Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students analyze the meaning of a text by: explaining explicit ideas drawing relevant inferences providing strong textual evidence to support analysis cite textual evidence support analysis what the text says explicitly inferences drawn text Students know: the difference between summarization and analysis techniques for analyzing the meaning of a text explicit details support a textual analysis inferences are used to support a textual analysis textual evidence strengthens thinking Students understand that/are able to: analyze the meaning of a text support analysis with explicit ideas from a text support analysis with inferences about a text Students understand that an analysis of a text includes explicit understanding of and inferences about a text supported by strong textual evidence EERL.6.1. Determine what a text says explicitly as well as what simple inferences should be drawn. Level IV Students will: EERL.6.1. Analyze a text to identify the information that is used in making an inference. Ex. After making an inference while reading a text, underline the information that was used in making the inference. Ex. Select a correct answer to an inferential question, and then highlight the information in the text that supports the inference. Level III Students will: EERL.6.1. Determine what a text says explicitly as well as what inferences should be drawn. Ex. After reading Yo, Yes, determine that the boy says, “me” explicitly, but he is really saying, “I’ll be your friend.” Ex. Given a list of explicit and implicit information from a story, sort information into information that was stated directly and information that must be inferred. Level II Students will: EERL.6.1. Identify information that is and is not directly stated in the text. Ex. Using pictures, illustrations, etc., identify a detail that was not stated in the text. Ex. Through auditory or tactile sources, identify details directly stated in the text. Level I Students will: EERL.6.1. Answer a question about explicit information provided in the text. Ex. Respond to a question about the text by indicating through turn of the head or eye gaze whether each of two options is correct. Ex. Respond to a question about a detail from an illustration in the text by answering “yes” or “no” or using a switch to indicate whether each of two options is correct.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students objectively summarize a variety of text including: the central idea or theme how the central idea or theme is conveyed through particular details determine theme central idea text conveyed through particular details summary personal opinions judgments Students know: techniques for identifying and tracing a theme or central idea through the particular details of a text qualities of an objective summary difference between summary and personal opinions or judgments texts use particular details to convey a theme or central idea vocabulary: theme, central idea Students understand that/are able to: summarize a text objectively explain how particular details work together to create a theme or central idea within a text Students understand that the particular details that develop the theme or central idea of a text may lead to a better understanding of other perspectives and cultures. EERL.6.2. Determine the theme or central idea of a familiar story and identify details that relate to it. Level IV Students will: EERL.6.2. Determine the theme or central idea of an unfamiliar story and details that relate to it. Ex. Given a passage from an unfamiliar short story, determine the central idea and then identify details in the text that relate to the central idea. Level III Students will: EERL.6.2. Determine the theme or central idea of a familiar story and identify details that relate to it. Ex. Given a short passage from a familiar story, determine the central idea and then highlight details in the text that relate to the central idea. Ex. Given an array of choices, determine which best represents the theme of the story and then choose two details from the story that relate to the theme. Ex. Given an array of choices, select an illustration that represents the central idea of the story and point out two details in the illustration that are discussed in the story. Level II Students will: EERL.6.2. Identify the theme or central idea of a familiar story. Ex. Given a short passage from a familiar story, identify the theme or central idea from a list of choices. Ex. Given an array of choices, select an illustration that represents the central idea of a familiar story. Level I Students will: EERL.6.2. Identify details from a familiar story. Ex. Given a list of details, identify those that relate to a familiar story. Ex. Using a communication device, identify a detail from a familiar story.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: describe how the plot of a story or drama unfolds including how characters respond and change throughout the text describe story drama plot series of episodes how the characters respond or change moves toward a resolution Students know: elements of plot (in a story or drama) characters are dynamic vocabulary: resolution Students understand that/are able to: identify episodes from a story or drama explain how a character responds to episodes explain how a character changes through the course of a story or drama Students understand that plot and character development in a story are dynamic and may lead to a better understanding of other perspectives and cultures EERL.6.3. Identify the episodes or significant events in a story or drama. Level IV Students will: EERL.6.3. Recount a story’s beginning, middle, and end, highlighting the significant events or episodes in each part. Ex. Recount the beginning, middle, and end of a story and select from choices the most significant episodes in the story. Ex. Recount significant episodes that occur at the beginning, middle, and end of a story (e.g., In superhero movies, the good guy meets bad guy, bad guy almost defeats good guy, then good guy defeats bad guy.). Level III Students will: EERL.6.3. Identify the episodes or significant events in a story or drama. Ex. Given a list of episodes or events from a story, identify those that are significant. Ex. Given a text projected on an interactive whiteboard, highlight the significant events throughout the story. Level II Students will: EERL.6.3. Identify a significant event in a story or drama. Ex. Select or recall one significant episode or events. Ex. Identify a significant event involving a favorite character in a familiar story by selecting from a choice of illustrations. Level I Students will: EERL.6.3. Identify an event in a familiar story or drama. Ex. Given two or more choices (e.g., illustrations or objects), respond to indicate any choice is an event that occurred in a familiar story.
