During the Middle-Grade Years, Students Refine Their Reading Preferences and Lay the Groundwork

GradeGrade 66 OverviewOverview

During the middle-grade years, students refine their reading preferences and lay the groundwork for being lifelong readers. Sixth-grade students apply skills they have acquired in the earlier grades to read and interpret more challenging texts. Both on their own and with their peers, they read a variety of informational texts as well as four major types of literary texts: fiction, literary nonfiction, poetry, and drama. They also learn to respond to texts in a variety of ways. Students examine facets of an author’s craft (for example, the way a particular style of writing can elicit emotion from the reader or create vivid images in the reader’s mind).

Possessing a rich and authentic vocabulary allows any individual to be a skillful and appreciative reader. In order to read fluently, adolescent students must be able to use word analysis and other interpretive strategies. As they learn to master texts that use complex vocabulary, they transfer that knowledge of language into their own writing and speaking.

In the sixth grade, students use writing to entertain, to inform, to describe, and to persuade. They plan, draft, revise, edit, and publish narrative and expository writing. They pay careful attention to the author’s craft—examining the content and development, the organization, the quality of voice, and the correct use of Standard American English conventions in their own writing and in the writings of others. They also learn to use a variety of sentence structures to express their thoughts in both oral and written form.

The research process offers adolescents the opportunity to be actively involved in learning about topics that are relevant to their lives and that appeal to their interests. Sixth graders access information in print and electronic forms and use both primary and secondary sources as reference materials. They distinguish between their own ideas and the ideas of others in their research and in their writing. Using evidence to support the ideas they examine, they properly credit the work of others by documenting the sources they have used.

6 - 1 GRADE 6

Big Idea: READING Understanding and Using Literary Texts

Standard 6-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Essential Question: How do people make meaning out of print and nonprint text?

Students in grade six read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse. The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators: 6-1.1 Analyze literary texts to draw conclusions and make inferences. 6-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view. 6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 6-1.4 Analyze an author’s development of characters, setting, and conflict in a given literary text. 6-1.5 Interpret the effect of the author’s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts. 6-1.6 Compare/contrast main ideas within and across literary texts. 6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts).

6 - 2 6-1.8 Understand the characteristics of poetry (including stanza, rhyme scheme, repetition, and refrain) and drama (including stage directions and the use of monologues). 6-1.9 Analyze works of fiction (including legends and myths) and works of nonfiction (including speeches and personal essays) by characteristics. 6-1.10 Predict events in literary texts on the basis of cause-and-effect relationships. 6-1.11 Read independently for extended periods of time for pleasure.

6 - 3 Grade 6

Big Idea: READING

Understanding and Using Literary Texts

Help Page for Standard 6-1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

See Support Document attached for indicators: 6-1.3, 6-1.5, and 6-2.2. Notes:

Assessments Teacher Observation Graphic Organizers Retelling Questioning Informal/Formal Assessments using unfamiliar texts Checklists Rubrics http://www.nwrel.org/assessment/pdfRubrics/ReadingScoringG uide.pdf http://www.nwrel.org/assessment/pdfRubrics/ReadingGrades4- 12Rubrics.pdf http://www.nwrel.org/assessment/pdfRubrics/ReadingPrimaryR ubric.pdf http://www.k8accesscenter.org/training_resources/documents/1 5HourDifferentiationModule/Handouts/HO2DinerMenu.doc (Differentiation) www.studyisland.com (Test taking practice)

Textbook Correlation

6-1.1 “All Summer in a Day” ATE (Annotated Teacher’s Edition) and SE (Student Edition) p. 41 – 51 “Reading Skills and Strategies” ATE and SE p. 126 “Bud, Not Buddy” ATE and SE p. 127 – 133. (Introduces the graphic organizer “It Says, I Say, And So”) 6-1.2 “The Bracelet” ATE and SE p. 149 – 156 (1st person)

6 - 4 “First- and Third Person Narration” ATE and SE p. 418 – 419 “A Glory Over Everything” ATE and SE p. 468 – 479 6-1.3 “The Sea” ATE and SE p. 622 – 623 (Onomatopoeia and Personification) “Poetry” ATE and SE p. 633 -634 “Ode to Mi Gato” ATE and SE p. 636 – 637 (Simile and Metaphor) “The Toaster” ATE and SE p. 659 (Metaphor) “John Henry” ATE and SE p. 650 – 655 (Hyperbole) 6-1.4 “Just Once” ATE and SE p. 18 – 27 (Conflict and Ccharacterization) “Ta-Na-E-Ka” ATE and SE p. 134 – 142 (Characterization) “All Summer in a Day” ATE and SE p. 41 – 51 (Setting) 6-1.5 “Ode to Mi Gato,” “In a Neighborhood in LA,” and “Hard on the Gas” ATE and SE p. 635 – 640 (Tone) “La Bamba” ATE and SE p. 335 – 343 (Flashback) “In the Fog” ATE and SE p. 74 – 85 (Foreshadowing) 6-1.6 “Storm” ATE and SE p. 426 – 434, “Finding and Analyzing Main Idea” ATE and SE p. 436, “Bringing Tang Home” ATE and SE p. 437 – 438, “Where the Heart Is” ATE and SE p. 439 – 441 6-1.7 “Multimedia Presentation: Staging a Performance” ATE and SE p. 670 – 675 “Preparing a Debate” ATE and SE p. 603 6-1.8 “The Sneetches” ATE and SE p. 626 – 632 (Stanza and Rrhyme Sscheme) “John Henry” ATE and SE p. 650 – 655 (Repetition/Refrain) “In the Fog” ATE and SE p. 74 – 85 (Stage directions) 6-1.9 “Medusa’s Head” and “Perseus and the Gorgon’s Head” ATE and SE p. 350 – 364 (Myth) “Forms of Fiction” ATE and SE p. 308 – 309 (Legend and Mmyth) “Summer Diamond Girl” ATE and SE p. 192 – 196 (Essay) 6-1.10 “The Stone” ATE and SE p. 29 - 39 (Cause and Effect) 6-1.11

Technology Websites: www.go.hrw.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.com http://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html

6 - 5 http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

Data Streaming Video: www. scetv .org/education/ streamlinesc / Maniac Magee (30:47) He wasn't always called Maniac Magee. He was born with the name Jeffrey Lionel Magee, but when his parents die and his life changes, so does his name. This is the poignant story of a homeless boy who finds himself caught between two sides in a situation of racial prejudice. Grade(s) : 6-8 classic © 1992 Aims Poetry: Character, Setting, and Plot (03:50) Students learn that a poem can contain a character, setting, and plot and is one way to tell a story. They listen to "Ollie the Octopus," and identify the main character, details, setting, and rhyming words given in the poem. Grade(s) : 3-5 © 2005 Discovery Channel School The Use of Poetry in Romeo and Juliet (05:23) Grade(s) : 6-8, 9-12 © 2000 SCETV/ITV Figurative Language: Polar Penguins (04:59) Writers use figurative language, such as alliteration and simile, to describe feelings, observations, and ideas. A clip about polar penguins is shown; students are asked to think about figurative language they can use to describe what they see in the clip. Grade(s) : 3-5 © 2005 Discovery Channel School

6 - 6 South Carolina Department Of Education Support Document

Standard 6.1: The student will read and comprehend a variety of literary texts in print and nonprint formats.

Students in grade six read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse. The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 6-1.3: Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

Definition of Revised Bloom’s Verb Interpret Change from one form of representation to another. In order to demonstrate their ability to interpret, students might explain in their own words the meaning of examples of figurative language from literary text.

Explanation of Indicator Figurative language refers to language that is enriched by word meanings, figures of speech, and sound devices such as simile, metaphor, personification, hyperbole, onomatopoeia and alliteration. Simile is a stated comparison between two unlike things using the words “like” or “as” (for example, “The sea was as smooth as glass”). Metaphor is a device of figurative language that compares two unlike things (for example, “The sea was a sheet of glass”). Onomatopoeia is the use of words whose sounds suggest their meaning such as “hiss,” “murmur,” “buzz,” and “sizzle.” Alliteration is the repetition of the initial sounds or stressed syllables in neighboring words (for example, “Sally sells sea shells by the sea shore”). Personification occurs when nonhumans (animals, objects, and abstractions) are represented as being human or as having human attributes (for example, “The sea sang a song of peace” or “My car was happy to be washed”). Hyperbole is an overstatement, a conscious exaggeration for the purpose of making a point (for example, “I’d give my right arm for a piece of chocolate”).

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for figurative language differ at each grade level.

6 - 7 What do students need to know before they can understand figurative language?  Students need to know the difference between literal and figurative language as well as denotative and connotative meanings of words (6- 3.4). This knowledge helps build a background needed for abstract concepts that are the foundation for figurative language.  The teacher can provide a variety of experiences in reading (sports pages in newspaper), writing (poetry), listening (music), and speaking (recitation of poetry) that demonstrate to students that they already are familiar with many elements of figurative language.  Begin reviewing the figurative language that students have been taught in previous grades by having students identify and explain examples from literary text. One way to extend this review is to have students make their own personal dictionary with definitions, examples, and pictures or illustrations of figurative language studied to date.

Within figurative language, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. 3-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 4-1.4 Distinguish among devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 5-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 7-1.3 Interpret devices of figurative language (including extended metaphor and oxymoron). 8-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, and paradox). E1-1.3 Interpret devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E2-1.3 Analyze devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E3-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). E4-1.3 Evaluate devices of figurative language (including extended metaphor, oxymoron, pun, and paradox). When teaching figurative language, what connections, links, or ties can be made to other indicators?

6 - 8 Students in grade 6 six will use figurative language as they interact with other indicators such as these: 6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). 6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-3.4 Distinguish between the denotation and the connotation of a given word. 6-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.). 6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience. 6-5.2 Create narratives that have a fully developed plot and a consistent point of view. 6-5.3 Create written descriptions using precise language and vivid details. 6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “interpret.” Students should be challenged to construct meaning from figurative language and to demonstrate how the figurative language contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. For example, in either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to interpret.

Students learn the different types of figurative language when they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using figurative language, then assessment should also focus on these levels of thinking.

Students in grade 6 six respond well to showing what they know. For figurative language, this might mean giving them the opportunity to decorate the room with their illustrations or collages depicting all the different types of figurative language or sound devices.

6 - 9 Students could complete this “show what you know” activity individually or in groups, on poster paper or butcher paper as a mural on a wall or around the classroom.

Another interesting way to assess would be to pair students and give each student in the pair the same poem (but each group of pairs would have different poems). Students would first individually interpret the figurative language and the overall meaning of the poem. Then, the two students would exchange interpretations and come to some consensus, which would be written.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can interpret the figurative language.

Suggested Instructional Resources Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000. Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999. ---. 2000. Reading Reminders. Portsmouth, NH: Heinemann, 2000. Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult Novel in the Classroom. Portsmouth, NH: Heinemann, 2000. Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002. Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann, 1992. Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000. Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point Books, 2004 Tsujimoto, Joseph I. Teaching Poetry Writing to Adolescents. Urbana, IL: National Council of Teachers of English, 1988. Student Texts There are many titles that teachers and students may select to better understand figurative language. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials http://www.readwritethink.org

6 - 10 http://www.readwritethink.org/lessons/lesson_view.asp?id=81 http://www.readwritethink.org/lessons/lesson_view.asp?id=43 http://www.readwritethink.org/lessons/lesson_view.asp?id=247 http://www.readwritethink.org/lessons/lesson_view.asp?id=907 http://www.learnnc.org http://www.learnnc.org/lessons/NancyMeyers6182002035 http://www.learnnc.org/lessons/NancyGuthrie5232002654 http://www.poets.org http://www.scetc.org/education/streamlinesc/index.cfm Discovering Language Arts: Viewing (Grades 6-8) http://www.webenglishteacher.com http://www.webenglishteacher.com/ya.html http://www.englishcompanion.com http://www.ciconline.org/english http://www.unitedstreaming.com http://www.unitedstreaming.com/search/assetDetail.cfm? guidAssetID=BD814F2B-575D-470C-8206-FCFA2177BAC9 http://www.field-trips.org/tours/lit/poet/_tourlaunch1.htm http://www.carolhurst.com/titles/6th.html

Best Practices http://ed.sc.gov/agency/offices/cso/standards/ela/index.html

Students in grade 6 read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, free verse.

