what the text says explicitly as well as...

of 84 © USD #233, Olathe, Kansas; BOE Approved, June 2013 This material was developed for the exclusive use of USD #233 staff.

Grade 6 English Language Arts Common Core Standards

Claim 1: Read Analytically

Key Ideas and Details Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

RL.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

READING LITERATURE STANDARD

PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION

The student: RL.6.1 Cites textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking

Essential Questions: How does “reading closely” help me to analyze the text?

How do I find evidence from the text to support answers?

How do I use evidence from the text to support my claims/inferences?

Knows/Understands: The student: (3) Re-read and read closely to understand the text and draw inferences. (3) Prioritizes important information. (5) Quotes information, including key details and examples, from the text to make inferences and to explain what the text says. (6) Applies reading strategies to adjust thinking when analyzing explicit information from the text and inferences.

Vocabulary: Literary elements -character, setting, problem/conflict, prediction, inference, plot, events, detail, solution/resolution, logical, evidence, explicit, text-dependent, conclusions, most, major, re-read, close reading, quote, cite, analyze, QAR types of questions-Right There, Think & Search, Author & You

As a result of learning, the student will (DO): During or after reading any type of grade level text, write or orally share answers to a variety of text-dependent questions:

Look for and identify deeper meanings within the text by drawing inferences.

Use background knowledge and information in the text to analyze explicit information in the text and inferences made from the text.

Distinguish between relevant and irrelevant textual evidence.

Identify relevant information to support analysis of the text.

Read “closely” to probe a segment of the text to evaluate multiple and varied meanings. Using the details and examples, provide textual evidence to support the new meaning of the text.

Sample Performance Task:

Students cite explicit textual evidence as well as draw inferences about the drake and the duck from Katherine Patterson’s The Tale of the Mandarin Ducks to support their analysis of the perils of vanity. (Text located Appendix B, p. 81)

Students analyze explicit information and inferences drawn from Where the Red Fern Grows by Wilson

Teaching Strategies:

Explicit teach lesson on inference (“What the Text Says + What I Say = Inference”)

Socratic circle

Close Reading

Hot Seat (e.g. Cassie in Roll of Thunder defending Little Man’s actions in response to receiving “new” textbooks.)

Resources: When Students Can’t Read What Teachers Can Do Kylene Beers


Rawls, citing textual evidence to support the claim that there is more to education than what is learned in books.

Students analyze explicit information and inferences drawn from Maniac Magee by Jerry Spinelli, citing textual evidence to support the claim that having no parents is better than having “bad” parents.

Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.




Reading Literature Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RL. 5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

RL.6.2. Determine a theme or 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.

RL.7.2 Determine a theme or central idea of a text and analyzes its development over the course of the text; provide an objective summary of the text.



The student: RL.6.2. Determines a theme or 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. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: What particular details in the text convey the central idea? How does identifying a central idea or theme of a text help me understand what I’ve read?

Knows/Understands: The student: (4) Explains that a theme is a central idea broad enough to cover the entire literary text and is most often implied and not directly stated. (4) Explains that a summary conveys the critical ideas in the text. (6) Re-reads to identify key details to determine the theme or central idea and to provide a summary. Vocabulary: literary elements –character, character traits, setting, problem/conflict, solution/resolution, plot, events, key details, summarize, theme, central message, personal opinion, personal judgment, text-dependent, most, major, re-read, close reading

As a result of learning, the student will (DO): During or after reading any type of grade level text, write or orally share information providing text-dependent examples:

Recognize personal opinions and judgments.

Create an unbiased summary of the text by identifying and monitoring key details that are a part of the theme or central idea.

Read closely to evaluate recurring ideas and changes in the characters and plot over the course of the text to determine the theme or central idea.

Sample Performance Task: Students provide an unbiased summary of Theodore Taylor’s The Cay, identifying the theme/central idea and how it is conveyed by particular details in the text. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.


Socratic seminar

Retelling Hand

Four Square Writing

Close Reading

GIST

Explicit teach: What is an effective summary?

Resources:

When Students Can’t Read What Teachers Can Do Kylene Beers

Classroom Instruction that Works by Robert Marzano


Why is it important to summarize the text without personal opinions or judgments?




Reading Literature Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RL.5.3. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact)

RL.6.3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

RL.7.3. Analyze how particular elements of a story or drama interacts (e.g., how setting shapes the characters or plot).



The student: RL.6.3. Describes how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: As the story progresses, how does the character(s) change? As the story progresses, how does the plot unfold?

Knows/Understands: The student: (2) Describes how characters in a story respond to major events and challenges. (3) Re-reads and reads closely to identify character’s traits, motivations, and feelings, and to follow each character’s actions. (3) Infers information about the characters (traits, motivations, feelings, and actions), setting, and events. (5) Applies reading strategies to adjust thinking when comparing and contrasting characters, setting, or events using specific details in the text. (6) Understands that characters’ actions contribute to the events in a story. Vocabulary: drama elements- scenes, dialogue, stage directions, story elements -character, character traits(physical & personality), setting, problem/conflict, prediction,


Observe and analyze how story characters and plot interact throughout a given text.

Summarize how the plot unfolds in episodes.

Read and evaluate how the story’s events and setting impact and shape the characters in different ways.

Analyze how character(s) respond or change towards resolution.

Sample Performance Task: Using the novel, Hatchet, students will analyze Brian’s growth as character. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.


Use graphic organizers to determine how particular episodes trigger responses in characters, revealing more of the character’s traits

Resources:

SMART Board graphic organizers


solution/resolution, plot, events, unfolds, key details, series of episodes, text-dependent, most, major, re-read, close reading




Craft & Structure Reading Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RL.5.4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.

RL.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

RL.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyzes the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.



The student: RL.6.4. Determines the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of a specific word choice on meaning and tone. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, , Level 4 Extended Thinking Essential Questions: What do you do when you come to an unknown word or phrase?

Knows/Understands: The student: (3) Recognizes if a word or phrase is unknown and uses context clues to determine the meaning of the word or phrase. (3) Distinguishes literal from nonliteral language. (5) Identifies figurative meaning (e.g., simile, metaphor. (5) Re-reads and reads closely to understand the meaning of words and phrases in text. (3) Re-reads and reads closely to notice the author’s word choice and how it affects the meaning of the story. Vocabulary: words, phrases, literal, nonliteral, infer, figurative language: simile, metaphor, personification, hyperbole/exaggeration, idiom, literary devices: repetition, rhythm, rhyme, dialogue, mood


Identify figurative, connotative, and technical words and phrases.

Determine the meaning of figurative, connotative, and technical words and phrases.

Describe the difference between literal meaning and figurative meaning.

Reads closely to notice and analyze the author’s word choice the affect on meaning and tone.


Students determine the figurative and connotative meanings of words such as “obtuse” (angle greater than 90 degrees) and “obtuse” (thick-headed).

Students identify figurative language in a text and determine the meaning.

Assessment: Kansas/SBAC District: BOY, MY


Context Clues handout on Language Arts website

Use the Six-Trait rubric to assess student word choice

Context clues lessons

Teacher Model: o Read aloud a text

with figurative language and highlight examples.

o Read aloud a text with literary devices and highlight examples.

Discuss new word meanings with a partner.


How does the connotative definition of a word or phrase affect meaning? How does the author’s word choice affect the tone/meaning of the text?

Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.

Resources: • 6-Trait Rubric on

Word Choice • Print and digital

dictionaries • Thesaurus • Frayer Model • Write Traits Kit




Key Ideas and Details Reading Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RL.5.5. Explain how a series of chapters, scenes, or stanzas fit together to provide the overall structure of a particular story, drama, or poem.

RL.6.5. 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.

RL.7.5. Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.


PRE REQUISITE SKILLS AND CONCEPTS

DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION

The student: RL.6.5. Analyzes 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. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How does reading a particular sentence/ paragraph/chapter/section closely help me understand the theme/setting/plot?

Knows/Understands: The student: (2) Understands that authors purposefully organize the text and the relationship between parts of a text and the whole text. (3) Knows that stories may be organized into chapters, poems have stanzas, and dramas have scenes. (3) Identifies chapters, scene, and stanza. (5) Explains how each chapter, scene, or stanza builds on the earlier section. (5) Re-reads and reads closely to notice and be able to explain how chapters, scenes, or stanzas fit together to give the overall structure of the text. Vocabulary: analyze, contribute, development, stories, characters, setting, problem/conflict, solution/resolution, plot, theme, overall structure, dramas,


Identify the parts of the story (chapters), drama (scenes), or poem (stanza).

Identify the relationship of the parts to the whole and the whole to the part.

Recognize and analyze how the individual components of the text add to the development of the theme, setting, and plot.

Reread to identify and analyze the relationship between a particular sentence within a text, or chapters in a story, or scenes in a drama, or stanzas in a poem, noticing how individual elements of a text contribute and influence the development of the theme, setting, and plot.

Sample Performance Task: Students analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures the rhythm and meter for the poem, and how the themes introduced by the speaker develop over the course of the text. (Text in Appendix B, p. 87) Assessment: Kansas/SBAC District: BOY, MY


Close reading

Signal words for various text structures.

Text Features

Graphic organizers (Venn diagrams, timelines, outlines, Plot charts, etc.)

Cause & effect dominoes: Deeper Reading by Kelly Gallagher

Resources: CCSS Appendix B Poems


sentence, scene, chapter, poem, stanza, successive, section, beginning, introduce, conclusion, end





Craft & Structure Reading Standard 6: Assess how point of view or purpose shapes the content and style of a text.

RL.5.6. Describe how a narrator’s or speaker’s point of view influences how events are described.

RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.

RL.7.6. Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.




The student: RL.6.6. Explains how an author develops the point of view of the narrator or speaker in a text. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: How does the point of view of the narrator or speaker influence how the story is told? How are multiple accounts of an event similar or different? What clues does the author give about his/her point of view? How does “reading closely” help me to identify the

Knows/Understands: The student: (3) Understands that an author’s purpose for writing affects the author’s decisions in point of view, the content, and the presentation of ideas. (4) Understands the point of view is the lens through the readers is allowed to see the story. (4) Identifies the points of view (omniscient, first person, third person limited). (4) Recognizes the difference between first- and third-person narration and (5) describes how a narrator’s or speakers point of view influences how events are described. (5) Re-reads and reads closely to notice clues on how the narrator’s or speaker’s point of view influences how the events are described. Vocabulary: explains, point of view, narrator, speaker, story elements -character,


Describes the author’s overall purpose for writing the text.