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Literature Cluster: Integration of Knowledge and Ideas Grade: 6 Standard 7 (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. Quarter 1: Quarter 2: Quarter 3: Define compare and Contrast Recognize multiple text formats: audio video live version Determine the similarities of the experience of reading a: story drama poem to listening to or viewing the audio, video, or live version of the text Determine the differences of the experience of reading a: story drama poem to listening to or viewing the audio, video, or live version of the text Contrast what is seen/heard in text when reading watching or listening Quarter 4:
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/ or speaking to: compare and contrast how two or more texts from different forms or genres approach similar themes and topics compare contrast texts different forms or genres approaches to similar themes and topics Students know: techniques for comparing and contrasting common forms in literature common genres in literature common themes and topics in literature Students understand that/are able to: read two or more texts from different genres or forms use writing or speaking to compare and contrast their approaches to similar themes and topics Students understand that stories discuss common topics and themes to help the reader understand other perspectives and cultures. EERL.6.9. (See EERL.6.7.)
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 10: Read and comprehend complex literary and informational texts independently and proficiently. Strand: Reading Literature Cluster: Range of Reading and Level of Text Complexity Grade: 6 Standard 10 (RL.6.10) By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades text complexity band proficiently, with scaffolding as needed at the high end of the range. Quarter 1: Identify/understand in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as needed Comprehend independently in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as needed Quarter 2: Identify/understand in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as needed Comprehend independently in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as needed Quarter 3: Identify/understand in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as needed Comprehend independently in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as needed Quarter 4: Identify/understand in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as needed Comprehend independently in literary text: key Ideas and details craft and structure integration of knowledge and ideas at appropriate complexity (Qualitative, Quantitative and Reader and Task) as seen in standards 1-9 with scaffolding as needed 8
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students, with scaffolding as needed: read and actively engage in comprehending appropriately complex stories and poetry read and comprehend literature stories dramas poetry grade 6 - text complexity band proficiently scaffolding as needed high end of the range Students know: techniques for making meaning from difficult stories and poetry techniques for engaging with and appreciating difficult texts techniques for selecting texts that are interesting, motiving, and appropriate for who they are as readers Students understand that/are able to: make meaning from appropriately complex stories, dramas, and poems engage with and appreciate appropriately complex texts Students understand that a reader's understanding of and appreciation for a text grows through deep thinking and active collaboration with others about texts. EERL.6.10. **This Literature Essential Element references all elements above.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: objectively summarize a variety of informational texts including the central idea and how it is conveyed through particular details determine central idea text conveyed through particular details summary personal opinions judgments Students know: the qualities of an objective summary informational texts use particular details to convey a central idea Students understand that/are able to use writing or speaking to: summarize a text objectively explain how particular details work together to create a central idea within a text Students understand that the particular details that develop the theme or central idea of a text lead to a better understanding of other perspectives and cultures. EERI.6.2. Determine the central idea of a short passage and details or facts related to it. Level IV Students will: EERI.6.2. Given a text, determine several details or facts that support their choice of the central idea. Ex. Asked “What was the passage about?,” select an answer from choices provided and indicate several facts or details about it from the passage. Ex. Asked “What in the passage said what it was about?,” selects facts or details about the central idea from choices provided. Level III Students will: EERI.6.2. Determine the central idea of a short passage and details or facts related to it. Ex. Asked “What was the passage about?,” select an answer from choices provided and indicate a fact or detail about it from the passage. Ex. After reading or listening to a historical passage (e.g., Revolutionary War), select picture or word cards that provide details indicating the main idea and then select an illustration from the passage that depicts a related fact (e.g., George Washington in uniform). Level II Students will: EERI.6.2. Given sentences from a text, identify a central idea. Ex. Asked “What was the passage about?,” selects a central idea from the choices provided. Ex. After reading a historical passage, use pictures, illustrations, etc. to identify a central idea of a passage. Ex. Through auditory or tactile sources, identify a central idea of an informational text. Level I Students will: EERI.6.2. Identify an important detail from informational text. Ex. During shared reading of an informational text, point, tell, or gesture to communicate when an important detail is stated.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: analyze how an individual, event, or idea is developed in a text analyze in detail key individual key event key idea introduced illustrated elaborated text Students know: techniques for tracing how a key individual, event, or idea is introduced, illustrated, and elaborated an author deliberately selects and organizes information Students understand that/are able to: analyze how an author introduces, illustrates, and elaborates on an individual, event, or idea support thinking with specific information from the text Students understand that a text's presentation of an individual, event, or idea also shapes a reader's understanding of other perspectives and cultures. EERI.6.3. Identify the progression of a key individual, event, or idea throughout an informational text. Level IV Students will: EERI.6.3. Describe the progression of a key individual, event, or idea throughout an informational text. Ex. Use examples from the text to show how Harriet Tubman became a conductor on the underground railroad. Level III Students will: EERI.6.3. Identify the progression of a key individual, event, or idea throughout an informational text. Ex. Answer questions about order of historical events (e.g., What significant events happened to Harriett first/then/next that lead to her decision to run away?). Ex. Put three significant events from text in order given the events out of order. Level II Students will: EERI.6.3. Identify an example of important information from the text. Ex. Identify an event that was most important in the life of Harriet Tubman from the text given two choices. Ex. Identify what happens to a character at the beginning or end of the story using customary communication modes. Level I Students will: EERI.6.3. Identify an event or idea in a familiar text. Ex. Respond to indicate whether a choice is an event that occurred in a familiar informational text. Ex. During shared reading of a science text, use a single message voice output device to indicate when an idea is stated.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: use clues in a text and outside resources to determine the figurative, connotative, and/or technical meaning of words and phrases in a text determine the meaning words and phrases figurative meaning connotative meaning technical meaning Students know: definition of: figurative meaning, connotative meaning, technical meaning features of a text related to word meaning (bold terms, glossary, context clues) steps for using an online or print dictionary several strategies for determining the meaning of a unknown word or phrase techniques for identifying and recording unfamiliar words Students understand that/are able to: determine meaning of unfamiliar words and phrases based on how they are used in a text use features of a text to determine the meaning of unfamiliar words and phrases use a dictionary (online or print) to determine the meaning of unfamiliar words and phrases identify and explain figurative language with textual support identify and explain connotative language with textual support identify and explain technical language with textual support Students understand that clues in a text help a reader understand the EERI.6.4. Determine the meaning of simple idioms and figures of speech as they are used in a text. Level IV Students will: EERI.6.4. Explain the meaning of simple idioms and figures of speech as they are used in a text. Ex. Explain the meaning of a figure of speech used in a science text to convey the meaning of a word (e.g., “Roots are like straws to take in water – it’s not really a straw; stems are like sticks that hold the plant up – it’s not really a stick.”). Level III Students will: EERI.6.4. Determine the meaning of simple idioms and figures of speech as they are used in a text. Ex. Determine the meaning of acid burns like fire as hot. Ex. After hearing a weather report, determine the meaning of it’s raining cats and dogs as pouring or heavy rain. Level II Students will: EERI.6.4. Recognize when a simple idiom or figure of speech is used in text. Ex. During shared reading, signal the teacher to indicate that an idiom has been used or seek clarification. Level I Students will: EERI.6.4. Recognize a repeated expression used in text. Ex. During shared reading of a familiar text, signal when a phrase is repeated in a text.
