english language arts grade 6, 2011
TRANSCRIPT
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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
Data Due: 2 weeks prior
to end of 2nd
marking
period
F & P
-Running Record forat risk students only
Data Due: 2 weeks prior
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
Data Due: 2 weeks prior
to end of 1stmarking
period
Writing
Student selected
Unedited
* From Writers
Workshop Units
Data Due: 2 weeks prior
to end of 2nd marking
period
Writing
Student selected
Unedited
* From Writers
Workshop Units
Data Due: 2 weeks prior
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
conventions of standard English
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
conventions of standard English
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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/