The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 6-1.5: Interpret the effect of the author’s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts.

Definition of Revised Bloom’s Verb Interpret Changing from one form of representation (for example, written) to another (for example, oral) (for example, paraphrase important speeches and documentswritten to oral).

Author’s craft is the use of specific techniques that an author chooses to relay an intended message. Author’s craft includes tone and the use of flashback and foreshadowing. Tone is the writer’s attitude toward a subject, character, or audience conveyed through the choice of words and details. Flashback is the technique of disrupting the chronological flow of a narrative by interjecting events that have occurred at an earlier time, and foreshadowing is the use of hints or clues to suggest future action.

Author’s craft is a broad term for how an author intentionally uses techniques to create meaning and feeling for the reader. For example, the author may write about how the dark clouds reflect a character’s sad mood, which is foreshadowing that the character is about to encounter trouble.

Students might demonstrate their interpretation of author’s craft in a discussion of how changes in author’s craft could change the meaning of a work.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for author’s craft differ at each grade level.

6 - 12 What do students need to know before they can understand author’s craft?  Students must understand and know how to interpret tone, flashback, and foreshadowing.  Students must be able to talk and write about these techniques, with scaffolding from the teacher.

Within author’s craft, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. 3-1.6 Analyze the effect of the author’s craft (for example, word choice and sentence structure) on the meaning of a given literary text. 4-1.6 Interpret the effect of the author’s craft (for example, word choice, sentence structure, the use of figurative language, and the use of dialogue) on the meaning of literary texts. 5-1.5 Interpret the effect of the author’s craft (for example, tone, figurative language, dialogue, and imagery) on the meaning of literary texts. 7-1.5 Interpret the effect of an author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, and irony) on the meaning of literary texts. 8-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E1-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E2-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, irony, and allusion) on the meaning of literary texts. E3-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts. E4-1.5 Analyze the effect of the author’s craft (including tone and the use of imagery, flashback, foreshadowing, symbolism, motif, irony, and allusion) on the meaning of literary texts.

When teaching author’s craft, what connections, links, or ties can be made to other indicators? Students in grade 6 six will use author’s craft as they interact with other indicators such as these: 6.1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration).

6 - 13 6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). 6.1.8 Understand the characteristics of poetry (including stanza, rhyme scheme, and the use of repetition and refrain) and drama (including stage directions and the use of monologues). 6.1.9 Analyze types of fiction (including legends and myths) and types of nonfiction (including speeches and personal essays) by characteristics. 6-1.11 Read independently for extended periods of time for pleasure. 6.2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral presentations, and media productions). 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-2.10 Read independently for extended periods of time to gain information. 6-3.4 Distinguish between the denotation and the connotation of a given word. 6-4 All indicators as students respond in writing. 6-5 All indicators as students respond in writing.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “interpret..” Students should be challenged to construct meaning from author’s craft and to demonstrate how author’s craft contributes to the overall meaning of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the opportunity to understand or , construct meaning.

Students learn author’s craft when they read widely and use author’s craft in their own work. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using author’s craft, then assessment should also focus on these levels of thinking.

For example, students could be asked to imitate a particular author’s craft in an original work of their own. Students could be asked to explain how changes in the elements of author’s craft change the meaning of a particular work. Students could also be asked to identify the authors of several excerpts by analyzing the author’s craft.

6 - 14 Suggested Instructional Resources Professional Texts Dean, Nancy. Discovering Voice. Gainesville, FL: Maupin House, 2006. ---. Voice Lessons. Gainesville, FL: Maupin House, 2000. King, Stephen. On Writing. New York: Pocket Books, 2000. Olsen, Carol Booth. The Reading Writing Connection. New York: Pearson, 2007. Schaffer, Jane. Teaching Style Analysis to Advanced Placement English Students. San Diego: Jane Schaffer Publications, 2002. Student Texts There are many titles that teachers and students may select to better understand author’s craft. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: . http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials http://www.AP Central.com http://www.Web EnglishTeacher.com http://www.Learnnc.org http://www.Englishcompanion.com http://www.Readwritethink.org http://www.litplans.com http://www.ciconline.org/english/ http://www.itv.myetv.org http://www.pbs.org

Students in grade six read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction, contemporary realistic fiction, science fiction, folktales, tall tales, and myths. In the category of literary nonfiction, they read personal essays, classical essays, memoirs, autobiographical and biographical sketches, character sketches, and speeches. In the category of poetry, they read narrative poems, lyrical poems, humorous poems, and free verse.

Indicator 6-1.6: Compare/contrast main ideas within and across literary texts.

Definition of Revised Bloom’s Verb Compare/Contrast Detecting commonalities or differences between two (or more) Students in grade six ideas read (for four example, major compare types twoof literary poems or texts: a poem fiction and a short, literary story nonfiction , poetry , to and find dramasimilar or. Indifferent the main category ideas) of fiction, they read the following specific types of texts: chapter books, adventure stories, historical fiction,Compare/contrast contemporary is a subcategory realistic fiction, of the Bloom’s science verb fiction, “Analyze folktales,.” tall tales, and myths. In the category of literary nonfiction, they read personal essays, classicalExplanation essays, of memoirs,Indicator autobiographical and biographical sketches, character sketches,Main idea and is speeches.the “big idea” In theof a categorywhole work of orpoetry a single, they paragraph. read narrativeIt is the point poems, the lyricalauthor poems, wants humorous the reader to poems, remember and most. free Some verse. writers will state the main idea directly. Others will expect the reader to make inferences about the main idea. The teacher should continue to address earlier indicators as they apply to more difficult texts. Finding the Main Idea Once the subject of the paragraph is determined, the main idea (what the author wants the reader to remember) will be determined by analyzing the details. Subject + What the author says about the subject Main Idea

Stated Main Idea Teaching the strategy of how to find the main idea is important. Locating important details in a passage is an important key in the process of isolating the main idea or the main point the author wants his readers to understand. The main idea may be found

6 - 16 anywhere in a passage but is often stated or implied in the first sentence followed by the details or in the last sentence after the author has given an explanation of the details.

Implied Main Idea If the main idea is not directly stated by the author, the reader must think about how the details in the sentences connect to support the main subject or topic and decide what the author wants his readers to remember most. Establishing a plan of action is important for a successful analysis of the details in a passage. Separating important details from non- essential details is another critical skill. Asking the question, “What do the details tell me about the subject?’ and/or including an organizer is part of the process. These steps will enable students to analyze details to arrive at the main idea.

Compare and Contrast When a reader needs to compare and contrast texts, he must analyze how the writer shows how two or more things are alike or different. Details are arranged to show similarities and differences between two or more subjects. This organization is used in all types of paragraphs. A Venn diagram can be used to document similarities and differences between important details in multiple texts.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for main idea and details differ at each grade level.

What do students need to know before they can understand main idea and details in a literary text?  Students should understand that main idea is the “big idea” of a single paragraph or an entire work. It is what the author wants the reader to remember most.  Details will provide the specific information that the reader will analyze.

Within the study of main idea and details, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. K-1.1 Summarize the main idea and details from literary texts read aloud. 1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion. 2-1.1 Analyze the details that support the expression of the main idea in a given literary text. 3-1.1 Analyze the details that support the expression of the main idea in a given literary text. 4-1.1 Analyze the details that support the expression of the main idea in a given literary text. 5-1.6 Analyze the details that support the expression of the main idea in a given literary text. 6-1.6 Compare/contrast main ideas within and across literary texts.

6 - 17 When teaching main idea and details, what connections, links, or ties can be made to other indicators? 6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). 6-1.11 Read independently for extended periods of time for pleasure. 6-2.1 Analyze central ideas within and across informational texts. 6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 6-2.10 Read independently for extended periods of time to gain information. 6-4.3 Create multiple paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. 6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience. 6-5.2 Create narratives that have a fully developed plot and a consistent point of view. 6-5.3 Create written descriptions using precise language and vivid details. 6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience. 6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator, the verb is “compare/contrast.”. In grade 6six, comparing/contrasting main ideas should be taught and assessed in a similar format. For example, if the students used graphic organizers to compare/contrast main ideas during instruction, then a graphic organizer should be used during assessment. Students should read cold text (text the students have not previously experienced) to compare/contrast the main ideas in two or more texts.

Students should also demonstrate an understanding of comparing/contrasting main ideas of two or more texts through their own writing. Students should be able to read text, establish main ideas, and compare/contrast them in their own writing. Students’ reading and comprehension should be assessed using sample literary text and cold text, with multiple choice or , constructed response questions, or through teacher observations and conferences.

Suggested Instructional Resources Professional Texts

6 - 18 Harvey, Stephanie, and Anne Goudis, Strategies That Work, Portland, ME: Stenhouse, 2007 Portalupi, Joann and Ralph Fletcher, Craft Lessons, New York: Stenhouse, 2001. Reader’s Handbook: A Student Guide for Reading and Learning, Wilmington, MA: Great Source Education Group, 2002. (Although this is a student book it has excellent examples of reading strategies and skills.) Student Texts There are many titles that teachers and students may select to better understand facts and opinions. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials http://readwritethink.org http://www.brainpopjr.com/reading/comprehension/mainidea/grownups.weml

6 - 19 GRADE 6

Big Idea: READING Understanding and Using Informational Texts

Standard 6-2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

Essential Question: How do people make meaning of informational print and nonprint text?

Students in grade six read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts. The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicators: 6-2.1 Analyze central ideas within and across informational texts. 6-2.2 Analyze informational texts to draw conclusions and make inferences. 6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions. 6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 6-2.5 Interpret information that text elements (for example, print styles and chapter headings) provide to the reader. 6-2.6 Interpret information from graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic organizers). 6-2.7 Interpret information from functional text features (for example, tables of contents and glossaries). 6-2.8 Predict events in informational texts on the basis of cause-and-effect relationships. 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-2.10 Read independently for extended periods of time to gain information.

6 - 20 GRADE 6 Big Idea: READING Understanding and Using Informational Texts

Help Page for Standard 6-2: The student will read and

comprehend a variety of informational

texts in print and nonprint t formats.