Identify the point of view of the narrator or speaker.

Read closely to identify details that support or explain how the chosen point of view helps the narrator or speaker develop the story to achieve the author’s purpose.

Choose scenes within a text and recognize how the content/style would change if the narrator’s point of view shifted to an alternate point of view.


Students explain how Sandra Cisneros’s choice of words develops the point of view of the young speaker in her story “Eleven.” (Text located Appendix B, p. 81)

Students explain how Cassie’s point of view in Roll of Thunder, Hear My Cry, differs from Lillian Jean’s.

Students describe the differing points of view for each character in Maniac Magee.

Students examine how the choice of words in Hatchet develops Brian’s point of view.

Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment


Teach narrative point of view: first person, third person, omniscient.

Ask students to write on the same topic from different points of view or with a different purpose.

Resources:

HMH Collections

Appendix B


author’s point of view? What are the points “left unsaid” in the text? What does this text tell me about the author?

character traits, character motivations, character’s feelings, setting, problem/conflict, solution/resolution, plot, events, author’s purpose, key details, text-dependent, most, major, re-read, close reading, first person, third person, omniscient point of view.

Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.




Integration of Knowledge and Ideas Reading Standard 7: Integrate and evaluate content presented in diverse media and formats including visual and quantitatively, as well as in words*

RL.5.7. Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem.)

RL.6.7. 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 listen or watch.

RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).




The student: RL.6.7. Compares and contrasts 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 listen or watch. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How does experiencing different mediums affect the meaning of a particular

Knows/Understands: The student: (2) Uses, (3) explains, and (5) analyzes information from. (2) Illustrations, words in print, digital text, (4) visual, oral (5) multimedia presentations. (K)Visualizes when reading and experiencing a text.

Vocabulary: compare, contrast, story, drama, poem, audio, video, live version, see, hear, watch, listen, key details, text-dependent, most, major, re-read, close reading, close attention


Experience a variety of genres and text presented in various media and formats on a topic.

Compare and contrast what they “see” and “hear” when reading to what they listen and watch with different mediums.

Recognize the differences in multiple text formats (text, audio, video, live version).

Evaluate the value of multiple text formats.

Sample Performance Task: Students compare and contrast the effect Henry Wadsworth Longfellow’s poem “Paul Revere’s Ride” has on them to the effect they experience from a multimedia dramatization of the event presented in an interactive digital map (http://www.paulreverehouse.org/ride/ ). Students will analyze the impact of different techniques employed in each medium. (Text located Appendix B, p. 83) Assessment: Kansas/SBAC


Graphic organizers

Read aloud poetry using expression and cadence that contributes to the tone of the poem.

Resources:

www.ted.com

CCSS Appendix B

Listening to books on CD or online textbook

http://www.paulreverehouse.org/ride/

http://www.ted.com/


text/selection? How do visual and multi-media elements help me to infer the meaning, tone, and beauty of the text? What additional information do I learn from noticing the visual and multimedia elements within a text?

District: BOY, MY Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.

*Please see Writing Standards 7-9 “Research to Build Knowledge” and Speaking and Listening Standards 1-3 “Comprehension and Collaboration for additional standards relevant to gathering, assessing and applying information from print and digital sources.




Integration of Knowledge and Ideas Reading Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RL.5.9. Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

RL.6.9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

RL.7.9. Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.



The student: RL.6.9. Compares and contrasts texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: How does reading different genres deepen my understanding of theme?

Knows/Understands: The student: (K) Compares and contrasts information. (1) Understands that authors make purposeful decisions about settings, plots, and themes when writing about the same characters. (3)Reads closely to notice key details about the setting, characters, plot, theme in multiple stories. (2) Reads texts in different forms and genres and identifies the characteristics of each. (4) Determines a theme of a story.

Vocabulary: compare, contrast, similar, stories, poems, historical novels, fantasy stories, story elements -character, character traits, character motivations, character’s feelings, setting, mood, problem/conflict, solution/resolution, plot, events, theme, topic, key details, text-dependent, most, major, re-read, close reading


Read text on similar themes and topics. Trace how each author conveys the message. Compare and contrast the information.

Investigate authors’ backgrounds. Compare and contrast how each author infuses their philosophy and persona into their work.

Sample Performance Task: Students read Henry Wadsworth Longfellow’s poem “The Midnight Ride of Paul Revere” and a historical piece of the same event and then compare and contrast the information presented. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.


Explicitly teach a lesson on theme.

Graphic organizers

Resources: HMH Collections CCSS Appendix B




Range of Reading and Level of Text Complexity Reading Literature Standard 10: Read and comprehend complex literary and informational texts independently and proficiently

RL.5.10. By the end of the year, reads and comprehends literature, including stories, drama, and poetry, at the high end of the grade 4-5 text complexity band independently and proficiently.

Encounter a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate.

Read—both independently and collaboratively—print, non-print, and multi-modal works proficiently and critically to be media literate.

RL.6.10. By the end of the year, read and comprehend literature, including stories, drama, and poetry, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.



RL.7.10. By the end of the year, read and comprehend 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.




PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD

INSTRUCTION

The student: RL.6.10. By the end of the year, reads and comprehends literature, including stories, drama, and poetry, in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Encounters a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate.

Reads—both independently and collaboratively—print, non-print, and multi-modal works proficiently and critically to be media literate.

Knows/Understands: The student: (3) Identifies and understands key ideas and details, makes inferences, draws conclusions and responds to text dependent questions using evidence from the text to support responses. (3) Identifies the author’s craft and structure to support comprehension. (3) Determines when they are not comprehending and making meaning and applies appropriate strategies in order in increase comprehension when encountering difficult text. Vocabulary: story, drama, poems, story elements -character, setting,


Makes connections among ideas and between texts, considers a wide range of textual evidence, and becomes more sensitive to inconsistencies, ambiguities, and poor reasoning in text.

Reads closely, independently and proficiently literature in the grades 6-8 text complexity band.

Sample Performance Task: Students read Hatchet by Gary Paulsen, and write about the changes in the main character,


Teacher modeling and thinking aloud of close reading with short passages of complex text

Scaffold reading lesson to support challenged readers and provide the learning opportunities needed

Visualization

Making Inferences


Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What reading strategies will help me tackle challenging texts?

problem/conflict, prediction, inference, solution/resolution, plot, events, key detail, logical, evidence, conclusions, theme, proficient, independent, explicit, text-dependent, most, major, re-read, close reading, QAR types of questions-Right There, Think & Search, Author & You

Brian; students will also cite key details to support their position. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.

Resources:

Strategies That Work by Stephanie Harvey

When Kids Can’t Read: What Teachers Can Do Kylene Beers




Key Ideas & Details Reading Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text

RI.5.1. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.6.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RI.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

READING INFORMATIONAL STANDARD



The student: RI.6.1 Cites textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What reading strategies best help me to understand and explain the text? How does “reading closely” help me to analyze the text? How do I find evidence from the text to support answers?

Knows/Understands: The student: (3) Asks and answers questions demonstrating an understanding of the text, refers explicitly to the text as the basis for the answers. (4)Explains what the text says explicitly and draws inferences from the text using details, examples, and (5) accurate quotes from the text. (6)Identifies relevant textual evidence. (5)Analyzes informational text. (6) Applies reading strategies to adjust thinking when analyzing what the text says. (6 )Re-reads and reads closely to analyze informational text and examine the text’s content. Vocabulary: Informational text, textual evidence, cites, analyze (analysis), inference, relevant, claims, explicit, text-dependent,


Find pieces of relevant evidence.

Locate, evaluate, and categorize evidence.

Use textual evidence when analyzing explicit information in the text.

Use textual evidence when analyzing inferences drawn from the text.

Links evidence to claims they have made about the text.

Reread to support answers with accurate evidence from the text.


Students cite textual evidence from their science materials to support the theory of Pangaea.

Students read myths and informational text about ancient Greece. Explain, citing textual evidence, how both types of writing help you understand ancient Greek culture and everyday life.

Assessment: Kansas/SBAC


Explicit teach lesson on inference (“What the Text Says + What I Say = Inference”)

Socratic circle

Close Reading

Hot Seat (e.g. Smokers’ Lungs on the Hot Seat fielding questions about smoking.)

Philosophical Chairs

Resources:

Team Collaboration

Building Reading Comprehension Habits by Jeff Zwiers


re-read, close reading, QAR types of questions-Right There, Think & Search





Key Ideas and Details: Reading Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

RI.5.2. Determine two or more main ideas of a text and explains how they are supported by key details; summarizes the text.

RI.6.2. Determine a central idea of a text and how it is conveyed through particular details; provides a summary of the text distinct from personal opinions or judgments.

RI.7.2 Determine two or more central ideas in a text and analyzes their development over the course of the text; provides an objective summary of the text.




The student: RI.6.2. Determines a central idea of a text and how it is conveyed through particular details; provides a summary of the text distinct from personal opinions or judgments. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: What particular details in the text convey the central idea? How does identifying a central idea of a text help me understand what I’ve read? Why is it important to

Knows/Understands: The student: (3) Identify the difference between central ideas and key supporting details in an information text. (3) Distinguishes between key details and extraneous information. (5) Determines the main idea of a text and explains how they are supported by key details. (6) Identifies attributes of an effective summary (without personal opinions or judgments). (4) Summarizes. (2) Applies reading strategies to adjust thinking when identifying the main topic with key supporting details. (3 )Re-reads and reads closely to identify key supporting details needed to recount and determine the main idea. Vocabulary: informational text,


Define the central idea and key details.

Recall central idea without personal opinion and judgment.

Reread to determine how the central idea is supported by the key details.

Summarize details supporting the central idea in a non-biased summary.


Students summarize, without personal opinion or judgment, the main ideas and details of an article on a topic with which they may not agree (e.g., school uniforms, extended school day/year, or animal testing).