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to analyze how a sentence, paragraph, chapter, or section: fits together to provide the overall structure of a text contributes to the development of ideas analyze particular sentence paragraph chapter section fits into the overall structure text contributes to the development ideas Students know: parts of a text fit together to create a cohesive whole parts of a text work together to develop the ideas Students understand that/are able to: analyze how parts of a text fit into the overall structure of a text analyze how parts of a text contribute to the development of ideas support thinking with textual evidence Students understand that each element of a text's structure works together to create a cohesive whole and develop ideas. EERI.6.5. Describe how an element of the text fits into the overall structure of the text. Level IV Students will: EERI.6.5. Determine how a sentence, scene, or stanza fits into the overall structure of the text. Ex. Communicate the predictable word or phrase in a text that has a predictable pattern. Ex. Describe how a passage in Travels with Charley adds to understanding what John Steinbeck thought about America. Level III Students will: EERI.6.5. Describe how an element of the text fits into the overall structure of the text. Ex. Given the title of an informational text, find a sentence in the text that repeats the title. Ex. In a set of directions, describe what they would do if a step were left out. Ex. After reading a passage, select a title that is appropriate and fitting. Level II Students will: EERI.6.5. Identify a sentence from the overall structure of the text. Ex. Given a direction, point to a sentence that tells the most important thing to do. Level I Students will: EERI.6.5. Identify an illustration that fits into the overall theme of the text. Ex. Point to an illustration in a text.
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 7: Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* Strand: Reading Informational Text Cluster: Integration of Knowledge and Ideas Grade: 6 Standard 7 (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 Quarter 1: Recognize how to access information from different: media formats Identify: topic issue Integrate information taken from various media, formats, or text Demonstrate coherent understanding of the topic or issue using information from various media/formats Quarter 2: Recognize how to access information from different: media formats Identify: topic issue Integrate information taken from various media, formats, or text Demonstrate coherent understanding of the topic or issue using information from various media/formats Quarter 3: Quarter 4:
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: develop a coherent understanding of a topic by integrating information presented in words, media, or other formats integrate media format visually quantitatively in words coherent understand Students know: what types of information can be gathered from different media or formats techniques for synthesizing information from multiple sources Students understand that/are able to: gather information presented in different media or formats synthesize information from multiple sources and formats develop a coherent understanding of a topic or issue Students understand that information from multiple texts can be put together to answer questions and solve problems. EERI.6.7. Integrate information from different media and formats of texts. Level IV Students will: EERI.6.7. Integrate information from different media to develop understanding of a topic. Ex. Compare/combine information from a video and a passage on the same topic to make a statement about the topic. Level III Students will: EERI.6.7. Integrate information from different media and formats of texts. Ex. After reading the passage and watching a video, use magazine pictures to create a collage to represent the information. Ex. Compare a text with a video version of the same text to identify ways that the text is the same as the video. Level II Students will: EERI.6.7. Identify information from media and other formats of text that are about similar topics. Ex. Recall a phrase from a media presentation. Ex. Recall a phrase from an informational text. Level I Students will: EERI.6.7. Identify information from one source/text. Ex. Identify an idea from text heard or read.
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor 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. Strand: Reading Informational Text Cluster: Integration of Knowledge and Ideas Grade: 6 Standard 8 (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 Quarter 1: Quarter 2: Define : an argument a claim Identify the argument in a text Identify reasons and evidence in the text Trace the argument and specific claims in a text Distinguish between supported and unsupported claims Evaluate the argument and its specific claims in a text Quarter 3: Quarter 4:
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor 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. Strand: Reading Informational Text Cluster: Integration of Knowledge and Ideas Grade: 6 Standard 9 (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). Quarter 1: Identify: events common to both texts an author’s presentation of events Compare and contrast the common events in texts written by different authors (e.g. memoir written by a biography on the same person) Quarter 2: Quarter 3: Quarter 4:
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: compare and contrast how events are presented in a memoir and a biography about the same person compare contrast author's presentation of events memoir biography Students know: techniques for comparing and contrasting techniques for identifying key events in a text techniques an author can use to present key events vocabulary: memoir, biography Students understand that/are able to: compare and contrast how events are presented in a memoir and a biography about the same person Students understand that point of view and presentation impact the reader's understanding of and engagement with events. EERI.6.9. (See EERI.6.7.)