See Support Document attached for indicators: 6-2.2, 6-2.3, and 6-2.7

Notes: Assessments Teacher Observation Graphic Organizers Retelling Questioning Informal/Formal Assessments using unfamiliar texts Checklists Rubrics

Textbook Correlation 6.2.1 6-2.1 “Comparing Main Ideas of Related Texts” ATE and SE p. 451 – 452 “Brother” ATE and SE p. 445 – 449 “The Brother I Never Had” ATE and SE p. 453 - 454

“Brother” ATE and SE p. 445 - 449 “The Brother I Never Had” ATE and SE p. 453 - 454 6-2.2 “I Was Not Alone” ATE and SE p. 311 - 314 6-2.3 “Evaluating Evidence” ATE and SE p. 265 “One Child’s Labor of Love” ATE and SE p. 266 - 268

“One Child’s Labor of Love” ATE and SE p. 266 - 268 6-2.4 “Multimedia Presentation: Staging a Performance” ATE and SE p. 670 – 675 6-2.5 “Understanding the Features of a Magazine” ATE and SE p. 53 “What Will Our Towns Look Like?” ATE and SE p. 54 – 56

“What Will Our Towns Look Like?” ATE and SE p. 54 – 56

6 - 21 6-2.6 “Handbook of Reading and Informational Terms” p. 803 6-2.7 “Understanding the Features of a Magazine” ATE and SE p. 53 6.2.8 “A Glory Over Everything” ATE and SE p. 468 – 479 6.2.9 6-2.9 “Becoming a Critical Reader” ATE and SE p. 724 -– 729 “Analyzing Propaganda on TV” ATE and SE p. 918 - 921

“Analyzing Propaganda on TV” ATE and SE p. 918 - 921 6-2.10

Technology Websites: www.go.hrw.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.com http://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/ http://usatodayeducate.com/wordpress/index.php/lesson-library- language-arts

Data Streaming Video: www. scetv .org/education/ streamlinesc / Discovering Language Arts: Grades 09-12: Listening and Speaking (45:17) Key strategies for speaking in small discussion groups and larger presentations enable students to communicate their message clearly and confidently. Tactics for active listening and asking questions, and listening for bias rounds out this collection. Grade(s) : 9-12 © 2007 Discovering Language Arts: Grades 09-12: Viewing (50:44) From identifying mass communication formats and techniques to interpreting messages and bias conveyed through style and

6 - 22 genre, introduce middle students to media literacy and characteristics and components of visual media. Grade(s) : 9-12 © 2007 Discovery Channel School Discovering Language Arts: Grades 06-08: Viewing (30:00) From identifying mass communication formats and techniques to interpreting messages and bias conveyed through style and genre, this video introduces middle school students to media literacy and characteristics and components of visual media. Grade(s) : 6-8 © 2006 Discovery Channel School Discovering Language Arts: Grades 09-12: Nonfiction (29:18) This comprehensive video collection uses high-quality documentary footage to examine high school level writing, reading, grammar, listening & and speaking skills, and media literacy skills. From biographies, journals, maps, speeches, encyclopedias, and Internet articles, high school students learn about a variety of informational texts. Explore ways to summarize and paraphrase information, how to critically evaluate a source's credibility, and how to break down a complicated subject into smaller parts. Grade(s) : 9-12 © 2007 American Red Cross Speeds Up War Relief Activities (00:47) The American Red Cross contributes to the war effort with fundraising activities and by making bandages; celebrities provide testimonials. Grade(s) : 6-8, 9-12 © 2004 "Be Cool Like Everybody Else!" (01:13) Mr. Goodbody explains the bandwagon technique advertisers use to sell their products. Grade(s) : K-2, 3-5 © 2003 Slim Goodbody

Students in grade six read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.

Indicator 6-2.2: Analyze informational texts to draw conclusions and make inferences.

Definition of Revised Bloom’s Verb Analyze Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

Explanation Making inferences is the act or process of drawing a conclusion or making a prediction based on what one already knows either from prior knowledge, observations, or evidence found in the text. When making an inference, ideas and facts are implied or suggested rather than stated outright.

Inferential thinking can be demonstrated by using cloze procedures with portions of informational texts. Begin by creating a simple cloze statement by deleting one word from an informational sentence. Invite students to combine what they know about the syntactic (the grammatical arrangement of words in sentences) and semantic (the study of meaning in language) knowledge of language with their schema (organized knowledge that is accessed during reading) and generate possible words that would make sense in the cloze blank. NOTE: It is important that the readers have background knowledge about a text they are to read if they are expected to read inferentially. If they do not have the experience portion of the equation (word clues + experience = inferences), no matter how many words the author utilizes, readers will not be able to think inferentially about the text. http://www.readinglady.com/mosaic/tools/Inferences%20handout%20by%20Deb %20Smith.doc

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for drawing conclusions and making inferences differ at each grade level.

6 - 24 What do students need to know before they can understand how to analyze an informational text to draw conclusions and make inferences? Students should understand the meaning of “reading between the lines” and that sometimes readers have to make educated guesses in order to make meaning from the text. Students should know that these educated guesses should be based on evidence that comes from their prior knowledge, observations, and the text itself.  Reading informational text requires attention to characteristics that are different from fiction: the ability to access data, to read critically for information, and to use supporting visual features (such as charts, captions, and scale diagrams). http://findarticles.com/p/articles/mi_mOSTR/is_6_110/ai_84344608  Students need to know how to generate and respond to questions that require them to dig for and think about the information and the evidence necessary to draw conclusions and make inferences. For example, questions such as “Hypothesize what will happen if….,” Predict what would be true if…,” Conclude what the result will be if…,” What if ____ had happened instead of ____?”  Students need to learn how to connect the text with their background knowledge and to see that when they read, they bring what they already know to comprehension of new text. They need to experience understanding beyond the literal by gathering all the clues in order to make an inference or draw a conclusion. For example, when reading, listening, or viewing specific informational texts, one might naturally jump to the conclusion that an umbrella is needed because of rain; however, closer attention to details might provide clues that the umbrella is needed as protection from the sun.  Making inferences and drawing conclusions require that students recognize and identify the clues in the text that will help lead them to conclusions. Students must also read between the lines; go beyond the literal and concrete meaning; and pay attention to details, clues, and evidence when interacting with print and nonprint informational texts.  Students should have experiences with a variety of print and nonprint text that allow them to compare/contrast inferences and conclusions. For example, a thematic approach would encourage students to read a poem, listen to a speech, and view a video of a short story, all of which were connected by a similar theme. Students could then compare/contrast inferences and conclusions among these texts.

Within analyzing an informational text to draw conclusions and make inferences, what have students previously studied and what they will study in the future? The words in bold indicate a change from grade to grade.

6 - 25 3-2.2 Analyze informational texts to draw conclusions and make inferences. 4-2.2 Analyze informational texts to draw conclusions and make inferences. 5-2.2 Analyze informational texts to draw conclusions and make inferences. 6-2.2 Analyze informational texts to draw conclusions and make inferences. 7-2.2 Analyze information within and across texts to draw conclusions and make inferences. 8-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E1-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E2-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E3-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. E4-2.2 Compare/contrast information within and across texts to draw conclusions and make inferences. When teaching analyzing an informational text to draw conclusions and make inferences, what connections, links, or ties can be made to other indicators? 6-1.1 Analyze literary texts to draw conclusions and make inferences. 6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). 6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 6-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 6.3.4 Distinguish between the denotation and connotation of a given word. 6.5.2 Create narratives that have a fully developed plot and a consistent point of view. 6.5.3 Create written descriptions using precise language and vivid details. 6.5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience. Science: Draw conclusions and make inferences and predictions from data, research, and investigation. Social Studies: Draw conclusions and make inferences and predictions from research, biographies, autobiographies, essays, and

6 - 26 speeches.

Assessment Strategies Students should be assessed in the same ways they are taught; however, students should be assessed with cold text rather than text they have read and discussed. For example, in this indicator, the verb is “analyze.” Students should be challenged to construct meaning from the inferences and conclusions and how those contribute to the overall meaning of the text. Students should be able to cite instances in the text that caused them to infer and draw conclusions. They should also be able to explain what background information they brought to the text that helped them infer. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. For example, in either the learning or the assessing, students should not be given a worksheet to make inferences and draw conclusions from unconnected pieces of text because this does not allow them the opportunity to interpret meaning from a whole piece of text.

Students in grade 6 six respond well to having choice. Assessment of analyzing text to make inferences and draw conclusions can be accomplished by having students select a piece of “cold” text that has not been discussed in class. Students then respond through an “It says-I say” activity with this text. The students copy a quote from the book for “It says” and then add their background knowledge for “I say.” Next, the students defend the “I say” by writing their thinking behind their inference “(I say).” Students must cite instances in the text that help them make an inference or draw a conclusion.

Students may also sketch their conclusions or inferences and defend their thinking by citing the text and adding their background knowledge or the understanding that brought them to those inferences or conclusions.

There is no benefit from having students assessed by a piece of text that has already been discussed. That would be assessing their remembering, not their ability to analyze text. Students should be assessed on a piece of text that is on their reading level.

In order to be consistent with the indicator, the expectation on any assessment strategy is that students must demonstrate they can analyze informational text to make inferences and draw conclusions.

Suggested Instructional Resources Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse. 2000. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann. 2003. Feathers, Karen M. Informational Texts, Reading and Learning. Toronto: Pippin, 2004. Harvey, Stephanie. Nonfiction Matters, Reading Writing and Research in Grades 3-8. Portland, ME: Stenhouse, 1998. Harvey, Stephanie and Anne Goudis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007.

6 - 27 Keene, Ellin and Susan Zimmerman. Mosaic of Thought, Second Edition. Portsmouth, NH: Heinemann, 2007. Keene, Ellin. To Understand: New Horizons in Reading Comprehension. Portsmouth, NH: Heinemann, 2008. Lesesne, Teri S. Making the Match: The Right Book for the Right Reader at the Right Tim, Grades 4-12. Portland, NH: Stenhouse, 2003. Probst, Robert E. Response and Analysis, Teaching Literature in the Secondary School. Portsmouth, NH: Heinemann, 2004. Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann, 1992. Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000.

Student Texts There are many titles that teachers and students may select to better understand drawing conclusions and making inferences. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials http://www.readwritethink.org http://www.learnnc.org http://www.learnnc.org/lessons/readwritethink1242005156 http://learnc.org/lp/pagesrla-siouan http://www.lpb.org http://www.lpb.org/education/classroom/itv/litlearn/ http://www.readingquest.org http://www.readingquest.org/strat/ http://scholastic.com http://scholastic.com/newszone/ http://timeforkids.com http://timeforkids.com/TFK/ http://www.scetc.org http://www.scetc.org/education/streamlinesc/index.cfm http://www.ciconline.org http://www.ciconline.org/english http://www.carolhurst.com http://www.carolhurst.com/titles/6th.html

6 - 28 http://literacynet.org http://literacynet.org/cnnsf/archives.html http://www.iclasses.org http://www.iclasses.org/assets/literature/index.cfm full text of fiction and nonfiction selections http://www.unitedstreaming.com

6 - 29 South Carolina Department Of Education Support Documment

Standard 6.2: The student will read and comprehend a variety of informational texts in print and nonprint formats.

Students in grade six read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts.

Indicator 6-2.3: Summarize author bias based on the omission of relevant facts and statements of unsupported opinions.

Explanation of Indicator Author bias is a personal and largely unreasoned judgment either for or against a particular person, position, or thing-; a prejudice. An author might be biased favorably or unfavorably.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for author bias differ at each grade level.

What do students need to know before they can understand author bias?  Students must be able to differentiate between fact and opinion.  Students must be able to identify relevant facts and other types of support for opinions. Relevant facts are those that are clearly applicable to the judgment. Support for opinions includes (but is not limited to) explanations, examples, anecdotes, statistics, and logical reasons.  Students must be able to identify sufficiently supported opinions.  Students must be able to understand the effect of word choice on a text.

Within author bias, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade.

6 - 30 3-2.3 Distinguish between facts and opinions in informational texts. 4-2.3 Analyze informational texts to locate and identify facts and opinions. 5-2.3 Analyze a given text to detect author bias (for example, unsupported opinions). 7-2.3 Identify author bias (for example, word choice and the exclusion and inclusion of particular information). 8-2.3 Analyze informational texts for author bias (for example, word choice and the exclusion and inclusion of particular information).

When teaching author bias, what connections, links, or ties can be made to other indicators and/or content areas? 6-1.1 Analyze literary texts to draw conclusions and make inferences. 6-1.3 Interpret devices of figurative language (including simile, metaphor, personification, and hyperbole) and sound devices (including onomatopoeia and alliteration). 6-1.5 Interpret the effect of the author’s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts. 6-1.11 Read independent for extended periods of time for pleasure. 6-2.1 Analyze central ideas within and across informational texts. 6-2.2 Analyze informational texts to draw conclusions and make inferences. 6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 6-2.8 Predict events in informational texts on the basis of cause-and- effect relationships. 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-2.10 Read independently for extended periods of time to gain information. 6-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 6-3.4 Distinguish between her denotation and the connotation of a given word. 6-4.3 Create multiple-paragraph compositions that include a central idea with supporting details, and use appropriate transitions between paragraphs. 6-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas (see Instructional Appendix: Composite Writing Matrix). 6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.