Socratic seminar

Close Reading

GIST

Explicit teach: What is an effective summary?

Resources:

Time for Kids Kit (IRC)

Current Social Studies book

Kelly Gallagher website


summarize the text without personal opinions or judgments? What is the difference between subjective and objective points of view?

focus, key details, particular/key details, main topic, main idea, central idea, summary, personal opinion, judgments, text-dependent, most, major, re-read, close reading,




Key Ideas and Details Reading Standard 3: Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.7.3 Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).




The student: RI.6.3. Analyzes in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How does “reading closely” help me notice how a key individual, event, or idea is introduced/illustrated/ elaborated on? How are events and characters introduced? How do events build upon each other to produce a

Knows/Understands: The student: (5) Uses specific information in the text to explain the relationships between individuals, events, and ideas in informational text. (6) Notices when a key individual, event, or idea is introduced, illustrated, and elaborated. (6) Applies reading strategies to adjust thinking when looking for how a key individual, event, or idea is introduced, illustrated, and elaborated. Vocabulary: informational text, analyze, key individual, key event, key idea, introduced, illustrated, elaborated, examples, anecdotes, text-dependent, most, major, re-read, close reading


Identify key individuals, key events, key ideas, and key ideas about individuals or events.

Identify when an idea is introduced, illustrated, and elaborated in a text.

Define anecdote.

Read closely to analyze in detail how individuals, events, and ideas are introduced, illustrated, and elaborated in a text.

Reread to find examples or anecdotes to support the analysis of how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.


Students analyze in detail how the early years of Harriet Tubman (as related by author Ann Petry) contributed to her later becoming a conductor on the Underground Railroad, attending to how the author introduces, illustrates, and elaborates upon the events in Tubman’s life. (Text located in Appendix B; p. 92)

Students analyze in detail how Constantinople contributed to the spread of Christianity attending to how the author introduces, illustrates, and elaborates the events in a timeline.


Socratic Seminar

Graphic organizers

Kelly Gallagher’s Cause/Effect Dominoes graphic,

Timelines

Resources:

CCSS Appendix B materials

HMH Collections


specific result? (cause and effect)





Reading Informational Standard 4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

RI.5.4. Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.

RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

RI.7.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone.




The student: RI.6.4. Determines the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What do you do when you come to an unknown word or phrase? How does the connotative definition of a word or phrase affect meaning?

Knows/Understands: The student: (3) Distinguishes literal from nonliteral language, and (6) connotative, figurative, denotative, and technical meanings. (5)Identifies figurative meaning (e.g., simile, metaphor, (6) personification, hyperbole, analogies). (2)Infers word meaning using context clues and word structure. (6 )Re-reads and reads closely to understand the meaning of the figurative, connotative, and technical words and phrases. Vocabulary: word, phrase, figurative, connotative, technical, analogies, simile, metaphor, personification, hyperbole, analogies, re-read, close reading


Identify figurative, connotative, and technical words and phrases.

Determine the meaning of figurative, connotative, and technical words and phrases.

Describe the difference between literal meaning and figurative meaning.


Students determine the figurative and connotative meanings of words such as “obtuse” (angle greater than 90 degrees) and “obtuse” (thick-headed).

Students identify figurative language in a text and determine the meaning.

After reading an excerpt from the Magna Carta or another relevant historical or legal document, students analyze the impact of specific word choices on meaning and tone.


Explicit teach how to use context clues.

Explicit teach figurative language

Explicit teach the difference between connotative and denotative meaning.

Use the rubric to assess scores for word choice in student samples.

Discuss new word meanings with a partner

Resources:

6-Trait Rubric on Word Choice

Print and digital dictionaries

Thesaurus

Use older texts, classics, to understand meaning


What pieces of the writing add to the understanding of the unknown word/s?





Key Ideas and Details Reading Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

RI.6.5. 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.

RI.7.5. Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.



The student: RI.6.5. Analyzes how a particular sentences, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How does reading a particular sentence/ paragraph/chapter/section closely help me understand the information? How is the sentence/paragraph relevant to the piece of

Knows/Understands: The student: (4) Describes the overall structure of a text (e.g., chronology, comparison, cause/effect, and problem/solution). (5) Compares and contrasts the overall structure. (1) Identifies and defines a sentence, (2) paragraph, (3) chapter, and section and (6) knows how it contributes to the overall piece. (3) Distinguish between relevant and irrelevant information on a topic. (3) Applies reading strategies to adjust thinking when reading informational text utilizing text features. (6) Re-reads noticing how particular sentences, paragraphs, chapters, or sections fit into the overall structure of the text.

Vocabulary: sentence, paragraph, chapter, section, text structure, chronology, comparison, cause/effect, problem/solution, sequentially, contribute, development, analyze, re-read, close reading


Recognize the text structure.

Analyze how particular sentences, paragraphs, chapters, or sections fit the text structure.

Analyze how sentences, paragraphs, chapters, or sections contribute to idea development.

Read closely to notice examples of how a sentence, paragraph, chapter, or section fit into the overall structure of a text and contribute to the development of the ideas.

Sample Performance Task: Students describe how a section (e.g., on the fall of ancient Rome) of their SS text presents information sequentially. Then students explain the fall of the Roman Empire citing examples from the text. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1


Close reading

Signal words for various text structures.

Text Features

Graphic organizers (Venn diagrams, timelines, outlines etc.)

Cause & effect dominoes: Deeper Reading by Kelly Gallagher

Resources: Odyssey magazines


writing? How do I determine an author’s purpose in a text?

PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.




Craft & Structure Reading Standard 6: Assess how point of view or purpose shapes the content and style of a text.

RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

RI.7.6. Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.




The student: RI.6.6. Determines an author’s point of view or purpose in a text and explain how it is conveyed in the text. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: How are multiple accounts of an event similar or different? What clues does the author give about his/her point of view? How does “reading closely” help me to identify the author’s point of view? What are the points “left unsaid” in the text?

Knows/Understands: The student: (3) Understands that an author’s purpose for writing affects the author’s point of view. (2) Identifies the author’s main purpose of the text. (5) Identifies the author’s point of view. (6 )Re-reads and reads closely to notice clues about the details the author provides that show the reader his/her purpose or point of view. Vocabulary: determine, author’s point of view, author’s purpose, key details, text-dependent, conveyed, re-read, close reading


Identify details or examples developing the author’s point of view or purpose.

Reread to find how the details or examples work together to show the author’s point of view or purpose.

Explain how the author conveys his/her point of view.


Students determine an author’s point of view or purpose in an article about a topic of interest (e.g., renewable and nonrenewable energy, fossil fuels, nuclear reactions, solar energy, etc.).

Students read an editorial and determine the author’s point of view or purpose citing evidence from the text.



Prompt students with questions like: If the author’s purpose shifted from informing his/her audience about facts and details to persuading them to take action, how would the tone and style of this text change?

Writing pieces on the same topic from different points of view or with a different purpose.

Resources:

Odyssey magazine


What does this text tell me about the author?

Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.




Integration of Knowledge and Ideas Reading Standard 7: Integrate and evaluate content presented in diverse media and formats including visual and quantitatively, as well as in words*

RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.6.7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.7.7 Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).




The student: RI.6.7. Integrates information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What media or formats will give you the most relevant information on your topic? How can using information from multiple sources help you get a deeper understanding of a topic? How do you gather information from different sources and use it to learn more about a topic or issue?

Knows/Understands: The student: (5) Reads information on a topic from multiple sources in multiple formats. (4) Interprets information on a topic presented in multiple formats. (5) Uses multiple sources of information to learn about a topic. (5) Reads closely to gather information from different genres or text formats.

Vocabulary: integrate, information, text features, relevant information, key ideas, facts, graphs & charts, art work, multi-media, graphics, pictures/illustrations/photographs, maps, captions, re-read, close reading


Access information from different media, formats, or texts.

Gathers information from different media, formats, or texts.

Demonstrate understanding of a topic or issue using information from various media/formats.


Students study the 2004 Indian Ocean Tsunami by reading the USGS article “Indian Ocean Earthquake Triggers Deadly Tsunami” (Bruce Jaffe, Eric Geist, Helen Gibbons) and viewing the video December 2004 Tsunami Disaster; Reports from field Teams in Sumatra and Sri Lanka (USGS). Students take notes from both to develop a comprehensive, coherent understanding of the natural disaster.

Students examine life-expectancy tables, information about the type of government, and average annual income charts from two countries to draw conclusions about the quality of life of the residents.



Explicitly teach text features

Explicitly teach highlighting only essential information within a text

Note taking (Cornell notes)

Graphic organizers Resources:

USGS website: http://www.usgs.gov/ (specifically: http://media.wr.usgs.gov/science/play.html?id=2005/tsunami05.mp4 and http://soundwaves.usgs.gov/2005/01/ )

http://media.wr.usgs.gov/science/play.html?id=2005/tsunami05.mp4




http://soundwaves.usgs.gov/2005/01/

http://soundwaves.usgs.gov/2005/01/



*Please see Writing Standards 7-9 “Research to Build Knowledge” and Speaking and Listening Standards 1-3 “Comprehension and Collaboration for additional

standards relevant to gathering, assessing and applying information from print and digital sources.




Integration of Knowledge and Ideas Reading Standard 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.

RI.5.8. Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

RI.6.8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

R.I.7.8. Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.




The student: RI.6.8. Traces and evaluates the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning

Essential Questions: How does recognizing the specific claims and the supporting evidence help you as a reader?

Why is it important to distinguish between claims supported by reasons and evidence and claims that are not supported?

Knows/Understands: The student: (5) Explains how an author uses reasons and evidence to support particular points or (6) their claims. (5) Distinguishes between reasons that are supported with evidence and reasons that are not supported with evidence. (5) Reads closely to identify the author’s particular points, and (5) the reasons and evidence that support it.

Vocabulary: trace, evaluate, argument, claim(s), distinguish, reasons, evidence, close reading, rereading, textual evidence


Identify the characteristics of an effective argument with a claim supported by evidence.

Define and explain a claim.

Identify a claim in a text and the reasons and evidence that support the claim.

Read closely to follow the argument with specific claims and evidence.