Common Core ELA Pacing Guide 2013-2014 6th Grade College and Career Readiness (CCR) Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Strand: Writing Cluster: Text Types and Purposes Grade: 6 Standard 1 (W.6.1) Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(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 Quarter 1: Identify credible sources Recognize: words phrases clauses that show relationships among claim(s) and reasons Recognize: claims relevance evidence Identify and define formal Style Explain the argument presented Determine how to introduce claim(s) Organize reasons and evidence clearly Formulate support for claims with clear reasons and relevant evidence Evaluate : credibility of sources used relevance of the evidence Quarter 2: Identify credible sources Recognize: words phrases clauses that show relationships among claim(s) and reasons Recognize: claims relevance evidence Identify and define formal Style Explain the argument presented Determine how to introduce claim(s) Organize reasons and evidence clearly Formulate support for claims with clear reasons and relevant evidence Evaluate : credibility of sources used relevance of the evidence Quarter 3: Quarter 4: Identify credible sources Recognize: words phrases clauses that show relationships among claim(s) and reasons Recognize: claims relevance evidence Identify and define formal Style Explain the argument presented Determine how to introduce claim(s) Organize reasons and evidence clearly Formulate support for claims with clear reasons and relevant evidence Evaluate : credibility of sources used relevance of the evidence
section that follows from the argument presented. Demonstrate an understanding of the topic or text Clarify relationships among claims and reasons Establish and maintain a formal style Plan an appropriate concluding statement that follows from the argument presented Write an argument to support claims, including: an introduction to claim(s) clear organization of reasons and evidence claims supported by clear reasons and relevant evidence credible sources a clear understanding of the topic or text under investigation words, phrases and clauses that clarify relationships among claim(s) and reasons establishes and maintains a formal style a concluding statement or section that follows from the argument presented Demonstrate an understanding of the topic or text Clarify relationships among claims and reasons Establish and maintain a formal style Plan an appropriate concluding statement that follows from the argument presented Write an argument to support claims, including: an introduction to claim(s) clear organization of reasons and evidence claims supported by clear reasons and relevant evidence credible sources a clear understanding of the topic or text under investigation words, phrases and clauses that clarify relationships among claim(s) and reasons establishes and maintains a formal style a concluding statement or section that follows from the argument presented Demonstrate an understanding of the topic or text Clarify relationships among claims and reasons Establish and maintain a formal style Plan an appropriate concluding statement that follows from the argument presented Write an argument to support claims, including: an introduction to claim(s) clear organization of reasons and evidence claims supported by clear reasons and relevant evidence credible sources a clear understanding of the topic or text under investigation words, phrases and clauses that clarify relationships among claim(s) and reasons establishes and maintains a formal style a concluding statement or section that follows from the argument presented
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. formatting graphics multimedia to aid comprehension Select various transitions that clarify relationships among ideas and concepts Determine how to organize: ideas concepts information Determine when to use various strategies such as: definitions classification comparison/contrast, cause/effect Select precise language and vocabulary to inform or explain the text Establish and maintain a formal style Determine a supportive concluding statement or section that follows from the information or explanation presented Write informative/explanatory texts to: examine a topic convey ideas convey concepts convey information through: text selection organization analysis of relevant concept Introduce and develop a topic with: relevant facts definitions multimedia to aid comprehension Select various transitions that clarify relationships among ideas and concepts Determine how to organize: ideas concepts information Determine when to use various strategies such as: definitions classification comparison/contrast, cause/effect Select precise language and domain-specific vocabulary to inform or explain the text Establish and maintain a formal style Determine a supportive concluding statement or section that follows from the information or explanation presented Write informative/explanatory texts to: examine a topic convey ideas convey concepts convey information through: text selection organization analysis of relevant concept Introduce and develop a topic with: relevant facts definitions concrete details quotations other information
concrete details quotations other information examples Organize ideas, concepts, and information using strategies such as: definitions classification comparison/contrast cause/effect Use: formatting graphics multimedia when useful in aiding comprehension Use appropriate transitions to clarify the relationships among ideas and concepts Use precise language and vocabulary to inform or explain the text Establish and maintain a formal style Provide a concluding statement or section that follows from the information or explanation presented examples Organize ideas, concepts, and information using strategies such as: definitions classification comparison/contrast cause/effect Use: formatting graphics multimedia when useful in aiding comprehension Use appropriate transitions to clarify the relationships among ideas and concepts Use precise language and domain-specific vocabulary to inform or explain the text Establish and maintain a formal style Provide a concluding statement or section that follows from the information or explanation presented
using transitional words, phrases, and clauses to clarify relationships among ideas and concepts using precise word choice including domain-specific vocabulary establishing a formal style ending with a relevant concluding statement or section develop the topic relevant facts, definitions, concrete details appropriate transitions clarify the relationships precise language domain-specific vocabulary formal style concluding statement that follows from the information or explanation develop topic with facts, definitions, concrete details, quotations, examples, and other information use appropriate transitions to clarify relationships among ideas and concepts use precise language and domain-specific vocabulary to inform about and explain the topic use elements of formal style use a concluding statement or section that follows from the information or explanation presented information logically, develop topic through facts, definitions, details, quotations, examples, and other information, and conclusion) incorporate useful formatting, graphics, and multimedia in pieces employ facts, definitions, concrete details, quotations, examples, and other information to develop topics employ appropriate transitions to clarify relationships among ideas and concepts include precise language and vocabulary in pieces establish and maintain a formal style
