english language arts grade 6, 2011

7/27/2019 English Language Arts Grade 6, 2011

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Grade 6 English Common Core Standards

Curriculum Alignment

Mr. John Hogan

Superintendent of Schools

Mrs. Ann Peluso

Assistant SuperintendentMs. Kathleen OFarrell

Director of English

Mr. Anthony S. Cali

Principal, Cornwell Avenue School

Mrs. Theresa GanleyPrincipal, George Washington School

Ms. Marcia Murray

Principal, West Hempstead Middle School

Mr. Daniel Rehman

Principal, West Hempstead High School

Curriculum Writers

Ms. Alison Messana, West Hempstead Middle School

Ms. Suzanne Parker-Hall, West Hempstead Middle School

Ms. Kathleen OFarrell, Director of English

August 2011


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Table of ContentsI. Introduction to Balanced Literacy

a. Critical Attributes ofIndependentReading and

Writing

b. Critical Attributes and Management ofLearningCenters

c. Critical Attributes of Literature Circles

II. Reading Workshop Overview

a. Read Aloudb.Shared Readingc. Guided Readingd.6th Grade Common Core Standards with Current Curriculum:

Literature and Informational Text

III. Writing Workshop Overview

a.Write Aloudb.Shared Writingc. Interactive Writingd.Guided Writinge. 6th Grade Common Core Standards with Current Curriculum

IV. Gr. 6 Word Study & Word WisdomUnits of Study

a. 6th

Grade Common Language Progressive Skills

b.Speaking and Listening Standardsc. College and Career Readiness Standards

d. Language Standards

V. Grades 6-12 link to NYS Common Core Standards


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I. Introduction to Balanced Literacyin the ClassroomBalanced literacy refers to reading and writing

done to, with, and by children.

This balance speaks to the amount of teachercontrol and student independence. Some

components of balanced literacy require a higher

level of teacher demonstration while other

components require more student time and

ownership.


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Critical Attributes ofIndependent Reading and Writingstudents choose to read books at their

independent reading level for asustained periodof time each day

students select purposes and topics for writingstudents practice strategies demonstrated in shared

and guided reading and writing

students build self-esteem and competency asreaders and writers

students share their work by reading to others,conferences, retellings, or publishing


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Critical Attributes ofLearning Centers to build upon what children already know and are able to do to provide enjoyable, successful experiences in learning to read and

write

to interact in meaningful, purposeful ways with literacy to encourage interactions with language and print at each childs

individual level

to connect with literacy in a non-fragmented way to create and display literacy for a print-rich environment to extend the students natural language to foster thoughtful processes about learning to read and write to meet the needs of students with different learning styles to encourage students organizational skills and responsibility for

learning materials

to teach students how to work cooperatively or collaboratively withothers

to assist students in learning through the context of socialrelationships

to facilitate flexible small group and guided reading instruction


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Management of Learning Centers

center materials should be well organized and clearly labeled

special consideration should be give to the flow of traffic from onecenter to another

materials in each center should be available and easy to access display space in centers should be available for placing students

completed work especially for larger art-type projects

storage space should be provided for ongoing and completed studentwork

learning centers should have ongoing routines that are taught to thechildren

centers should be introduced one at a time to the students with timeto practice using the center

learning center materials may be changed according to studentinterest or a specific learning goal

each center should have an adequate but not overabundant supply ofmaterials

quiet activities should be separated from noisier activities


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Critical Attributes ofLiterature Circlesgroup of children discussing a book setread the book independently or with their peersheterogeneously groupedfocuses on student interestcomprehension strategies addressed

reaction, reflection, response


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II. Reading Workshop OverviewRead Aloudan able reader (usually the teacher or parent) reads

out loud

students do not see the printed text but may seethe illustrations

choose text 2-3 grade levels above the reading levelof the listeners

model fluent reading, advanced sentencestructure, and vocabulary

introduce new forms such as poetry and theclassics

develop story sense limit time; make read-aloud a teaching event


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Read AloudBefore

Introduction

Why choose this book?

Tie book to experience

Clarify potentially difficult concepts

DuringUse expressive voice

Show illustrations

Share personal experiences

Predict, question

Accept and value comments from childrenAnswer all questions

Talk about authors ideas and viewpoint

AfterContinue discussing predictions

Share life experiences

Make connections

Make books available to children

Allow children to respond through activities that

grow out of their interests


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Shared Reading teacher reads text, inviting students to join in the

reading

teacher models strategies in context text must be visible to students: big books, charts,

posters, overheads, basal

develops concepts about print and language text presents supports and challengesmodels repeated readings


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Guided Reading students read a text at their instructional level (supports

and challenges) in a small group

teacher provides an introduction and support asneeded

teacher does notread the text each student has a copy of the text strategies are practiced in context discussion supports comprehension provides opportunity for the teacher to assess and

diagnose

beginning readers use quiet voices to read aloud at theirown rate

this is not choral reading or round-robin reading


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6th Grade Common Core Standards with Current Reading C

Reading Standards for Literature 6

Core Standard Sept. Oct. Nov. Dec. Jan. Feb. 1. Cite textual evidence to support

analysis of what the text says

explicitly as well as inferences drawn

from the text.

