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English Language ArtsGrade 6 Curriculum
Updated-Summer 2017
Gloucester Township Public Schools
ELA Grade 6LAUNCH UNIT
Time Frame: Three – Four WeeksPerformance Task: PARCC-like Narrative Writing Assessments Unit-Level Assessment: STAR Reading Assessment, Newsela, Formative Assessments: Observations, Quizzes, Literature Tests
Description: The goal of the Launch Unit of study is to establish routines and procedures, review of previous year’s skills, and prepare students to be confident and successful throughout the year. It is also important in this unit to begin modeling and practicing metacognition and self-reflection, skills that are emphasized in the NJ Student Learning Standards. The unit’s lessons set expectations and provide careful modeling of the behaviors in action.
NJ SLS Target Skill Reading Writing Language Speaking and Listening
Reading Strategies:Summarizing, Visualization, Questioning, Connecting
Narrative: PAARC – Like writing task: Complete or Change the end to a Narrative Story
Robust Vocabulary Instruction Model collegial discussions
Literary TermsReview: Plot, Character, Conflict, Theme SettingLaunch: Point of view (1st, 2nd, 3rd), Direct and Indirect Characterization, Internal and External Conflict, Dramatic And Verbal Irony
Routine Journal Writing – reflection and metacognitive thought
Parts of Speech: Noun, Pronoun, Adjective, Verb, Adverb, Interjection, Conjunction, Preposition
Figurative LanguageReview: Simile, Metaphor, Personification, Hyperbole, Onomatopoeia, AlliterationLaunch: Hyperbole, Idiom,
English Language Arts, Grade 6 1
Benchmark and Cross Curricular Key
__Red: ELA Revisions to NJ SLS__ Blue: Math__ Green: Science__ Orange: Social Studies__ Purple: Related Arts__ Yellow: Benchmark Assessment
Irony
NJ SLS “I can” Statements
Number Reading Standards for LiteratureRL.6.1 I can find textual evidence and make relevant connections to support my ideas about a text.RL.6.2 I can use details from the text to determine the theme of the story. I can give a summary of the story without bias.RL.6.3 I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a
conclusion.RL.6.4 I can determine the figurative meaning of a word or phrase in a text.RL.6.5 I can analyze how a particular sentence contributes to the theme, setting, or plot of a text.RL.6.6 I can explain how an author develops the point of view of the narrator or the speaker in a text.RL.6.10 With scaffolding as needed, I can read and understand a variety of literature on my grade level.Number Reading Standards for Informational TextsRI.6.7 I can integrate information from different media or formats to add to my understanding of a topic or issue.RI.6.10 With scaffolding as needed, I can read and understand literary nonfiction at my grade level.Number Writing StandardsW.6.3 I can write narratives that change or add to imagined experiences using effective technique, descriptive details, and logical
sequences.Number Speaking and Listening StandardsSL.6.1 I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.SL.6.6 I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and
appropriate.Number Language StandardsL.6.4b I can use what I know about Greek and Latin roots as clues to the meanings of words.
L.6.4c I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech.
L.6.6 I can acquire and use vocabulary appropriate for sixth-grade reading and content. I can gain knowledge of vocabulary when discovering new words to me understand and express meaning.
English Language Arts, Grade 6 2
Text / Media SourcesExtended Texts Anthology ArticlesNone in this unit Short Stories:
“Just Once” by Thomas Dygard, 2“LaBamba” by Gary Soto, 44“Eleven” by Sandra Cisneros, 327
Poems:“Foul Shot” by Edwin A Hoey, 10
Essay:“Lessons” by Bill Cosby, 82
Elements of Language,Parts of Speech overview, 322-346
Newsela“One study says it’s cooler to be uncool”https://newsela.com/articles/coolkids-struggle/id/4371/
“The least popular aren't the only targets in school bullying, study says”https://newsela.com/articles/bullying-popular/id/3279/
MediaFlocabulary: Parts of Speechwww.flocabulary.com/parts-of-speech/
Questions to Have Collegial Discussionshttp://rainierenglish10.weebly.com/uploads/1/3/4/5/13453916/socratic_seminar_question_stems.pdf
Vocabulary Reviewquizlet.com
GTPS Share Drive
English Language Arts, Grade 6 3
Resources
STAR Reading AssessmentElements of LanguageElements of LiteratureNewselaQuizlet
AssessmentsFormative Summative
STAR Reading Assessement Narrative Writing PieceVocabulary QuizzesElements of Literature TestsGrammar QuizzesJournal Entries
English Language Arts, Grade 6 4
Scope and SequenceSkills
Addressed Activities Framework Element Resources Standards
Establish Routines and Procedures
* Set up Binder / Notebook * Review Rules and Expectations * Review Classroom Procedures * Establish Reader’s Workshop (Independent Reading) routines and procedures
ALL Teacher created materials SL.6.1.b
SL.6.6
STAR Reading
Assessment
*Have students complete the STAR Reading Assessment to gain an understanding of your students’ reading abilities
N/A Chromebooks RL.6.1-10RI 6.1-10
Review Parts of Speech
Nouns: 323 – 324Pronouns: 328-329Verbs: 327-353
*Use teacher discretion based on your students’ needs when deciding how much time to spend with these skills
Do Now Share Drive Teacher AppendixElements of Language (pages 322-345)Teacher created materialsFlocabulary:www.flocabulary.com/parts-of-speech/
L.6.4
Review and Launch Reading
Strategies
*Read one or more fictional texts from Required Text Selections.
*Model Summarizing, Visualization, Questioning, Connecting
*Model and practice collegial discussion and using text evidence to support claims
Reading Workshop
Elements of Literature
RL.6.9
RL.6.10
Review and Launch Literary Terms
Use teacher created materials to review Literary Terms: Plot, Characterization, Conflict, Theme and SettingUse teacher created materials to launch Literary Terms:
Reading Workshop
Choose a story from the Required Text list to identify the literary terms reviewed and launched.
RL.6.3
RL 6.5
RL 6.6
English Language Arts, Grade 6 5
1st, 2nd, and 3rd Point of ViewDirect and Indirect CharacterizationInternal and External Conflict
*Create a formative assessment (using definitions and examples) to gauge your students’ mastery of these terms. Re-teach targeted terms in Unit A as needed.
Skills Addressed Activities Framework
Element Resources Standards
Review and Launch
Figurative Language
*Use teacher created materials to review literary terms: Simile, Metaphor, Personification, HyperboleUse teacher created materials to launch literary Alliteration, Hyperbole, and Idiom
*Create a formative assessment (using definitions and examples) to gauge your students’ mastery of these terms. Re-teach targeted terms in Unit A as needed.
Reading Workshop
Elements of Literature: “Foul Shot” RL.6.4
Model Collegial
Discussion
Reading Informational Text that relates to the Fiction related texts
Use questions to develop a collegial discussion based on the text. See Resources for Link.
Focus on having students practice supporting their claims with relevant evidence from the text.
Socratic Seminar
*Elements of Literature (page 82-84): “Lessons” Bill Cosby*https://newsela.com/articles/coolkids-struggle/id/4371/
*https://newsela.com/articles/bullying-popular/id/3279/
Questions to enhance collegial discussion:http://rainierenglish10.weebly.com/uploads/1/3/4/5/13453916/
RI 6.7
RI 6.10
SL 6.1
SL 6.6
English Language Arts, Grade 6 6
socratic_seminar_question_stems.pdf
Robust Vocabulary
Introduce Weeks 1-3 (or 4) from the 6th grade vocabulary list
Monday – Thursday: introduce, practice, and review words
Friday: Assessment
Do Now *Activities and assessments are in the Google Share Drive under 6th grade vocabulary
L.6.4b
Narrative Writing
Choose either of the stories read in class to change the ending or add to the story.
Writing Workshop
Using one of the short stories you have read, develop a narrative that continues the journey of at least one of the characters. In your story, be sure to use what you have learned about the setting and characters as you tell what happens next.
RL.6.1
W.6.3
ELA Grade 6English Language Arts, Grade 6 7
Unit ATopic: SURVIVALTime Frame: Seven to Eight WeeksPerformance Task: Literary Analysis
Description: This is a literature unit based on the novel Hatchet by Gary Paulsen. The intent of this unit is to explore and examine how specific pieces of literature, both informational and fictional, address survival, perseverance, and coming of age. The research component of this unit will help students to gain background knowledge about survival in the most difficult of life’s situations. Students will create a survival guide. Students will also consider various survival situations ranging from natural disasters to divorce. Throughout the unit students will respond both in writing and through discussion as they learn to use the text to provide evidence to support their interpretations.
