10/06/14 45/50 Days [ 6.L.04] Determine or clarify the meaning of unknown and multiple-meaning words or 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., precede, recede, secede). 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 its part of IV-L-2:HI-2 identifying the meaning/usage of sight words and applying in context. IV-L-2:HI-3 identifying the meaning/usage of high frequency words and applying them in context. IV-L-2:HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols. IV-L-2:HI-12 determining the appropriate definition of a multiple-meaning word in context with visual support. IV-L-2:HI-13 analyzing grade-level content words in context to determine meaning. IV-L-2:HI-14 using reference materials, print and/or electronic, to identify meanings, spelling, pronunciation, and usage of words.
visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. "I can integrate information presented in different formats." 10/13/14 40/50 Days [ 6.L.04] Determine or clarify the meaning of unknown and multiple-meaning words or 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., precede, recede, secede). c. Consult reference materials IV-L-2:HI-2 identifying the meaning/usage of sight words and applying in context. IV-L-2:HI-3 identifying the meaning/usage of high frequency words and applying them in context. IV-L-2:HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols. IV-L-2:HI-12 determining the appropriate definition of a multiple-meaning word in context with visual support. IV-L-2:HI-13 analyzing grade-level content words in context to determine meaning.
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). "I can demonstrate an understanding of figurative language, word relationships, connotations, and denotations." 40/50 Days [ 6.W.02] 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 IV-W-1:HI-4 writing essays and reports, based on a synthesis of research, using topic sentences, main ideas, relevant facts, details, and concluding statements. IV-W-1:HI-5 organizing and recording hypotheses, reflections, questions, speculations, decisions, and conclusions structured around a scientific investigations. IV-W-1:HI-9 writing a book report that reflects the main idea, characters, setting, events, and plot of varied texts.
40/50 Days [ 6.W.05] 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. "I can improve my writing through revision and editing with my peers or adults." IV-W-3:HI-1 generating, organizing, maintaining and evaluating ideas for pre-writing. IV-W-3:HI-2 determining the purpose (e.g., to entertain, to inform, to explain, to persuade) of a writing piece. IV-W-3:HI-3 evaluating information on a pre-writing plan (e.g., graphic organizer, KWL chart, log) to develop a draft with main idea. IV-W-3:HI-4 applying appropriate tools (e.g. resources, reference materials) or strategies (e.g., peer review, rubrics) to rearrange and modify words, sentences, and paragraphs in order to clarify meaning. IV-W-3:HI-5 identifying and correcting errors in conventions (e.g., sentence structure, spelling, capitalization, punctuation) in the draft. 40/50 Days [ 6.W.08] Gather relevant information from multiple print IV-W-5:HI-3 quoting or paraphrasing information
IV-W-3:HI-4 applying appropriate tools (e.g. resources, reference materials) or strategies (e.g., peer review, rubrics) to rearrange and modify words, sentences, and paragraphs in order to clarify meaning. IV-W-3:HI-5 identifying and correcting errors in conventions (e.g., sentence structure, spelling, capitalization, punctuation) in the draft. 35/50 Days [ 6.W.08] 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. "I can gather information from multiple sources and provide basic bibliographic information." IV-W-5:HI-3 quoting or paraphrasing information sources, and supplying citations. IV-W-5:HI-4 paraphrasing and integrating information from a variety of sources, and distinguishing between relevant and/or extraneous information. 5/10 Days [ 6.R.RI.02] Determine a central idea of a text and how it is N/A
conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. "I can determine and summarize the central idea without stating my own opinion." 10/27/14 30/50 Days [ 6.L.04] Determine or clarify the meaning of unknown and multiple-meaning words or 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., IV-L-2:HI-2 identifying the meaning/usage of sight words and applying in context. IV-L-2:HI-3 identifying the meaning/usage of high frequency words and applying them in context. IV-L-2:HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols. IV-L-2:HI-12 determining the appropriate definition of a multiple-meaning word in context with visual support.