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 3: Write narratives to develop real or imagined experiences or events using effective technique, details, and well-structured event sequences. Strand: Writing Cluster: Text Types and Purposes Grade: 6 Standard 3 (W.6.3) Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and 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 Quarter 1: Describe the characteristics of a narrative Describe a variety of ways authors engage readers Identify how writers use transitional words, phrases, clauses to signal change in a narrative Use a variety of techniques to engage the reader and establish context Analyze narrative techniques such as: dialogue pacing description to develop experiences, events, and/or characters Critique a variety of transition : words phrases clauses to convey sequence and signal shifts from one time frame or setting Compare and contrast relevant and irrelevant details in developing : experiences events Quarter 2: Quarter 3: Quarter 4: Describe the characteristics of a narrative Describe a variety of ways authors engage readers Identify how writers use transitional words, phrases, clauses to signal change in a narrative Use a variety of techniques to engage the reader and establish context Analyze narrative techniques such as: dialogue pacing description to develop experiences, events, and/or characters Critique a variety of transition : words phrases clauses to convey sequence and signal shifts from one time frame or setting Compare and contrast relevant and irrelevant details in developing : experiences events characters chosen
uses relevant descriptive details uses sensory language conveys experiences and events precisely uses a conclusion that follows from narrated experiences or events pages, select an artifact from the remnant book (e.g., movie ticket) and then use signs and gestures to say, “me go” which the adult writes on a sticky note and reads aloud and sticks on the page in the book. Ex. Having seen a photo from a field trip, use a multi-message device to communicate about the experience (Go farm. Happy.), which the teacher will write below the photo and read aloud as the student observes. EEW.6.3.c-e. N/A
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. Strand: Writing Cluster: Production and Distribution of Writing Grade: 6 Standard 4 (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 above.) Quarter 1: Analyze the reason for writing a piece to decide on: task purpose audience Determine suitable : idea development strategies organization style appropriate to task, purpose and audience Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience (Grade-specific expectations and writing types are found in Writing standards1-3) Quarter 2: Analyze the reason for writing a piece to decide on: task purpose audience Determine suitable : idea development strategies organization style appropriate to task, purpose and audience Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience (Grade-specific expectations and writing types are found in Writing standards1-3) Quarter 3: Analyze the reason for writing a piece to decide on: task purpose audience Determine suitable : idea development strategies organization style appropriate to task, purpose and audience Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience (Grade-specific expectations and writing types are found in Writing standards1-3) Quarter 4: Analyze the reason for writing a piece to decide on: task purpose audience Determine suitable : idea development strategies organization style appropriate to task, purpose and audience Produce a writing piece that is clear and coherent with: idea development organization style appropriate to task, purpose and audience (Grade-specific expectations and writing types are found in Writing standards1-3)
investigating several sources. (e.g., “What does it say? Is that good? Should we look at something else?”) that guide the group in completing the research project. Ex. Explore two webpages with peers using a screen reader, choose one piece of information from each, type letters about them while Level III or II peer type short notes and read them aloud. Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) 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. Strand: Writing Cluster: Build and Present Knowledge Grade: 6 Standard 8 (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 Quarter 1: Quarter 2: Recognize a credible source Define plagiarism Quote information from a source Identify and provide basic bibliographic information for sources Gather relevant information from print and digital sources Paraphrase the data and conclusions of others Assess the credibility of each source Determine when to credit sources to avoid plagiarism Quarter 3: Quarter 4:
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 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 tasks, purposes, and audiences. Strand: Writing Cluster: Range of Writing Grade: 6 Standard 10 (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. Quarter 1: Identify: task purpose audience for various types of writing Identify the organizational structures for various types of writing Determine when to write for either extended and/or shorter time frames based upon: task purpose audience Determine appropriate organizational structure to use for various types of writing dependent upon: task purpose audience Write for various: Quarter 2: Identify: task purpose audience for various types of writing Identify the organizational structures for various types of writing Determine when to write for either extended and/or shorter time frames based upon: task purpose audience Determine appropriate organizational structure to use for various types of writing dependent upon: task purpose audience Write for various: Quarter 3: Identify: task purpose audience for various types of writing Identify the organizational structures for various types of writing Determine when to write for either extended and/or shorter time frames based upon: task purpose audience Determine appropriate organizational structure to use for various types of writing dependent upon: task purpose audience Write for various: tasks purposes Quarter 4: Identify: task purpose audience for various types of writing Identify the organizational structures for various types of writing Determine when to write for either extended and/or shorter time frames based upon: task purpose audience Determine appropriate organizational structure to use for various types of writing dependent upon: task purpose audience Write for various: tasks purposes
tasks purposes audiences over both extended and shorter time frames tasks purposes audiences over both extended and shorter time frames audiences over both extended and shorter time frames audiences over both extended and shorter time frames Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors With practice and support, students: produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames. write routinely range of tasks, purposes, and audiences extended time frames shorter time frames Students know: techniques for writing in short and/or extended time frames task specific writing procedures techniques for creating writing appropriate for specific audiences and purposes Students understand that/are able to: complete various pieces of writing over varying lengths of time organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings Students understand that writing pieces are organized and developed based on task, audience, and purpose.