6 - 31 6-5.2 Create narratives that have a fully developed plot and a consistent point of view. 6-5.3 Create written descriptions using precise language and vivid details. 6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience. 6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Classroom Assessment Students should be taught and assessed using similar methods. Students should be challenged to summarize author bias in a variety of informational texts and to demonstrate how author bias contributes to the overall meaning and effect of the text. When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught, using cold text (text the students have not previously experienced). Students should not be given a list of terms to match with definitions because this does not allow them the opportunity to understand.

The teacher may provide examples of print or nonprint informational text that is biased for students to determine how bias impacts the intended message of the piece. The teacher may provide an advertisement for students to determine the bias of the piece. Students could examine positively or negatively biased print or nonprint texts and revise them in an unbiased form.

Suggested Instructional Resources Professional Texts Considine, David M. and Gail E. Haley. Visual Messages: Integrating Imagery into Instruction. Englewood, CO: Teacher Ideas Press, 1999. Christel, Mary T. and Scott Sullivan, eds. Lesson Plans for Creating Media-Rich Classrooms. Urbana, IL: National Council of Teachers of English, 2007. Olsen, Carol Booth. The Reading/Writing Connection. New York: Pearson, 2007. Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. Portland, ME: Stenhouse Publishers, 2001.

Student Texts There are many titles that teachers and students may select to better understand author’s bias. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of

6 - 32 these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials http:// www.frankmbaker.com http:// www.sctv. org/education/streamlines/index.cfm http:// www.American rhetoric.com http:// www.Readwritethink.org http://WebEnglishTeacher.com

Students in grade six read informational (expository/persuasive/argumentative) texts of the following types: essays, historical documents, informational trade books, textbooks, news and feature articles, magazine articles, advertisements, encyclopedia entries, reviews (for example, book, movie, product), journals, and speeches. They also read directions, maps, time lines, graphs, tables, charts, schedules, recipes, and photos embedded in informational texts. In addition, they examine commercials, documentaries, and other forms of nonprint informational texts. The teacher should continue to address earlier indicators as they apply to more difficult texts.

Indicator 6-2.7: Interpret information from functional text features (for example, tables of contents and glossaries).

Definition of Revised Bloom’s Verb Interpret Changing from one form of representation to another

Explanation of Indicator Functional text features including tables of contents, glossaries, indexes, and appendixes provide information to the reader. At this grade level, student should use their knowledge of a variety of functional text features to clarify or paraphrase information.

A table of contents, often simply labeled "Contents," is a list of the parts of a document or book organized in the order in which the parts appear in a given text. The amount of detail in a table of contents depends on the length of the work.

A glossary is a list of terms and definitions or explanations of each related to the information included in a particular text. Glossaries are usually placed at the end of the text and include those terms included in the text in the book which are either not commonly known or are newly introduced.

6 - 34 An index is an alphabetized list of subjects, places, events, concepts, or names found in a printed work. An index gives the page number where information about an entry item is mentioned.

An appendix is a collection of supplementary materials found at the end of a text. The materials included an appendix may or may not be essential parts of the main text. Regardless, they provide additional information related to the text. Appendixes may include diagrams, lists, explanations and/or elaborations related to the main text. Multiple appendixes may be included in a document.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for facts differ at each grade level.

What do students need to know before they can use text features (including a table of contents and glossaries)?  Students must have had many experiences recognizing, naming, recalling, and using various functional text features.  Students must understand the purposes of a variety of functional text features.  Students should recognize variances in formats, fonts, and the information included in functional text features and understand why those variances are used.  Students should know how to paraphrase information within and across texts.

Within text features, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. K-2.7 Recognize tables of contents. 1-2.7 Use functional text features (including tables of contents). 2-2.7 Use functional text features (including tables of contents and glossaries) as sources of information. 3-2.7 Use functional text features (including tables of contents, glossaries, and indexes) as sources of information. 4-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes) as sources of information. 5-2.7 Use functional text features (including tables of contents, glossaries, indexes, and appendixes).

When teaching functional text features (table of contents and glossaries), what connections, links, or ties can be made to other indicators? 6-2.5 Interpret information that text elements (for example, print styles and chapter headings) provide to the reader. 6-2.6 Interpret information from graphic features (for example, illustrations,

6 - 35 graphs, charts, maps, diagrams, and graphic organizers). 6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience. 6-6.3 Use a standardized system of documentation (for example, a list of f sources with full publication information and the use of in-text citations) to properly credit the work of others. 6-6.5 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations. 6-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. 6-6.7 Use a variety of print and electronic reference materials. 6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “interpret.” In sixth grade, functional text features (including tables of contents, glossaries, indexes, and appendixes) may be assessed during one-on-one reading conferences, during small group or whole class discussions, or as a written assessment. When students are assessed, they should be asked to show what they have learned in the same way they were taught. For example, students may access information found in a various functional text features, paraphrase that information, and use it in another context in order to enhance understanding.

Suggested Instructional Resources Suggested Instructional Resources Professional Texts Harvey, Stephanie. Nonfiction Matters, Portland, ME: Stenhouse, 1998. Harvey, Stephanie, and Anne Goudvis. Strategies That Work. Portland, ME: Stenhouse, 2007. Portalupi, Joann and Ralph Fletcher. Nonfiction Craft Lessons. New York: Stenhouse, 2001.

Student Texts There are many titles that teachers and students may select to better understand text features. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA+Standards.

6 - 36 Nonprint Materials http://forpd.ucf.edu/strategies/strattext_features.html http://www.helium.com/items/152030-text-features-an-aid-to-reading- comprehension http://languagearts.pppst.com/partsofabook.html http://www.literacymatters.org/lessons/textstructure.htm http://www.pbs.org/teachers/readlanguage http://www.readingrockets.org/resources http://readwritethink.org http://www.teachersdesk.org/news.html http://www.timeforkids.com/TFK/teachers/minilessons/wr/0,28171,1638083,00.html

6 - 37 GRADE 6

Big Idea: READING Building Vocabulary

Standard 6-3: The student will use word analysis and vocabulary strategies to read fluently.

Essential Question: How does vocabulary help people make meaning of print and nonprint text?

Instructional appendicxes are provided as the baseline expectations for instruction and are not intended to be all-inclusive documents.

Indicators: 6-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words. 6-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.) 6-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 6-3.4 Distinguish between the denotation and the connotation of a given word. 6-3.5 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

6 - 38 GRADE 6

Big Idea: READING

Building Vocabulary

Help Page for Standard 6-3: The student will use word analysis and vocabulary strategies to read fluently.

See Support Documents attached for indicators: 6-3.1 and, 6-3.4.

Notes:

6 - 39 Assessments Teacher Observation Graphic Organizers Retelling Questioning Informal/Formal Assessments using unfamiliar texts Checklists Rubrics

Textbook Correlation 6-3.1 “When Words are Tough” ATE and SE p. 310 “I Was Not Alone” ATE and SE p. 311 - 315 6-3.2 “Storm” ATE and SE p. 426 – 435 6-3.3 “Vocabulary Development” ATE and SE 251 and 256 (Idioms) 6-3.4 “Vocabulary Development” ATE and SE p. 572 6-3.5 See Instructional Appendix: Greek and Latin Roots and Affixes.

Technology Websites: www.go.hrw.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.com http://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

Data Streaming Video: www.scetv.org/education/streamlinesc/ The Harold Syntax Guide to Grammar Basics: Words (18:54) The world’s foremost authority on the English language, Lord Harold Syntax, discusses his family’s role in the development of English words. Syntax family notables help students understand word construction – roots, prefixes, and suffixes. Grade(s) : 6-8 © 2004 United Learning Context Clues (04:44) Context clues help readers figure out the meaning of unfamiliar words like those found in a segment about ocean currents. Grade(s) : 3-5 © 2005 Discovery Channel School Segment 3: Prefixes and Suffixes (06:53) Word meaning can be changed by adding prefixes or suffixes, both of which offer clues to a word’s meaning;6 - 40context clues can also be used to decipher meaning. Grade(s) : 6-8 © 2004 United Learning Notes: Assessments Teacher Observation Graphic Organizers Retelling Questioning Informal/Formal Assessments using unfamiliar texts Checklists Rubrics

Textbook Correlation 6-3.1 “When Words are Tough” ATE and SE p. 310 “I Was Not Alone” ATE and SE p. 311 - 315 6-3.2 “Storm” ATE and SE p. 426 – 435 6-3.3 “Vocabulary Development” ATE and SE 251 and 256 (Idioms) 6-3.4 “Vocabulary Development” ATE and SE p. 572 6-3.5 (See Instructional Appendix: Greek and Latin Roots and Affixes.)

Technology Websites:

6 - 41 www.go.hrw.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.com http://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

Data Streaming Video: www.scetv.org/education/streamlinesc/ The Harold Syntax Guide to Grammar Basics: Words (18:54) The world’s foremost authority on the English language, Lord Harold Syntax, discusses his family’s role in the development of English words. Syntax family notables help students understand word construction – roots, prefixes, and suffixes. Grade(s) : 6-8 © 2004 United Learning Context Clues (04:44) context clues help readers figure out the meaning of unfamiliar words like those found in a segment about ocean currents. Grade(s) : 3-5 © 2005 Discovery Channel School Segment 3: Prefixes and Suffixes (06:53) Word meaning can be changed by adding prefixes or suffixes, both of which offer clues to a word’s meaning; context clues can also be used to decipher meaning. Grade(s) : 6-8 © 2004 United Learning

Indicator 6-3.1: Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words.

Definition of Revised Bloom’s Verb Use Applying a procedure to an unfamiliar task

Explanation of Indicator Context clues provide students multiple strategies for understanding the meaning of new and unknown words they may encounter in a text. When a good reader finds unknown or multiple meaning words, they use the words or sentences around it – its context - to predict the word’s meaning. At this point, students are NOT identifying the context clues; they are using them to determine the meaning of unknown or multiple-meaning words. The words or sentences around that unknown word may give an example, a definition, or a restatement of a word to help the reader generate meaning.

Context clues that  provide an example: While floating in the harbor, the buoy lit the water and warned the ship to stay away from the rocks. (The unknown word buoy is something that floats, lights the water, and warns the ship to stay away.)

 Context clues that provide a definition: The food was stored in a large larder, or pantry. (The unknown word larder is defined as a pantry.)

 Context clues that provide a restatement: The food was bland. In fact, everyone called it tasteless. (The unknown word bland is restated in simpler terms in the second sentence as tasteless.)

The teacher can provide a variety of experiences in reading, writing, listening, and speaking that demonstrates to students that they already are familiar with using context clues.

6 - 43 Begin reviewing context clue strategies that students have been taught in previous grades by having students identify and explain examples from literary text. One way to extend this review is to have students analyze a given text with unknown words and discuss how context clues can be used to determine the meaning of the unknown or multiple-meaning words.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for context clues differ at each grade level.

What do students need to know before they can understand context clues?  Students need to understand that it is not unusual to encounter words that we they do not know when reading.  Students need to understand that, when good readers get “stuck” on a problem during reading, they stop and figure out how to fix the problem.  Students need to know that, when good readers find unfamiliar words or multiple meaning words, they use the surrounding words or sentences (the context) to predict the word’s meanings.  Students need to understand that some words have different meanings depending on the context in which they are used.

