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FNWSU Literacy Curriculum Grade 6 Fall 2010 1
FNWSU Literacy Curriculum GRADE 6
Power Standard
#1 Literate
Community
Students
participate as
members of a
21st century
literate
community by
creating,comprehending,
and responding
purposefully to
a range of
media, images,
and texts.
(Aligns with Standards
1.4, 5.14)
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Reading Extensively
Reading Widely and
In-Depth
Literate Community
-Read the equivalent of two instructional or independent level
books a month (including summer months)
- Read at least three different genres/ kinds of text and a
variety of authors as in the following:
literary texts: poetry, plays, fairy tales, fantasy,fables, folktales, realistic fiction, historical fiction,
science fiction, mysteries, legends, myths
informational: textbooks, magazines, thesaurus,biography, autobiography, reports, newspapers, Internet
Web sites, public documents and discourse, essays,articles
practical/functional texts: procedures, instructions,menus, recipes, announcements, invitations,
advertisements, pamphlets
- Read four books (or the equivalent) by an author, about a
subject or in one genre
-Develop reading stamina by reading to 40-50 minutes per day
(*******not in GEs but was in our last curr iculum)
- Self-select reading materials of personal interest and readingability
-Participate in discussions about text, ideas, and student writing:
offer comments support evidence recommend books and other materials ,
Active Listening
-Ask clarifying questions
-Restate information
-Respond appropriately in a
variety of modes
-Be responsive, respectful to
the speaker
-Extend and apply
-Make connections
Speaking
-Share knowledge and
perspectives
-Show awareness of audience
by adapting language & style
-Respond effectively to
audience
-Use language expressively
-Speak clearly with
appropriate pacing and volume
-Assume roles in group
communication tasks
-Individual andClass Reading
Logs?
-Teacher
Observations?
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respond to comments and recommendations
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FNWSU Literacy Curriculum Grade 6 Fall 2010 3
FNWSU Literacy Curriculum GRADE 6
Power Standard#2 Reading
Strategies
Students
effectively
apply a
combination of
word
identification,
vocabulary,
monitoring, &
broad
comprehension
strategies to
help them read.
(act of reading)
(Aligns with Standards
1.1, 1.13, 1.14, 1.18, 1.19, 2.1,
2.2, 2.6, 2.9, 3.2)
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Word Study/Word
Identification/Phonics
Word identification
Analyzing word
structure
Sound-symbol
correspondence
Word patterns
Syllables-Decode multi-syllabic words using sounds, six-
syllable types, word patterns including prefixes and
suffixes
Word ID/Vocabulary
Apply word
identification skills
(including six syllable
types & syllable division)
& use resources to
identify and understand
unfamiliar vocabulary
words
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FNWSU Literacy Curriculum Grade 6 Fall 2010 4
Vocabulary
Identifying meaning of
words
Relationship of words(e.g. synonyms,
antonyms)
-Use strategies to unlock word meaning including:
prefixes, suffixes, base words, context clues, and
prior knowledge
-Use resources to unlock word meaning including:
dictionaries, glossaries, and thesauruses
-Identify synonyms, antonyms, homonyms,
homophones, shades of meaning or simple analogies
-Describe words in terms of categories, functions, or
features
-Select and explain appropriate words to use in
context, including content-specific vocabulary,
multiple meaning words, or precise vocabulary
Word ID/Vocabulary
Apply word
identification skills
(including six syllabletypes & syllable division)
& use resources to
identify and understand
unfamiliar vocabulary
words
^Gates-
MacGinitie
Forms T & S
Comprehension
Applying reading
strategies to
understand text
-Use prior knowledge, summary, prediction, and make
text-based inferences determine importance,
generate literal, clarifying, and inferential questions,
visualize, make connections, & take notes,
-Locate, use, and analyze text features, including
Broad Comprehension
Construct meaning of
varied texts by
activating prior
knowledge, predicting,
inferring, making