NJ SLS Target SkillReading Writing Language Speaking and Listening
Comprehending informational text, non-fiction text features, Evaluating information
Literary Analysis Robust Vocabulary Socratic Seminar
Summarizing, Inferring Writing Prose Constructed Response
Parts of Speech
Identify strongest text evidence Compare & Contrast Sentence Structure
Analyze author’s craft
Identifying literary elements
Research and technology
Tier 2 Vocabulary
NJ SLS for ELAEnglish Language Arts, Grade 6 8
Number Reading Standards for LiteratureRL6.1 I can find textual evidence and make relevant connections to support my ideas about a text.RL6.2 I can use details from the text to determine the theme of the story. I can give a summary of the story without bias.
RL6.3 I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion.
RL6.4 I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on meaning and tone.
RL6.5 I can analyze how a particular sentence contributes to the theme, setting, or plot of a text.RL6.6 I can explain how an author develops the point of view of the narrator or the speaker in a text.RL6.9 I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics.RL6.10 With scaffolding if I need it. I can read and understand literature at or above my grade level.Number Reading Standards for Informational TextsRI6.1 I can find textual evidence and make relevant connections to support my analysis of the text and draw inferences.RI6.2 I can use details from the text to determine the central message. I can provide an unbiased summary.RI6.3 I can analyze how an idea is introduced, illustrated, and elaborated upon in an informational text.RI6.5 I can analyze how various sections of text fits into the overall structure of the text.RI6.7 I can integrate information from different media or formats to add to my understanding of a topic or issue.RI6.10 With scaffolding as needed, I can read and understand literary nonfiction at my grade level.Number Writing Standards
W6.1
I can write an argument with clear reasons and relevant evidence to support my claim.A: I can introduce a claim and organize reasons and evidence clearlyB: I can support my claims with clear reasons and relevant evidence using credible sources.C: I can use words, phrases, and clauses to show a clear relationship among my claims and reasonsD: I can establish and maintain a formal/academic style, approach, and form when writing an argument.E: I can provide a concluding statement or section that follows from the argument presented.
W6.2 I can write informative/explanatory texts to examine a topic and show ideas, concepts, and information by using, organizing, and analyzing relevant content.A:I can introduce my topic and organize ideas, concepts, and information, using text structures (definition, classification, comparison/contrast, cause/effect, etc.) and text features (headings, graphics, and multimedia) when useful to aiding comprehension.B: I can develop the topic of an informative or explanatory piece by using facts, definitions, specific details, quotations, and other information.C I can accurately use transition words and phrases.D: I can use precise language and vocabulary to explain the topic of my informative/explanatory writing.E: I can establish and maintain a formal/academic style, approach, and form in my informative/explanatory writing.
English Language Arts, Grade 6 9
F: I can write a concluding statement or section that follows from the information I present.W6.4 I can write clear and focused pieces where the development, organization, voice, and style are appropriate to my audience.
Number Writing StandardsW6.6 I can use my keyboarding skills to produce and publish writing. I can type at least three pages in a single setting.W6.7 I can conduct short research projects and use several sources to answer a question.
W6.8 I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic bibliographic information for sources. I can properly quote or paraphrase information from sources.
W6.9 I can draw evidence from texts to support my analysis, reflection, and research.9a: I can draw evidence from literature to support my analysis, reflection, and research at a sixth-grade level.9b: I can draw evidence from informational texts to support my analysis, reflection, and research at a sixth-grade level.
W6.10 I can write over different time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Number Speaking and Listening StandardsSL6.1 I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.
1a: I can prepare myself for collaborative discussion by reading or studying the required material in advance.1b: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed.1c: I can pose and respond to questions with elaboration and.1d: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.
SL6.2 I can interpret information presented in different media and formats and explain how it contributes to the discussion.SL6.6 I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary.Number Language StandardsL6.1 I can correctly use Standard English conventions.
A. I can use pronouns correctly.B. I can use intensive/reflexive pronouns correctly.C. I can recognize and correct inappropriate shifts in pronoun number and person.D. I can recognize and correct vague pronouns.
L6.4I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words
4a- I can use context clues to help me determine the meaning of a word or phrase.4b- I can use what I know about Greek and Latin roots as clues to the meanings of words.
L6.5 L.6.5 I can show that I understand deeper meanings of words and phrases.5b- I can use the relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category).
English Language Arts, Grade 6 10
5c- I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different.
L6.6 I can acquire and use 6th grade vocabulary words.
Text / Media SourcesExtended Text Anthology Article
Hatchet by Gary Paulsen Elements of Literature
“The Dog of Pompeii” by Louis Untermeyer (Elements of Literature textbook)
“Pompeii” by Robert Silverberg (Elements of Literature textbook)from “
“Lines of Winter” by Mark Strand
Elements of Language
Bringing Words to Life
Newselawww.newela.org
Teacher Share Drive:“How Humans Deal With and Survive Extreme Cold”
“Surviving the Tsunami” by Lauren Tarshis (Scholastic Scope article)Tsunami articlehttp://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-013012-Tsunami.pdf
“I was 11 on 9/11” by Laura Modigliani (Scholastic article)“I was 11…”http://www.scholastic.com/browse/article.jsp?id=3756391
“Hurricane Katrina: One Year Later” by Suzanne McCabe (Scholastic article) Hurricane Katrinahttp://www.scholastic.com/browse/article.jsp?id=3749863
MediaSurvival Webquesthttps://sites.google.com/site/survivalwebquest/home
Novel Guidehttp://www.omafra.gov.on.ca/english/rural/facts/96-001f1.gif
Summarizing non-fiction
English Language Arts, Grade 6 11
https://www.teachervision.com/skill-builder/reading-comprehension/48785.html
Resources
HatchetElements of LiteratureElements of LanguageBringing Words to Life Second EditionNews ELA
AssessmentsFormative Summative
Annotating and Marking up Informational Text Novel TestCompleted webquest Literary AnalysisNovel Test *Benchmark* STAR ReadingCold Read AssessmentsProse Constructed Responses
English Language Arts, Grade 6 12
Scope and Sequence
Skills Addressed Activities Framework
Element Resources Standards
Nonfiction Text Features
Reading for Information
Jigsaw Reading: Students will independently read provided articles.
The focus of discussion should be the following:
Teaching non-fiction text features. Using details from the text to
determine a central message. Analyzing text structure Using evidence to support ideas
Reading Workshop
Teacher Share Drive:“Surviving the Tsunami” by Lauren Tarshis (Scholastic Scope article)
“I was 11 on 9/11” by Laura Modigliani (Scholastic article)
“Hurricane Katrina: One Year Later” by Suzanne McCabe (Scholastic article)
RI.6.3
RI.6.5
RI.6.10
Summary of Informational
Texts
Use the articles to write a summary of the informational article. Various strategies include:SWBS
Reading Workshop
Summarizing non-fictionhttps://www.teachervision.com/skill-builder/reading-comprehension/48785.html
Teacher appendix
Additional teacher created materials
RI.6.2
Evaluating Information;
Making Judgments
In groups of three, students complete a webquest based on survival needs. Students must search for answers regarding basic needs and evaluate their choices. (Pre-reading to Hatchet)
Reading Workshop
WebQuest: Surviving the WildernessRI.6.7
W.6.7
W.6.9
Skills Activities Framework Resources Standards
English Language Arts, Grade 6 13
Addressed ElementText study: Hatchet by
Gary Paulsen
Reading of the novel should be a mixture of read-alouds and independent reading
Pre-reading:Think of a time when you needed to finish a difficult task. How did you solve the issue? What motivated you to finish?Complete background knowledge from novel guide.Use Vocabulary from the novel
During Reading:Teach Reading Strategies:Summarizing, Visualization
Teach Literary Terms:Plot, Direct and Indirect characterization, Point of View
Comprehension questions from novel guide. Teacher directed questions.
After Reading:Literary Terms: ThemeCollegial DiscussionTest on the novel
Journal
Reading Workshop
Socratic Seminar
Glencoe Novel Guide
Teacher Created Materials
GTPS Share Drive
RL.6.1
RL6.2
RL6.3
RL6.4
RL6.10
Narrative Reading
Reading Informational Text
Prepare students to participate in the Socratic Seminar. Have students read “To Build a Fire” by Jack London and Maslow Article, “Hierarchy of Needs”.Discuss similarities and between the story and the novel.
