o Recognize and correct inappropriate shifts in pronoun number and person.*

o Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

o Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional

language.*

L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

o Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

o Spell correctly.

Knowledge of Language

L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.

o Vary sentence patterns for meaning, reader/listener interest, and style.*

o Maintain consistency in style and tone.*

Vocabulary Acquisition and Use

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of

strategies.

o Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

o Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

o Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its

precise meaning or its part of speech.

o Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

o Interpret figures of speech (e.g., personification) in context.

o Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

o Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

L.6.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word

or phrase important to comprehension or expression

Appendix C

Pacing and Assessment

6th

Grade

August 22nd First Day of School 27th Begin Unit 1 September 3rd Labor Day – No School

14th Fall District Data Collection Due into DataDirector - SRI

26th Staff Development – No School October

5th District BASELINE Data Collection Due into DataDirector – Writing Assessment (Narrative)

29th Begin Unit 2 26th Staff Development – No School November 21-23rd

Thanksgiving Holiday

26th Begin Unit 3 December 24-31st

Winter Holiday

January 1st Winter Holiday 16th First Day of 2nd Semester 16th Begin Unit 4

18th Comprehensive Standards Benchmark 1 Due into DataDirector

(6-8) 21st MLK Day – No School February

1st Mid-Year District Data Collection Due into DataDirector - SRI

18th No School March 4th Begin Unit 5 15-22nd

Spring Recess

April

2-15th Iowa Assessment Administered Grades 6-8

22nd Begin Unit 6

26th Spring District Data Collection Due into DataDirector - SRI

May

17th District Data Collection Due into DataDirector – Writing Assessment (Argument)

24th Comprehensive Standards Benchmark 2 Due into DataDirector (6-8)

30th Last Day of School

th grade reading and language arts des moines public schools

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