Within context clues, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. 3-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues. 4-3.1 Generate the meaning of unfamiliar and multiple-meaning words by using context clues (for example, those that provide an example or a definition). 5-3.1 Use context clues (for example, those that provide an example, a definition, or a restatement) to generate the meanings of unfamiliar and multiple-meaning words. 6-3.1 Use context clues (for example, those that provide an example, a definition, or restatement) to generate the meanings of unfamiliar and multiple-meaning words. 7-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words. 8-3.1 Use context clues (for example, those that provide an example, a definition, a restatement, or a comparison/contrast) to generate the meanings of unfamiliar and multiple-meaning words. E1-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

6 - 44 E2-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E3-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words. E4-3.1 Use context clues to determine the meaning of technical terms and other unfamiliar words.

When teaching context clues, what connections, links, or ties can be made to other indicators? Students in grade 6 will use context clues as they interact with other indicators such as: 6-3.2 Analyze the meaning of words by using Greek and Latin roots and affixes within texts. (See Instructional Appendix: Greek and Latin Roots and Affixes.) 6-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 6-3.4 Distinguish between the denotation and the connotation of a given word. 6-3.5 Spell new words using Greek and Latin roots and affixes. (See Instructional Appendix: Greek and Latin Roots and Affixes.)

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator, the verb is “use”; students should be challenged to generate meaning from using context clues and to demonstrate how that process contributes to the understanding of text and to determining meanings of unknown words. When students are assessed, they should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to use context.

Students learn the different types of context clues when they use them, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using context clues, then assessment should also focus on these levels of thinking.

Students in grade 6 six respond well to showing what they know. For context clues, this might mean giving them the opportunity to decorate the room with illustrations or collages depicting the three kinds of context clues. Students could complete this “show what you know” activity individually or in groups, on poster paper or butcher paper, or as a mural on a wall or around the classroom.

Another interesting way to assess would be to pair students and give each student in the pair the same text (but each group of pairs would have different texts). Each student in the pair would first write at least four questions about the context clues in the text and the overall meaning of unknown or multiple meaning words. Then the two students would

6 - 45 compare their questions. Questions that are similar would be tackled first. Students would come up with a consensus response that reflects both students’ thinking. Questions that are not similar would be dealt with next in the same fashion.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can use context clues to determine the meaning of unknown and multiple-meaning words.

Suggested Instructional Resources Professional Texts Allen, Janet. Tools for Teaching Content Literacy. Portland, ME: Stenhouse, 2004. Anderson, Jeff. Mechanically Inclined: Building Grammar, Usage, and Style into Writer’s Workshop. Portland, ME: Stenhouse, 2005. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003. Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999. ---. Reading Reminders. Portsmouth, NH: Heinemann, 2000. Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002. Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000. Student Texts There are many titles that teachers and students may select to better understand the use of context clues. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials http://www.brighthub.com/education/k-12/articles/6323.aspx http://faculty.une.edu/cas/gchstman/seven/#language http://www.readwritethink.org http://www.learnnc.org http://www.learnnc.org/lp/pages/3971 http://www.webenglishteacher.com http://www.webenglishteacher.com/ya.html http://www.englishcompanion.com http://www.ciconline.org/english http://lesson-plans-materials.suite101.com/article.cfm/context_clues_lesson_plan

Instructional appendixes are provided as the baseline expectations for instruction and are not intended to be all inclusive documents.

Indicator 6-3.4: Distinguish between the denotation and the connotation of a given word.

Definition of Revised Bloom’s Verb Distinguish Distinguish relevant from irrelevant parts or important from unimportant parts of presented material

In order to demonstrate the ability to distinguish connotation from denotation, students might brainstorm a list of words that carry similar meanings (synonyms for ‘said,’ for example) and tell how the words are different.

Explanation of Indicator Denotation refers to the literal meaning of a word as it might be recorded in a dictionary or other reference source. Connotation refers to qualities, attributes, and characteristics implied or suggested by the word. The reader’s ability to determine bias and to interpret metaphors, euphemisms, and idioms depends a great deal on his recognition of connotation. Because connotations often create emotional responses in an audience, writers and speakers use connotation to affect the reader’s perception of a given idea. For example, a friend’s clothing might be described as “trendy and free spirited” while an enemy might be described as “sloppy and unkempt.” Both sets of terms carry the literal meaning that the person in question has less than formal attire but the connotations of the words have very different associations.

To meet the requirements of this indicator, students must be able to differentiate between the essential information a word transmits (denotation) and additional meanings the word suggests (connotation).

For example, in this sentence from an essay, “Jackie Robinson: Justice at Last,” Geoffrey C. Ward and Ken Burns use connotation as reflected by the italicized verb to enhance the reader’s understanding of Robinson’s impact on baseball:

“Robinson’s dignity paid off. Thousands of fans jammed stadiums to see him play. The Dodgers set attendance records.”

6 - 47 Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for connotation differ at each grade level.

What do students need to know before they can interpret connotations?  Students need to be able to compare (note similarities in) and contrast (note differences between) words.  Students need to know that relationships among word meanings (including synonyms, antonyms, and homonyms) affect how readers think about an idea.  Students need to know the difference between the literal meaning of a word (denotation) and the implied meaning of a word (connotation).  Students need to know that both euphemisms and idioms use word connotations to create meanings beyond the literal and that such constructions affect the reader’s experience with a text.  The teacher can provide a variety of experiences in reading (advertisements), writing (slogans), listening (speeches), and speaking (oral presentations) that demonstrate to students that they are already familiar with the connotative meanings of words.  Students in later grades will gather information about cultural or historic sources of the implied attributes present in some connotations.

Within connotation, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. 1-3.5 Understand the relationship between two or more words (including synonyms, antonyms, and homonyms). 2-3.4 Identify idioms in context. 2-3.5 Recognize synonyms, antonyms, and homonyms in context. 3-3.3 Interpret the meaning of idioms encountered in texts. 3-3.5 Use context clues to determine the relationship between two or more words (including synonyms, antonyms, and homonyms). 4-3.3 Interpret the meaning of idioms encountered in texts. 5-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 6-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 6-3.4 Distinguish between the denotation and the connotation of a given word.

6 - 48 7-3.4 Interpret the connotations of words to understand the meaning of a given text. 8-3.3 Interpret the meaning of idioms and euphemisms encountered in texts. 8-3.4 Interpret the connotations of words to understand the meaning of a given text. E1-3.3 Interpret euphemisms and connotations of words to understand the meaning of a given text. E2-3.3 Interpret euphemisms and the connotations of words to understand the meaning of a given text. E3-3.3 Explain how American history and culture have influenced the use and development of the English language. E4-3.3 Explain how British history and culture have influenced the use and development of the English language.

When teaching connotations, what connections, links, or ties can be made to other indicators? Students in grade 6 will use connotations as they interact with other indicators such as: 6-1.1 Analyze literary texts to draw conclusions and make inferences. 6-1.2 Differentiate among the first-person, limited-omniscient (third person), and omniscient (third person) points of view. 6-1.3 Interpret devices of figurative language (including metaphor and hyperbole). 6-1.5 Interpret the effect of an author’s craft (including tone….) on the meaning of literary texts. 6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). 6-2.1 Analyze central ideas within and across informational texts. 6-2.2 Analyze informational texts to draw conclusions and make inferences. 6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions. 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-4 All indicators as students respond in writing. 6-5 All indicators as students respond in writing.

Classroom Assessment Students should be taught and assessed using similar methods. In this indicator, the verb is “distinguish;” students should be challenged to separate the denotations (primary

6 - 49 meanings) of words from their connotations (additional levels of meaning). When it’s time for assessment, students should be asked to show what they have learned in the same way they were taught. In either the learning or the assessing, students should not be given a list of terms to match with definitions because this does not allow them the opportunity to interpret.

Students learn the different types of implied meanings when they use connotative words, not when they are asked to memorize definitions out of context. If students have the opportunity to read and write with an expectation of understanding, analyzing, interpreting, and using connotations, then assessment should also focus on these levels of thinking.

Students in grade 6 respond well to showing what they know. This might mean demonstrating the foundational knowledge of connotation by giving students a sentence that employs a bland, neutral verb like that italicized below:

“Pass the book to me,” Sara said.

Students should then be asked to brainstorm words that might replace “said,” stating with each replacement how the substitution changes what the sentence communicates.

Teachers might give student pairs lists of neutral words (such as nice, good, bad, and very) and ask them to list words with similar denotations but varying connotations. Teachers might also call students’ attention to the fact that connotation may be present in words of various parts of speech.

In order to be consistent with the indicator, the expectation of any assessment strategy is that students must demonstrate they can differentiate between word connotations and denotations to gain the intended meaning of a text.

Suggested Instructional Resources Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000. Burke, Jim. The English Teacher’s Companion. Portsmouth, NH: Heinemann, 1999. ---. Reading Reminders. Portsmouth, NH: Heinemann, 2000. ---. Illuminating Texts. Portsmouth, NH: Heinemann, 2001. Harmon, William and Hugh Holman. A Handbook to Literature, Ninth Edition. Upper Saddle River, NH: Prentice Hall, 2003. Keene, Ellin and Susan Zimmerman. Mosaic of Thought. Portsmouth, NH: Heinemann, 2007. Monseau, Virginia (ed.) and G. Salvner. Reading Their World: The Young Adult Novel in the Classroom. Portsmouth, NH: Heinemann, 2000. Ray, Katie Wood. What You Know by Heart. Portsmouth, NH: Heinemann, 2002.

6 - 50 Rief, Linda. Seeking Diversity: Language Arts with Adolescents. Portsmouth, NH: Heinemann, 1992. Robb, Laura. Teaching Reading in Middle School. New York: Scholastic, 2000. ---, Differentiating Reading Instruction. New York: Scholastic, 2008. Stockland, Patricia M. (ed.). Poet’s Toolbox. Mankato, MN: Compass Point Books, 2004.

Student Texts There are many titles that teachers and students may select to better understand connotations. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA%20Standards.

Nonprint Materials http://teachingtoday.glencoe.com/lessonplans/connotation-in-propaganda http://www.brighthub.com/education/k-12/articles/13497.aspx http://www2.scholastic.com/browse/lessonplan.jsp?id=389 http://www.readwritethink.org http://www.readwritethink.org/lessons/lesson_view.asp?id=75 http://www.write101.com/lethamcritique.htm http://www.instructorweb.com/lesson/connotationdenotation.asp http://www.webenglishteacher.com http://www.englishcompanion.com http://www.ciconline.org/english http://www.scetc.org/education/streamlinesc/index.cfm http://www.field-trips.org/tours/ http://www.scetc.org http://www.scetv.org/programs_a_to_z/index.cfm#w

6 - 51 GRADE 6

Big Idea: WRITING Developing Written Communications

Standard 6-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Essential Question: How do people create meaning through written communication?

Indicators: 6-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. 6-4.2 Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing. 6-4.3 Create multiple-paragraph compositions that include a central idea with supporting details, and use appropriate transitions between paragraphs. 6-4.4 Use grammatical conventions of written Standard American English, including • main and subordinate clauses, • indefinite pronouns, • pronoun-antecedent agreement, and • consistent verb tenses. (See Instructional Appendix: Composite Writing Matrix.) 6-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.) 6-4.6 Edit for the correct use of written Standard American English, including • punctuation – semicolon, – commas to enclose appositives, and – commas to separate introductory clauses and phrases. (See Instructional Appendix: Composite Writing Matrix.) 6-4.7 Spell correctly using Standard American English.

6 - 52 GRADE 6 Big Idea: WRITING Developing Written Communications

Help Page for Standard 6-4: The student will create written work

that has a clear focus, sufficient detail,

coherent organization , effective ve use of voice, and correct use of the

conventions of written Standard American English.

Textbook Correlation 6-4.1 Communications Handbook ATE and SE p. 893-898 “Narrative Writing: Short Story” ATE and SE p. 108 – 109 109 “Persuasive Writing: Problem-Solution Essay” ATE and SE p. 206 - 208 SE p. 206 - 208 “Narrative Writing: Personal Experience” ATE and SE p. 292 – 294 6-4.2 “Kinds of Sentences” ATE and SE p. 851 - 853 6-4.3 Transitional words and phrases ATE and SE p. 608 and 764 6-4.4 Indefinite Pronouns ATE and SE p. 813 Pronoun/antecedent agreement ATE and SE

6 - 53 p. 256 and 720 Consistent verb tenses ATE and SE p. 827 and 831 6-4.5 Revising and evaluating ATE and SE p. 108, 112-113, 206, 210-211, 292, 296-297, 408-409, 518, 522-523, 606, 610-611, 762, 766-767 6-4.6 “Semicolon” ATE and SE p. 870 “Commas” ATE and SE p. 867 - 870 206, 210-211, 292, 296-297, 408-409, 518, 522-523, 606, 610-611, 762, 766-767 6-4.6 “Semicolon” ATE and SE p. 870 “Commas” ATE and SE p. 867 - 870 6-4.7

Technology

Websites: www.go.hrw.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.com http://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

Data Streaming Video: www.scetv.org/education/streamlinesc/ Discovering Language Arts: Grades 03-05: Writing (1:11:18) From common figures of speech and descriptive language to basic sentence and paragraph structure, introduce students to the stylistic and rhetorical aspects of writing. Copyright: 2005 Grades: Gr. 3 - Gr. 4 Discovering Language Arts: Grades 09-12: Writing (1:33:25) This comprehensive video collection uses high-quality documentary footage to examine high-school-level writing, reading, grammar, listening and speaking skills, and media literacy skills.

6 - 54 Improve your writing by learning to organize, edit, revise, and publish. Through real-world scenarios, learn how to write for different purposes and different audiences. Grade(s) : 9-12 © 2007 Discovery Channel School How To: Use Graphic Organizers to Promote Student Thinking (19:58) Help students organize their thoughts and understand concepts by providing them with useful graphic organizers. Discover various graphic organizers and the best reasons to use them. Plus, you'll discover better ways for you to graphically present information on displays, bulletin boards, and lesson materials. Educational Consultants: John Zola, Sandra Parks, Janice Szabos Produced by the Association for Supervision and Curriculum Development (ASCD) Copyright: 1998 Grades: Adult - Adult

Discovering Language Arts: Grades 06-08: Writing (1:38:27) Discussing various useful prewriting strategies, this video presents a short segment about the novel, Twenty Thousand Leagues Under the Sea, and it reviews the prewriting phase of the writing process. Grade(s) : 6-8 © 2006 Discovery Channel School Rules of Punctuation (14:30) Learn the appropriate placement of colons and semicolons. Copyright: 2003 Grades: Gr. 3 - Gr. 8 The Harold Syntax Guide to Grammar Basics: Sentences: Part 02: Verbal Phrases, Compound, Complex, and Compound- Complex Sentences (22:35) Professor Syntax, in Tibet with Nemesis, tells his trusty assistant about the skeleton in the Syntax family closet – the Marquis de Sade de Syntax, a man who takes fiendish delight in confusing grammar students by babbling incessantly about verbal phrases. Syntax takes him back to the hotel, where he unravels the mysteries of infinitives, gerunds, participles, and the phrases they introduce. Grade(s) : 6-8 © 2004 United Learning

6 - 55 GRADE 6

Big Idea: WRITING Producing Written Communications in a Variety of Form

Standard 6-5: The student will write for a variety of purposes and audiences.

Essential Question: How do people create meaning for a variety of purposes and audiences through written communication?

Indicators: 6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience. 6-5.2 Create narratives that have a fully developed plot and a consistent point of view. 6-5.3 Create written descriptions using precise language and vivid details. 6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience.

6 - 56 GRADE 6

Big Idea: WRITING

Developing Written Communications

Help Page for Standard 6-5: The student will write for a variety of purposes and audiences.

See Support Documents attached for indicators: 6-5.1 and , 6-5.4.

Textbook Correlation 6-5.1 Informative Reporting ATE and SE p. 518 - 523 6-5.2 Narrative Writing ATE and SE p. 292 – p. 297 6-5.3 Descriptive Writing ATE and SE p. 606 - 611 6-5.4 Persuasive Writing ATE and SE p.762 – p. 767

Technology

Websites: www.go.hrw.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.com http://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

6 - 57 Data Streaming Video: www.scetv.org/education/streamlinesc/ The Harold Syntax Guide to Grammar Basics: Words (18:54) The world’s foremost authority on the English language, Lord Harold Syntax, discusses his family’s role in the development of English words. Syntax family notables help students understand word construction – roots, prefixes, and suffixes. Grade(s) : 6-8 © 2004 United Learning Context Clues (04:44) Ccontext clues help readers figure out the meaning of unfamiliar words like those found in a segment about ocean currents. Grade(s) : 3-5 © 2005 Discovery Channel School Segment 3: Prefixes and Suffixes (06:53) Word meaning can be changed by adding prefixes or suffixes, both of which offer clues to a word’s meaning; context clues can also be used to decipher meaning. Grade(s) : 6-8 © 2004 United Learning

Indicator 6-5.1: Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience.

Definition of Revised Bloom’s Verb Create Put elements together to form a coherent or functional whole.

Explanation of Indicator Creating informational pieces of writing requires a different approach to composing. This type of writing is more authentic, is about knowledge that the writer has to share, gives information to explain realities or ideas, has a purpose that is related to a real-life situation, and is written for a specific audience. For example, students might create brochures on topics they are researching or on topics related to a unit of study or a piece of literature. Informational writing often relies on prompts of who, what, when, where, and how, provides facts and details, and develops those details rather than depending on general references. For example, in the sixth grade, an informational writing assignment might ask students to offer directions or instructions, create dictionary definitions for hard-to-learn vocabulary words, create a graphic organizer that might help them learn a difficult concept, or write a newspaper article related to an event in a piece of literature they are reading.

Instructional Progression of Indicator The level of difficulty of the writing increases at each grade level. Additionally, some areas of focus for informational writing differ at each grade level.

What do students need to know before they can understand informational writing? • Students need to understand the process of writing. • Students need to understand the difference between informational and creative writing. • Students need to know the characteristics of informational writing. Regardless of the type of information the writer is sharing, the writing should (a) engage the reader by establishing a context, creating a speaker’s voice, and developing reader interest; (b) provide a central question about an issue or situation which becomes the thesis; (c) create an organizing structure appropriate to the purpose, audience, and context; (d) include

6 - 59 appropriate facts and details; (e) exclude unnecessary details and inappropriate information; (f) use a variety of strategies, such as describing or analyzing the subject, narrating a relevant anecdote, providing examples; (g) draw from more than one source of information, such as books, newspapers, speakers; and (h) provide a sense of closure to the writing. • Informational writing has a variety of purposes, audiences, perspectives, and structures (for example, autobiographies, captions, diary entries, flyers). • Informational writing is explanatory, based on reality, and relies on knowledge, facts, and details.

Within informational writing, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. K-5.1 Use symbols (drawings, letters, and words) to create written communications (for example, notes, messages, and lists) to inform a specific audience. 1-5.1 Create written communications (for example, thank you notes) for a specific audience. 2-5.1 Create written communications (for example, directions and instructions) to inform a specific audience. 3-5.1 Create written communications (for example, friendly letters that include a greeting, body, closing, and signature and invitations that include the time, date, and place of the event). 4-5.1 Create informational pieces (for example, postcards, flyers, letters, and e-mails) that use language appropriate for the specific audience. 5-5.1 Create informational pieces (for example, book reviews and newsletter articles) that use language appropriate for the specific audience. 6-5.1 Create informational pieces (for example, brochures, pamphlets, and reports) that use language appropriate for the specific audience. 7-5.1 Create informational pieces (for example, book, movie, or product reviews and news reports) that use language appropriate for a specific audience. 8-5.1 Create informational pieces (for example, reports and letters of request, inquiry, or complaint) that use language appropriate for the specific audience. E1-5.1 Create informational pieces (for example, letters of request, inquiry, or complaint) that use language appropriate for the specific audience. E2-5.1 Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience.

6 - 60 E3-5.1 Create informational pieces (for example, résumés, memos, letters of request, inquiry, or complaint) that use language appropriate for the specific audience. E4-5.1 Create clear and concise career-oriented and technical writings (for example, memos, business letters, résumés, technical reports, and information analyses).

When teaching informational writing, what connections, links, or ties can be made to other indicators and/or content areas? 6-2.1 Analyze central ideas within and across informational texts. 6-2.2 Analyze informational texts to draw conclusions and make inferences. 6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions. 6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions). 6-2.5 Interpret information that text elements (for example, print styles and chapter headings) provide to the reader. 6-2.6 Interpret information from graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic organizers). 6-2.7 Interpret information from functional text features (for example, tables of contents and glossaries). 6-2.8 Predict events in informational texts on the basis of cause-and-effect relationships. 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-2.10 Read independently for extended periods of time to gain information. 6-4.1 Organize written works using prewriting techniques, discussions, graphic organizers, models, and outlines. 6-4.2 Use complete sentences in a variety of types (including simple, compound, and complex sentences) in writing. 6-4.3 Create multiple-paragraph compositions that include a central idea with supporting details and use appropriate transitions between paragraphs. 6-4.4 Use grammatical conventions of written Standard American English, including • main and subordinate clauses, • indefinite pronouns, • pronoun-antecedent agreement, and • consistent verb tenses. (See Instructional Appendix: Composite Writing Matrix.) 6-4.5 Revise writing to improve clarity, tone, voice, content, and the development of ideas. (See Instructional Appendix: Composite Writing Matrix.)

6 - 61 6-4.6 Edit for the correct use of written Standard American English, including • punctuation – semicolon, – commas to enclose appositives, and – commas to separate introductory clauses and phrases. (See Instructional Appendix: Composite Writing Matrix.) 6-4.7 Spell correctly using Standard American English. 6-6.1 Clarify and refine a research topic. 6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. 6-6.3 Use a standardized system of documentation (for example, a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. 6-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 6-6.5 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations. 6-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. 6-6.7 Use a variety of print and electronic reference materials. 6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information. Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “create.” Therefore, students should be required to create a variety of informational writing throughout the year. Classroom assessment should be based on the domains and descriptors in the South Carolina Extended Response Scoring Rubric found on the SCDE Web page under the Office of Assessment PASS Writing section.

Suggested Instructional Resources Professional Texts Calkins, Lucy and Pessah, Laurie. (2003). Nonfiction Writing: Procedures and Reports. Portsmouth, New Hampshire: Heinemann. Fletcher, Ralph. (1993). What a Writer Needs. Portsmouth, New Hampshire: Heinemann. Gallagher, Kelly. (2006). Teaching Adolescent Writers. Portland, ME: Stenhouse. Koehler, Susan. (2007). Crafting Expository Papers. Gainesville, FL: Maupin House Publishing. Portalupi, Joann and Fletcher, Ralph. (2001). Nonfiction Craft Lessons:

6 - 62 Teaching Informational Writing K-8. Portland, Maine: Stenhouse Publishers. Student Texts There are many titles that teachers and students may select to better understand informational writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:. http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials http://www.readwritethink.org http://www.readwritethink.org/lessons/lesson_viewasp?id=289 http://www.readwritethink.org/lessons/lesson_viewasp?id=68 http://www.readwritethink.org/lessons/lesson_viewasp?id=311 http://www.teachersfirst.com http://www.teachersfirst.com/etsource.cfm?id=7122 http://www.ndaviess.kwe.in.us/elemshare/Teachers/jweathers/Medieval.htm http://www.webenglishteacher.com/expwriting.html http://www.ncpublicschools.org/curriculum/languagearts/secondary/writingacross http://www.learnnc.org/topics/writing/exemplars/09/informational/intro.html This is an excellent site with actual student writing rated as low, medium, and high, with comments from the reader of the writing. http://public.doe.k12.ga.us/DMGetDocument.aspx/Grade%204%20-%20Unit %202%20Informational%20Writing.pdf? p=6CC6799F8C1371F68773D2636631F3434099A192773C357B05E6F1F2C0A2A969 &Type=D http://wgu.educommons.net/liberal-arts/rhetorical-and-critical-writing-after-11-1- 2008/a61.html http://archive.metrostate.edu/writingcenter/clues/inform.html For additional Internet sources, use the following search terms: • Informational writing • Expository writing

Instructional Matrices http://ed.sc.gov/agency/offices/matrices

Indicator 6-5.4: Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence and use language appropriate for the specific audience.