Reading Workshop
Socratic Seminar
“To Build a Fire” Jack London – Teacher Appendix
“Hierarchy of Needs”
RL.6.1
RL.6.6
RL.6.9
Skills Activities Framework Resources Standards
English Language Arts, Grade 6 14
Addressed Element
Collegial Discussions
Discuss Maslow’s Hierarchy of Needs1. What are the five stages of
hierarchy?2. How does Brian in Hatchet go
through all stages of the Hierarchy?3. How are the man and Brian similar?4. Compare and contrast the hierarchy
of needs between the two characters.
Socratic Seminar
Maslow Article: “Hierarchy of Needs” by Kendra Cherry http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm
Maslow’s “Kids Friendly” Chart
SL.6.1a
SL.6.1d
Informational text features
Students will conduct research about a survival story and complete a brochure on how to survive various disastersTeach:
Writing Process: introduction, conclusions, transition words, publishing
Analyzing for Relevant Media Information
A brochure, pamphlet, or infographic is the creative component that accompanies the essay.
Writing Workshop
List of possible survivors:Molly Brown, Aron Ralston, Jon Krakauer, Yossi Ghinsberg, Jim Lovell, Marie Colvin, Sir Edmund Hillary
Infographic Generatorhttp://www.piktochart.com
Ultimate Survivalhttp://writingfix.com/Chapter_Book_Prompts/Hatchet1.htm
Skill lesson material:http://www.readwritethink.org/classroom-resources/lesson-plans/wading-through-teaching-internet-983.html
RI.6.1
RI.6.7
W.6.2 a-f
W.6.6W.6.7W.6.8W.6.9
W.6.10
Skills Addressed Activities Framework
Element Resources Standards
Literary Analysis
Comparing Literature Across the Genres
Analyzing &
Write a short Literary Analysis which focuses on the literary elements within this unit.
Students will read and analyze the poem “Lines for Winter” by Mark Strand. Students will also read a nonfiction article “How Humans Deal With and Survive Extreme Cold.” Comparisons will be drawn
Reading Workshop
Writing Workshop
“Lines for Winter”http://www.poemhunter.com/poem/lines-for-winter/
“How Humans Deal With and Survive Extreme Cold”http://www.coolantarctica.com/Antarctica%20fact%20file/science/cold_humans.htm
RL.6.1
Rl.6.4
RL.6.5
W. 6.1
W.6.4
English Language Arts, Grade 6 15
Identifying Author’s craft
between the poem and the article. Focus should be on the following:-Author’s Point of View-Accuracy of Strand’s interpretation of extreme cold-Figurative elements vs. informational elements
Students will write own poem about extreme weather, combining details from info text with figurative language.
W.6.8
W.6.9
Short Explanatory
Writing
Students will respond to various quotes about survival by making text-to-text and text-to-world connections.
Have students choose one of the quotes to respond to in writing. The response should be a well-developed paragraph or two (250-300 words)
Students should organize their writing by first explaining what the quote means to them and then explaining how the quote connects to Hatchet and Brian’s experience.
Journaling “Man can live about 40 days without food, about three days without water, about eight minutes without air, but only for one second without hope.” Anonymous
“It’s not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.”Charles Darwin
“Survival can be summed up in three words – Never give Up. That’s the heart of it, really. Just keep trying.” Bear Grylls
“That survival instinct, that will to live, that need to get back to life again, is more powerful than any consideration of taste, decency, politeness, manners, civility. Anything. It is such a powerful force.” –Danny Boyle
W.6.2
W.6.10
RL.6.9
Skills Activities Framework Resources Standards
English Language Arts, Grade 6 16
Addressed ElementComparing / Contrasting
Theme Across Genres
Students will find similar themes between texts and different types of media using the resources provided:
Teach: Analyze how sentences contribute to theme, setting or plot.
Students should be able to answer the following Prose Constructed Response: You have viewed four sources which develop the theme of “survival”. Write an essay that compares and contrasts how each develops the theme of survival.
Writing Workshop
Elements of Literature “Ta-Na-E-Ka”, page15-23
“I’m Not Down” Lyricshttp://www.azlyrics.com/lyrics/clash/imnotdown.html
Grandmother, Loretta ShaneVision, Mike LaForge
Bethany Hamilton: https://www.youtube.com/watch?v=duelon0MF2o
RL.6.5
RL. 6.9
RL.6.10
W.6.2
Skills Addressed Activities Framework
Element Additional Resources Standards
Prose Constructed
Response
Prose Constructed Response: LA
You have read a variety of texts that explore the theme of survival. Using Hatchet and one of the short texts, compare and contrast how the setting contributes to the theme of survival and how the character (or speaker) responds to the setting.
At the end of the writing piece, have students write a short paragraph where they explain their thought processes as they wrote their essay. What was difficult? What strategies did you use to overcome those difficulties?
Open-Ended Response
“The Dog of Pompeii” by Louis Untermeyer (Elements of Literature textbook)
“Pompeii” by Robert Silverberg (Elements of Literature textbook)
RL.6.5
RL. 6.9
RL.6.10
W.6.2
W.6.9
W.6.10
English Language Arts, Grade 6 17
Grammar Study
Pronoun Study Do Now Holt Elements of Language:Pronouns: 328-335Objects: 405-408Indefinite and Antecedents: 427-440
L.6.1 A-D
Vocabulary Continue vocabulary study using materials found in the 6th grade Google Share Drive for Vocabulary
Do Now Share Drive for 6th grade vocabulary L.6.4L.6.5L6.6
ELA Grade 6English Language Arts, Grade 6 18
Unit BTopic: Injustice Time Frame: 6-8 Weeks Performance Task: Informational Composition/Essay, Prose Constructed Response
Description: This unit is based on the novel Boy in the Striped Pajamas by John Boyne or The Boy Who Dared, by Susan Campbell. Through the study of the text, novel, short stories, videos and informational texts, students will learn about prejudice, WWII, The Holocaust, symbolism and irony. This unit seeks to give students the foundational skills needed to understand the depth of social justice. The introduction to this unit guides students through one definition of social justice that is process-oriented; the unit develops a learners understanding of the key role empathy plays in addressing issues. Students will be asked to conduct a self-assessment of their own attitudes and behaviors as they relate to selected social justice issues. Students will compare and contrast topics across genres. Finally, students will be required to demonstrate attributes and behaviors that promote social justice, such as fair-mindedness, respecting diversity, and developing an action plan.
NJ SLS Target SkillsReading Writing Language Speaking and Listening
Drawing Inferences Informational Compositional Robust Vocabulary Socratic Seminar
Context Clues Prose Constructed Response: Narrative
Pronouns Group Discussions
Irony, Symbolism Conduct Research
Theme Gather Relevant Information
Point of View
Tier 2 Vocabulary
NJ SLS “I can” StatementsEnglish Language Arts, Grade 6 19
Number Reading Standards for LiteratureRL6.1 I can find textual evidence and make relevant connections to support my ideas about a text.RL6.2 I can use details from the text to determine the theme of the story. I can give a summary of the story without bias.RL6.3 I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a
conclusion.RL6.4 I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on
meaning and tone.R6.5 I can analyze how a particular sentence contributes to theme, setting, or plot of a text.RL6.6 I can explain how an author develops the point of view of the narrator or the speaker of a text.RL6.10 With scaffolding if I need it I can read and understand a variety of literature at or above my grade level.Number Reading Standards for Informational TextsRI6.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary
of a text.RI6.7 I can integrate information from different media or formats to add to my understanding of a topic or issue.RI6.8 I can evaluate claims in a text and distinguish between those that are supported by reasons and evidence and those that are
not.RI6.10 With scaffolding if I need it, I can read and comprehend informational text on my grade level.Number Writing StandardsW6.2 I can write informative/explanatory texts to examine a topic and show ideas, concepts, and information by using,
organizing, and analyzing relevant content.A:I can introduce my topic and organize ideas, concepts, and information, using text structures (definition, classification, comparison/contrast, cause/effect, etc.) and text features (headings, graphics, and multimedia) when useful to aiding comprehension.B: I can develop the topic of an informative or explanatory piece by using facts, definitions, specific details, quotations, and other information.C I can accurately use transition words and phrases.D: I can use precise language and vocabulary to explain the topic of my informative/explanatory writing.E: I can establish and maintain a formal/academic style, approach, and form in my informative/explanatory writing.F: I can write a concluding statement or section that follows from the information I present.