- Lesters

Lesson

2. Determine a theme or central idea of

a text an how it is conveyed through

particular details; provide a summary

of the text distinct from personal

opinions or judgments.

- Lesters

Lesson-What

Freedom

Means

3. Describe how a particular storys or

dramas plot unfolds in a series of

episodes as well as how the charactersrespond or change as the plot moves

toward a resolution.

-TheWish

Giver

4. Determine the meaning of words

and phrases as they are used in a text,

including figurative and connotative

meanings; analyze the impact of a

specific word choice on meaning and

tone.

WordWisdom

Unit 1:

Comm-

unication

WordWisdom

Unit 2:

The

Body

Word

WisdomUnit 3:

Personality

Word

Wisdom

Unit 4:Earth,

Sky, and

Water

Word

Wisdom

Unit 5:Movement

5. Analyze how a particular sentence,chapter, scene, or stanza fits into the

overall structure of a text and

contributes to the development of the

theme, setting, or plot.

X X X X X X


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6. Explain how an author develops the

point of view of the narrator or

speaker in a text.

a) Explain how an authors geographic

location or culture

affects his or her perspective.

a. Analyze interpretations of a story,

drama, or poem by

dramatic irony) create such effects as

suspense or humor.

-The

EgyptGame

7. Compare and contrast the

experience of reading a story, drama,

or poem to listening to or viewing an

audio, video, or live version of the

text, including contrasting what they

see and hear when reading the text

to what they perceive when they listenor watch.

8. Not applicable

9. Compare and contrast texts in

different forms or genres (e.g., stories

and poems, historical novels and

fantast stories) in terms of they

approaches to similar themes and

topics.

-Wishes

-Wish

Giver-

Sylvester

and theMagic

Pebble

10. By the end of the year, read andcomprehend literature, including

stories, dramas, and poems, in the

grades 6-8 text complexity band

proficiently, with scaffolding as

needed at the high end of the range.

11. Recognize, interpret, and make

connections in narratives,

X - The

Egypt


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poetry, and drama, ethically and

artistically to other texts,

ideas, cultural perspectives, eras,

personal events, and

situations.

a) Self-select text based on personal

preferences.

b) Use established criteria to classify,

select, and evaluate

texts to make informed judgments

about the quality of the pieces.

Game

Game


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6th Grade Common Core Standards with Current Reading C

Reading Standards for Informational Text 6

Core Standard Sept. Oct. Nov. Dec. Jan. Feb. M1. Cite textual evidence to support

analysis of what the text says

explicitly as well as inferences drawn

from the text.

Periodical

Reports

2. Determine a central idea of a text

and how it is conveyed through

particular details provide a summary

of the text distinct from personal

opinions or judgments.

Periodical

Reports

3. Analyze in detail how a keyindividual, event, or idea is

introduced, illustrated, and elaborated

in a text )e.g., through examples or

anecdotes).

-TheEgypt

Game

4. Determine the meaning of words

and phrases as they are used in a text,

including figurative, connotative, and

technical meanings.

Word

Wisdom

Unit 1:

Comm-unication

Word

Wisdom

Unit 2:

TheBody

Word

Wisdom

Unit 3:

Personality

WordWisdom

Unit 4:

Earth,Sky, and

Water

WordWisdom

Unit 5:

Movement

WW

U

R

5. Analyze how a particular sentence,paragraph, chapter, or section fits into

the overall structure of a text and

contributes to the development of the

ideas

X X X X X X X

6. Determine an authors point of

view or purpose in a text and explain

X X X X X X X


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well as in words.

8. Delineate and evaluate the argument

and specific claims in a text, including

the validity of the reasoning as well as

the relevance and sufficiency of the

evidence.

9. Analyze how tow or more textsaddress similar themes or topics in

order to build knowledge or to compare

the approaches the authors take.

10. Read and comprehend complex

literary and informational texts

independently and proficiently.

11. Respond to literature by employing

knowledge of literary language, textual

features, and forms to read

and comprehend, reflect upon, andinterpret literary texts from a variety of

genres and a wide

spectrum of American and world

cultures.