^F & P Text
Level Y
^Gates-
MacGinitie
Forms T & S
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FNWSU Literacy Curriculum Grade 6 Fall 2010 5
transition words and phrases, subheadings,
bold/italicized print, parts of book
-Use text structure clues, including chronological,
cause/effect, compare/contrast, proposition &support, logical/sequential
connections, visualizing,
asking questions,
determining important
ideas and themes,
summarizing, and using
text structure clues
while reading
Context and Self-
Correction Strategies
Monitoring and
Adjusting Strategies
- Use syntax/language structure, semantics/meaning,
or other context cues to predict, adjust/self-
correct as necessary, and confirm what is being read
- Preview text selection, and sample a page for
readability and interest
- Skim and scan text
- Reread and adjust rate of reading and strategy use
according to purpose of reading and type of text
Monitoring
Monitor and adjust
reading by self-
correcting using
sentence structure andcontext cues. Expand
concept of text
^F & P Text
Level Y
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FNWSU Literacy Curriculum GRADE 6
Power Standard
#3 Reading
Accuracy
Students read
grade
appropriate
text with
accuracy and
fluency in a way
that makes
meaning clear
Aligns with Standard 1.2
Concepts Skills/Strategies
Power Indicators Common Local
Assessment
Accuracy & Fluency
Rate & Accuracy
Phrasing (e.g.
expression, punctuation)
-Read grade appropriate material with at least 90-
94% accuracy at the end of grade 6
- Read grade-appropriate text with oral and silent
fluency at a rate of 135-160 correct words per
minute
- Read grade-appropriate text in a way that makes
meaning clear by:
^reading with correct phrasing
^using good expression
^paying attention to punctuation, text features,
and dialogue
Accuracy: Read
material appropriate for
the end of grade 6
within the instructionalrange of 90-94%
accuracy.
Fluency: Oral and silent
reading of material
appropriate for end of
grade 6 demonstrates
phrasing, expression and
attention to text
features at rates of
135-160 correct words
per minute (cwpm).
^F & P
Benchmark
Assessment
Text Level Y
(Instructional
Level)
^Grade Level
Fluency
Measure
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FNWSU Literacy Curriculum GRADE 6
Power Standard
#4 Reading
Comprehension
Students read,
understand,
interpret and
analyze
informational
texts.
Aligns with Standards
1.15, 2.1, 2.2, 2.7, 2.11
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Initial Understanding
of Informational Text
-Obtain information from ALL text features
-Use text to answer questions about main ideas and
key details
-Identify characteristics of a variety of types of
references (e.g., magazines, newspapers, public
documents, discourse, autobiographies, essays,
articles and thesauruses) and practical/functional
(e.g., advertisements and pamphlets)
-Organize information to show understanding of main
ideas or details using charting, mapping,
paraphrasing, summarizing, comparing and
contrasting
-Use text features (the
glossary, index, bold or
italicized text,
headings, subheadings,
graphs or illustrations)
to obtain information in
order to answer literal
and inferential
questions related to
central ideas and key
details
-Communicate learning
by taking notes and
organizing information
by comparing &
contrasting central
details within or across
texts
^F & P Level Y
(Instructional
Level)
^VT Item
Bank
^Progress
Assessment 1
OR 2 OR 3
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Analysis &
Interpretation of
Informational
Text/Citing Evidence
-Connect and synthesize information within or across
text (i.e. create appropriate titles or form
judgments/opinions about central or controlling
ideas)
-Make inferences about text including authors
purpose or message
-Make inferences about cause and effect
-Distinguish fact from opinion and identify possible
bias/propaganda
-Analyze and synthesize
information within and
across reference,
practical, & functional
texts
-Determine authors
purpose/s or
bias/propaganda
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FNWSU Literacy Curriculum Grade 6 Fall 2010 9
FNWSU Literacy Curriculum GRADE 6
Power Standard
#5 Reading
Comprehension
Students read,understand,
interpret and
analyze literary
texts.