W6.7 I can conduct short research projects and use several sources to answer a question.W6.8 I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic
bibliographic information for sources. I can properly quote or paraphrase information from sources.W6.9 B - I can draw evidence from informational texts to support my analysis, reflection, and research.W6.10 I can write over different time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter
English Language Arts, Grade 6 20
time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Number Speaking and Listening StandardsSL6.1 I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.
A - I can prepare myself for collaborative discussion by reading or studying the required material in advance.\B - I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed.C - I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion.D - I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.
SL6.2 I can interpret information presented in different media and formats and explain how it contributes to the discussion.SL6.4 I can present my findings and sequence my ideas logically, using pertinent descriptions, facts, and details to emphasize
main ideas; I can use appropriate speaking behaviors (eye contact, adequate volume, and clear pronunciation).SL6.5 I can enhance my presentation with graphics, images, music, sound and other visual displays.SL6.6 I can change my way of speaking to suit a variety of situations and tasks. I can use formal English when necessary and
appropriate.Number Language StandardsL6.1 A - I can make sure that pronouns are used correctly in sentences (subjects, objects or possessive).
B - I can use intensive (reflexive) pronouns correctly (myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves).C - I can recognize and inappropriate shifts in pronoun number and person.D- I can recognize and correct vague pronouns (those with unclear antecedents).
L6.2 I can show that I know how to correctly capitalize, punctuate, and spell standard English in my writing.B- I can use spell sixth-grade words correctly.
L6.3 I can use my knowledge of language and its conventions when writing, speaking, reading or listening.A. I can vary my sentence patterns for meaning, reader/listener interest, and style/voiceB. I can maintain a consistent style/tone.
L6.4 A- I can use context clues to help me determine the meaning of a word or phrase.B- I can use what I know about Greek and Latin roots as clues to the meanings of words.C- I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech.
L6.5 I can show that I understand deeper meanings of words and phrases.5a- I can interpret discover the meaning of figurative language: similes, metaphors,
personification, idioms, hyperboles, onomatopoeia, puns or oxymoron by using context clues.5b- I can use the relationship between particular words to help me understand each of
the individual words (cause/effect, part/whole, item/category).
English Language Arts, Grade 6 21
L6.6 I can acquire and use 6th grade vocabulary words.
Text/Media Sources
Extended Texts Anthology ArticlesRead AloudThe Boy in the Striped Pajamas by John Boyne
Or
The Boy Who Dared by Susan Campbell
The Sneetches by Dr. SeussI was not Alone Rosa Parks and Brian LankerThat Day by David Kheridan
Daylight News ArticleThe Bracelet Yoshiko UchidaThe Southpaw Judith Viorst
Latin and Greek Roots, Prestwick House
Night of Broken Glass Story retold by Kate Davis
Internet Articles –Standing United Against Injustice Teen News
The American Dream Teen News Article
MediaVideosStories of Survivors: http://www.tellingstories.org
Holocaust Inquiry and Webquesthttp://zunal.com/webquest.php?w=185396
Novel Guide for the Boy Who Dared:http://www.scholastic.ca/kids/discussionguides/pdfs/theboywhodared.pdf
Discussion Questions Boy in the Striped Pajamashttp://www.litlovers.com/reading-guides/13-fiction/146-boy-in-the-striped-pajamas-boyne?start=3
http://www.readwritethink.org/files/resources/lesson_images/lesson416/HolocaustOnlineInquiry.htmlNovel Compare/Contrast Questions
English Language Arts, Grade 6 22
http://www.brighthubeducation.com/homework-help-literature/97611-the-boy-in-the-striped-pajamas-study-questions/
Text Features Lesson:http://www.thecurriculumcorner.com/2013/02/11/nonfiction-text-features/
Resources
Elements of Literature TextbookElements of Language TextbookBringing Words to LifeNewsela quizzes
Assessments
Formative SummativeProse Constructed Response: Theme Informational EssaySummary of narrative texts End of Unit AssessmentsOpen ended response Novel TestVocabulary QuizzesGrammar QuizzesCold Read Assessments
English Language Arts, Grade 6 23
Scope and Sequence
Skills Addressed Activities Framework
Element Resources Standards
Research Activity
Use the internet to research background information of the injustice of the Holocaust.
Research the events, which led to World War. Discover the countries, people, and historical events involved in World War II. Create a timeline of your findings.
Reading Workshop
Webquest for The Holocaust
Holocaust Inquiry
RI.6.7
W.6.7
Analyze word choice
Symbolism
Analyzing Poetry LessonUse Nancy Atwell’s “Responses for Poems” to show students how to annotate a poem.
Read the poem, “First they Came” to understand the implications of staying quiet while witnessing injustice.
SymbolismUse Sneetches to teach symbolism
Think of a symbol that is very important to you ( a flag, religious symbol, last name, etc.). Create a journal to tell about what it symbolizes and why it means a lot to you. Describe how you might feel if you had to hide this symbol, as many had to do.
Reading Workshop
Nancy Atwell Poem A Day– Word Choice Lesson
Poem: “First they came…”http://www.ushmm.org/wlc/en/article.php?ModuleId=10007392
Sneetches, by Dr. Seuss
RL.6.4
L.6.5
Skills Addressed Activities Framework
Element Resources Standards
English Language Arts, Grade 6 24
Non-fiction Text Features
Analyzing articles for relevant information
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Students will read various Non-fiction articles and identify non-fiction text features.Use the Text Feature Lesson to give an overview of the various text features found in informational texts.
Reading Workshop
Holocaust History Museums materialswww.ushmm.org
Night of the Broken Glass by Kate Davis; READ magazine Issue 14- March 10, 2006
Novel Theme Questions
Text Features Lesson:http://www.thecurriculumcorner.com/2013/02/11/nonfiction-text-features/
RI.6.2
RI.6.8
RI.6.1
W.6.8
Writing for extended periods of time
Go to the website and pick a painting or drawing by Jan Komski. Write a journal entry telling the emotions and the story that goes along with the painting or drawing, as if you were Jan Komski.Take the tour, remember.org and in your "journal" graph the similarities and differences between each piece of artwork from the Holocaust, and the photographs taken in 1996.
Journaling http://www.remember.org/komski/index.html W.6.10
Writing over extended periods of time
Use novel discussion questions to write in student journals.
Journaling Novel Compare/Contrast Questionshttp://www.brighthubeducation.com/homework-help-literature/97611-the-boy-in-the-striped-pajamas-study-questions/
W.6.9
W.6.10
Skills Addressed Activities Framework
Element Resources Standards
Extended Reading should be a Novel Guide for the Boy Who Dared: RL.6.1
English Language Arts, Grade 6 25
Text Study
Setting
Irony
read-aloud/modelling.
Read Aloud The Boy in the Striped Pajamas or The Boy Who Dared
Setting:Prose Constructed Response:As students read the novel, respond to the question: If the setting was changed, how would it affect the story?Irony LessonDramatic Irony- Dramatic irony refers to a time when one character is ignorant of something that the other characters and the reader understand. What examples of dramatic irony can you find in Bruno's encounter with Pavel?
Verbal Irony: Irony in which a person says or writes one thing and means another, or uses words to convey a meaning that is the opposite of the literal meaning.
Reading Workshop
http://www.scholastic.ca/kids/discussionguides/pdfs/theboywhodared.pdf
Discussion Questions Boy in the Striped Pajamashttp://www.litlovers.com/reading-guides/13-fiction/146-boy-in-the-striped-pajamas-boyne?start=3
Boy in the Striped PajamasNovel Compare/Contrast Questionshttp://www.brighthubeducation.com/homework-help-literature/97611-the-boy-in-the-striped-pajamas-study-questions/
Irony Lessonhttp://www.scholastic.com/teachers/lesson-plan/irony-gift-magi
RL.6.2
RL.6.3
RL.6.6
RL.6.10
W.6.9
SL6.1
Prose Constructed Response: Narrative
Prose Constructed ResponseIn the novel, The Boy in the Striped Pajamas or The Boy Who Dared, the author creates vivid setting and distinct characters. Resolve the conflict of the novel in a new narrative where the protagonist survives. In your story, be sure to use what you have learned about the setting and the characters as you tell what happens next.