BenchmarksF & P

-Reading Inventory

Data Due: 2 weeks prior

to end of 1st

marking

period

F & P

-Running Record


to end of 2nd

marking

period

F & P

-Running Record forat risk students only


to end of 3rd

marking

period


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III. Writing Workshop OverviewWrite Aloudan able writer (usually the teacher or parent)

writing on an overhead, blackboard, or chart

paper talking out loud about the process of writing

model decision making on choice of topic to writeabout

model writing process and decision making,capital letters, punctuation, and spacing

introduce new conventions of print and new formsof writing

model editing techniques and art of conveying amessage

limit time; this is a direct teach event


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Shared Writing teacher holds the pen and writes on a surface large

enough for all children to see

teacher models writing process and decision makingabout conventions used

children contribute to and experience the compositionprocess

writing is a negotiated process with topics, meanings,and choices of words jointly decided by students andteacher

develops understandings so concepts about print allows children to examine print details closely shared writing material becomes reading materials that

are relevant and interesting to children (poems, charts,

wall stories, daily news)


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Interactive Writingstudents and teacher compose, write and revise

text together by sharing the pen

assists students in learning how to record orallanguage

demonstrates concepts about print, letter-soundrelationships, and syllabication

demonstrates use of high-frequency words, wordfamilies, endings, and slow articulation of words

demonstrates rereading of text to help maintainmeaning

students reread finished text in centers orindependent reading


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Guided Writing teacher provides topic or purpose for writingstudent(s) compose written text teacher provides guidance and support as neededwriting strategies practiced in the process of writing

for a purpose

provides opportunity to assess and diagnoseindividually or in groups

editing conferences and response groups providesupport for expanding ideas, and conveying

meaning to an audience


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6th Grade Common Core Standards with Current Writing C

Writing Standards 6

CoreStandard Sept. Oct. Nov. Dec. Jan. Feb.

Speaking and Listening Standards 6

CoreStandard Sept. Oct. Nov. Dec. Jan. Feb.

Benchmarks

Midterm: tba

Final Exam: tbaWriting

Student selected

Unedited

* From Writers

Workshop Units


to end of 1stmarking

period

Writing

Student selected

Unedited

* From Writers

Workshop Units


to end of 2nd marking

period

Writing

Student selected

Unedited

* From Writers

Workshop Units


to end of 3rd marking

period


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IV. Word Study Overviewdaily, direct and explicit letter and word workpresented in context or isolationfun, manipulativesupports good spelling and proofreadingprovides opportunity to practice high frequency

words

uses word families, onsets and rimes, pattersword walls and word wall activities


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Grade 6 Word WisdomUnit ThematicOverview

Each unit is broken into four parts:Context Clues

Latin Roots

Context Clues

Review

Unit 1. CommunicationUnit 2. The BodyUnit 3. PersonalityUnit 4. Sky, and WaterUnit 5. MovementUnit 6. RelationshipsUnit 7. AppearanceUnit 8. TimeUnit 9. Good and Bad


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Language Progressive Skills 6

Core Standard Sept. Oct. Nov. Dec. Jan. Feb.

L.3.1f. Ensure subject-verb and pronoun-

antecedent agreement.

L.3.3a. Choose words and phrases for effect.

L.4.1f. Produce complete sentences,

recognizing and correcting inappropriate

fragments and run-ons.L.4.1g. Correctly use frequently confusedwords (e.g., to/too/two;

there/their).

L.4.3a. Choose words and phrases to convey

ideas precisely.*

L.4.3b. Choose punctuation for effect.

L.5.1d. Recognize and correct inappropriate

shifts in verb tense.

L.5.2a. Use punctuation to separate items in a

series.L.6.1c. Recognize and correct inappropriate

shifts in pronoun

number and person.

L.6.1d. Recognize and correct vague pronouns

(i.e., ones withunclear or ambiguous antecedents).

L.6.1e. Recognize variations from standard

English in their own

and others writing and speaking, and identify

and use strategies to

improve expression in conventional language.L.6.2a. Use punctuation (commas, parentheses,

dashes) to set off

nonrestrictive/parenthetical elements.

L.6.3a. Vary sentence patterns for meaning,reader/listener

interest, and style.

L.6.3b. Maintain consistency in style and tone.


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6th Speaking and Listening Common Core Standards with Current Spe

Curriculum

Speaking and Listening Standards 6

Core Standard Sept. Oct. Nov. Dec. Jan. Feb.