Distinguish between claims that are supported by reasons and evidence and claims that are not supported.

Evaluate the effectiveness of an argument based on the evidence supporting the claim.


Students read an editorial and determine whether the author has supported their claim(s) or argument(s) with evidence.

Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not.



Explicitly teach o fact vs.

opinion o propaganda o bias

Resources:

CCSS Appendix B

Editorials

Teaching and learning with the NY Times: http://learning.blogs.nytimes.com/

DBQs

http://learning.blogs.nytimes.com/

http://learning.blogs.nytimes.com/




Integration of Knowledge and Ideas Reading Standard 9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)

RI.7.9. Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.

REAIDNG INFORMATIONAL STANDARD

PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF

STANDARD INSTRUCTION

The student: RI.6.9. Compares and contrasts one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person)

Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning

Essential Questions: What are the similarities and differences of the content presented?

What are the different author’s perspectives?

How does reading multiple texts on the same topic provide me with a better understanding of the

Knows/Understands: The student: (5) Analyzes multiple accounts of the same event or topic noting important similarities and differences. (5) Reads multiple accounts on the same topic. (5) Reads closely to notice how an author presents events.

Vocabulary: compare, contrast, author’s presentation of events, memoir, biography, text-dependent, re-read, close reading


Trace an author’s presentation of events.

Trace two or more authors’ presentations of events.

Identify the similarities and differences in the two presentations and what is different.

Read two texts on the same topic closely following how each author presents information.

Sample Performance Task: Students compare and contrast the presentation of certain events of Anne Franks’ life as written from her perspective in The Diary of Anne Frank and Anne Frank: the Biography by Melissa Muller. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4)


Note taking strategies for multiple texts

Venn Diagram

Graphic Organizers Resources:

Number The Stars by Lois Lowry


information? This is the level in which students have performed on the state assessment.




Range of Reading and Level of Text Complexity Reading Literature Standard 10: Read and comprehend complex literary and informational texts independently and proficiently

RI.5.10 By the end of the year, read and comprehend informational text, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.



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



RI.7.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.






The student: RI.6.10 By the end of the year, reads and comprehends literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Encounters a diverse range of engaging and culturally sensitive text and media that motivate the desire to be literate.

Reads—both independently and collaboratively—print, non-print, and multi-modal works proficiently and

Knows/Understands: The student: (3) Identifies and understands key ideas and details, makes inferences, draws conclusions and responds to text dependent questions using evidence from the text to support responses. (3) Identifies the author’s craft and structure to support comprehension. (3) Determines when they are not comprehending and making meaning and applies appropriate strategies in order in increase comprehension when encountering difficult text.


Reads accurately and comprehends literary nonfiction including subgenres of exposition, argument, personal essays, speeches, opinion pieces, essays about art or literature, biographies, journalism, and historic, scientific, technical or economic accounts (including digital sources) written for a broad audience.

Makes connections among ideas and between texts, considers a wide range of textual evidence, and becomes more sensitive to inconsistencies, ambiguities, and poor reasoning in text.

Reads closely, independently and proficiently literary nonfiction with scaffolding as needed in the grades 6-8 text complexity band.


Teacher modeling and thinking aloud of close reading with short passages of complex text.

Scaffolded reading lesson to support challenged readers and provide the learning opportunities needed.

Resources:

Lifting Text (Harvey, Goudvis)

Strategies that Work by Stephanie Harvey

What to do When Kids Can’t Read by Kylene Beers


critically to be media literate.




Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What reading strategies will help me tackle challenging texts?

Vocabulary: exposition, argument, personal essays, biographies, memoirs, journalism, historic, scientific, technical, economic accounts, prediction, inference, events, key detail, logical, evidence, conclusions, proficient, independent, explicit, text-dependent, most, major, re-read, close reading, QAR types of questions-Right There, Think & Search, Author & You

Sample Performance Task: Students read and comprehend challenging informational text of their choice/interest independently and proficiently then, make a claim and support it using evidence from the text. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.



Claim 2: Write Effectively

Text Types and Purposes Writing Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W.5.1. Write opinion pieces on topics or texts, supporting a point of view with reasons and information. a. Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. b. Provide logically ordered reasons that are supported by facts and details. c. Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically). d. Provide a concluding statement or section related to the opinion presented.

Creates—both independently and collaboratively—technical, non-print, digital, and multi-modal versions of text types and purposes outlined in the standard.

W.6.1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claims(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented.

Create—both independently and collaboratively—technical, non-print, digital, and multi-modal versions of text types and purposes outlined in the standard.

W.7.1. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) acknowledges alternate or

opposing claims, and organizes the reasons and evidence logically.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

d. Establish and maintain a formal style. e. Provide a concluding statement or section that

follows from and supports the argument presented. Create—both independently and

collaboratively—technical, non-print, digital, and multi-modal versions of text types and purposes outlined in the standard.

WRITING STANDARD



The student: W.6.1. Writes arguments to support claims with clear reasons and relevant evidence. a. Introduces claims(s) and organize the reasons and evidence clearly. b. Supports claim(s) with clear reasons and relevant

Knows/Understands: The student: (6) Explains that arguments support a claim with reasons and evidence. (6) Stakes a claim with reasons and relevant evidence to support it. (6) Distinguishes between clear and ambiguous reasons to support

As a result of learning, the student will (DO): Prewriting:

Use formal style.

Determine how to introduce claims.

Organize reasons and evidence logically.

Build support for claims using clear reasons and relevant evidence.

Build support for claims by distinguishing between relevant and irrelevant evidence.

Evaluate sources for credibility and accuracy.


Graphic organizers

Value lines/line-ups

Classroom debates

Reading op-ed pieces from various sources highlighting areas that show evidence/support for the author’s claim

Socratic Circle


evidence, using credible sources and demonstrating an understanding of the topic or text. c. Uses words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establishes and maintains a formal style. e. Provides a concluding statement or section that follows from the argument presented.

Creates—both independently and collaboratively—technical, non-print, digital, and multi-modal versions of text types and purposes outlined in the standard. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How do I determine if a source is credible? How does the credibility of the source affect the

the claim. (6) Distinguishes between relevant and irrelevant evidence. (5) Introduces a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer’s purpose. (5) Provides logically ordered reasons that are supported by facts and details. (5) Links opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically) and (6) clarify relationships. (2) Explains a concluding statement. Vocabulary: argument, claims, support, reasons, relevant, evidence, credible sources, phrases, clauses, clarify, relationships, formal style, concluding statement, non-print, digital

Support claim(s) with clear reasons and relevant evidence, using credible sources.

Plan a concluding statement following the argument.

Writing: Write an argument to

Support claims with clear, logical reasons, and relevant evidence.

Introduces a claim.

Demonstrates logical organization of reasons and evidence.

Cite credible and accurate sources of information.

Demonstrate an understanding of the topic or text.

Use words, phrases, and clauses to create clarify relationships among claim(s).

Establish and maintain a formal style.

Provide a concluding statement that follows from and supports the argument presented.

Presentation

Create print, non-print (graphic), or digital argument to support claims with clear reasons and relevant evidence.

Sample Performance Task: After reading Maniac Magee students will write a paper claiming that homelessness is/is not an issue in their community. Support your answer with evidence. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 2 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.

Hot Seat

Fishbowl exercise (on LA website)

Comparing internet sources

Resources:

DBQs

Author’s Argument from Teaching Adolescent Writers by Kelly Gallagher p. 180


strength of my claim? How does my evidence support my claim?



Claim 2: Write Effectively - Claim 1: Read Analytically

Text Types and Purposes Writing Anchor Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W. 5.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because). d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Provide a concluding statement or section related to the information or explanation presented.


W. 6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.


W.7.2. Write informative/explanatory texts to examine a topic and convey complex ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to

follow, organizes ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; includes formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

d. Use precise language and domain specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style. f. Provide a concluding statement or section that

follows from and supports the information or explanation presented.


WRITING STANDARD


DEMONSTRATION/PERFORMANCE OF STANDARD

INSTRUCTION

The student: Knows/Understands: As a result of learning, the student will (DO): Teaching Strategies:


W. 6.2. Writes informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduces a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings) graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develops the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Uses appropriate transitions to clarify the relationships among ideas and concepts. d. Uses precise language and domain-specific vocabulary to inform about or explain the topic. e. Establishes and maintains a formal style. f. Provides a concluding statement or section that follows from the information or explanation presented.

Creates—both independently and collaboratively—technical, non-print, digital, and multi-modal versions of text types and purposes outlined in the standard. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2

The student: (3) Explains that informative/explanatory texts examine topics, convey ideas, concepts, and information. (5) Organizes the information for the reader. (5) Develops the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. (5) Links ideas within categories of information using words and phrases (e.g., another, for example, also, because). (6) Distinguishes between relevant and irrelevant facts, definitions, and details. 6) Understands that appropriate transitions create cohesion and clarify relationships. (6) Identifies precise language and domain specific vocabulary. (6) Identifies a formal style. Vocabulary: informative/explanatory text, topic, ideas, concepts, information, selection, organization, analysis, relevant, introduce, organize, formatting, headings, graphics, charts, tables, multimedia, facts, definitions, concrete details, quotations, transitions, clarify, relationships, precise language, domain specific

Prewrite:

Identify a topic.

Develop a topic with relevant facts.

Organizes ideas, concepts, and information.

Distinguishes between relevant and irrelevant facts, definitions, and details.

Analyze and organize relevant content using facts, definitions, concrete details, and quotations to develop the topic.

Select appropriate transitions to clarify the relationships among ideas and concepts.

Determine precise language and domain specific vocabulary.

Determine an effective, supportive conclusion for the topic or section. Writing:

Develop a topic using definitions, concrete details, quotations, examples and other information with organization.

Apply formatting, graphics, and multimedia to aid comprehension.

Use appropriate transitions to clarify the relationships among ideas and concepts and create cohesion.

Use precise language and domain specific vocabulary.

Establish and maintain a formal style.

Provide an effective concluding statement or section that supports the topic.