Reading Workshop / Writing Workshop
The Boy in the Striped Pajamas
The Boy Who Dared
RL.6.5
W. 6.9
W.6.3
Skills Addressed Activities Framework
Element Resources Standards
Informational Writing an Informational Essay With Writing Comprehensive list of survivors W.6.2
English Language Arts, Grade 6 26
Writing Presentation (Infographic, Poster, Brochure)
Students will research a Holocaust survivor, and give a presentation on it.
Focus on the following writing: Introductions Using Sources Domain Specific Language Formal Writing Style Conclusions
Workshop http://holocaustresearchproject.org/survivor/index.html
Interactive Writing Toolhttp://www.readwritethink.org/classroom-resources/student-interactives/essay-30063.html
SL.6.4
SL.6.5
Vocabulary Continue vocabulary study using materials found in the 6th grade Google Share Drive for Vocabulary
Do Now Share Drive for 6th grade vocabulary L.6.4L.6.5L6.6
Grammar Study
Pronoun Study: Subjects, objects, possessiveIntensive/ReflexiveShifts in Pronoun UseVague Pronouns
Do Now Holt Elements of Language:Pronouns: 328-335Objects: 405-408Indefinite and Antecedents: 427-440
L6.1
L6.2
ELA Grade 6Unit C
English Language Arts, Grade 6 27
Topic: What the World EatsTime Frame: Seven to Eight WeeksPerformance Task: Argumentative CompositionUnit-Level Assessments: Prose Constructed Response, Vocabulary Quizzes, Novel Test, Student Presentation,
Description: This informational unit is based on the novel What the World Eats by Faith D’Aluisio. The purpose of this unit is to expose students to different cultures, diverse eating habits, and controversial elements of nutrition. Students will choose a nutrition topic and write an argumentative essay/composition to help teach others about food security and insecurity.
NJ SLS Target SkillsReading Writing Language Speaking and Listening
Text Structure / Features Argumentative Composition/Essay Latin and Greek roots Socratic Seminar
Integrating media Prose Constructed Response
Evaluating Point of View Journaling
Evaluating Claims
Using details to determine messageAnalyze Sentence for contribution to themeCompare/ contrast across genres
NJ SLS “I can” Statements
Number Reading Standards for LiteratureEnglish Language Arts, Grade 6 28
RL6.5 I can analyze how a particular sentence contributes to the theme, setting, or plot of a text.RL6.6 I can explain how an author develops the point of view of the narrator or the speaker in a text.RL6.9 I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics.Number Reading Standards for Informational TextsRI6.1 I can find textual evidence and make relevant connections to support my analysis of the text and draw inferences.
RI6.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text.
RI6.3 I can analyze how an idea is introduced, illustrated, and elaborated upon in an informational text.
RI6.4 I can determine figurative, connotative, or technical meaning of a word or phrase used based on how it is used in an informational text
RI6.5 I can analyze how various sections of an informational text fits an overall structure of the text and how it affects the development of the ideas in the text.
RI6.6 I can determine an author’s point of view and explain how it is presented in the text.RI6.7 I can integrate information from different media or formats to add to my understanding of a topic or issue.
RI6.8 I can evaluate claims in a text and distinguish between those that are supported by reasons and evidence and those that are not.
RI6.9 I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics (e.g. a memoir written by and a biography written on the same person).
RI6.10 With scaffolding if I need it, I can read and comprehend informational text and literary nonfiction on my grade level.Number Writing Standards
W6.1
I can write an argument with clear reasons and relevant evidence to support my claim.A: I can introduce a claim and organize reasons and evidence clearlyB: I can support my claims with clear reasons and relevant evidence using credible sources.C: I can use words, phrases, and clauses to show a clear relationship among my claims and reasonsD: I can establish and maintain a formal/academic style, approach, and form when writing an argument.E: I can provide a concluding statement or section that follows from the argument presented.
W6.4 I can write clear and focused pieces where the development, organization, voice, and style are appropriate to my audience.
W6.5 I can make writing better by using my peers and adults to help with my planning, revising, editing, rewriting, or trying new approaches.
W6.6 I can use my keyboarding skills to produce and publish writing and collaborate with others. I can type at least three pages in a single setting.
Number Writing Standards
W6.8 I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic bibliographic information for sources. I can properly quote or paraphrase information from sources.
English Language Arts, Grade 6 29
W6.9 I can draw evidence from texts to support my analysis, reflection, and research.A: I can draw evidence from literature to support my analysis, reflection, and research at a sixth-grade level. B: I can draw evidence from informational texts to support my analysis, reflection, and research at a sixth-grade level.;
W6.10 I can write over different time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Number Speaking and Listening StandardsSL6.1 I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.
A: I can prepare myself for collaborative discussion by reading or studying the required material in advance.B: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed.C: I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion.D: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.
SL6.3 I can deconstruct a speaker’s argument and claims, and I am able to distinguish between those claims that are based on reasons and evidence and those that are not.
SL6.4 I can present my findings and sequence my ideas logically, using pertinent descriptions, facts, and details to emphasize main ideas; I can use appropriate speaking behaviors (eye contact, adequate volume, and clear pronunciation).
SL6.6 I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and appropriate.
Number Language Standards
L6.1 I can demonstrate a sixth-grade level command of Standard English grammar and usage conventions when writing or speaking.
L6.2 A - I can use parenthetical elements when writing
L6.3I can use my knowledge of language and its conventions when writing, speaking, reading or listening.
A. I can vary my sentence patterns for meaning, reader/listener interest, and style/voiceB. I can maintain a consistent style/tone.
L6.4 I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words by using the strategies I’ve learned for reading sixth-grade content.A: I can use context clues to help me determine the meaning of a word or phrase.B: I can use what I know about Greek and Latin roots as clues to the meanings of words.C: I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning,or to find its part of speech.D: I can make a guess about what a word means and then check my understanding using reference materials.
L6.5 I can show that I understand deeper meanings of words and phrases.C: I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different.
English Language Arts, Grade 6 30
Text / Media Sources
Extended Texts Anthology ArticlesWhat the World Eats by Faith D’Aluisio
“All American Slurp”(Short Story)
“Coming to America” (Essay)
“Good Hot Dogs”(poems)
Food labels Articlehttps://newsela.com/articles/nutrition-labels/id/2906/#articles/nutrition-labels/id/2906/Schools look for ways to stop students from tossing their luncheshttps://newsela.com/articles/food-waste/id/3350/#articles/food-waste/id/3350/Michelle Obama gets ready to fight for healthier foods in school luncheshttps://newsela.com/articles/obama-lunchresponse/id/4175/#articles/obama-lunchresponse/id/4175/
Milk Articlehttps://newsela.com/articles/milk-trends/id/3168/#articles/milk-trends/id/3168/
Test Tube Meathttps://newsela.com/articles/testtube-meat/id/4088/
Breakfast around the worldhttp://www.buzzfeed.com/arielknutson/delicious-breakfasts-from-around-the-world
NY Times PhotoEssayhttp://time.com/#8515/hungry-planet-what-the-world-eats/
One Country’s Table Scraps, Another Person’s Mealhttp://www.nytimes.com/learning/teachers/featured_articles/20080519monday.html
If the Taliban takes power, Afghan women fear their freedoms may vanishhttps://newsela.com/articles/afghan-women/id/2674/
English Language Arts, Grade 6 31
Text / Media SourcesMediaEcological footprint quizhttp://footprint-calculator.islandwood.org/
Nourish Interactive Toolwww.nourishinteractive.com
Ten Unusual Food Etiquettes Around the Worldhttps://www.youtube.com/watch?v=D2RnaViWuuE
The Sharing Projecthttps://www.youtube.com/watch?v=zFTspq_nzG4
Fast Food Around the Worldhttps://www.youtube.com/watch?v=fYSJ32sqPEw
Novel Guidehttp://www.eusa.org/siteresources/data/files/pg_hungryplanet.pdf
Lesson Plans:http://kernelsoftruth.pbworks.com/w/page/51937288/What%20the%20World%20Eats%20Lesson%20Plans
What Do People Eat?http://learningtogive.org/lessons/unit358/lesson1.html
Everybody’s Different: Different Cultures, Different Traditions.https://www.youtube.com/watch?v=65uYTF2HDQc
English Language Arts, Grade 6 32
Resources
Elements of LiteratureElements of LanguageNewselaPertinent Youtube Videos
AssessmentsFormative Summative
Socratic Seminar Argumentative CompositionJigsaw Assignment *Benchmark* STAR ReadingArticle QuizzesVocabulary / Grammar QuizzesElements of Literature TestsProse Constructed ResponseNovel Test
Scope and SequenceEnglish Language Arts, Grade 6 33
Skills Addressed Activities Framework
Elements Resources Standards
*Integrating technology
*Comparing author’s presentation
*As an introduction, have students take the Ecological Footprint quiz and discuss their results. Use this as a springboard to discuss how their results might compare to others around the world* Read “All American Slurp” and compare to “Ten Unusual Food Etiquettes around the world”*Have students discuss how they can relate/connect to the experiences of the Lins. Have them talk about situations that were “foreign” to them.