Aligns with Standards
1.3, 1.15, 2.1, 2.2, 2.7, 2.11
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Initial Understanding
of Literary Text(Comprehension)
When reading text, students will be able to cite
evidence from the text to:
Identify and describe characters physicalcharacteristics, personality traits, interactions,
and motives as they change over t ime citing
thoughts, words, and actions
Paraphrase or summarize the setting, plot, majorevents, and key ideas in a logical sequence
Identify character and setting changes over timeIdentify and describe possible causes and effects Demonstrate knowledge of characteristics of a
variety of types of literary text (e.g. poetry,
plays, fairy tales, fantasy, fables, realistic fiction,
folktales, mysteries, historical fiction, science
fiction, legends, and myths)
Demonstrate knowledge and use of literarydevices/authors craft as appropriate to thegenre (e.g. rhyme, alliteration, dialogue,
description, imagery, similes, simple metaphors,
exaggeration, foreshadowing, suspense,
onomatopoeia, idioms, clichs, personification andrepetition)
Describeinteractions of
characters and
change over time
citing thoughts,
words, and actions
Identify change ofsetting over time
Make logicalpredictions and
connections based onevidence from text
Make inferencesabout cause and
effect and external
conflicts
Identify literarydevices such as
flashbacks,
onomatopoeia,
foreshadowing,suspense, and
repetition
Analyze how thenarrators point of
view affects the
readers
interpretation
Identify implied or
^ F & P
Level Y
(Instructional
Level)
^VT Item
Bank
^Progress
Assessment 1
OR 2 OR 3
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FNWSU Literacy Curriculum Grade 6 Fall 2010 10
Analysis and
Interpretation of
Literary Text/ Citing
Evidence
When reading text, students will be able to cite
evidence from the text to:
Make logical predictions about text using evidencefrom the text
Make inferences about:^Characters personality traits or their change
over time by providing examples of thoughts,
words, or actions that reveal the
problem/conflict or solution
^Problem, conflict, solution, cause and effect
and possible motives of characters
^The relationship among elements within the
text (e.g. How historical era influences the
characters actions or thinking)
^The external conflict (e.g. person vs.
person/nature/society/fate)
^How the narrators point of view affects the
readers interpretation
^The authors implied or stated purpose,
message and theme
Analyze authors craft as appropriate to genreExplain how dialogue advances the plot of the
stated authors
message
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FNWSU Literacy Curriculum Grade 6 Fall 2010 11
story
Support opinions with evidence from the textGenerate a well-developed and supported personal
response to reading by comparing the text to
personal experience, prior knowledge, and otherbooks
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FNWSU Literacy Curriculum Grade 6 Fall 2010 12
FNWSU Literacy Curriculum GRADE 6
Power Standard
#2 Writing
Dimensions/
Process
Students apply
the processes
of writing
including
drafting,
revising, editing,
and critiquing to
create a written
product for the
purpose of
communication,
discovery, or
expression.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Prewriting, drafting,
revising, editing,
publishing
In addition to previous:
Pre-write
- Explore topics by determining purpose, audience,
and form
- Identify and take notes from resources when
applicable
- Use appropriate graphic organizers
- Discuss ideas with peers/teachers
Draft
-Establish voice/tone that is appropriate to the
content and audience-
-Write a cohesive piece which includes:
^introduction with hook, setting/context, and
focus/thesis
^a controlling idea which is consistent throughout
^details that contribute to development of ideas
Prewriting
-Generate and select
topics related to a given
purpose
-Gather relevant details
from text and/or
experience that support
focus
-Use oral or visual
strategies to share and
organize details
Drafting and revision of
content ideas
-Explore and elaboratedetails in order to
develop a controlling
idea and reach
meaningful conclusion
-Revise writing length
and connection of
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^a conclusion that demonstrates deeper
understanding
- Use transitions effectively
- Use effective organization to support purpose
- Use techniques from literature and descriptive
language
Revise
- Reread own writing to check for meaning
- Check for coherence and structure
- Add details that enhance the story
- Delete irrelevant details