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) 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. Strand: Speaking and Listening Cluster: Comprehension and Collaboration Grade: 6 Standard 1 (SL.6.1) Engage effectively in a range of collaborative discussions in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that Quarter 1: Quarter 2: Quarter 3: Identify key ideas from reading material Identify components of a collegial discussion and planning Recognize multiple perspectives and opposing viewpoints posed during discussions or presentations Reflect on discussion topics using evidence from the text, issue, and/or topic Define individual roles for particular discussions Collaborate to set goals and deadlines Evaluate implementation of collegial discussions Quarter 4:
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 idea expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Justify ideas and responses shared with evidence from topic or text Formulate comments, questions, and responses based on evidence from the text or topic Paraphrase and reflect on multiple perspectives posed in discussions Engage in a variety of discussions by listening and sharing acquired and prior knowledge of grade 6 topics and texts Follow agreed- upon rules during discussion Carry out assigned roles during discussion Pose specific questions to clarify understanding and probe ideas presented Respond to questions with detail, using evidence from the topic or text Connect comments to the remarks of others Express ideas clearly referencing evidence from the topic or text
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Strand: Speaking and Listening Cluster: Comprehension and Collaboration Grade: 6 Standard 2 (SL.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. Quarter 1: Introduce Identify details and information that contribute to the : topic text issue under study of various media formats Interpret information presented in various media and formats (e.g., visually, quantitatively, orally) Explain how information contributes to a: topic text issue under study Quarter 2: Identify details and information that contribute to the : topic text issue under study of various media formats Interpret information presented in various media and formats (e.g., visually, quantitatively, orally) Explain how information contributes to a: topic text issue under study Quarter 3: Quarter 4: Identify details and information that contribute to the : topic text issue under study of various media formats Interpret information presented in various media and formats (e.g., visually, quantitatively, orally) Explain how information contributes to a: topic text issue under study
clear pronunciation Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Using appropriate eye contact, adequate volume, and clear pronunciation, students: present claims and findings in a logical sequence use pertinent descriptions, facts, and details to accentuate main ideas or themes claims and findings sequencing ideas logically pertinent descriptions, facts, and details accentuate main ideas or themes appropriate eye contact adequate volume clear pronunciation The student knows: pertinent descriptions, facts, and details accentuate main ideas or themes importance of appropriate eye contact, adequate volume, and clear pronunciation Students understand that/are able to: present claims and findings while speaking sequence ideas logically while speaking use pertinent descriptions, facts, and details to accentuate main ideas or themes while speaking use appropriate eye contact use adequate volume use clear pronunciation Students understand that the technique, ideas, and organization of a speaker impact the engagement and EESL.6.4. Present findings including descriptions, facts, or details related to a topic. Level IV Students will: EESL.6.4. Present own findings including descriptions, facts, or details related to a topic. Ex. State the topic of one’s own presentation and share specific descriptions of facts and details related to the topic. Ex. Using a multimedia presentation on an interactive whiteboard, present pictures of rocks and minerals, and present facts or details about each. Level III Students will: EESL.6.4. Present findings including descriptions, facts, or details related to a topic. Ex. After working with a group to create a presentation on rocks and minerals, present the findings including details regarding the rocks and mineral samples that are being passed around the class. Ex. After working with an adult to create a report on a self-selected topic, present the report including a clear statement of the topic and facts related to it. Level II Students will: EESL.6.4. Present findings including details related to a familiar, personally relevant topic. Ex. After working with a group to create a presentation on hobbies, present one or two details. Ex. Show the class own collection and tell details related to it. Level I Students will: EESL.6.4. Indicate a detail from a presentation on a selected topic. Ex. Use a switch to indicate whether a detail was in a recent media presentation. Ex. During a media presentation, vocalize or gesture to communicate when a detail is stated.
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. Strand: Speaking and Listening Cluster: Presentation of Knowledge and Ideas Grade: 6 Standard 6 (SL.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 on page 52 for specific expectations.) Quarter 1: Quarter 2: Identify formal and informal settings Describe the qualities of : formal speech informal speech Distinguish between formal and informal speech 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 appropriate when speaking Quarter 3: Identify formal and informal settings Describe the qualities of : formal speech informal speech Distinguish between formal and informal speech 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 appropriate when speaking Quarter 4: Identify formal and informal settings Describe the qualities of : formal speech informal speech Distinguish between formal and informal speech 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 appropriate when speaking
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Strand: Language Cluster: Conventions of Standard English Grade: 6 Standard 1 (L.6.1) Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). Quarter 1: Recognize pronouns: pronoun case: subjective, objective, possessive intensive pronouns (myself and ourselves) vague pronouns shifts in pronoun number and person Recognize variations from standard English Identify strategies to improve expression in language Demonstrate command of the conventions of standard English grammar and usage when writing Quarter 2: Recognize pronouns: pronoun case: subjective, objective, possessive intensive pronouns (myself and ourselves) vague pronouns shifts in pronoun number and person Recognize variations from standard English Identify strategies to improve expression in language Demonstrate command of the conventions of standard English grammar and usage when writing Quarter 3: Recognize pronouns: pronoun case: subjective, objective, possessive intensive pronouns (myself and ourselves) vague pronouns shifts in pronoun number and person Recognize variations from standard English Identify strategies to improve expression in language Demonstrate command of the conventions of standard English grammar and usage when writing Quarter 4: Recognize pronouns: pronoun case: subjective, objective, possessive intensive pronouns (myself and ourselves) vague pronouns shifts in pronoun number and person Recognize variations from standard English Identify strategies to improve expression in language Demonstrate command of the conventions of standard English grammar and usage when writing
c. Recognize and correct inappropriate shifts in pronoun number and person.* d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.* Correct shifts in pronoun number and person Correct vague pronouns Improve expression in language using strategies Demonstrate command of the conventions of standard English grammar and usage when speaking Place pronouns in the proper case Use intensive pronouns Use correct pronoun number and person Use correct vague pronouns Recognize variations from standard English in their own and others’ speaking Use strategies to improve expression in conventional language Correct shifts in pronoun number and person Correct vague pronouns Improve expression in language using strategies Demonstrate command of the conventions of standard English grammar and usage when speaking Place pronouns in the proper case Use intensive pronouns Use correct pronoun number and person Use correct vague pronouns Recognize variations from standard English in their own and others’ speaking Use strategies to improve expression in conventional language Correct shifts in pronoun number and person Correct vague pronouns Improve expression in language using strategies Demonstrate command of the conventions of standard English grammar and usage when speaking Place pronouns in the proper case Use intensive pronouns Use correct pronoun number and person Use correct vague pronouns Recognize variations from standard English in their own and others’ speaking Use strategies to improve expression in conventional language Correct shifts in pronoun number and person Correct vague pronouns Improve expression in language using strategies Demonstrate command of the conventions of standard English grammar and usage when speaking Place pronouns in the proper case Use intensive pronouns Use correct pronoun number and person Use correct vague pronouns Recognize variations from standard English in their own and others’ speaking Use strategies to improve expression in conventional language
vague pronouns unclear or ambiguous antecedents standard English strategies to improve expression conventional language a message is enhanced through appropriate usage and grammar in authentic, real-world situations. Students are waiting in line for a turn and the teacher asks, “Who is next?” The student responds, “Me!”) using words or single message voice output device. EEL.6.1.b-e. N/A Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Strand: Language Cluster: Conventions of Standard English Grade: 6 Standard 2 (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.* b. Spell correctly. Quarter 1: Quarter 2: Apply correct capitalization, punctuation, and spelling when writing Know punctuation rules for: commas parentheses dashes Use commas to set off nonrestrictive/parenthetical elements Use parentheses to set off nonrestrictive, parenthetical elements Use dashes to set off nonrestrictive/parenthetical Quarter 3: Recall and apply spelling rules Identify and correct misspelled words Quarter 4: Apply correct capitalization, punctuation, and spelling when writing Know punctuation rules for: commas parentheses dashes Use commas to set off nonrestrictive/parenthetical elements Use parentheses to set off nonrestrictive, parenthetical elements Use dashes to set off nonrestrictive/parenthetical
spell correctly Students understand that the effectiveness of a message is enhanced through correct capitalization, punctuation, and spelling. Level I Students will: EEL.6.2.a. Responds to simple questions. Ex. After the teacher provides a choice of two items and asks, “What do you want?,” respond by making a choice. Ex. During shared reading of a text with a repeated line, when the teacher asks, “What happens next?,” use a single message device to say the repeated line. EEL.6.2.b. Demonstrate awareness of letters and words. Ex. Point to letters on a bulletin board in the hallway when asked, “Where are the letters?” Ex. Point to text when asked to show me the words to read in a book. Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) 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. Strand: Language Cluster: Knowledge of Language Grade: 6 Standard 3 (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.* Quarter 1: Recognize conventions of language for: writing speaking reading listening Recognize: various sentence patterns style tone Maintain consistency in style and tone when writing Maintain consistency in style and tone when speaking Quarter 2: Determine when to vary sentence patterns for: meaning reader/listener interest style Use: knowledge of language when speaking knowledge of language conventions when speaking Vary sentence patterns for: meaning listener interest style while speaking Quarter 3: Recognize conventions of language for: writing speaking reading listening Recognize: various sentence patterns style tone Apply knowledge of language when: writing reading listening Apply knowledge of language conventions when: writing reading listening Quarter 4: Recognize conventions of language for: writing speaking reading listening Recognize: various sentence patterns style tone Apply knowledge of language when: writing reading listening Apply knowledge of language conventions when: writing reading
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students, in writing, speaking, reading, and/or listening: vary sentence patterns for meaning, reader/listener interest, and style use consistent style and tone conventions consistency in style and tone Students know: techniques to manipulate sentences (varying sentence patterns) for meaning, listener/reader interest, and style methods to maintain consistency in style and tone vocabulary: conventions, consistency, style, tone Students understand that/are able to: vary sentence patterns for meaning, reader/listener interest, and style maintain consistency in style and tone Students understand that reader/listener engagement is increased by varying sentence patterns and maintaining consistency in style and tone. EEL.6.3. Use language to achieve desired meaning in communication. Vary use of language when the listener or reader does not understand the initial attempt. N/A Level IV Students will: EEL.6.3.a. Vary use of language and provide additional information when the listener or reader does not understand initial communication effort. Ex. Provide additional information when the initial attempt to communicate is not understood fully. EEL.6.3.b. N/A Level III Students will: EEL.6.3.a. Vary use of language when the listener or reader does not understand the initial attempt. Ex. Make a comment in a different way, when trying to make a comment during a lesson but when it is not clear what is meant. Ex. Shift to a C system to clarify when speech is used to ask a question but the question is not understood. EEL.6.3.b. N/A Level II Students will: EEL.6.3.a. Use language to achieve meaning when communicating. Ex. Use individual communication system to express feelings. Ex. Communicate desired want or need (provided with visuals as needed). EEL.6.3.b. N/A Level I Students will: EEL.6.3.a. Acknowledge and respond to communication.
as a clue to the meaning of a word or phrase. b. Use common, 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 its part of speech. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred find the pronunciation of a word clarify a word’s precise meaning determine a word’s part of speech using Greek and Latin affixes and roots as clues to the meaning of a word determine a word’s part of speech Determine or clarify the meaning of an unknown or multiple meaning word by: using context as a clue to the overall meaning of a word or phrase Determine or clarify the meaning of an unknown or multiple meaning word by: using Greek and Latin affixes and roots as clues to the meaning of a word Verify preliminary determination of the meaning of a word or phrase by checking inferred meaning in context or a dictionary Choose flexibly from a range of vocabulary strategies to determine or clarify the meaning of an unknown word or phrase
checking reference materials (glossaries, dictionaries, thesauruses) in print or digital format, for the pronunciation, precise meaning of a word, or its part of speech verifying the determination of the meaning of a word or phrase by using context or by using a dictionary dictionaries, thesauruses) provide information about words reference materials are in print and digital formats techniques to verify their preliminary determination of the meaning of a word vocabulary: context, clue, sentence, affix, root word, glossaries, dictionaries, thesauruses, reference materials, digital, pronunciation, part of speech glossaries, dictionaries, thesauruses) in print and digital formats to ascertain or verify a word's pronunciation, precise meaning, or part of speech Students understand that they will determine meaning of unknown words or phrases by using context, knowledge of word parts, and consulting reference materials. EEL.6.4.c. Recognize a new word when encountered while reading or communicating. Ex. While reading with a teacher, point to a word indicating that it is the new word they just learned. EEL.6.4.d. N/A Level I Students will: EEL.6.4.a. Demonstrate an understanding of the meaning of common words. Ex. Identify an object named by an adult (e.g., During a science unit on recycling, student identifies a bottle from a field of three objects when requested.). EEL.6.4.b. N/A EEL.6.4.c. Asks for help when needed. Ex. Indicate need for help by raising hand, hitting switch, etc. Ex. Indicate “yes” or “no” when asked, “Do you understand?” or “Do you have any questions?” Ex. Indicate a need for assistance through gestures, eye contact or gaze, vocalizations, etc. EEL.6.4.d. N/A
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context. 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 Language Vocabulary Acquisition and Use L.6.5 Students use writing and/or speaking to demonstrate understanding of figurative language, word relationships, and nuances in word meanings including: interpreting personification in context using the relationship between particular words (cause/effect) to better understand each of the words using the relationship between particular words (part/whole) to better understand each of the words Students understand that/are able to: demonstrate understanding figurative language word relationships nuances in word meanings interpret figures of speech personification in context cause/effect
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). using the relationship between particular words (item/category) to better understand each of the words distinguishing among the connotations (associations) of words with similar denotations (definitions) part/whole item/category distinguish connotations (associations) denotations (definitions) Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression. Strand: Language Cluster: Vocabulary Acquisition and Use Grade: 6 Standard 6 (L.6.6) Acquire and use accurately general academic and words and phrases; gather vocabulary knowledge when considering a word or phrase important to Quarter 1: Identify general academic and domain specific words and phrases that are grade appropriate Gather vocabulary knowledge when considering words and phrases important to comprehension or expression Make meaning and use accurately words and phrases important to the comprehension of academic and domain-specific words Quarter 2: Quarter 3: Quarter 4:
comprehension or expression. Apply and use knowledge of vocabulary when considering words and phrases important to comprehension of expression Select appropriate resources to aid in gathering vocabulary knowledge Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students: acquire and use accurately vocabulary utilize general academic words and phrases utilize domain-specific words and phrases identify and learn about vocabulary that is important to comprehension and/or expression general academic and domain-specific words and phrases gather vocabulary knowledge Students know: techniques for collecting a variety of new words grade-appropriate general academic words and phrases grade-appropriate domain-specific words and phrases techniques for determining whether a word or phrase is important to comprehension Students understand that/ are able to: acquire and use general academic words and phrases accurately acquire and use domain-specific words and phrases accurately identify and investigate vocabulary important to comprehension identify and investigate vocabulary important to expression EEL.6.6. Use general academic and words and phrases. Level IV Students will: EEL.6.6. Acquire and use general academic and domain-specific words and phrases. Ex. Use graphic organizers to generalize and sort old versus new words. Level III Students will: EEL.6.6. Use general academic and domain-specific words and phrases. Ex. In a group setting, participate in a graphic organizer activity or discussions (number of responses). Level II Students will: EEL.6.6. Demonstrate understanding of general academic and domain-specific words. Ex. Fill in the blank with a word choice to answer a question about the characters in a story. Ex. Select a symbol or picture to represent a word in science. Level I Students will: EEL.6.6. Identify pictures and other symbols that represent general academic and domain-specific words. Ex. After the teacher uses photographs to teach new vocabulary, point to a picture that represents a word in the lesson when asked.