Reading Workshop
Ecological Footprint website
You Tube Videos:Ten Etiquette Rules Around the World
YouTube Video:The Sharing Project
“All American Slurp”
RI.6.1
RI.6.7
RI.6.9
Text Structure:Categorization, Sequential, Problem/ Solution, Description, Cause/Effect
*Use the various texts to show students different text structures.*Have students identify the similarities and differences between text structures*Discuss the benefits of using one structure over another depending on the topic.
Reading Workshop
What the World Eats
Newsela Article:Food Labels Article
RI.6.5
RI.6.3
Collegial Discussion
*Jigsaw the various countries to pairs or groups and have them become experts in their country in preparation for discussion*Prepare a Socratic Seminar for a discussion about the articles and/or media sources
Socratic Seminar
What the World EatsNewsELA articles:Breakfast around the worldOne Country’s Table Scraps, Another Person’s Meal
SL.6.1 A-D
SL.6.4
Extended Text Study
Reading should be a collaborative reading of small groups and independent reading.Jigsaw the piece out to pairs and small groups.Mini-lessons:
Identifying text features and Structure
Main idea Drawing Conclusions
Reading Workshop
Novel Guide http://www.eusa.org/siteresources/data/files/pg_hungryplanet.pdfLesson Plans:http://kernelsoftruth.pbworks.com/w/page/51937288/What%20the%20World%20Eats%20Lesson%20PlansWhat Do People Eat?http://learningtogive.org/lessons/unit358/lesson1.html
RI.6.1
RI.6.3
English Language Arts, Grade 6 34
Skills Addressed Activities Framework
Elements Resources Standards
Main Idea and Supporting Details
*Students develop summaries of selected articles focusing on the main idea and important supporting details, being careful to exclude extraneous details not necessary for basic comprehension
Reading Workshop
News ELAWhat the World Eats
RI.6.2
Figurative, connotative, or technical meaning
*Use mentor sentences from the texts to have students analyze figurative, connotative, and/or technical meanings
Reading Workshop
All text sources L.6.4
Evaluating Fact and Opinion
*Have students work together to identify an author’s claims, determining if they are supported by evidence or if they are not.
Reading Workshop
What the World Eats
NewsELA articles:Test Tube MeatSchools Look for way to stop students from tossing their lunches
RI.6.8
Argumentative Essay
Write an argument composition / essay focusing on a controversial nutrition topic.
Follow Process Writing.
Use mentor texts to model various argumentative essays.StructureOrganizationCredible SourcesFormal Style of WritingWriting Conclusions
After they finish writing, have students reflect on the process of writing similarly to their last reflection. What was easier this time? What strategies did you use when you experiences difficulty?
Writing Workshop
Scholastic News or Scope Magazine
Argumentative Essay Lesson planshttp://www.scholastic.com/browse/lessonplan.jsp?id=1571
Choosing Words Wiselyhttp://www.scholastic.com/content/collateral_resources/pdf/e/expo_9_12_activity2_chooseyourwordswisely.pdf
Using Credible Sources:http://libguides.mjc.edu/content.php?pid=34237&sid=251605
W.6.1a-e
W.6.5
W.6.8
Journaling Use Prompts to have students write a Journaling Nutrition Calculator W. 6.10
English Language Arts, Grade 6 35
nutritional journal. What do they eat over a week? How does it compare to the country they are reading? Compare / Contrast food costs and nutrition value.
http://nutritiondata.self.com/
Teacher created prompts
Skills Addressed Activities Framework
Elements Resources Standards
Prose Constructed Response
Prose Constructed Response:Pre-requisite skills:Note taking from a videoTask PurposeInteresting vs. ImportantRelevant vs. Irrelevant
Research SimulationYou have read two texts and watched one video which portray customs. Write an essay that compares and contrasts the way each author expresses his or her ideas about customs.
Reading / Writing Workshop
“Baucis and Philemon” Elements of Literature
If the Taliban takes power, Afghan women fear their freedoms may vanishhttps://newsela.com/articles/afghan-women/id/2674/
Everybody’s Different: Different Cultures, Different Traditions.https://www.youtube.com/watch?v=65uYTF2HDQc
RL.6.5
RL. 6.9
RL.6.10
W.6.2
W.6.9
Vocabulary Continue vocabulary study using materials found in the 6th grade Google Share Drive for Vocabulary
Do Now Share Drive for 6th grade vocabulary L.6.4L.6.5L6.6
Grammar Using punctuation with Informational text
Teach: Parenthetical Elements
DO NOW Elements of Language:Punctuation (End Marks, Commas, Semicolons, Colons) pages 560 – 582
Punctuation(Underlining, Italics, Quotations, Apostrophes, Hyphens, Dashes): pages 587-610
W.6.5
L.6.2A
ELA Grade 6Unit D
Topic: Who am I?English Language Arts, Grade 6 36
Time Frame: 7-8 WeeksPerformance Task: Narrative WritingUnit-Level Assessment: Novel tests, Elements of literature test, Vocabulary Quizzes, Cold Read Assessments
Description: This is a literature unit based on the novel When You Reach Me , by Rebecca Stead. This unit will focus on how plot, character, and setting move toward the conclusion of a novel. Students will learn about creating their own identity, developing and maintaining relationships, and forgiveness. Students will understand how an individual’s point of view effects the way situations and characters are perceived. The essential questions of the unit will: Is a person’s social and economic status important? How important are family and friends to contributing to the person you become? Can individual events change the course of history forever?
NJ SLS Target SkillsReading Writing Vocabulary Speaking and
Listening
Predicting and inferring Narrative Writing Latin and Greek Roots Socratic Seminar
Plot, Setting, Theme, Point of View Journal Entries
Direct and Indirect Characterization
Tier 2 Vocabulary – When You Reach Me
NJ SLS “I can” Statements
Number Reading Standards for LiteratureRL6.1 I can find textual evidence and make relevant connections to support my ideas about a text.
English Language Arts, Grade 6 37
RL.6.2 I can use details from the text to determine the theme of the story. I can give a summary of the story without bias.RL6.3 I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a
conclusion.RL6.4 I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on
meaning and tone.RL6.5 I can analyze how a particular sentence contributes to the theme, setting, or plot of a text.RL6.6 I can explain how an author develops the point of view of the narrator or the speaker in a text.RL6.7 I can compare and contrast the experience of reading a text with seeing or hearing a performance of the text.RL6.9 I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics.RL.6.10 With scaffolding if I need it. I can read and understand literature at or above my grade level.Number Reading Standards for Informational TextsRI6.2 I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary
of a text.RI6.9 I can compare, contrast, and reflect on texts in various forms in terms to their approaches to similar themes and topics (e.g.
a memoir written by and a biography written on the same person).Number Writing StandardsW6.3 I can write narratives that develop real of imagined experiences using effective technique, descriptive details, and logical
sequences.A – I can engage the reader by writing an introduction that explains a context and introduces a narrator and/or characters.B – I can use dialogue, pacing, and description to develop experiences, events, and characters in my narrative.C – I can use transition words, phrases, and clauses to convey sequence and signal shifts in time frame or setting in my narrative.D – I can use precise words and phrases, relevant descriptive details, and sensory language to help readers understand experiences and events in my narrative.E – I can write a conclusion that follows the experiences or events described in my narrative.
W6.4 I can write clear and focused pieces where the development, organization, voice, and style are appropriate to my audience.W6.6 I can use my keyboarding skills to produce and publish writing and collaborate with others. I can type at least three pages in
a single setting.W6.10 I can write over different time frames (time for research, reflection, metacognition/self-correction, and revision) and shorter
time frames (a single setting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.Number Speaking and Listening StandardsSL6.1 I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues.
1a: I can prepare myself for collaborative discussion by reading or studying the required material in advance.1b: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed.1c: I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under
English Language Arts, Grade 6 38
discussion.1d: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said.