- Reflect on and improve writing using established
criteria
- Select vocabulary and title for more precise
meaning
- Rearrange sections of text to improve organization
of ideas
- Confer with others and use feedback to revise
details for
effectiveness by
conferencing (teachers
and peers) and utilizing
benchmarked models
and rubrics
-Use rich transitions to
connect ideas and to
create coherence within
the piece
Editing and Publishing
-Use editing skills and
tools to check grammar,
usage, and mechanics
-Edit independently and
collaboratively
-Share final drafts with
an intended audience
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- Reflect on and improve writing using established
criteria
Edit
-Self-edits
-Edit with help from adults and peers
-Use resources to correct spelling of unknown words
-Use grade-appropriate grammar, usage, and
mechanics
Publish
-Create and share text with an audience in a variety
of forms (handwritten, electronic, or visual display
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FNWSU Literacy Curriculum GRADE 6
Power Standard
#3
Writing
Conventions &
Structures
Students
demonstrate
command of the
structures of
English language
by writing with
appropriate
English grammar
and conventions.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Grammar, Usage,
Mechanics, Spelling-Use correct grammar; employ a variety of sentence
structures, follow conventional spelling; use correct
mechanics display few errors or patterns of errors,
relative to length and complexity; make only
intentional, effective departure from conventions.
Spelling
- Identify misspelled words.
- Correctly spell grade appropriate, high frequency
words, including homonyms and homophones.
- Applying syllable and affixing spelling
patterns/rules to new situations.
Punctuation
Applies rules of standard English usage to correct
grammatical errors (i.e. agreement sub/verb)
consistency (verb tense), and irregular form (verb
and nouns)
Grammar
Students willbuild
meaningwith
Adjective clauses and
compound sentences
with comma and
conjunction or a semi-
colon.
Students willedit for
clarity
Pronoun Antecedent
agreement, run on
sentences
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FNWSU Literacy Curriculum Grade 6 Fall 2010 16
- Identify and use eight parts of speech.
- Use the positive comparative and superlative forms
of adjectives.
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FNWSU Literacy Curriculum GRADE 6
Power Standard
#4
Informational
Writing
Students will
write
informational
pieces with
purpose,
organization,
voice and
details in order
to show thinking
through
analysis,
synthesis and
evaluation.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Purpose, Voice,
Organization, Details
(Elaboration)
Response Informational Text
-State and maintain a focus (purpose)
-Select appropriate information to set
context/background
-Summarize key ideas
-Connect what has been read (ideas/concepts) toprior knowledge or other texts
-Use specific details and references to text and
citations to support focus or judgment
-Organize ideas using transition words/phrases and
writing a conclusion that provides closure
-Use appropriate voice and tone through word choice
and sentences with embedded phrases and clauses
Report
-State and maintain a focus /controlling idea
(purpose) on a topic using an appropriate
organizational text structure (e.g. description,
Purpose:
-Select appropriate
information to set the
context in order to
convey a perspective.
-Establish a topic while
maintaining a
focus/controlling idea.
-Anticipate readers
needs through
appropriate format and
stating a position when
necessary.
Voice:
-Demonstrate use of
appropriate voice and
tone (word choice,
sentences with
embedded phrases and
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FNWSU Literacy Curriculum Grade 6 Fall 2010 18
chronology, proposition/support, compare/contrast)
-Select appropriate information to set the context
-Include a lead/hook (e.g. startling statistic,
anecdote/scenario, general to specific, quotation)
-Use transition words or phrases
-Obtain information from multiple locations and
sources
-List sources at end of a report, if appropriate
-Elaborate by including relevant and sufficient facts
and details, (excluding extraneous information)
-Address readers concerns (provide context)
-Write a conclusion
Procedure
-Include an appropriate purpose in context
-Record a list of specific materials
-Create a format that is easy to follow and anticipate
the readers needs using a variety of transitions,
graphics, bullets, and/or diagrams
-Include details and examples that help the reader
clauses).