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., precede, recede, secede). 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 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 identifying the meaning/usage of high frequency words and applying them in context. IV-L-2:HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols. IV-L-2:HI-12 determining the appropriate definition of a multiple-meaning word in context with visual support. IV-L-2:HI-13 analyzing grade-level content words in context to determine meaning. IV-L-2:HI-14 using reference materials, print and/or electronic, to identify meanings, spelling, pronunciation, and usage of words. IV-L-2:HI-17 interpreting the words and clauses that signal chronological sequence, description, cause and effect, and problem and
20/50 Days [ 6.W.02] 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 IV-W-1:HI-4 writing essays and reports, based on a synthesis of research, using topic sentences, main ideas, relevant facts, details, and concluding statements. IV-W-1:HI-5 organizing and recording hypotheses, reflections, questions, speculations, decisions, and conclusions structured around a scientific investigations. IV-W-1:HI-9 writing a book report that reflects the main idea, characters, setting, events, and plot of varied texts.
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. "I can write informative/explanatory text to thoroughly examine a topic or idea." 20/50 Days [ 6.W.05] 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. "I can improve my writing through revision and editing with my peers or adults." IV-W-3:HI-1 generating, organizing, maintaining and evaluating ideas for pre-writing. IV-W-3:HI-2 determining the purpose (e.g., to entertain, to inform, to explain, to persuade) of a writing piece. IV-W-3:HI-3 evaluating information on a pre-writing plan (e.g., graphic organizer, KWL chart, log) to develop a draft with main idea.
chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. "I can identify the organizational sturcture of a passage. I can analyze how a specific section of text fits into the overall structure of a passage. I can explain how a specific section of text contributes to the development of ideas." features on a page of nonfiction text. IV-R-4:HI-27 locating information from an organizational feature of a book for a specific purpose. IV-R-4:HI-31 identifying words used in persuasive text to affect the reader (e.g., stereotypes, testimonial, exaggeration, loaded words). 11/17/14 & 11/24/14 10/50 Days [ 6.L.04] Determine or clarify the meaning of unknown and multiple-meaning words or 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 IV-L-2:HI-2 identifying the meaning/usage of sight words and applying in context. IV-L-2:HI-3 identifying the meaning/usage of high frequency words and applying them in context. IV-L-2:HI-4 explaining the meaning and usage of grade-specific academic vocabulary and symbols.
and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). "I can demonstrate an understanding of figurative language, word relationships, connotations, and denotations." IV-L-2:HI-16 determining the intended meaning of figurative language. 10/50 Days [ 6.W.02] Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. IV-W-1:HI-4 writing essays and reports, based on a synthesis of research, using topic sentences, main ideas, relevant facts, details, and concluding statements. IV-W-1:HI-5 organizing and recording hypotheses,
information or explanation presented. "I can write informative/explanatory text to thoroughly examine a topic or idea." 10/50 Days [ 6.W.05] 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. "I can improve my writing through revision and editing with my peers or adults." IV-W-3:HI-1 generating, organizing, maintaining and evaluating ideas for pre-writing. IV-W-3:HI-2 determining the purpose (e.g., to entertain, to inform, to explain, to persuade) of a writing piece. IV-W-3:HI-3 evaluating information on a pre-writing plan (e.g., graphic organizer, KWL chart, log) to develop a draft with main idea. IV-W-3:HI-4 applying appropriate tools (e.g. resources, reference materials) or strategies (e.g., peer review, rubrics) to rearrange and modify words, sentences, and paragraphs in order to clarify meaning.
IV-W-3:HI-5 identifying and correcting errors in conventions (e.g., sentence structure, spelling, capitalization, punctuation) in the draft. 10/50 Days [ 6.W.08] 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. "I can gather information from multiple sources and provide basic bibliographic information." IV-W-5:HI-3 quoting or paraphrasing information sources, and supplying citations. IV-W-5:HI-4 paraphrasing and integrating information from a variety of sources, and distinguishing between relevant and/or extraneous information. 5/10 Days [ 6.R.RL/RI.10] RL.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. (NOT ASSESSED ON BENCHMARK) RI.10: By the end of the year, IV-R-3:HI-1 reading aloud passages from unfamiliar content area text, observing phrasing, punctuation and expression.
a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). "I can demonstrate an understanding of figurative language, word relationships, connotations, and denotations." determining the intended meaning of figurative language. 5/50 Days [ 6.W.02] 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, IV-W-1:HI-4 writing essays and reports, based on a synthesis of research, using topic sentences, main ideas, relevant facts, details, and concluding statements. IV-W-1:HI-5 organizing and recording hypotheses, reflections, questions, speculations, decisions, and conclusions structured