Striving Toward Greater Focus and Coherence Through

Sixth Grade English Language Arts Curriculum Map Waterloo School District

Striving toward greater focus and coherence through

Content Standards and Practice Standards

Waterloo Community Unit School District ELA Standard Topics

Each standard in the English Language Arts has a consistent focus, or anchor, across grades. Although the standards describe increasingly sophisticated skills as children progress through the school years, the primary topic of each standard is the same in each grade. The following charts outline the focus for each standard in the area of Reading, Writing, Speaking/Listening, and Language.

2 Reading Standards Literature Informational Text Foundational Skills Key Ideas and RL.1 Ask and Answer RI.1 Ask and Answer Questions Print RF.1 Concepts about Details Questions Concepts Print (K-1) Recognition RL.2 Retell Stories RI.2 Main Topic/Idea and Key Phonologica RF.2 Spoken words, Details l Awareness syllables, and sounds (K-1) RL.3 Story Elements RI.3 Connections and Phonics and RF.3 Decoding Relationships in Information Word Words/Phonics Text Recognition (K-5) Craft and RL.4 Word Meaning within RI.4 Word Meaning within Text Fluency RF.4 Accuracy and Structure Text fluency to support comprehension (K-5) RL.5 Text Structure RI.5 Text Features and Structures

RL.6 Point of View RI.6 Author/Illustrator Purpose and Point of View Integration of RL.7 Visuals and Text RI.7 Visuals Support Knowledge Comprehension and Ideas RL.8 N/A RI.8 Author’s Supporting Points

RL.9 Compare and Contrast RI.9 Compare and Contrast

Range and RL.10 Text Complexity RI.10 Text Complexity Reading and Level of Text Complexity

3 Writing Standards Text Types and Purposes W.1 Opinion/Argument W.2 Informative/Explanatory W.3 Narrative Production and Distribution of Writing W.4 Production (Begins in Grade 3) W.5 Plan/Revise/Edit W.6 Technology Integration Research to Build and Present Knowledge W.7 Research W.8 Determine Importance and Organize Information W.9 Draw Evidence from Literary or Informational Text (Begins in Grade 4) Range of Writing W.10 Write Routinely over Varied Time Frames (Begins in Grade 3)

Speaking and Listening Standards Comprehension and Collaboration SL.1 Conversation SL.2 Listening Comprehension SL.3 Listen and Respond Production and Distribution of Writing SL.4 Oral Expression SL.5 Multimedia Presentation SL.6 Adapting Oral Communication

Language Standards Conventions of Standard English L.1 Grammar Usage L.2 Capitalization, Punctuation, and Spelling L.3 Conventions of Language Knowledge of Language L.4 Word Meanings Vocabulary Acquisition and Use L.5 Word Relationships and Nuances L.6 Vocabulary Development

4 Sixth Grade English Language Arts Curriculum Map Waterloo School District Scope and Sequence Overview

Textbook Standards Unit of Alignmen Study t RL: 1 RI:

RL: 2 RI:

5 RL: 3 RI:

RL: 4 RI:

RL: 5 RI:

6 RL: 6 RI:

RL: 7 RI:

RL: 8 RI:

7 Sixth Grade Instruction and Assessment Schedule 2013-2014

It is expected that the units will be taught consecutively. The table below reflects which units are assessed on each benchmark. It is possible to begin a new unit prior to the quarter in which it is being assessed. 1 C B A 3 D

t t t t k

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s s Instructi s s B B k

Unit Unit of Unit of Unit of Unit of Unit of Unit Unit of n

Instructio o m

of Study Study Study Study Study of Study

Study 2 3 4 5 6 Study 8

m m m n m Conten e

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C C C B C

Assessmen t

8 Sixth Grade English Language Arts Curriculum Map - Overview

The literacy content is sequenced in Units of Study that will take approximately 4-5 weeks each to teach. Unit of Study The sequence of Units of Study provides a coherent flow to literacy instruction throughout the year. The primary textbook adopted in Waterloo School District for Grades 6-8.

Teacher’s Teachers are encouraged to make notes of their own lesson ideas and resources that align with each Unit of Resources Study. and Notes

Additional Resources

There are many formative and summative assessment options:

Assessment

9 Unit of Study 1 Sixth Grade Quarter 1 Approx. days

Reading Literature Vocabulary Textbook Additional Resources Content Objectives Alignment Standards: Academic Vocabulary: Annotation Framework RL. 6.2, RL. 6.3, RL.6.4, RL.6.6, McDougal Littell Literature RL.6.7 Reading Strategies  Predicting I. Literary Genre Workshop  Confirming Reading Literature (pp. 4-11) I can:  Clarifying II. Unit 1  Questioning RL.6.2: A. What Makes a Good Story?  Summarizing  I can understand the theme of a text (pp. 24-29)  I can define and understand the B. The School Play” (pp. 30- central idea of a text. Genre/Subgenre “  I can identify supporting details of Add Edmodo Response and the main idea or theme of a text.  Fiction 39)  I can summarize a text based on facts a. Informational Text – Citations  I can analyze supporting details o Realistic Fiction used to determine theme or o Historical Fiction “The Donner Party” central idea. Science Fiction (pp.14-24) Interactive Reader Workbook  I can distinguish between textual o facts and o Fantasy b. “The Donner Pass”  opinions.  Nonfiction Reader’s Theater  I can formulate a summary based on o Informational C. “All Summer in a Day” (pp. facts Writing 62-71) from the text. o Persuasive D. “Tuesday of the Other June” Edmodo Response RL.6.3: Writing (pp.204-220)  I can identify a series of episodes o Biography E. Gary Paulsen Author Study Characterization PPt (e.g., rising action, etc.) within a Autobiography specific story or drama. o a. “from Woodsong (pp.  I can identify character types and  Drama 110-120) traits. o Comedy F. “Dog of Pompeii”  I can explain how character(s) o Tragedy respond or change over the course of  Poetry III. Hatchet (Novel) the story or drama.. o Haiku “A Cry in the Wild” (movie) Limerick RL.6.4: o  I can identify tone in text o Narrative  I can identify words and phrases  Folklore including: figurative and connotative o Fairy Tale meanings o Legend  I can analyze the impact of word choice on meaning. o Tall Tale

10 Reading Literature Vocabulary Textbook Additional Resources Content Objectives Alignment Academic Vocabulary: I Can:

RL.6.6: Story Elements  I can describe the author’s point of  Setting view.  I can define the author’s position.  Characters/Characterizat  I can describe the author’s purpose. ion  I can contrast the position of the  Exposition author to other positions  Conflict mentioned or implied in the text.  Rising Action  I can analyze how the author  Climax distinguishes his or her position from  Falling Action that of others  Resolution

RL.6.7: Topic  I can compare and contrast the Theme reading of a story, drama or poem to Foreshadowing listening to or viewing an audio, video Flashback or live version of the text. Point of View Tone Mood

Section Vocabulary:

11 Writing Vocabulary Resources Content Objectives

Standards: Academic Vocabulary:

I Can:

12 Language Content Objectives Vocabulary Additional Resources

I Can:

13 Speaking and Listening Vocabulary Textbook Additional Resources Content Objectives Alignment

I can:

14 Assessment Options:

Notes:

Reading Literature Vocabulary Literature Additional Resources Content Objectives Alignment Standards: Academic Vocabulary: RL.6.1, RL. 6.2, RL. 6.3, RL.6.4, Walk Two Moons (Novel) RL. 6.5, RL.6.6, RL.6.7, RL. 6.9 Reading Strategies (Reciprocal Audio CD Teaching) Six chapter clusters  Predicting Use of reciprocal teaching to practice I can:  Confirming  Clarifying reading strategies. RL. 6. 1:  Questioning  Define cite Pose question that elicit elaboration and Native American vs. Indian informational   Summarizing Find textual evidence for support respond to other’s questions and text  Make inferences Figurative Language Denotation comments. RL.6.2: Connotation “In Whose Honor” Documentary  I can understand the theme of a text Analyze theme development over the (newday.com/films/inwhosehonor.ht  I can define and understand the Story Elements central idea of a text.  Setting course of the text. ml)  I can identify supporting details of  Characters/Characterizat the main idea or theme of a text. Contrast the point of view of different Poetry  I can summarize a text based on facts ion  I can analyze supporting details  Exposition characters. used to determine theme or central idea.  Conflict  I can distinguish between textual  Rising Action Analyze interaction between individuals facts and and events to form inferences and provide  opinions.  Climax  I can formulate a summary based on  Falling Action supporting textual evidence. facts from the text.  Resolution Topic Analyze the impact of a specific word RL.6.3: Theme choice on meaning and tone.  I can identify a series of episodes (e.g., rising action, etc.) within a Foreshadowing specific story or drama. Flashback Interpret the meaning of words and  I can identify character types and Point of View phrases as used in the context of the story. traits. Tone  I can explain how character(s) Mood respond or change over the course of the story or drama..

RL.6.4:  I can identify tone in text  I can identify words and phrases

RL.6.6:  I can describe the author’s point of view.  I can define the author’s position. Section Vocabulary:  I can describe the author’s purpose. Will add vocabulary later.  I can contrast the position of the author to other positions mentioned or implied in the text.  I can analyze how the author distinguishes his or her position from that of others

RL.6.7:  I can compare and contrast the reading of a story, drama or poem to listening to or viewing an audio, video or live version of the text.