Definition of Revised Bloom’s Verb Create Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.

Explanation of Indicator Persuasive writing is a form of writing whose purpose is to convince or to prove or refute a point of view or issue.

Reading and writing are intimately related. The material that students read will influence their writing, so they must be immersed in the kinds of texts they are asked to create. As students read persuasive texts and note the techniques used by authors, they can incorporate those same techniques in their own writing.

An important life skill for students is the ability to recognize and interpret propaganda and persuasive techniques. Newspaper and magazine ads are readily available and offer a full range of persuasive techniques. In addition to print, students are exposed to persuasion in the form of nonprint sources of information (video and audio).

Instructional Progression of Indicator As students progress through the grade levels, the writing topics and the sophistication of the compositions will become more challenging to the learner. Additionally, areas of focus for creating persuasive writing will differ at some grade levels.

What do students need to know before they can create persuasive writing? One of the most complex and challenging projects that students will face is that of writing persuasive papers. To be successful, students must draw upon prior learning in the areas of reading, writing, and research. Skills that students will draw upon include these: • reading informational texts • discerning cause and effect • drawing conclusions • making inferences • writing for various purposes and audiences

6 - 64 • awareness of author’s craft • central idea, thesis, supporting evidence, and how these elements work together • importance of adequate supporting evidence • discriminating between fact and opinion • awareness of author’s bias • evaluating resource material for reliability and validity • creating a logical argument • comparing differences among several types of persuasive writings • all aspects of Standard 4: pre-writing, organizing ideas, using sentence variety, structuring sentences effectively, correctness of grammar and mechanics, revising, and editing mechanics, revising, and editing

Within persuasive writing, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. they be taught in the future? The words in bold indicate a change from grade to grade. 6-5.4 Create persuasive writings (for example, print advertisements and commercial scripts) that develop a central idea with supporting evidence, and use language appropriate for the specific audience. 7-5.4 Create persuasive pieces (for example, letters to the editor or essays) that include a stated position with supporting evidence for a specific audience. 8-5.4 Create persuasive pieces (for example, editorials, essays, or speeches) that support a clearly stated position with concrete evidence. E1-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts). E2-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first hand accounts). E3-5.4 Create persuasive pieces (for example, editorials, essays, speeches, or reports) that develop a clearly stated thesis and use support (for example, facts, statistics, and first-hand accounts). E4-5.4 Create persuasive writings (for example, editorials, essays, speeches, or reports) that address a specific audience and use logical arguments supported by facts or expert opinions.

When teaching persuasive writing, what connections, links, or ties can be made to other indicators and/or content areas? Students in gGrade 6 six demonstrate their knowledge of persuasive writing skills througthrough

6 - 65 h the application of the following indicators: 6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions. 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-3.4 Distinguish between the denotation and the connotation of a given word. 6-4 The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English . (all indicators). 6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. 6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Cross-Curricular Connections Social Studies  Students draw conclusions, interpret and analyze texts, and create persuasive writing.  Students analyze and create propaganda. Math  Students study statistics and probability.  Students interpret data and statistics. Science  Students interpret data and statistics.

Classroom Assessment Students should be taught and assessed using similar methods. Therefore, students should be assessed on their ability to apply the persuasive writing skills they have been taught. This can be accomplished in a variety of ways including reading and analyzing various types of persuasive writing, propaganda techniques, and advertisements. Students should have direct instruction on persuasive writing skills and be given numerous opportunities to create pieces of persuasive writing.

Strategies to assist students with creating persuasive writing and which can be used as formative and/or summative assessments include these:  Creating a variety of types of persuasive writing  Creating print advertisements and commercial scripts  Determining the components of commercial advertisements that make the audience want to take some action or to make a purchase  Developing charts specifying the traits of a variety of types of persuasive writing  Designing rubrics for evaluating various types of persuasive writing

6 - 66  Evaluating pieces of professionally-produced persuasive writing (cold texts)  Showing results of teacher-evaluated pieces of student- produced persuasive writing using the Extended Response Rubric

Suggested Instructional Resources Professional Texts Allen, Janet. Yellow Brick Roads. Portland, ME: Stenhouse, 2000. Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. Portsmouth, NH: Boynton/Cook, 1998. Beers, Kylene. When Kids Can’t Read, What Teachers Can Do. Portsmouth, NH: Heinemann, 2003. Burke, Jim. The English Teacher’s Companion: A Complete Guide to Classroom, Curriculum, and the Profession. Portsmouth, NH: Heinemann, 1999. Culham, Ruth. 6+1 Traits of Writing: The Complete Guide Grades 3 and Up. NY, NY: Scholastic, 2003 Daniels, Harvey and Steven Zemelman. Subjects Matter: Every Teacher’s Guide to Content-Area Reading. Portsmouth, NH: Heinemann, 2004. Feathers, Karen M. Informational Texts: Reading and Learning. Toronto: Pippin, 2004. Fletcher, Ralph and Joann Portalupi. Nonfiction Craft Lessons: Teaching Information Writing K-8. Portland, ME: Stenhouse, 2001. Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. Portland, ME: Stenhouse, 1998. Harvey, Stephanie and Anne Goudvis. Strategies That Work: Teaching Comprehension to Enhance Understanding. Portland, ME: Stenhouse, 2007. Ray, Katie Wood. What You Know by Heart: How to Develop Curriculum for Your Writing Workshop. Portsmouth, NH: Heinemann, 2002. Ray, Katie Wood. The Writing Workshop: Working Through the Hard Parts (And They’re All Hard Parts). Urbana, IL: NCTE Publication, 2001

Student Texts There are many titles that teachers and students may select to better understand persuasive writing. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read-alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use

6 - 67 the following link for the SCASL suggested texts: http://scasl.pbwiki.com/ELA %20Standards.

Nonprint Materials http://www.frankwbaker.com/scriptwriting_in_the_classroom.htm http://www.frankwbaker.com http://www.readwritethink.org http://www.learnnc.org http://www.lpb.org http://www.lpb.org/education/classroom/itv/litlearn/ http://www.readingquest.org http://www.readingquest.org/strat/ http://scholastic.com http://scholastic.com/newszone/ http://timeforkids.com http://timeforkids.com/TFK/ http://www.scetc.org http://www.scetc.org/education/streamlinesc/index.cfm http://www.ciconline.org http://www.ciconline.org/english http://www.carolhurst.com http://www.carolhurst.com/titles/6th.html http://literacynet.org http://literacynet.org/cnnsf/archives.html http://www.iclasses.org http://www.iclasses.org/assets/literature/index.cfm http://www.unitedstreaming.com

6 - 68 GRADE 6

Big Idea: RESEARCHING Applying the Skills of Inquiry and Oral Communication

Standard 6-6: The student will access and use information from a variety of sources.

Essential Question: How do people discover meaning through inquiry and communication?

Indicators: 6-6.1 Clarify and refine a research topic. 6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. 6-6.3 Use a standardized system of documentation (for example, a list of sources with full publication information and the use of in-text citations) to properly credit the work of others. 6-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 6-6.5 Use appropriate organizational strategies to prepare written works, oral and auditory presentations, and visual presentations. 6-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. 6-6.7 Use a variety of print and electronic reference materials. 6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

6 - 69 GRADE 6 Big Idea: RESEARCHING Applying the Skills of Inquiry and Oral Communication

Help Page for Standard 6-6: The student will access and use information from a variety of sources.

See support documents attached for indicators: 6-6.1 and , 6-6.7.

Textbook /Correlation 6-6.1 Communications Handbook ATE and SE p. 893-898 6-6.2 Communications Handbook ATE and SE p. 893-898 6-6.3 Listing Sources ATE and SE p. 896-897 6-6.4 Communications Handbook ATE and SE p. 893-898 6-6.5 Informative Report ATE and SE p. 519 6-6.6 Communications Handbook ATE and SE p. 893-898 6-6.7 Communications Handbook ATE and SE p. 893-898 6-6.8 Communications Handbook ATE and SE p. 893-898

Technology

Websites: Websites: www.go.hrw.com www.mrdonn.org/languagearts.html www.educationalrap.com www.brainpop.com http://web001.greece.k12.ny.us/academics.cfm?subpage=311 www.thinkfinity.org/ http://www.pppst.com/languagearts.html http://jc-schools.net/PPTs-la.html http://www.hcbe.net/itc/powerpoints/la/index.html

6 - 70 http://students.resa.net/stoutcomputerclass/2la.htm http://edtech.kennesaw.edu/jcheek1/larts.htm http://www.internet4classrooms.com/

Data Streaming Video: www.scetv.org/education/streamlinesc/

Indicator 6-6.1: Clarify and refine a research topic.

Definition of Revised Bloom’s Verb Clarify Changing from one form of representation to another

For example, students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question that the student requires information to answer.

Explanation of Indicator A research topic is the subject matter that requires the student to access and use information. Students will need to clarify (translate, interpret, paraphrase) a research topic to refine (narrow or widen) the scope of the research. Most problem-solving research models suggest that students restate the research topic as a question the student requires information to answer.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for clarifying and refining a research topic (such as subject matter) differ at each grade level.

What do students need to know before they can understand how to clarify and refine a research topic?  Students must know how to generate how and why questions about topics of interest.  Students must know the type of information answers to questions provide.  Students need to experience selecting topics of interest.  Students need to know how to paraphrase information (state in their own words).  Students need to know how to appropriately credit the words and work of others.

Within clarifying and refining a research topic, what have students been taught and what will they be taught in the future?

6 - 72 The words in bold indicate a change from grade to grade. 3-6.1 Generate a topic for inquiry. 4-6.1 Clarify and refine a research topic. 5-6.1 Clarify and refine a research topic. 6-6.1 Clarify and refine a research topic. 7-6.1 Clarify and refine a research topic. 8-6.1 Clarify and refine a research topic. E1-6.1 Clarify and refine a research topic. E2-6.1 Clarify and refine a research topic. E3-6.1 Clarify and refine a research topic. E4-6.1 Clarify and refine a research topic.

When teaching how to clarify and refine a research topic, what connections, links, or ties can be made to other indicators and/or content areas? English Language Arts 6-1.1 Analyze literary texts to draw conclusions and make inferences. 6-1.5 Interpret the effect of the author’s craft (including tone and the use of flashback and foreshadowing) on the meaning of literary texts. 6.1.4 Analyze the details that support the expression of the main idea in a given literary text. 6-1.7 Create responses to literary texts through a variety of methods (for example, written works, oral and auditory presentations, discussions, media productions, and the visual and performing arts). 6-2.1 Analyze central ideas within and across informational texts. 6-2.2 Analyze informational texts to draw conclusions and make inferences. 6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions). 6-2.5 Interpret information that text elements (for example, print styles and chapter headings) provide to the reader. 6-2.7 Interpret information from functional text features (for example, tables of contents and glossaries). 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-2.10 Read independently for extended periods of time to gain information. 6-4.4 Use grammatical conventions of written Standard American English including  main and subordinate clauses,  indefinite pronouns,  pronoun-antecedent agreement, and

6 - 73  consistent verb tenses. 6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, and visual works the information gathered from a variety of research sources. 6-6.4 Use vocabulary (including Standard American English) that is appropriate for the particular audience or purpose. 6-6.7 Use a variety of print and electronic reference materials. 6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information. Mathematics 6-1.1 Generate and solve complex abstract problems that involve modeling physical, social, or mathematical phenomena. Science 6-1.4 Use a technological design process to plan and produce a solution to a problem or a product (including identifying a problem, designing a solution or a product, implementing the design, and evaluating the solution or the product).