Organization:
-Create an
organizational text
structure (format)
appropriate to the
focus/controlling idea
that is easy to follow.
-Logically organize ideas
by writing a strongintroduction (which sets
the context) middle, and
conclusion restating the
issue or problem and
summarizing key ideas.
-Use transition words
and phrases excluding
extraneous information.
Details (Elaboration):
-Elaborate on the focus
by selecting appropriate
information from more
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understand and visualize the process (e.g. imagery,
analogies)
-Develop a conclusion that advances the readers
understanding or appreciation of the process
-Address problems that might arise for the reader
(e.g., potential problems, safety)
Persuasive
-Restate the issue or problem
-Articulate a point of view, or state a firm judgment
about the issue or problem
-Elaborate on position with appropriate facts and
details
-Address the readers potential concerns or
counterarguments
than one source.
-Use sufficient and
specific details
referenced/cited fromtext(s) while supporting
focus, making
connections and
inferring.
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FNWSU Literacy Curriculum Grade 6 Fall 2010 20
FNWSU Literacy Curriculum GRADE 6
Power Standard
#5
Expressive
Writing
Students will
write creatively
with purpose,
organization,
voice and
details in order
to express
identity, their
own thoughts,
ideas and
feelings.
Concepts Skills/Strategies Power Indicators Common Local
Assessment
Expressive Writing:
Purpose, Voice,
Organization, Details
(Elaboration)
Narrative
-Create a clear and logically consistent story line
-Use transition words/phrases to establish clear
chronology and enhance meaning
-Establish context, problem/conflict/challenge, and
resolution
-Maintain point of view:
1st person 3rd person Omniscient
-Use relevant and descriptive details and sensory
language to advance the story line (i.e. I could hear
bells ringing. It sent shivers down my spine.)
-Create dialogue to advance action
-Develop characters through description, speech and
actions
-Use voice appropriate to purpose
-Maintain focus
Purpose:
-Create a clear and
coherent (logically
consistent) story
line/focus (look at
rubric).
-Write poems that
express feelings, tell a
story or illustrate an
idea.
Voice:
-Show evidence of
individual voice
appropriate to purpose.
-Exhibit a variety of
techniques for
reflecting on thoughts
or feelings through
questioning, comparing
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Reflective
- Develop concrete details and sensory language to
establish context (purpose)
-Establish or evolve focus
- Reflect on thoughts or feelings using questioning,
comparing, or connecting techniques
-Maintain coherent organization
Poetry
-Write in a variety of voices for a variety of
audiences (purpose)
-Express feeling or thought
-Select vocabulary according to purpose or for
effect on audience
-Use poetic devices:
rhyme rhythm repetition figurative language simile personification
or connecting.
-Use a variety of voices
for a variety of
audiences.
-Select vocabulary
according to purpose
and effect on audience.
-Use rhyme, rhythm,
repetition or figurative
language in a variety of
poetic forms (poetry).
Organization:
-Utilize coherent
organization using
transition
words/phrases to
establish clear
chronology and enhance
meaning.
-Maintain focus
throughout piece.
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-Use a variety of poetic forms
- Create stanzas and common rhyme schemes.
Details (Elaboration):
-Establish context
(setting or background
information),problem/conflict/challe
nge, and resolution, and
maintaining point of view
(1st person, 3rd person,
or omniscient).
-Use relevant and
descriptive details and
sensory language toadvance the story line.
-Use dialogue to
advance action.
-Develop characters
through description of
speech and actions.
-Apply dialogue toadvance action.