Presentation

Create a technical, print, non-print, digital, or multi-modal informative/ explanatory

Graphic Organizers

“Narrow It”

“What I know a lot about/Care a lot about/Want to learn more about” graphic organizer

“Write Smaller” Teaching Adolescent Writers by Kelly Gallagher p. 181

Resources: DBQs


Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What structure would be best for organizing my ideas, concepts, and information? How can I determine which facts, definitions, details, quotes or other information will best develop my topic? How can I best use transitions and precise language to clarify my topic?

vocabulary, establish, maintain, formal style, concluding statement, non-print, digital, multi-modal, technical

pieces to examine a topic, convey ideas or to explain concepts and information.

Sample Performance Task: When studying ancient Egypt, students will examine multiple sources to write a text examining a specific Pharaoh and his/her contributions to Egyptian culture using appropriate organizational structure(s). Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 2, Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.




Text Types and Purposes Writing Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

W. 5.3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.


W. 6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.


W.7.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


WRITING STANDARD



The student: W. 6.3. Writes narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details,

Knows/Understands: The student: (3) Explains narrative text and attributes of narrative text. (3) Identifies narrative techniques such as dialogue, (5) pacing, (4)

As a result of learning, the student will (DO): Prewriting:

Design and organize event sequences that unfold naturally and logically.

Use a variety of transitions to shift from one setting to another.


Graphic organizers

Modeling

Think-a louds during read aloud


and well-structured event sequences. a. Engages and orients the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Uses narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Uses a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Uses precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provides a conclusion that follows from the narrated experiences or events.

Creates—both independently and collaboratively—technical, non-print, digital, and multi-modal versions of text types and purposes outlined

description. (4) Recognizes transition words, phrases, and (5) clauses. (6) Recognizes how authors use precise words/phrases to help readers visualize or sense the action. (6) Distinguishes between relevant descriptive details and irrelevant descriptive details. (3) Recognizes how authors use description to help readers visualize or sense the action. (4) Recognizes how authors use sensory details to help readers visualize or sense the action. (5) Uses accurately and effectively dialogue to enhance narrative writing. Vocabulary: narrative, real experiences, imagined experiences, structured event sequences, engage, orient the reader, narrator, characters, natural(ly), logical(ly), dialogue, pacing, description, transition words/phrases/clauses, sequence, shifts, time frame, setting, precise, relevant, descriptive, sensory language, conclusion, non-print, digital, multi-modal, technical

Analyze the relationships among experiences and events.

Use precise, descriptive, and sensory language to capture the action and to develop experiences and events.

Assemble a conclusion that reflects on experiences and events.

Writing:

Write a narrative that engages the reader.

Establish a context or point of view.

Use dialogue, pacing, and description to develop experiences, events, characters.

Use a variety of transitions to convey sequence and signal shifts.

Use appropriate, precise, descriptive sensory language.

Create a satisfying conclusion.

Presentation:

Create a print, non-print, digital, or multi-modal narrative to develop real or imagined experiences or events.


Students write a personal narrative or memoir.

Students create a PPT or other non-print narrative of an imagined trip to Ancient China

Use an artifact (antique lantern) for students to “tell me the story of this lantern”. Who used it, where was it used, what places has it been to, etc.

Have various character, setting, problem cards. Have students randomly draw cards and create a story based on those elements.


time

Show not Tell

Share strong examples of narratives written by other students.

Use the Ideas and Content rubric to discuss the writing samples.

Writers’ notebooks

Create imagery using figurative language

Resources: ReadWriteThink.org


in the standard. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What are ways to engage readers by using a narrative hook? How does word choice and sensory language help to convey experiences and events? What narrative techniques help with development of characters, setting, action, themes?

Claim 2, Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.




Production and Distribution of Writing Writing Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.5.4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3).

Strengthen writing craft-both independently and collaboratively-through a recursive writing and revision process and the use of the common vocabulary of the 6 Trait model.

W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3).


W.7.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)


WRITING STANDARD



The student: W.6.4. Produces clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3).

Strengthens writing craft-both independently and collaboratively-through a recursive writing and revision process and the use of the common vocabulary of the 6 Trait model. Cognitive demand/Level of

Knows/Understands: The student: (3) Recognizes that writers prewrite either orally or in writing to determine their ideas and organization. (3) Understands the Trait of Ideas. (3) Understands the Trait of Organization. (3) Recognizes that the first step

in prewriting is to understand the task, purpose, and audience.

(3) Identifies the writer’s purpose in mentor texts. (3) Identifies the writer’s main idea and organization (introduction/lead, text structure/order, and conclusion)

As a result of learning, the student will (DO): Prewrite:

Analyze the reason for writing to decide the task, purpose, and audience.

Determine suitable idea development strategies.

Determine a plan for organization.

Determine a suitable style.

Write:

Write a piece with an idea that is developed and appropriate to the task and purpose.

Write a piece with an effective introduction, written in an appropriate order with a satisfying conclusion.

Produce writing that is clear and coherent.

Produce writing with a style the suits the purpose.

Presentation:

Produce clear coherent writing that has been revised and edited to suit the task, purpose, and audience.


RAFTS strategy

Reflection of writing

Word choice for specificity

Reading their writing out loud

GIST strategy (have a partner apply to student’s writing and have writer reflect if their purpose was accurately conveyed)

Resources:

6+1 Traits by Ruth


thinking: Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: Who is my audience? What is my purpose for writing this? What would be the best way to organize this writing?

in mentor texts. (4) Distinguishes between clear

and confusing writing. Vocabulary: clear, coherent, prewrite, purpose, task, audience, narrative, informational, argument, ideas, organization, narrow, manageable, ideas that matter to the writer, introduction/lead, style, appropriate, conclusion, logical order, 6 Traits of Writing, rubric, revise, edit


Students use the scientific method to write about an experiment.

Students write a letter to the editor explaining their stance on an issue.

Use the same topic but write to different audiences: principal/friend/e-mail/business letter/thank-you

Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 2, Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.

Culham

www.thewritefix.com

http://www.thewritefix.com/




Production and Distribution of Writing Writing Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

W.5.5. With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 5.)


W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)


W.7.5. With some guidance and support from peers and adults, develops and strengthens writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7.


WRITING STANDARD



The student: W.6.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.)

Strengthen writing craft-both independently and collaboratively-through a recursive writing and revision process and the use

Knows/Understands: The student: (3) Understands the writing process (prewrite/planning, draft, conference, revise, edit, publish). (3) Recognizes that writers prewrite either orally or in writing to determine their ideas and organization. (3) Understands how to plan. (2) Understands that a writer’s first attempt is called a draft. (2) Recognizes that revising strengthens writing. (3) Understands how to revise and identifies what to revise. (2) Recognizes that editing

As a result of learning, the student will (DO):

Develop a plan for writing a piece.

Write a draft.

Determine how well the focus of the purpose has been addressed.

Determine how well the focus of audience has been addressed.

Conference with teacher or peers.

Revise the draft/ written piece.

Edit the draft/ written piece.

Conference with teacher or peers.

Rewrite the draft/ written piece.

Try a new approach with the draft.


Peer-edit a paper.

Revise their paper after a peer conference.


STAR strategy (substitute/take things out/add/rearrange)

Modeling with examples and non-examples.

Teach editing symbols

Model and utilize peer and teacher conferencing.

Editing checklists.

GIST strategy (have a partner apply to student’s writing and have writer reflect if their purpose was accurately conveyed, if not revise as needed)


of the common vocabulary of the 6 Trait model. Cognitive demand/Level of thinking: Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How will revising and editing this piece make my writing more clear and concise?

strengthens writing. (3) Knows how to edit. (3) Recognizes that trying a new approach strengthens writing. (3) Understands the Trait of Conventions. (3) Identifies the importance of knowing the purpose and (4) Recognizes that writing should fit the audience. Vocabulary: writing process, plan, prewrite, draft, revise, edit, rewrite, publish, conference, new approach, audience, purpose, Trait of Conventions, complete sentence, capitalize, period, question mark, commas, quotation marks, ellipsis, dash, rubric, accurate spelling

Rewrite a paper for a different audience.


Resources:

Creating Writers by Spandel, Stiggins, pp. 51-57, 215-220

Creating Writers Through 6-Trait Writing Assessment and Instruction by Vicki Spandel

Teaching Adolescent Writers by Kelly Gallagher, p.60

HMH Collections

Write Source 2000




Production and Distribution of Writing Writing Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.5.6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.


W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.


W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.


WRITING STANDARD



The student: W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Strengthens writing craft-both independently and collaboratively-through a recursive writing and revision process and the use of the common vocabulary of the 6 Trait model.

Cognitive demand/Level of thinking: Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking

Essential Questions: What are ways technology can be used to publish writing?

What are ways technology can be

Knows/Understands: The student: (3) Identifies publishing and collaborative options that use technology. (3) Knows how to collaborate effectively. (4) Knows the writing process and how technology can support each piece of the process. Vocabulary: key board, search, electronic revision tools, electronic editing tools, writing process, plan, prewrite, draft, revise, edit, rewrite, publish, conference


Determine the best technology tools for producing and publishing writing appropriate to the purpose and audience.

Determine the best technology options for communicating and collaborating with others for an intended purpose.

Select technology to present information and ideas.

Use technology, including the Internet, to produce, revise, edit, and publish writing.

Use technology to interact and collaborate with others.

Use technology to present information and ideas.

Demonstrate sufficient keyboarding skills to type a minimum of three pages in a single sitting.


Use two different ways to produce writing (e.g.: MS Publisher, MS Word)

Post your writing on two or more technology sites (e.g.: Edmodo, Moodle, Facebook, blog).

Participate in a classroom forum on Moodle or


Have class Moodle and/or Edmodo sites.

Direct instruction and practice on how to use Moodle and/or Edmodo sites.

Resources:

Collaborate with computer teacher to ensure students have proper keyboarding skills.

www.easybib.com

www.readwrite.org

www.prezi.com

http://www.easybib.com/

http://www.readwrite.org/

http://www.prezi.com/


used to produce writing?

How will strengthening my keyboarding skills enhance my writing?

Edmodo.





Research to Build and Present Knowledge Writing Anchor Standard 7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

W.5.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic.

W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

W.7.7. Conduct short research projects to answer a question, drawing on several sources and generating additional related focused questions for further research and investigation.

WRITING STANDARD PRE REQUISITE SKILLS AND CONCEPTS


The student: W.6.7. Conducts short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate Cognitive demand/Level of thinking: Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How do I know when I’ve found enough resources to accurately answer my question? How do I know when/if I need to refocus my inquiry

Knows/Understands: The student: (6) Recognizes that research projects answer a question. (5) Distinguishes between reliable and unreliable sources. (6) Identifies inquiry methods to conduct a research project. Vocabulary: research, topic, research project, observe, experiment, writing process, plan, prewrite, draft, revise, edit, rewrite, publish, conference

As a result of learning, the student will (DO): Prewrite:

Identify a question to answer through a research project.

Identify reliable sources of information.

Apply an appropriate inquiry method to conduct a research project.

Apply multiple ways of exploration.

Determine which facts/examples best answer a question.

Draw conclusions about the validity of sources.

Write: Conduct short research projects that:

Answer questions.

Draw on several sources.

Generate focused questions that allow for multiple ways of exploration.

Sample Performance Task: While studying “The Sun and Other Stars” in science, conduct a research project on a specific constellation’s name origin and discuss the significance of the name and why it is important.


List and model different types of sources: e.g.: interviews, internet, data bases, books, magazines, newspapers, observation, surveys, etc.

Collaborate with LMS

Resources: Reading Seminar Curriculum Binder




Research to Build and Present Knowledge Writing Anchor Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

W.5.8. Recall information from experiences or gather information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.6.8. 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.

W.7.8. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

WRITING STANDARD PRE REQUISITE SKILLS AND CONCEPTS


The student: W.6.8. Gathers relevant information from multiple print and digital sources; assess the credibility of each source; and quotes or paraphrases the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How do I know if a source is credible?

Knows/Understands: The student: (5) Distinguishes between reliable and unreliable sources. (5) Recognizes standard format for citation. (4) Distinguishes between relevant and irrelevant information. (5) Identifies print and digital sources for information. (6) Knows how to quote and paraphrase sources. (6) Identifies plagiarism and the serious consequences of plagiarizing. Vocabulary: relevant, irrelevant, print source, digital source, search terms, credibility, accuracy, quote, paraphrase, data, conclusions, plagiarism, citation, research, notes, evidence


Determine the relevance of information from print and digital sources.

Assess the credibility and accuracy of a source.

Use search terms effectively.

Gathers information from print and digital sources.

Quote or paraphrase the data and conclusions of others avoiding plagiarism.


Use a rubric to evaluate the credibility of a print or digital source.

Read a selection to learn about a new topic and use a web format for note taking.

Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 2, Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is


Collaborate with LMS

GIST strategy

Note-taking and outlines (vs. copy/paste!)

Thesaurus use instruction

When and how to accurately cite sources

SQ3R

Showcase blogs and wikis and explicitly teach why they are/are not credible sources.

Resources:

Library Media resources


How do I quote or paraphrase others without plagiarizing?

the level in which students have performed on the state assessment.




Research to Build and Present Knowledge Writing Anchor Standard 9: Draw evidence from literacy or informational text to support analysis, reflection, and research.

W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which points [s]”).

W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).

W.7.9. Draw evidence from literacy or informational texts to support analysis, reflection, and research. a. Apply grade 7 Reading standards to literature

(e.g., “Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history”).

b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).

WRITING STANDARD PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD

INSTRUCTION

The student: W.6.9. Draws evidence from literary or informational texts to support analysis, reflection, and research. a. Applies grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”). b. Applies grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and

Knows/Understands: The student: (4) Identifies that key ideas and details support conclusions. (4) Identifies textual evidence. (4) Recognizes that evidence from key ideas and details provide support for research. Vocabulary: evidence, literary text, informational text, analysis, reflection, research, literature, literary nonfiction


Identify key ideas and details that support conclusions.

Cite textual evidence to analyze explicit text.

Draw evidence from key ideas and details as support for research.

Analyze key ideas and details as evidence of understanding text.

Reflect on key ideas and details as evidence of support and understanding.


Write a character analysis of Brian in Hatchet using citing textual evidence to back your claims.


Model reflective thinking during read-alouds

Double entry journals

Making tracks or coding

Model annotation and connections w/ sticky notes and bookmarks

Resources: When Kids Can’t Read,


evidence from claims that are not”). Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How does citing textual evidence in one or more sources help to analyze explicit text? How does analyzing and reflecting on key ideas and details help me understand text?

Compare and contrast examples of prejudice and race discrimination in Maniac Magee, Roll of Thunder, Hear My Cry, and/or Freedom Walkers: The Story of the Montgomery Bus Boycott (exemplar text).


What Teachers Can Do by Kylene Beers




Range of Writing Writing Anchor Standard 10: Write routinely over extended time frame (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

W.5.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.6.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.7.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

WRITING STANDARD PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD INSTRUCTION

The student: W.6.10. Writes routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: How do I pace myself during different writing tasks? What should I consider as I write for different audiences/purposes? How should my writing vary as

Knows/Understands: The student: (3) Identifies the importance of knowing the purpose and (4) audience. (3) Recognizes the writing process for extended time frames (prewrite: research, write, reflect, and revise). Vocabulary: writing process, plan, prewrite, draft, revise/revision, edit, rewrite, publish, research, reflection, discipline-specific tasks, purposes, audiences


Identify discipline-specific tasks, audiences, and purposes.

Determine appropriate organizational structure for various types of writing based upon task, purpose, and audience.

Write over shortened time frames.

Write over extended time frames.


Write a letter to future 6th graders explaining details about how to make their 6th grade year successful. (This would be completed in one class period.)

Research the Yellowstone Super Volcano and cite evidence for whether it will erupt during this century. (plate-tectonics-6th grade science)

Exit slips reflecting on lesson with 5 minutes to complete

Bell work journal entries



Writing to Learn Strategies on LA website (under resources)

RAFT

Quick writes: journal entries and exit slips

Resources: “25 Prompts for Timed Writing Practice” Teaching Adolescent Writers by Kelly Gallagher p.175


I write for different disciplines? Kansas Assessment Claim 2 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.



Claim 3: Speak and Listen Purposefully

Comprehension and Collaboration Speaking and Listening Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

S.L. 5.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, 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 and other information known about the topic to explore ideas under discussion.

b. Follow agreed-upon rules for discussions and carry out assigned roles.

c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

S.L. 6.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics and texts, 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 discussions, 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 and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.7.1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, text, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or

researched material under study; explicitly draws 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 discussions, tracks progress toward specific goals and deadlines, and defines individual roles as needed.

c. Pose questions that elicit elaboration and responds to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

Acknowledge new information expressed by others and, when warranted, modifies their own views.

SPEAKING & LISTENING STANDARD



The student: S.L. 6.1 Engages effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics and texts, building on others’ ideas and expressing their own clearly. a. Comes to discussions

Knows/Understands: The student: (3) Participates in collaborative discussion about topics and texts one-on-one, in groups, and teacher led. (1) Recognizes that discussions follow rules: -gains the floor in respectful ways.


Identify key ideas from reading material or research.

Describes components of collegial discussion and planning.

Recognize key ideas and new information during discussions.

Analyze texts, issues, and others’ opinions.

Synthesize ideas, issues, and arguments to


Explicitly teach expectations for group behavior and collegial discussions.

Hot Seat

Socratic Circle

Debates

Literature Circles with


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. Follows rules for collegial discussions, sets specific goals and deadlines, and defines individual roles as needed.

c. Poses and responds to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

d. Reviews the key ideas expressed and demonstrates understanding of multiple perspectives through reflection and paraphrasing.

Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What defines a “good” (thought provoking/open ended/different viewpoints possible/subjective) question vs. a “poor” (yes-

-listens to others effectively. -looks at the speaker and speaker looks at the other people in the discussion. -speaks one at a time. -speaks about topics and text under discussion. (3) Comes to discussions prepared, having read or researched material on the topic, and explicitly uses that information by referring to evidence on the topic, text, or issue. (6) Sets goals and deadlines, and tracks progress. (6) Defines individual goals. (4) Poses questions that connect the ideas of several speakers. (4) Responds to others’ questions and comments. Vocabulary: collaborative discussions, one-on-one, topic, clearly, prepared, researched, explicitly, relevant evidence, issue, probe, reflect, respect, respectful, listen speak, collegial discussions, tracks progress, goals, deadlines, roles, remarks, explains, questions, comments, connect, respond, qualifies, justifies, acknowledge

formulate personal opinion and questions for others.

Evaluate personal views and views of others.

Track progress toward specific goals and deadlines, defining individual roles as needed.

Evaluate new information, personal views, as well as the views of others.

Formulate comments, questions, and responses based on evidence, observations, and ideas.

Engage in a variety of discussions by listening and sharing acquired and prior knowledge.

Demonstrate collegial rules during discussion.

Articulate personal ideas clearly.

Pose relevant questions that connect ideas of several speakers.

Respond to questions and comments with relevant details.

Acknowledge new information posed and use evidence to justify personal view points.


Socratic Circle to examine women’s roles in Sparta vs. Athens

Hot Seat: Person in the Hot Seat could be (smoker’s) lungs. (Done when studying Human Body in Science)

Debate the necessity of slavery in ancient Rome.

Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 3 PLD (Performance Level Descriptor, Levels 1-4) This

explicitly defined roles

Kagan Cooperative Learning Strategies

Explicitly teach participation preparedness techniques for classroom discussions. (Read materials/interviews/take notes/generate questions/formulate an opinion/extra research)

Boy’s Town (disagreeing appropriately)

Resources:

Team collaboration

Speech for Effective Communication (see Drama teacher or Communication Media teacher)


no/closed) question? What do I need to do to be prepared for classroom discussions? What can I do or say when I disagree with another person’s viewpoint? When can a question have more than one correct response?

is the level in which students have performed on the state assessment.



Claim 3: Speak and Listen Purposefully - Claim 1: Read Analytically

Comprehension and Collaboration Speaking and Listening Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

S.L. 5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

S.L. 6.2. 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.

SL.7.2.Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.




The student: S.L. 6.2. Interprets information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explains how it contributes to a topic, text, or issue under study. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: How does the same information vary when it is presented via different types of media? How is a topic enriched by different types of media?

Knows/Understands: The student: (3) Understands that authors have their own purposes and the purpose can affect how information is presented. (6) Interprets the main ideas presented. (6) Explains how information presented contributes to the topic, text, or issue under study. Vocabulary: interpret, topic, text, issue, diverse media (e.g., visually quantitatively, orally)


Explain how information presented contributes to the topic, text, or issue under study.

Interpret the information presented in diverse media and formats.


Use a choice board for students to elect different ways of presenting information on the same topic. (i.e.: PPT/song/written essay/poetry)

Have various stations around the room dealing with a specific topic presented in different media formats: i.e. When teaching Roll of Thunder, have pictures of black vs. white schools, sharecroppers’ homes vs. white landholders’ homes, graphs of life expectancies of black vs. white, spreadsheets of high school graduation rates of black vs. white. After students have been to all stations, they will make inferences about the data and write a reflective paragraph.

Require students to incorporate two or more types of media in certain projects.



Find interesting pictures/photos and have students write about what they think is happening.

Double Entry journals

Text-to-Self and Text-to-World connections

Resources:

Teachertube

Ted.com

Multi-media presentations of material studied in the classroom.


District: BOY, MY Kansas Assessment Claim 3, Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.




Comprehension and Collaboration Speaking and Listening Anchor Standard 3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

S.L. 5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

S.L. 6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.7.3 Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence.




The student: S.L. 6.3. Delineates a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. Cognitive demand/Level of thinking: Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Questions: What is the speakers claim? What evidence does the speaker give to support their claim?

Knows/Understands: The student: (4) Identify the speaker’s argument, claims, and evidence. (5) Explains how the argument & claim is supported by evidence. (6) Delineates an argument and the claims. Vocabulary: argument, claims, evidence, evaluate, sufficient, soundness


Delineate a speaker’s argument and specific claims.

Distinguish between claims that are supported by evidence and claims that are not.

Sample Performance Task: Listen to various political speeches and have students identify two claims the speaker makes, then determine if evidence is given to support each claim. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 3, Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.


Classroom Debates

Active listening

Resources:

CNN Student News

Teachertube

Ted.com

presidential




Presentation of Knowledge and Ideas Speaking and Listening Anchor Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

S.L. 5.4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

S.L. 6.4. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.7.4. Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details and examples; use appropriate eye contact, adequate volume, and clear pronunciation.




The student: S.L. 6.4. Presents claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; uses appropriate eye contact, adequate volume, and clear pronunciation. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: What verbal and non-verbal elements of presentation are needed to effectively deliver a speech?

Knows/Understands: The student: (6) Identifies claims and findings. (2) Identifies appropriate eye contact. (6) Identifies adequate volume. (6) Identifies clear pronunciation. Vocabulary: topic, text, story, appropriate facts, descriptive details, speak clearly, understandable, pace


Determine pertinent evidence that supports the claim.

Determine well-chosen details.

Present claims and findings logically

Present claims and findings emphasizing pertinent descriptions, facts, details, and examples.

Demonstrate appropriate eye contact.

Demonstrate adequate volume.

Demonstrate clear pronunciation.

Sample Performance Task: After completing a novel, have students identify what they believe is the underlying theme and support it with three types of evidence from the text. Present orally to the class. After (or during) students’ study of health and nutrition, have students cite evidence (using data collected from a food journal) of whether their diet is healthy or not. Present orally to the class (use math concepts to determine percentages of food groups and use pie chart or graph to illustrate). Assessment: Kansas/SBAC


Model or show examples of effective non-verbal (eye-contact, body language) and verbal (volume, pronunciation) communication.

Role-play speaking with emotion and delivery.

Watch and critique various speeches.

Graphic organizer to organize speech

Resources:

United Streaming video “Perfect Communication”

Speech for Effective Communication textbook

HMH Collections


Why is it important for speeches to flow logically? What descriptions, facts, and details help convey my message?

District: BOY, MY Kansas Assessment Claim 3, Claim 1 PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.




Presentation of Knowledge and Ideas Speaking and Listening Anchor Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations

S.L. 5.5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

S.L. 6.5. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

SL.7.5. Include multimedia component and visual displays in presentations to clarify claims and findings and emphasize salient points.




INSTRUCTION

The student: S.L. 6.5. Includes multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: How does using multi-media components clarify and strengthen presentations? How does using visual displays of data clarify and strengthen presentations?

Knows/Understands: The student: (5) Includes multimedia components and visual displays in presentations. (6) Identifies when multimedia components and visual displays clarify information. Vocabulary: integrate, multimedia, visual displays, presentations, clarify,


Integrate multimedia and visual displays.

Determine when to integrate multimedia and visual displays to clarify information.

Integrate multimedia components/visual displays in a presentation to clarify information.


Develop a Photostory presentation which includes words (spoken and/or written), photos and music to depict the mood of a poem.

Create a PPT (including charts/graphs/photos/images/ sound) to explain the life-cycle of a star.

Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 3, Claim 1 PLD (Performance Level Descriptor, Levels 1-4)


Collaborate with computer teacher to enhance students’ PPT and other multi-media skills.

Resources: Multimedia Applications for the Classroom: http://www.cited.org/index.aspx?page_id=106

http://www.cited.org/index.aspx?page_id=106

http://www.cited.org/index.aspx?page_id=106


This is the level in which students have performed on the state assessment.




Presentation of Knowledge and Ideas Speaking and Listening Anchor Standard 6: Adapt speech to a variety of context and communicative tasks, demonstrating command of formal English when indicated or appropriate.

S.L. 5.6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. (See grade 5 Language standards 1 and 3 for specific expectations.)

S.L. 6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Language Standards 1 and 3 for specific expectations.)




INSTRUCTION

The student: S.L. 6.6. Adapts speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.) Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: When is it appropriate to use formal English? What presentation style would be appropriate for a given task?

Knows/Understands: The student: (5) Adapts speech so it is appropriate to the task and situation. (4) Describes qualities of formal speech. (4) Describes qualities of informal speech. Vocabulary: complete sentences, appropriate, task, situation, clarification, formal English


Determine if formal or informal speech is appropriate in the context of a given situation.

Adapt speech to a given context or task when speaking.

Demonstrate correct use of formal English when speaking.


Role-play situations with various audiences when formal English may or may not be necessary.

Have students assume different characters (Plebian vs. Patrician) and deliver speech accordingly (Videotape presentations).

Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 3, Claim 1


Oral RAFT

Role playing with different audiences.

Videotape students’ speeches

Resources:

Speech for Effective Communication textbook

Formal vs. Informal Writing: What's the Difference and When to Use Them? http://www.youtube.com/watch?v=sdDBY2-Wmis&feature=related

http://www.youtube.com/watch?v=sdDBY2-Wmis&feature=related

http://www.youtube.com/watch?v=sdDBY2-Wmis&feature=related


PLD (Performance Level Descriptor, Levels 1-4) This is the level in which students have performed on the state assessment.



Claim 2: Write Effectively - Claim 3: Speak and Listen Purposefully

Conventions of Standard English Language Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

L.5.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of conjunctions,

prepositions, and interjections in general and their function in particular sentences.

b. Form and use the perfect (e.g., I had walked; I have walked; I will have walked) verb tenses.

c. Use verb tense to convey various times, sequences, states, and conditions.

d. Recognize and correct inappropriate shifts in verb tense.*

Use correlative conjunctions (e.g., either/or, neither/nor).

L.6.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in proper case

(subjective, objective, and 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).*

Recognize variations from standard English in their own and others’ writing and speaking, and identifies and uses strategies to improve expression in conventional language.

L.7.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Explain the function of phrases and clauses in

general and their function in specific sentences. b. Choose among simple, compound, complex, and

compound-complex sentences to signal differing relationships among ideas.

c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.*

LANGUAGE STANDARD



INSTRUCTION

The student: L.6.1.Demonstrates command of the conventions standard English grammar and usage when writing or speaking. a. Ensures that pronouns are in proper case

(subjective, objective, possessive). b. Uses intensive pronouns (e.g., myself,

ourselves). c. Recognizes and correct inappropriate

shifts in pronoun number and person.* d. Recognizes and corrects vague pronouns

(i.e., ones with unclear or ambiguous antecedents).*

Knows/Understands: The student: (3) Understands what a pronoun is and when it is appropriate to use a pronoun in place of a noun. Vocabulary: nouns, pronouns, verbs, adjectives, adverbs, antecedents, agreement, subjective, objective, possessive, intensive


Ensures that pronouns are in proper case (subjective, objective, possessive).

Uses intensive pronouns (e.g., myself, ourselves).

Recognize and correct inappropriate shifts in pronoun number and person.*

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

Recognizes variations from Standard English in their own and others’ writing and speaking, and identifies and uses strategies to improve


Sort pronouns into categories (first, second, third person/gender/ number)

Identify pronouns and their antecedents within a text. “Marking Text” p. 105 Mechanically Inclined by Jeff Anderson


e. Recognizes variations from standard English in their own and others’ writing and speaking, and identifies and uses strategies to improve expression in conventional language.

Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: What is a pronoun and when is it appropriate to use a pronoun in place of a noun? How can you determine who a pronoun is referring to? When is a pronoun too vague? Why should pronoun number and person (gender) be consistent? When is it appropriate to use variations of Standard English?

expression in conventional language.


Use a cloze passage with pronouns removed. Supply each pair of students with an envelope containing the needed (missing) pronouns. Pairs then sort the pronouns according to gender and number and place in cloze passage.

Mechanically Inclined by Jeff Anderson p. 108

Use a passage from Roll of Thunder, Hear My Cry or The Cay and “translate” it to Standard English.


Resources:

Mechanically Inclined by Jeff Anderson

Getting It Right by Jeff Wilhelm and Michael Smith

Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).




Conventions of Standard English Language Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

L.5.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation to separate items in a series.* b. Use a comma to separate an introductory element

from the rest of the sentence. c. Use a comma to set off the words yes and no (e.g.,

Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

d. Use underlining, quotation marks, or italics to indicate titles of works.

Spell grade-appropriate words correctly, consulting references as needed.