Classroom Assessments Students should be taught and assessed using similar methods. This indicator addresses one part, and a critical part, of a larger whole in which students will ultimately participate. At this grade level, students should be assessed based upon that what the indicator is asking of them, in this case clarifying and refining a topic for research. The topics students choose to inquire about should become more complex, therefore the need to clarify and refine becomes more important. Students must learn and expand upon the foundational components of the research process before demonstrating their knowledge of the total process in later grades.

Because the research topic is the foundation upon which the student builds the overall research project, the teacher should assess the student’s research topic for clarity and refinement and prompt the student as needed to revise the topic before proceeding with research. Conferencing with the student, as well as providing specific written feedback, is an excellent way to assess this indicator.

Students might also keep a research journal or log. The student should spend a few minutes each day to reflect on his list of topics and the types of questions and the search strategies needed to gather the most relevant information. The journal or log serves as both a self-assessment mechanism as well as a tool for use for assessing classroom performance.

6 - 74 Suggested Instructional Resources Professional Texts Berkowitz, Robert E. and Eisenberg, Michael B. The Big6 Research Notebook. Columbus, OH: Linworth Books, 2006. Buzzeo, Toni. Collaborating to Meet Standards: Teacher/Librarian Partnerships for K- 6. Worthington, OH: Linworth Publishing Co., 2007. Harrington, LaDawna. Guided Research in Middle School: Mystery in the Media Center. Columbus, OH: Linworth Books, 2007. Jansen, Barbara A. The Big 6 in Middle School: Teaching Information and Communications Technology Skills. Columbus, OH: Linworth Books, 2007. Johnson, Doug. Learning Right From Wrong in the Digital Age: An Ethics Guide for Parents, Teachers, Librarians, and Others Who Care About Computer-Using Young People. Worthington, OH: Linworth Publishing Co., 2003. Keane, Nancy J. Middle School Pathfinders: Guiding Student Research. Columbus, OH: Linworth Books, 2005. Koechlin, Carol, and Sandi Zwaan. Build Your Own Information Literate School. Salt Lake City: Hi Willow Research and Publishing, 2003. Koechlin, Carol, and Sandi Zwaan. Info Tasks for Successful Learning. Portland, ME: Pembroke Publishers, 2001. Loertscher, David V., and Blanche Wools. Information Literacy. 2nd ed. San Jose, CA: Hi Willow Research and Publishing, 2002. Loertscher, David V., Carol Koechlin, and Sandi Zwaan. Ban Those Bird Units: 15 Models for Teaching and Learning in Information-Rich and Technology-Rich Environments. Salt Lake City: Hi Willow Research & Publishing, 2005. Ryan, Jenny, and Steph Capra. Information Literacy Toolkit. Chicago: American Library Association, 2001. Thompson, Helen M, and Susan A. Henley. Fostering Information Literacy: Connecting National Standards, Goals 2000, and the SCANS Report. Englewood, CO: Libraries Unlimited, Inc., 2000. Valenza, Joyce Kasman. Power Research Tools: Learning Activities and Posters. Chicago: American Library Association, 2003. Whitley, Peggy, Catherine Olson, and Susan Goodwin. 98 Jumpstarts to Research: Topic Guidelines for Finding Information on Current Issues. Englewood, CO: Libraries Unlimited, 2001. Student Texts There are many titles that teachers and students may select to better understand how to clarify and refine a research topic. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate

6 - 75 with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts: . http://scasl.pbwiki.com/ELA+Standards

Nonprint Materials Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School Library Media Services, South Carolina Department of Education. 9 Sept 2007. http://martha.alewine.googlepages.com/thesimplefour

Baker, Frank. “Media Literacy Clearinghouse.” 28 Sept. 2007. http://www.frankwbaker.com/“Changing the Questions.” Springfield Township High School. 6 Sept 2007 http://www.sdst.org/shs/library/questions.html

“ Detailed Explanation of an "Essential Question".” Bellingham Public Schools. 6 Sept 2007. http://wwwgen.bham.wednet.edu/probsol2.html

Discovering Language Arts: Research Skills (Grades 6-8). 2006. United Learning. ETV StreamlineSC. 12 June 2008 http://www.scetv.org/education/streamlinesc/index.cfm

Eisenberg, Mike, and Bob Berkowitz. "The Big6: Information Skills for Student Achievement." Big6: an Information Problem-Solving Model. 27 Aug. 2007. Big6 Associates. 27 Aug. 2007 http://www.big6.com /

"The Four Phases of Instruction in an I-Search Unit: Phase 1: Becoming Immersed in a Topic and Generating a Question." Literacy Matters. 23 Aug. 2007. Education Development Center, Inc. http://www.literacymatters.org/content/isearch/phase1.htm

“Information Studies: K-12.” Ontario Library Association. 6 Sept 2007. http://www.accessola.com/action/positions/info_studies/html/

Jansen, Barbara A. “Questioning Strategies.” 2006. St. Andrews Episcopal School. 6 Sept 2007. http://library.sasaustin.org/questioning.php

McKenzie, Jamie. “Framing Essential Questions.” Sept. 1996. From Now On.Org. 6 Sept 2007 http://www.fno.org/sept96/questions.html

Online Research Techniques. 1998. United Learning. ETV StreamlineSC. 12 June 2008 http://www.scetv.org/education/streamlinesc/index.cfm

Whelan, Debra Lau. "Making Research Count." School Library Journal (Nov. 2002). 9 Sept. 2007 http://www.schoollibraryjournal.com/index.asp?layout=article

Indicator 6-6.7: Use a variety of print and electronic reference materials.

Definition of Revised Bloom’s Verb Use Apply a procedure to an unfamiliar task.

Explanation of Indicator Students will access, evaluate, and extract information from both print and nonprint reference materials to use in research projects.

Instructional Progression of Indicator The level of difficulty of the text increases at each grade level. Additionally, some areas of focus for using a variety of print and electronic reference materials differ at each grade level.

What do students need to know before they can understand how to use a variety of print and electronic reference materials?  Students need to be familiar with how to find information in the most commonly used types of print and nonprint reference materials.  Students need to know the best source to use in order to access the type of information needed.  Students need to know how to evaluate the validity and authority of reference sources and the information they contain.  Students need to know how to take appropriate notes and how to paraphrase and summarize information.

Within using a variety of print and electronic reference materials, what have students been taught and what will they be taught in the future? The words in bold indicate a change from grade to grade. 3.6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, and thesauri) and nonprint sources (for example, pictures, photographs, video, and television) to access information.

6 - 77 4 and 5-6.2 Use print sources (for example, books, magazines, charts, graphs, diagrams, dictionaries, encyclopedias, atlases, thesauri, newspapers, and almanacs) and nonprint sources to access information. 6, 7, 8, E1, E2, E3, and E4-6.7 Use a variety of print and electronic reference materials.

When teaching using a variety of print and electronic reference materials, what connections, links, or ties can be made to other indicators and/or content areas?

English Language Arts 6-2.1 Analyze central ideas within and across informational texts. 6-2.2 Analyze informational texts to draw conclusions and make inferences. 6-2.3 Summarize author bias based on the omission of relevant facts and statements of unsupported opinions. 6-2.4 Create responses to informational texts through a variety of methods (for example, drawings, written works, oral and auditory presentations, discussions, and media productions. 6-2.6 Interpret information from graphic features (for example, illustrations, graphs, charts, maps, diagrams, and graphic organizers). 6-2.9 Identify propaganda techniques (including testimonials and bandwagon) in informational texts. 6-2.10 Read independently for extended periods of time to gain information. 6-6.2 Use direct quotations, paraphrasing, or summaries to incorporate into written, oral, auditory, or visual works the information gathered from a variety of research sources. 6-6.3 Use a standardized system of documentation (for example, a list of sources with publication information and the use of –in-text citations) to properly credit the work of others. 6-6.6 Select appropriate graphics, in print or electronic form, to support written works, oral presentations, and visual presentations. 6-6.8 Design and carry out research projects by selecting a topic, constructing inquiry questions, accessing resources, and organizing information.

Science 7-5.4 Use the periodic table to identify the basic organization of elements and groups of elements (including metals, nonmetals, and families).

6 - 78 Social Studies 7-1.1 Use a map or series of maps to identify the colonial expansion of European powers in Africa, Asia, Oceania, and the Americas through 1770. 7-4.2 Use a map to illustrate the geographic extent of European imperialism in various regions, including Africa, Asia, the Middle East, South America, Australia, New Zealand, Siberia, and Canada.

Classroom Assessment Students should be taught and assessed using similar methods. For example, in this indicator, the verb is “use.” This indicator addresses one part of an overall approach to research, therefore, the student’s ability to use a variety of print and electronic reference materials should be assessed as part of the overall research process and not in isolation.

For example, one criterion in a scoring rubric for a research assignment might evaluate the variety of print and electronic reference materials cited in the list of sources and the appropriateness of the reference materials to the topic or overall project. However, because the reference materials used by the student provide the information needed to address the topic or inquiry, the teacher should offer ongoing assessment of the student’s use of reference materials as a part of the research process. Teachers might prompt students to vary the types of print and electronic sources they use and to select materials most likely to provide the information appropriate for the particular research project. Conferencing with the student or providing written feedback from the teacher would be a good means of assessing this indicator.

Suggested Instructional Resources Professional Texts Arnone, Marilyn P. MAC, the Information Detective in the Case of … [3-book series] Educator’s Guide. Westport, CT: Libraries Unlimited, 2003. Jansen, Barbara A. The Big 6 in Middle School: Teaching Information and Communications Technology Skills. Columbus, OH: Linworth Books, 2007. Harrington, LaDawna. Guided Research in Middle School: Mystery in the Media Center. Columbus, OH: Linworth Books, 2007. Keane, Nancy J. Middle School Pathfinders: Guiding Student Research. Columbus, OH: Linworth Books, 2005. Student Texts There are many titles that teachers and students may select to better understand how to use a variety of print and electronic reference materials. Library Media Specialists from the South Carolina Association of School Librarians (SCASL) are collaborating with the South Carolina Department of Education to provide a sampling of texts to match the indicators. This will continue to be a work in progress. Teachers should collaborate with their library media specialists for additional suggestions. These titles can be used for read alouds, shared reading, and independent reading. While each title on the list has been read and reviewed by professionals, some of these titles may not meet the needs of each classroom

6 - 79 environment. Teachers are encouraged to read the texts prior to using them in class. Use the following link for the SCASL suggested texts:. http://scasl.pbwiki.com/ELA+Standards.

Nonprint Materials Alewine, Martha. “The Simple Four: An Information Problem-Solving Model.” School Library Media Services, South Carolina Department of Education. 9 Sept 2007. http://martha.alewine.googlepages.com/thesimplefour. Eisenberg, Mike, and Bob Berkowitz. "The Big6: Information Skills for Student Achievement." Big6: an Information Problem-Solving Model. 27 Aug. 2007. Big6 Associates. 27 Aug. 2007.http://www.big6.com. "The Four Phases of Instruction in an I-Search Unit: Phase 3: Gathering and Integrating Information." Literacy Matters. 23 Aug. 2007. Education Development Center, Inc.http://www.literacymatters.org/content/isearch/phase3.htm. http://www.quick.org.uk/menu. A guide to evaluating web sources

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