SL6.2 I can interpret information presented in different media and formats and explain how it contributes to the discussion.SL6.6 I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and
appropriate.Number Language StandardsL6.3 I can use my knowledge of language and its conventions when writing, speaking, reading or listening.
A. I can vary my sentence patterns for meaning, reader/listener interest, and style/voiceB. I can maintain a consistent style/tone.
L6.4 I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words by using the strategies I’ve learned for reading sixth-grade content.A: I can use context clues to help me determine the meaning of a word or phrase.B: I can use what I know about Greek and Latin roots as clues to the meanings of words.C: I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning,or to find its part of speech.D: I can make a guess about what a word means and then check my understanding using reference materials.
L6.5 I can show that I understand deeper meanings of words and phrases.A: I can interpret discover the meaning of figurative language: similes, metaphors, personification, idioms, hyperboles, onomatopoeiaB: I can use relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category)C: I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different.
Text / Media SourcesExtended Texts Anthology ArticleWhen You Reach Me by Rebecca
“Lincoln’s Humor”, Essay by Louis Koenig, 132
“Actress's extra-short Afro changes view of beauty”https://newsela.com/articles/afro-beauty/id/3375/#articles/afro-beauty/id/3375/
English Language Arts, Grade 6 39
Stead“I was not alone” from I Dream a World, 350
The Story on Self-Esteemhttp://kidshealth.org/kid/feeling/emotion/self_esteem.html#
“Types of Family Structures” by Michelle Blessinghttp://family.lovetoknow.com/about-family-values/types-family-structures
MediaPyramid Previewhttps://www.youtube.com/watch?v=U-nRyQ05SHo
Cheerios Commercialhttp://www.huffingtonpost.com/2013/05/31/cheerios-commercial-racist-backlash_n_3363507.html
Teens Talk About Familyhttps://www.youtube.com/watch?v=beuvyZfBFGQ
That’s a Familyhttps://www.youtube.com/watch?v=sK3sqXXqS-4
Plot Diagram online application:http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html
Wordle:www.wordle.net
Prezi on Writing Point of Viewhttp://prezi.com/wizasb228rq_/developing-authors-point-of-view/
Resources
English Language Arts, Grade 6 40
Elements of LiteratureElements of LanguageNewselaKids Health.orgYou Tube Videos
Teacher Appendix
AssessmentsFormative Summative
Vocabulary Quizzes Narrative WritingElements of Literature Tests *Benchmark* STAR ReadingGrammar QuizzesNewsela QuizzesCold Read AssessmentsSocratic Seminar
Scope and SequenceSkills
Addressed Activities Framework Elements Resources Standards
Collegial Students should read the article Socratic Seminar “Types of Family Structures” by RI. 6.9
English Language Arts, Grade 6 41
Discussion “Family Structures” to themselves. Students should be ready to discuss the various structures of families as well as their own family structure.
Students should independently read the article “Types of Family Structures” by Michelle Blessing and watch the YouTube video “Controversial Cheerios Commercial” or “That’s a Family”. Discussion should be focused on text to text; text to world
Prose Constructed Response: You have read the article “Types of Family Structures” and viewed a video regarding family structures. Both explore the concept of family. Describe what family means to you. How important is it to be a member of a family? How do you rely on your family?
JournalingMichelle Blessinghttp://family.lovetoknow.com/about-family-values/types-family-structures
Family Commercialhttp://www.huffingtonpost.com/2013/05/31/cheerios-commercial-racist-backlash_n_3363507.html
That’s A Familyhttps://www.youtube.com/watch?v=sK3sqXXqS-4
SL.6.1
SL.6.2
SL.6.6
Citing Text Evidence
Read the short stories, “Lincoln’s Humor” and “I was not Alone”
Prose Constructed Response:You have read two articles. Based on the articles, how does the author show the types of people they were? How does this show individuality?
Reading Workshop
“Lincoln’s Humor”
“I Was Not Alone”
RL.6.1
RI.6.2
Skills Addressed Activities Framework
Elements Resources Standards
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Predicting / Inferring
Author’s POV
Students will view excerpts from the movie, A Wrinkle in Time.
Students will receive biographical information on the author.(Use the novel guide)
Students will make inferences about the novel, When You Reach Me.
Students will complete a KWL Chart.
Reading Workshop
Movie clip: A Wrinkle in timehttps://www.youtube.com/watch?v=m_CLckTe-dg
Novel Guide:http://www.juniorlibraryguild.com/images/9780982350690/StudyguideTeacher/WhenYouReachMe_TE_JLGGuide.pdf
Pyramid Previewhttps://www.youtube.com/watch?v=U-nRyQ05SHo
RL.6.6
RL.6.9
Extended Text StudyReading Strategy: Summarizing
Describing Plot
Analyzing Character Changes
Reading should be a collaborative reading of small groups and independent reading.
Plot AnalysisStudents will be given a plot diagram that students will complete as the novel is read aloud.
Direct and Indirect CharacterizationUse a handout on characters, chart, or interactive notebook to discuss various character types.Using the novel guide, students will answer prompt questions in their journal.
Reading workshop
Journaling
When You Reach Me
Novel Guide:http://www.juniorlibraryguild.com/images/9780982350690/StudyguideTeacher/WhenYouReachMe_TE_JLGGuide.pdf
RL.6.2
RL.6.3
RL6.7
RL.6.9
RL.6.10
W.6.10
Skills Activities Framework Resources Standards
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Addressed ElementsAnalyzing word choice for meaning and tone
Analyzing sentence contribution to overall theme
Students will read an excerpt from the autobiography I Know Why the Caged Bird Sings called Brother.Students will summarize the selection in a Think-Pair-Share situation.
PCR: Angelou says that she was not as handsome as Bailey was. What does that reveal about Angelou’s self-image? What else in the story supports this understanding about Angelou’s self-image?Students should work in pairs to create a Wordle using key vocabulary from the text and especially choosing words that describe Angelou.
Reading workshop
Journaling
Wordlewww.wordle.net
”Brother” fromI Know Why the Caged Bird Sings
RL.6.1
RL.6.4
RL.6.5
L.6.4
L.6.5
Developing Author point of view
Teach: Writing Point of View
Use “The House” activity from the Prezi to teach Point of View.First, Have the students look at it from their point of view. What is important to them? Underline key words/phrases.Second, Have the students look at it from the Realtor’s point of view. Box key words and phrases.Finally, have students look at it from the thief’s points of view. Highlight key words/phrases.
Writing Workshop Writing Point of Viewhttp://fictionwriting.about.com/od/crafttechnique/a/pointofview.htm
Using SOAPSTONEhttp://prezi.com/wizasb228rq_/developing-authors-point-of-view/
RL.6.6
Skills Activities Framework Resources Standards
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Addressed ElementsWriting Narratives
Write a Narrative that develops real or imagined experiences.
Use Process Writing.
After writing, have students journal about the process of writing a narrative. They should use metacognition to write about their thought processes during their writing
Writing Workshop Slideshow – Writing Narrativeshttp://www.slideshare.net/mungo13/writing-narratives
W.6.3 a-3
W.6.5
W.6.6
Writing over time frames
Use the novel guide to come up with journal prompts. Focus journal prompts on textual evidence and connections to the text and to the world.
Journaling Novel Guide:http://www.juniorlibraryguild.com/images/9780982350690/StudyguideTeacher/WhenYouReachMe_TE_JLGGuide.pdf
RL.6.9
W.6.10
Vocabulary Continue vocabulary study using materials found in the 6th grade Google Share Drive for Vocabulary
Do Now Share Drive for 6th grade vocabulary L.6.4L.6.5L6.6
Grammar Grammar and Mechanics study Do Now 6th Grade Interactive Language Arts Skill Buildershttp://www.internet4classrooms.com/skill_builders/punctuation_language_arts_sixth_6th_grade.htm
Using Dashes in Writinghttp://www.myenglishteacher.net/dashes.html
L.6.2
L.6.3
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Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students
Making Instructional Adaptations
Instructional Adaptations include both accommodations and modifications.
An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student.
Usually a modification means a change in what is being taught to or expected from a student.
-Adapted from the National Dissemination Center for Children with Disabilities
ACCOMMODATIONS MODIFICATIONSRequired when on an IEP or 504 plan, but can be implemented for any student to support their learning.
Only when written in an IEP.
Special Education Instructional Accommodations
Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C)
Gifted and Talented Instructional Accommodations
Teacher will implement Adaptations for Learning Styles (Appendix Teacher will implement appropriate UDL instructional adaptations (Appendix
English Language Learner Instructional Accommodations
Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E)
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APPENDIX B
Learning StylesAadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987)
Accommodating Different Learning Styles in the Classroom:All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred
mode of processing information- visual, audio, or kinesthetic.It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The
following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to
interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable.
Visual Utilize Charts, graphs, concept maps/webs, pictures, and cartoonsWatch videos to learn information and conceptsEncourage students to visulaize events as they readStudy using flash cardsModel by demonstrating tasks or showing a finished productHave written directions available for student
Audio Allow students to give oral presentations or explain concepts verballyPresent information and directions verbally or encourage students to read directions aloud to themselves.Utilize read aloudsUtilize songs, rhymes, chants and choral response,
Kinesthetic Act out concepts and dramatize eventsTrace words/sounds on paper, sand, or waterUse manipulativesAllow students to depen knowledge through hands on projects
Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions.
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Accommodations:Repeat/rephrase directionsProvide a checklist or step by step written directionsBreak assignments in to chunksProvide samples of desired productsHelp the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts
Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner.
Accommodations:Provide detailed directions for assignmentsProvide checklistsProvide frequent feedback and encouragementHelp precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts
Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiencesAccommodations:Allow to work independently or as a leader of a groupGive opportunities to solve problems and not memorize informationPlan hands-on tasksExplain relevance and real world application of the learningWill be likely to respond to intrinsic motivators, and may not be motivated by gradesHelp technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures
Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises.
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Accommodations:Allow choice in assignmentsEncourage creative solutions to problemsAllow students to experiment or use trial and error approachWill likely be motivated by autonomy within a task and creative assignmentsHelp confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail
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APPENDIX CUniversal Design for Learning Adaptations
Adapted from Universal Design For Learning
Teachers will utilize the examples below as a menu of adaptation ideas.
Provide Multiple Means of Representation
Strategy #1: Options for perception
Goal/Purpose ExamplesTo present information through different modalities such as vision, hearing, or touch.
Use visual demonstrations, illustrations, and modelsPresent a power point presentation.
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Strategy #2: Options for language, mathematical expressions and symbols
Goal/Purpose ExamplesTo make words, symbols, pictures, and mathematical notation clear for all students.
Use larger font size
Highlight important parts of text
Strategy #3: Options for Comprehension
Purpose ExamplesTo provide scaffolding so students can access and understand information needed to construct useable knowledge.
Use KWL strategies or charts.Provide written notesMake predictions
Graphic organizers and concept maps
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Provide Multiple Means of Action and Expression
Strategy #4: Options for physical action
Purpose ExamplesTo provide materials that all learners can physically utilize
Use of computers to type when available
Provide help with cutting, pasting, or other physical tasks
Preferential or alternate seating
Provide assistance with organization
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Strategy #5: Options for expression and communication
Purpose ExamplesTo allow the learner to express their knowledge in different ways
Allow oral responses or presentations
Students show their knowledge with webs, charts, graphs, or non-linguistic representations
Strategy #6: Options for executive function
Purpose ExamplesTo scaffold student ability to set goals, plan, and monitor progress
Provide clear learning goals, scales, and rubrics
Modeling skills and tasks
Utilize checklists
Give examples of desired finished product
Chunk longer assignments into manageable parts
Teach and practice organizational skills
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Provide Multiple Means of Engagement
Strategy #7: Options for recruiting interest
Purpose ExamplesTo make learning relevant, authentic, interesting, and engaging to the student.
Provide choice and autonomy on assignments
Use colorful and interesting designs, layouts, and graphics on written documents
Use games, challenges, or other motivating activities
Provide positive reinforcement for effort
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Strategy #8: Options for sustaining effort and persistence
Purpose ExamplesTo create extrinsic motivation for learners to stay focused and work hard on tasks.
Show real world applications of the lesson
Utilize collaborative learning
Incorporate student interests into lesson
Praise growth and effort
Recognition systems
Behavior plansStrategy #9: Options for self-regulation
Purpose ExamplesTo develop intrinsic motivation to control behaviors and to develop self-control.
Give prompts or reminders about self-control
Self-monitored behavior plans using logs, records, journals, or checklists
Ask students to reflect on behavior and effort
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Appendix D Gifted and Talented Instructional Adaptations
How do the State of NJ regulations define gifted and talented students?
Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities.
What types of instructional accommodations must be made for students identified as gifted and talented?
The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs..
What is differentiation?
Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics:
Prior knowledge Cognitive LevelLearning Rate Learning StyleMotivation Strength or Interest
And various curriculum components:Nature of the Objective Teaching ActivitiesLearning Activities ResourcesProducts
Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut).
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Gifted & Talented Accommodations Chart
Adapted from Association for Supervision and Curriculum Development
Teachers will utilize the examples below as a menu of adaptation ideas.
Strategy Description Suggestions for AccommodationHigh Level Questions
Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking.
Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when
given incomplete informationTiered assignments
In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas.
Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity
Flexible Skills Grouping
Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill.
Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance
Gifted learners develop advanced knowledge and skills in areas of talent
Independent Projects
Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic
Primary Interest Inventory Allow student maximum freedom to plan,
based on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process
involved throughout the study
Learning Centers
Centers are “Stations” or collections of materials students can use to explore,
Develop above level centers as part of classroom instruction
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extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics.
Interest Centers or Interest Groups
Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed.
Plan interest based centers for use after students have mastered content
Contracts and Management Plans
Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications.
Allow gifted students to work independently using a contract for goal setting and accountability
Compacting A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study.
Use pretesting and formative assessments Allow students who complete work or have
mastered skills to complete enrichment activities
Appendix E
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English Language Learner Instructional Accommodations
Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual
Language Arts Instruction:
Assign a buddy (who might speak same language). Simplify language, clarify or explain directions. Read directions in native language (may use online translator) Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Pre-teach proper nouns, difficult vocabulary, and pronunciation (ask students to repeat and pronounce back correctly) Highlight key words or phrases. Read aloud the text, using a slower rate of speech, as the student follows along. Allow ELL students to hear the text twice and have a second opportunity to check their answers. Keep a student’s linguistic ability in mind when selecting reading assignments Allow ELL students extended time Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).
Response: Allow for oral response instead of written response. Provide bilingual dictionaries. Allow the use of word walls and vocabulary banks. Allow ELL students to use graphic organizers. Allow flexibility in oral presentations (e.g. notes, presentation aides, or small group setting). Read assessments aloud, not including the reading assessments. Allow ELL students to discuss and clarify understanding of the writing assessment to the student so that the student can identify areas for
revision. The ELL student may also independently read aloud their writing assessment for the same purpose. Read aloud the text using a slower rate of speech, as the student follows along immediately prior to the district fluency assessments and
practice.
Science Instruction:
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Assign a buddy (who might speak same language) Pre-teach difficult vocabulary Simplify language, clarify or explain directions. Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Highlight key words or phrases. Read aloud questions and possible answers, using a slower rate of speech, as the student follows along. Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time. Provide specific seating arrangement (close proximity for direct instruction and teacher assistance).
Response: Allow flexibility in oral presentations (e.g. presentation aides, or small group settings). Allow for oral response instead of written response (Provide bilingual directions). Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label) Allow the use of word walls and vocabulary banks.
Social Studies
Instruction: Assign a buddy (who might speak same language) Simplify language clearly or explain directions. Read directions in native language. Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Pre-teach difficult vocabulary Highlight key words or phrases. Read aloud text, questions and possible answers using a slower rate of speech as the student follows along, Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time. Give more frequent breaks as needed during instruction and assessments. Provide specific seating arrangements (close proximity for direct instruction and teacher assistance).
Response: Allow for oral response instead of written response Allow the use of word walls and vocabulary banks.
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Allow ELL students to use graphic organizers. Allow flexibility in oral presentation (e.g. notes, presentation aides, or small group setting). Allow student to build a model, draw a picture, or make a collage to demonstrate knowledge of the topic Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment, to make the text meaningful. Read assessment aloud. Allow ELL students to discuss and clarify understanding performance prompt prior to starting the assessment Provide bilingual dictionaries
.
Math
Instruction: Provide bilingual dictionaries. Simplify language, clarify or explain directions. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful. Pre-teach difficult vocabulary. Highlight key word or phrases. Allow ELL students to hear word problems twice and have a second opportunity to check their answers. Allow ELL students extended time for word problems. Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy).
Response: Allow for oral explanations Allow the use of word walls and vocabulary banks.
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