1. Engage effectively in a range ofcollaborative discussions (one-to-one, in

groups, and teacher-led) with diverse

partners on grade 6 topics, texts, and

issues, building on others ideas and

expressing their own clearly.

a) Come to discussions prepared having

read or studied required material;

explicitly draw on that preparation by

referring to evidence on the topic, text,

or issue to probe and reflect on ideas

under discussion.

b) Follow rules for collegial discussion,

set specific goals and deadlines, and

define individual roles as needed.

c) Pose and respond to specific

questions with elaboration and detail by

making comments that contribute to the

topic, text, or issue under discussion.

d) Review the key ideas expressed anddemonstrate understanding of multiple

perspectives through reflection and

paraphrasing.

e) Seek to understand and communicate

with individuals from different

perspectives and cultural backgrounds.


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2. Interpret information presented in

diverse media and formats )e.g.,

visually, quantitatively, orally) and

explain how it contributes to a topic,

text, or issue under study.

a) Use their experience and their

knowledge o language and logic, as well

as culture, to think analytically, address

problems creatively, and advocate

persuasively.

3. Delineate a speakers argument and

specific claims, distinguishing claims

that are supported by reasons and

evidence from claims that are not.

4. Present claims and findings,

sequencing ideas logically and using

pertinent descriptions, facts, and detailsto accentuate main ideas or themes; use

appropriate eye contact, adequate

volume, and clear pronunciation.

5. Include multimedia components (e.g.,

graphics, images, music, sound) and

visual displays in presentations to clarify

information.

6. Adapt speech to a variety of contexts

and tasks, demonstrating command of

formal English when indicated or

appropriate.


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College and Career Readiness Anchor Standards for Language 6

Core Standard Sept. Oct. Nov. Dec. Jan. Feb.1. Demonstrate command of the

conventions of standard English

grammar and usage when writing or

speaking.2. Demonstrate command of the


capitalization, punctuation, and spelling

when writing.

3. Apply knowledge of language to

understand how language functions in

different contexts, to make

effective choices for meaning or style,

and to comprehend more fully whenreading or listening.

4. Determine or clarify the meaning of

unknown and multiple-meaning words

and phrases by using

context clues, analyzing meaningful

word parts, and consulting general and

specialized reference

materials, as appropriate.

5. Demonstrate understanding of

figurative language, word relationships,

and nuances in word meanings.

6. Acquire and use accurately a range of

general academic and domain-specific

words and phrases sufficient

for reading, writing, speaking, and

listening at the college and career


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readiness level; demonstrate

independence in gathering vocabulary

knowledge when considering a word or

phrase important to

comprehension or expression.

Language Standards 6Core Standard Sept. Oct. Nov. Dec. Jan. Feb.1. Demonstrate command of the

conventions of standard

English grammar and usage when

writing or speaking.

a. Ensure that pronouns are in the proper

case

(subjective, objective, possessive).

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

c. Recognize and correct inappropriate

shifts in pronoun

number and person.*

d. Recognize and correct vague

pronouns (i.e., ones

with unclear or ambiguous

antecedents).*

e. Recognize variations from standard

English in theirown and others' writing and speaking,

and identify

and use strategies to improve expression

in conventional language.*

2. Demonstrate command of the



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capitalization, punctuation, and spelling

when writing.

a. Use punctuation (commas,

parentheses, dashes) to set

off nonrestrictive/parenthetical

elements.*

b. Spell correctly.

3. Use knowledge of language and its

conventions when writing, speaking,

reading, or listening.

a. Vary sentence patterns for meaning,

reader/listener

interest, and style.*

b. Maintain consistency in style and

tone.*

4. Determine or clarify the meaning of

unknown and multiple-meaning wordsand phrases based on grade 6

reading and content, choosing flexibly

from a range of strategies.

a. Use context (e.g., the overall meaning

of a sentence or paragraph; a words

position or function in a sentence) as a

clue to the meaning of a word or

phrase.

b. Use common, grade-appropriate

Greek or Latin affixes and roots as clues

to the meaning of a word

(e.g., audience, auditory, audible).

c. Consult reference materials (e.g.,

dictionaries,

glossaries, thesauruses), both print and

digital, to find the pronunciation of a


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word or determine or clarify its precise

meaning or its part of speech.

d. Verify the preliminary determination

of the meaning of a word or phrase (e.g.,

by checking the inferred meaning in

context or in a dictionary).

5. Demonstrate understanding of

figurative language, word

relationships, and nuances in word

meanings.

a. Interpret figures of speech (e.g.,

personification) in context.

b. Use the relationship between

particular words (e.g.,

cause/effect, part/whole, item/category)

to better understand each of the words.

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

denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful,

thrifty).

6. Acquire and use accurately grade-

appropriate general academic and

domain-specific words and phrases;

gather vocabulary knowledge when

considering a word or phrase important

to comprehension or expression.


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V. NYS Common Core Standards Links:

http://www.p12.nysed.gov/ciai/ela/elarg.html

http://engageny.org/common-core/

english language arts grade 6, 2011

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