Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor 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. Strand: Reading Literature Cluster: Key Ideas and Details Grade: 6 Standard 1 (RL.6.1) Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Quarter 1: Recognize: explicit textual evidence inferences made in text Analyze text to: cite textual evidence which is explicitly stated infer Quarter 2: Recognize: explicit textual evidence inferences made in text Analyze text to: cite textual evidence which is explicitly stated infer Quarter 3: Recognize: explicit textual evidence inferences made in text Analyze text to: cite textual evidence which is explicitly stated infer Quarter 4: Recognize: explicit textual evidence inferences made in text Analyze text to: cite textual evidence which is explicitly stated infer
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students use writing and/or speaking to: explain how an author develops a narrator or speaker's point of view explain how an author develops point of view narrator in a text speaker in a text Students know: techniques for tracking the development of point of view throughout a story point of view is developed throughout the course of a story Students understand that/are able to use writing or speaking to: explain how an author develops point of view. Students understand that an author deliberately selects and shapes a point of view to engage the reader. EERL.6.6. Use an example from a text to describe the point of view of the narrator. Level IV Students will: EERL.6.6. Explain the point of view of the narrator using examples from the text. Ex. Select descriptive words or illustrations from a text to describe the point of view of the narrator of a story. Ex. Select words from the text to show whether the narrator is telling the story from a first-person or third-person point of view. Ex. Use a voice output device to state the point of view of the narrator and then point to a specific line in the text as an example. Level III Students will: EERL.6.6. Use an example from a text to describe the point of view of the narrator. Ex. Use a voice output device to restate a specific line from a text as an example of the point of view of the narrator. Ex. Select descriptive words or illustrations from a text to describe the point of view of the narrator of a story. Ex. Select words from the text to show whether the narrator is telling the story from a first-person or third-person point of view. Level II Students will: EERL.6.6. Identify the narrator. Ex. Presented with pictures of the main characters from a story, identify who tells the story. Level I Students will: EERL.6.6. Identify the narrator when a character is narrating the story. Ex. When presented with a picture representation of the main character in the story, identify them as the person telling the story.
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.
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. Strand: Reading Informational Text Cluster: Key Ideas and Details Grade: 6 Standard 2 (RI.6.2) Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments Quarter 1: Quarter 2: Identify: central idea of text supporting details of a text Define and understand the influence of personal opinion and judgment when reading a text Analyze text to determine the central idea and supporting details Recognize particular details used to support the central idea of a text Provide a non-biased summary based on the text 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: 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.
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor 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. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 6 Standard 4 (RI.6.4) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Quarter 1: Quarter 2: Identify: words and phrases figurative words and phrases connotative words and phrases technical words and phrases in a text Determine meaning of words and phrases, including the: figurative connotative technical meanings of words and phrases as they are used in a text Quarter 3: Quarter 4:
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 meaning of words and phrases. 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.
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor 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. Strand: Reading Informational Text Cluster: Craft and Structure Grade: 6 Standard 5 (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. Quarter 1: Quarter 2: Determine text structure: (e.g., chronology comparison cause/effect problem/solution) Analyze how particular: sentences, paragraphs, chapter or section fits into the overall structure of a text Analyze how particular: sentences paragraphs chapter or section contributes to the overall development of the ideas Quarter 3: Quarter 4: Determine text structure: (e.g., chronology comparison cause/effect problem/solution) Analyze how particular: sentences, paragraphs, chapter or section fits into the overall structure of a text Analyze how particular: sentences paragraphs chapter or section contributes to the overall development of the ideas
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 section that 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
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) 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. Strand: Writing Cluster: Text Types and Purposes Grade: 6 Standard 2 (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 Quarter 1: Quarter 2: Identify formal styles of writing Identify relevant: facts definitions concrete details quotations examples Identify: various transitions that clarify relationships among ideas and concepts precise language and vocabulary related to the topic a concluding statement or section that follows from the information or explanation presented Develop a topic with: relevant facts definitions concrete details quotations other information examples Determine when to include: formatting graphics Quarter 3: Identify formal styles of writing Identify relevant: facts definitions concrete details quotations examples Identify: various transitions that clarify relationships among ideas and concepts precise language and domain-specific vocabulary related to the topic a concluding statement or section that follows from the information or explanation presented Develop a topic with: relevant facts definitions concrete details quotations other information examples Determine when to include: formatting graphics multimedia to aid comprehension Quarter 4:
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. 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 concrete details quotations 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 examples Organize ideas, concepts, and information using strategies such as:
among ideas and concepts using precise word choice including domain-specific vocabulary establishing a formal style ending with a relevant concluding statement or section 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 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 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 create a concluding statement or section
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 experiences, events, 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 characters Analyze effective organizational patterns 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 Analyze effective organizational patterns and conclusions
uses sensory language conveys experiences and events precisely uses a conclusion that follows from narrated experiences or events 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)
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Strand: Writing Cluster: Production and Distribution of Writing Grade: 6 Standard 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 on page 52.) Quarter 1: With some guidance and support from peers and adults, students recognize how to: plan revise edit rewrite Know how to edit for conventions of Writing demonstrating (see Language standards 3 up to and including grade 6 on page 52.) Quarter 2: With some guidance and support from peers and adults, students recognize how to: plan revise edit rewrite Know how to edit for conventions of Writing demonstrating (see Language standards 1- 3 up to and including grade 6 on page 52.) Quarter 3: With some guidance and support from peers and adults, students recognize how to: plan revise edit rewrite try a new approach Know how to edit for conventions of Writing demonstrating (see Language standards 1- 3 up to and including grade 6 on page 52.) With some guidance and support from peers and adults, students develop and strengthen writing by: planning revising editing rewriting trying a new approach Quarter 4: With some guidance and support from peers and adults, students recognize how to: plan revise edit rewrite try a new approach Know how to edit for conventions of Writing demonstrating (see Language standards 1- 3 up to and including grade 6 on page 52.) With some guidance and support from peers and adults, students develop and strengthen writing by: planning revising editing rewriting trying a new approach
Common Core ELA Pacing Guide 6th Grade College and Career Readiness (CCR) Anchor Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Strand: Writing Cluster: Production and Distribution of Writing Grade: 6 Standard 6 (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.. Quarter 1: Quarter 2: Know how to download, save, upload, attach documents Select appropriate word processing tools Select appropriate tools for Communicating and collaborating Evaluate the appropriate technology tools for producing and publishing writing and for collaborating with others Quarter 3: Use technology, including the Internet, to produce and publish writing Use technology to interact and collaborate with others Use keyboarding skills to type three or more pages in a single sitting 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: tasks purposes audiences over both extended and shorter time frames 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: tasks purposes audiences over both extended and shorter time frames 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 audiences over both extended and shorter time frames 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 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.
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 understanding of the audience. 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 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Strand: Speaking and Listening Cluster: Presentation of Knowledge and Ideas Grade: 6 Standard 5 (SL.6.5) Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. Quarter 1: Quarter 2: Quarter 3: Recognize multimedia components Clarify information Determine what multimedia components : graphics images music sound will best clarify information in presentations Include technology with multiple components: music images graphics sound in a presentation to clarify information. Incorporate visual displays in a presentation to clarify information. Quarter 4: Recognize multimedia components Clarify information Determine what multimedia components : graphics images music sound will best clarify information in presentations Include technology with multiple components: music images graphics sound in a presentation to clarify information. Incorporate visual displays in a presentation to clarify information.
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 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 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 listening Determine when to vary sentence patterns for: meaning reader/listener interest style Maintain consistency in style and tone when writing Use: knowledge of language when speaking knowledge of language conventions when speaking
phrase by using context or by using a dictionary determination of the meaning of a word vocabulary: context, clue, sentence, affix, root word, glossaries, dictionaries, thesauruses, reference materials, digital, pronunciation, part of speech determine meaning of unknown words or phrases by using context, knowledge of word parts, and consulting reference materials. 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 denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). 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 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) 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 part/whole item/category distinguish connotations (associations) denotations (definitions)
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 techniques for determining whether a word or phrase is important to expression techniques for using context and resources to understand important vocabulary 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 Students understand that the extensive vocabulary needed for success in and beyond school is built through reading, study, and application. 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.