L.6.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses,

dashes) to set off nonrestrictive/parenthetical elements.*

Spell correctly

L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a comma to separate coordinate

adjectives (e.g., It was a fascinating, enjoyable, movie but not He wore on old green shirt).

Spell correctly.

LANGUAGE STANDARD



INSTRUCTION

The student: L.6.2.Demonstrates command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Uses punctuation (commas,

parentheses, dashes) to set off nonnrestrictive/parenthetical elements.*

b. Spells correctly Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts

Knows/Understands: The student: (6) Knows that a dash is two hyphens without a space between them or on either side. (6) Knows that an ellipse is three or four dots within the sentence. (3) Recalls and applies spelling rules. (3) Identifies and corrects misspelled words. Vocabulary: Nonrestrictive/parenthetical elements, interrupters


Apply correct capitalization.

Apply correct punctuation.

Apply correct spelling.

Use punctuation (commas, parentheses, dash) to set off nonrestrictive/parenthetical elements.


Students will edit their writing adding three types of nonrestrictive elements (commas/parentheses/dashes).

Assess for correct spelling, capitalization


“No Comma in a Nonrestrictive Element” Mechanically Inclined by Jeff Anderson p. 93

“Express Lane Edits” Mechanically Inclined by Jeff Anderson p. 46

IFOM (in front of me) words

Revisit grade level expectations for correct spelling, capitalization, conventions

Keep an anchor chart of mini-lessons/skills taught (e.g.: their-there-they’re, ending


Essential Questions: How do I use punctuation/capitalization/ spelling correctly to enhance my writing? How do I use punctuation to set off nonrestrictive/parenthetical elements?

and conventions in specified class assignments.


punctuation, IFOM words) that students can refer to and be held accountable for

Student editing checklists

Lifetime words list

Most frequently misspelled words list

Resources: Mechanically Inclined by Jeff Anderson

Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).



Claim 2: Write Effectively - Claim 3: Speak and Listen Purposefully

Knowledge of Language Language Anchor Standard 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 when reading or listening.

L.5.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for

meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

L.6.3. 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.*

L.7.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.*

LANGUAGE STANDARD



The student: L.6.3. Uses knowledge of language and its conventions when writing, speaking, reading or listening.

a. Varies sentence patterns for meaning,

reader/listener interest, and style.*

b. Maintains consistency in style and tone.*

Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: How can varying sentence patterns spice up my writing?

Knows/Understands: The student: (2) Recognizes language conventions for listening, speaking, reading, and writing. (2) Recognizes and compares formal and informal uses of English. (1) Understands that the speaker or writer’s choice of words, phrases, and (3) conventions affects the meaning. Vocabulary: language, language conventions


Apply knowledge of language conventions when speaking, listening, reading and writing.

Vary sentence patterns for meaning, reader/listener interest, and style.

Maintain consistency in style and tone.


While studying Ancient Rome, students write a letter to the editor from the perspective of a woman in Ancient Rome asking for more rights. Assess for fluency, style, and tone (or, when studying the human body from the perspective of human lungs on why people should not smoke).

While studying states of matter, students write to explain why a balloon would appear to deflate if left in a cold car overnight in the wintertime. Assess for fluency, style, and tone.


Importance of knowing audience and purpose when writing

Analyzing writing for fluency and voice using a three tiered model of whole class, small group or pairs, followed by individual focus

Teach types of sentences (simple, compound, complex)

Use the rubric for fluency to assess writing samples

Resources:

Write Source

Six Trait Rubric


Why is it important to maintain consistency in style and tone?





Vocabulary Acquisition and Use Language Anchor Standard 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.

L.5.4. Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., cause/effect relationships

and comparisons in text) as a clue to the meaning of a word or phrase.

b. Use common, grade-appropriate Geek and Latin affixes and roots as clues to the meaning of a word (e.g., photograph, photosynthesis)

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

L.6.4. Determine or clarify the meaning of unknown and multiple-meaning words and 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 word’s 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 word or determine or clarify its precise meaning or part of speech.

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).

L. 7.4. Determine or clarifies the meaning of unknown and multiple-meaning words and phrases based on grade 7 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g., the overall meaning of the

sentence of paragraph; a word’s 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., belligerent, bellicose, rebel).

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a 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).

LANGUAGE STANDARD



INSTRUCTION

The student: L.6.4. Determines or clarifies the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Uses context (e.g., the overall meaning of a

sentence or paragraph; a word’s position or function in a sentence) as a clue to the

Knows/Understands: The student: (1) Recognizes that many words have more than one meaning. (4) Identifies common, grade appropriate Greek and Latin affixes and roots. (1) Recognizes that context clues


Determine the meaning of a word or phrase by using context clues.

Determine the meaning of words by using the meaning of common Greek and Latin root words, prefixes, or suffixes.


Weekly word work consisting of “Teach a Root a Week” from Greek and Latin Roots by Tim Rasinski

Explicit teach on using Context Clues.


meaning of a word or phrase. b. Uses common, grade-appropriate Greek or

Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

Consults reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or part of speech.

c. Verifies the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts Essential Questions: How can context clues help me determine the meaning of an unknown word? How can understanding the meanings of Greek and Latin root words help me determine the meaning of unknown words? How can using a print or digital reference material help me understand the pronunciation/meaning/part of speech of unknown words? Why is it important to verify my prediction about a word’s meaning or pronunciation?

can help determine the meaning of unknown or multiple-meaning words. (4) Uses reference materials (e.g., glossaries, dictionaries, thesauruses) both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. Vocabulary: multiple-meaning word, context clue, prefix, suffix, affix, root word, glossary, dictionary, thesaurus

Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase.

Consult reference materials, both print and digital, to find pronunciation, to determine or clarify precise meaning, or part of speech.


Students match Greek and Latin roots with their meanings.

Students match words containing Greek or Latin roots with their definitions.

Students use knowledge of Greek and Latin roots to determine meaning of unknown words.


Explicit teach on determining the correct definition/part of speech with multiple meaning words e.g.: smoke (n.) and smoke (v.) or ebony (n.) an ebony (adj.) or relish (n.) and relish (v.)

Resources:

Greek and Latin Roots by Rasinski




Vocabulary Acquisition and Use Language Anchor Standard 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.5.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figurative language, including similes

and metaphors, in context. b. Recognize and explain the meaning of common

idioms, adages, and proverbs. c. Use the relationship between particular words

(e.g., synonyms, antonyms, homographs) to better understand each of the words.

L.6.5.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.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

L.7.5. Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

a. Interpret figures of speech (e.g. literary, biblical, and mythological allusions) in context.

b. Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand each of the words

c. Distinguish among connotations (associations) of words with similar denotations (definitions) (e.g., refined, respectful, polite, diplomatic, condescending).

LANGUAGE STANDARD

PRE REQUISITE SKILLS AND CONCEPTS DEMONSTRATION/PERFORMANCE OF STANDARD

INSTRUCTION

The student: L.6.5.Demonstrates understanding of figurative language, word relationships, and nuances in word meanings. a. Interprets figures of speech

(e.g., personification) in context. b. Uses the relationship between,

particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

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

Knows/Understands: The student: (4) Recognizes the meaning of figurative language. (3) Recognizes the different types of relationships between words. (6) Defines the meaning of the terms connotation and denotations. (5) Recognizes similes and metaphors. Vocabulary: figurative language, simile, metaphors, personification, connotation, denotation


Analyze text to locate and interpret figures of speech.

Analyze the relationship between particular words.

Distinguish among the connotations of words with similar denotations.

Demonstrate the relationship between words to find meaning.


Explain why the connotation of a specific word or phrase in a text


Change similes into metaphors and discuss how the meaning/connotation changes

Explicitly teach word choice to help students find the “perfect word”

Sort activity illustrating positive and negative connotations of a word (e.g.: stingy/thrifty Denotation means saves money)

Illustrate figures of speech


(definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning Essential Questions: How can I identify and understand figures of speech in a text? How can I identifying word relationships help the reader understand a text? How can I tell the difference between a word’s connotation and denotation? Why is it important to understand the difference between a word’s connotation and its denotation?

helps the reader understand the tone an author is trying to convey.

Identify and explain figurative language within a specific text.


Resources:

Idiom dictionaries

Thesaurus

Digital and print dictionaries

6-Trait rubric (especially word choice)



Claim 1: Read Analytically - Claim 3: Speak and Listen Purposefully

Vocabulary Acquisition and Use Language Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

L.5.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

L.6.6. 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.

L.7.6. 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.

LANGUAGE STANDARD



The student: L.6.6. Acquires and uses accurately grade-appropriate general academic and domain-specific words and phrases; gathers vocabulary knowledge when considering a word or phrase important to comprehension or expression. Cognitive demand/Level of thinking: Level 1 Recall & Reproduction, Level 2 Basic Skills & Concepts, Level 3 Strategic Thinking & Reasoning, Level 4 Extended Thinking Essential Question:

Knows/Understands: The student: (3) Identifies general academic and domain-specific words and phrases. (6) Gathers vocabulary knowledge important to comprehension or expression. Vocabulary: academic, domain-specific, vocabulary knowledge


Apply and use knowledge of vocabulary when considering words and phrases important to comprehension or expression.

Select appropriate resources to aid in gathering vocabulary knowledge.

Sample Performance Task: Using a list of vocabulary words, generated from the study of an ancient civilization, students write a brief narrative about that civilization. This narrative should correctly incorporate the generated vocabulary. Students should stretch vocabulary usage and should be asked to utilize domain specific vocabulary. Assessment: Kansas/SBAC District: BOY, MY Kansas Assessment Claim 1, Claim 3 PLD (Performance Level Descriptor, Levels 1-4) This is


Knowing your audience

GIST strategy

Frayer Model

Knowledge Rating Scale

Vocab-O-Gram

Word walls

Collaborate with teammates to teach and apply content vocabulary across the curriculum.

Resources:

Language Arts Website

Content area texts

Core Six: Essential strategies for achieving Excellence with the Common Core Silver, Dewing, Perini


Why is it important to increase and accurately use academic vocabulary?

the level in which students have performed on the state assessment.

what the text says explicitly as well as...

Documents