17 Reading Informational Vocabulary Textbook Additional Resources Content Objectives Alignment

Standards: Academic Vocabulary: RI.6.1, RI.6.7, RI.6.8, RI.6.9 Documentary Proposition and support articles in I Can: Evidence Standards Lesson File Reading and Support Informational Texts (supports our RI.6.1: Claims textbook) pp. 221-225  Define cite Compare Contrast Compare Treatment, Organization, and  Find evidence for support Scope Standards Lesson File Reading and  Make inferences Informational Texts (supports our textbook) pp. 259-266 RI.6.7:  I can define integrate, use pictures, charts, text, etc. to explain a topic or See Helen Keller and Anne Sullivan issue

RI.6.8 :  I can trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.6.9:  Define compare and contrast  Explain the similarities and differences between two written works on the same topic

I Can:

I can:

Reading Informational Vocabulary Textbook Additional Resources Content Objectives Alignment Standards: Academic Vocabulary: RI.6.1, RI. 6.2, RI. 6.3, RI.6.4, RI. Nonfiction textbook selections The Miracle Worker (movie) 6.5, RI.6.6, RI.6.7, RI. 6.10 Reciprocal Teaching Nonfiction Excerpt from “The Story of My Life” by  Informational Writing Helen Keller pp. 787-792 I can:  Persuasive Writing Articles (Washington Post, Chicago  Biography Readers Theater “Miracle Worker” RI. 6. 1:  Autobiography Tribune, Scholastic)  Define cite  Find textual evidence for support Text Structure Poetry unit in textbook (Elements of RI. 6.2:  Chronological Poetry packet)  Determine central idea  Sequence  Support theme with details  Cause/Effect Annotated text selections  Write an unbiased summary  Problem/Solution  Compare/Contrast RI.6.3:  Description  Explain how people, ideas, and situations are developed throughout a text. Point of View Central Idea/Main Idea RI.6.4: Textual Evidence/Support  Define figurative language Unbiased Summary  Define connotative meaning Technical vocabulary  Define technical vocabulary  Determine the meaning of a word Figurative Language  Simile RI.6.5:  Metaphor  Explain how a part of a text helps to  Onomatopoeia develop the ideas  Personification  Hyperbole RI.6.6:  Alliteration  Determine an author’s point of view  Imagery or purpose  Symbolism  Explain how the author conveys his point of view or purpose Poetry

21 Reading Informational Vocabulary Textbook Additional Resources Content Objectives Alignment Academic Vocabulary: I Can:

RI.6.7:  Define integrate  Use pictures, charts, text, etc. to Section Vocabulary: explain a topic or issue

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

I Can:

I can:

Reading Literature Vocabulary Literature Additional Resources Content Objectives Alignment Standards: Academic Vocabulary: RL.6.1, RL. 6.2, RL. 6.3, RL.6.4, RL. Crispin: The Cross of Lead 6.5, RL.6.6, RL.6.7, RL. 6.9 Reading Strategies (Reciprocal Audio CD Teaching) (Novel)  Predicting  Confirming I can:  Clarifying Use of reciprocal teaching to practice  Questioning reading strategies. RL. 6. 1:  Summarizing  Define cite Pose question that elicit elaboration and  Find textual evidence for support Figurative Language  Make inferences Denotation respond to other’s questions and Connotation comments. RL.6.2: Story Elements  I can understand the theme of a text  Analyze theme development over the  I can define and understand the Setting central idea of a text.  Characters/Characteriza course of the text.  I can identify supporting details of tion the main idea or theme of a text.  I can summarize a text based on facts  Exposition Contrast the point of view of different  I can analyze supporting details  Conflict characters. used to determine theme or central idea.  Rising Action  I can distinguish between textual facts  Climax Analyze interaction between individuals and  opinions.  Falling Action and events to form inferences and provide  I can formulate a summary based on  Resolution supporting textual evidence. facts from the text. Topic Theme Analyze the impact of a specific word RL.6.3: Foreshadowing  I can identify a series of episodes choice on meaning and tone. (e.g., rising action, etc.) within a Flashback specific story or drama. Point of View Interpret the meaning of words and  I can identify character types and Tone phrases as used in the context of the story. traits. Mood  I can explain how character(s) respond or change over the course of the story or drama..

RL.6.4:

RL.6.5: Section Vocabulary:  Define theme  Define setting  Define plot  Explain how a particular part of a literary piece moves the story along  Explain how a particular part of a literary piece develops the theme

RL.6.6:  I can describe the author’s point of view.  I can define the author’s position.  I can describe the author’s purpose.  I can contrast the position of the author to other positions mentioned or implied in the text.  I can analyze how the author distinguishes his or her position from that of others

RL.6.7:  I can compare and contrast the reading of a story, drama or poem to listening to or viewing an audio, video or live version of the text.

RL.6.9:  Define genre  Explain the similarities and differences between multiple genres with similar themes and topics.

I Can:

I can: