Curriculum
Pacing Guide &Assessment Map
Language Arts
Grade 6
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Table 1 applies to all sixth grade
writing pieces/applications.
|
Grade Level
Indicators
|
Writing
Processes
B. Determine audience and purpose for self-selected
and assigned writing tasks. C.
Clarify ideas for writing assignments by using graphics or other
organizers. D.
Use revision strategies to improve the overall
organization, the clarity and consistency of ideas within and among paragraphs
and the logic and effectiveness of word choices. E.
Select more effective vocabulary when editing by using a
variety of resources and reference materials. F.
Edit to improve fluency, grammar and usage. G.
Apply tools to judge the quality of writing. H. Prepare writing for publication that is legible, follows an appropriate format and uses techniques
such as electronic resources and graphics. |
4.
Determine a
purpose and audience. 9. Vary
language and style as appropriate to audience and purpose. 5.
Use
organizational strategies (e.g., rough outlines, diagrams, maps, webs and
Venn diagrams) to plan writing. 11. Reread and analyze clarity
of writing. 14. Use resources and
reference materials (e.g., dictionaries and thesauruses) to select more
effective vocabulary. 15. Proofread writing, edit to
improve conventions (e.g., grammar, spelling, punctuation and capitalization)
and identify and correct fragments and run-ons. 16. Apply tools (e.g., rubric,
checklist and feedback) to judge the quality of writing. 10. Use available technology
to compose text. |
Writing
Conventions
A. Use correct spelling conventions. |
1.
Spell
frequently misspelled and high-frequency words correctly. |
Table 2 applies to all sixth grade oral presentations.
|
Grade Level
Indicators
|
Communication
A.
Use effective listening strategies,
summarize major ideas and draw logical inferences from presentations and
visual media. B.
Explain a speaker’s point of view and use
of persuasive techniques in presentations and visual media. C.
Vary language choice and use effective presentation
techniques, including voice modulation and enunciation. D.
Select an organizational structure appropriate to the
topic, audience, setting and purpose. |
1.
Demonstrate
active listening strategies (e.g., asking focused questions, responding to
cues, making visual contact). 2.
Summarize
the main idea and draw conclusions from presentations and visual media. 3. Interpret the speaker’s purpose in presentations and visual media (e.g., to inform, to entertain, to persuade). 5.
Demonstrate
an understanding of the rules of the English language and select language
appropriate to purpose and audience. 6. Use clear diction and tone, and adjust volume, phrasing and tempo to stress important ideas. 7. Adjust speaking content and style according to the needs of the situation, setting and audience. |
Beginning
of the year Baseline Assessment: AGS
Group Reading Assessment and Diagnostic Evaluation
August: HM Back to School Read Aloud: “A Mummy Mystery”—Introduces reading
strategies
- Phonics/decoding
- Monitor/clarify
- Question
- Evaluate
- summarize
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
Vocabulary
Workshop
HM
Practice book p12 |
Acquisition of
Vocabulary
A.
Use context clues and text structures to determine the
meaning of new vocabulary. |
1. Define the meaning of unknown words by using
context clues and the author’s use of definition, restatement and example. |
First
Quarter Assessment |
|
|
September |
Horizons text Environmental
Science
text Weekly Reader
Independent
reading books Environmental
Science
text Weekly
Reader Super
Science/Current Science Inspiration
software |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
A.
Determine a purpose for reading and use a range of reading
comprehension strategies to better understand text. D. Apply self-monitoring
strategies to clarify confusion about text and to monitor comprehension |
1.
Establish and
adjust purposes for reading, including to find out, to understand, to
interpret, to enjoy and to solve problems. 7.
Monitor own
comprehension by adjusting speed to fit the purpose, or by skimming,
scanning, reading on, looking back, note taking or summarizing what has been
read so far in text |
Parkside
reading log Teacher
observation First
Quarter Assessment Teacher
observation |
|
September |
HM
Anthology: “Hatchet” “Passage to Freedom” “Climb or Die” Librarian’s
book talk Independent
reading books |
Reading
Applications: Literary Text
C.
Analyze the importance of setting. F.
Identify similarities and differences of various literary
forms and genres. |
2.
Identify the
features of setting and explain their importance in literary text. 6. Explain the defining
characteristics of literary forms and genres, including poetry, drama, myths,
biographies, autobiographies, fiction and non-fiction. |
First
Quarter Assessment First
Quarter Assessment |
|
September |
Horizons text Environmental
Science
text Weekly Reader
Super
Science/Current Science Nystrom
Atlas Program SQP3R
powerpoint HM
Anthology p636 “Exploring the Deep” |
Reading
Applications: Informational, Technical
and Persuasive Text
A. Use text features and
graphics to organize, analyze and draw inferences from content and to gain
additional information. |
1.
Use text
features, such as chapter titles, headings and subheading; parts of books,
including index, appendix, table of contents and online tools (search
engines) to locate information. |
Teacher
observation of student use of texts, atlas First
Quarter Assessment |
|
September |
LA
binder/spiral |
Writing
Processes
A. Generate writing topics and establish a purpose
appropriate for the audience. |
1.
Generate
writing ideas through discussions with others and from printed material, and
keep a list of writing ideas. |
Student
list of ideas in LA binder/spiral |
|
September |
HM
Anthology: “Hatchet” “Passage to
Freedom” “Climb or Die” Inspiration
software Narrative
graphic organizer Environmental
Science
text |
Writing
Applications
A. Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a consistent point of view. B. Write responses to literature that extend
beyond the summary and |
1.
Write narratives
that maintain a clear focus and point of view and use sensory details
and dialogue to develop plot, characters, and a specific setting. 6.
Produce
informal writings (e.g., journals, notes and poems) for various
purposes. |
Narrative
rubric Writing
Prompt: Using “Climb or Die” and
“Hatchet” as models, write a survival narrative with a different setting. SQP3R
notes Environmental
Science
notes |
|
September |
HM
Practice Book p408 |
Writing
Conventions
A.
Use
correct spelling conventions. B.
Use conventions of punctuation and capitalization in
written work. C.
Use grammatical structures to effectively communicate
ideas in writing. |
1.
Spell
frequently misspelled and high-frequency words correctly. 4.
Use correct
capitalization. 5.
Use all eight
parts of speech (e.g., noun, pronoun, verb, adverb, adjective, conjunction,
preposition, interjection). |
Written
responses in core subjects Writing
rubric |
|
|
|
Research
|
|
|
|
September |
Guidance
presentation |
Communication: Oral and Visual
F. Give presentations using a variety of
delivery methods, visual materials and technology. |
9.
Deliver
formal and informal descriptive presentations that convey relevant
information and descriptive details. |
Oral
presentation rubric |
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
HM
p93I HM
Anthology: “Passage to Freedom” |
Acquisition of
Vocabulary
F.
Use multiple resources to enhance comprehension of
vocabulary. |
8. Determine the meanings and pronunciations of
unknown words by using dictionaries, thesauruses, glossaries, technology and
textual features, such as definitional footnotes or sidebars |
First
Quarter Assessment |
|
|
October |
Social
studies: Five Themes of Geography Inspiration
software Biography
articles Newspaper
articles Leveled
HM books Time for Kids
Readers
Independent
reading books |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
A.
Determine a purpose for reading and use a range of reading
comprehension strategies to better understand text. B. Apply effective reading
comprehension strategies, including summarizing and making predictions, and
comparisons using information in text, between text and across subject areas. |
5.
Select, create
and use graphic organizers to interpret textual information. 4. Summarize the information in texts,
recognizing important ideas and |
First
Quarter Assessment First
Quarter Assessment |
|
October |
HM
TE p319A HM
Anthology: “Charlotte Doyle” Inspiration software |
Reading
Applications: Literary Text
C. Identify the elements of
plot and establish a connection between an element and a future event. |
3.
Identify the
main and minor events of the plot, and explain how each incident gives rise
to the next. |
Plot
map First
Quarter Assessment |
|
October |
Time
for Kids Readers –10 titles that compliment social studies curriculum Environmental
Science text |
Reading
Applications: Informational, Technical
and Persuasive Text
E.
Explain the
treatment, scope and organization of ideas from different texts to draw
conclusions about a topic. F. Determine the extent to which a summary accurately
reflects the main idea, critical details and underlying meaning of original
text. |
8.
Summarize
information from informational text, identifying the treatment, scope and
organization of ideas. 4.
Compare
original text to a summary to determine the extent to which the summary
adequately reflects the main ideas and critical details of the original text.
|
First
Quarter Assessment |
|
October |
|
Writing
Processes
See
Table 1 |
See
Table 1 |
|
|
October |
HM
Anthology: “Charlotte Doyle” Mohican
experience Time
for Kids Readers –10 titles that compliment social studies curriculum Environmental
Science text |
Writing
Applications
B.
Write responses to literature that extend beyond the
summary and D. Produce informational essays or reports
that convey a clear and accurate perspective and |
2.
Write
responses to novels, stories, poems and plays that provide an interpretation,
critique or reflection and 6.
Produce
informal writings (e.g., journals, notes and poems) for various
purposes. 4.
Write informational
essays or reports, including research, that present a literal
understanding of the topic, include specific facts, details and examples from
multiple sources and create an organizing structure appropriate to the
purpose, audience and context. |
Predictions
about plot Camp
journal writing Journal
writing rubric Summary
writing rubric |
|
October |
HM
187K HM
213K |
Writing
Conventions
C.
Use grammatical structures
to effectively communicate ideas in writing. |
6.
Use verbs,
including perfect tenses, transitive and intransitive verbs and linking
verbs. 8.
Use
subject-verb agreement with collective nouns, indefinite pronouns, compound
subjects and prepositional phrases. |
|
|
October |
|
Research
|
|
|
|
October |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
Acquisition of
Vocabulary
|
|
|
|
|
November |
Research
sources
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
D.
Apply self-monitoring strategies to clarify confusion
about text and to monitor comprehension. |
8.
List
questions and search for answers within the text to construct meaning. |
|
|
November |
|
Reading
Applications: Literary Text
|
|
|
|
November |
Research
sources
|
Reading
Applications: Informational, Technical
and Persuasive Text
A. Use text features and
graphics to organize, analyze and draw inferences from content and to gain
additional information C. Explain how main ideas connect
to each other in a variety of sources. |
5.
Analyze
information found in maps, charts, tables, graphs, diagrams and cutaways. 3.
Compare and
contrast important details about a topic, using different sources of
information including books, magazines, newspapers and online resources |
Research
rubric Research
rubric |
|
November |
Writing
lesson on TS, Technology
lesson on creating/inserting graphics
|
Writing
Processes
D. Use revision strategies to improve the overall
organization, the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices.
H. Prepare writing for publication that is legible, follows an appropriate format and uses techniques
such as electronic resources and graphics. |
8.
Group related
ideas into paragraphs, including topic sentences following paragraph form,
and maintain a consistent focus across paragraphs. 17. Prepare for publication
(e.g., for display or for sharing with others) writing that follows a format
appropriate to the purpose, using such techniques as electronic resources,
principles of design (e.g., margins, tabs, spacing and columns) and graphics
(e.g., drawings, charts and graphs) to enhance the final product. |
Research
writing rubric Research
writing rubric |
|
November |
Research
sources
|
Writing
Applications
D. Produce informational essays or reports
that convey a clear and accurate perspective and |
4.
Write
informational essays or reports, including research, that present a literal
understanding of the topic, include specific facts, details and examples from
multiple sources and create an organizing structure appropriate to the
purpose, audience and context. |
Research
writing rubric |
|
November |
Grammar
lesson on quotations |
Writing
Conventions
B. Use conventions of punctuation and capitalization
in written work. |
2.
Use commas,
end marks, apostrophes and quotation marks correctly. |
Research
writing rubric |
|
November |
Biome
research project questions Librarian
lesson on website reliability and validity Research
sources
Individual
research papers |
Research
A.
Formulate open-ended research questions
suitable for inquiry and investigation and develop a plan for gathering
information. B.
Locate and summarize important
information from multiple sources. C.
Organize information in a systematic
way. D.
Acknowledge quoted and paraphrased
information and document sources used. E.
Communicate findings orally, visually and in writing or
through multimedia. |
1.
Generate a
topic, assigned or personal interest, and open-ended questions for research
and develop a plan for gathering information. 2.
Identify
appropriate sources, and gather relevant information from multiple sources
(e.g., school library catalogs, online databases, electronic resources and
Internet-based resources). 3.
Identify
elements of validity in sources, including publication date, coverage,
language, points of view, and discuss primary and secondary sources. 4.
Identify
important information found in sources and paraphrase the findings in a
systematic way (e.g., notes, outlines, charts, tables and graphic
organizers). 5.
Compare and
contrast important findings and select sources to 6.
Use
quotations to 7.
Use an
appropriate form of documentation, with teacher assistance, to acknowledge
sources (e.g., bibliography, works cited). 8.
Use a variety
of communication techniques, including oral, visual, written or multimedia
reports, to present information that |
Works
Cited Note
cards, graphs Content
of research paper Research
writing rubric Works
cited Research
writing rubic |
|
Nov./Dec. |
Group
oral presentations of biome research |
Communication: Oral and Visual
E. Present ideas in a
logical sequence and use effective introductions and conclusions that guide
and inform a listener’s understanding of key ideas. F.
Give presentations using a variety of delivery methods,
visual materials and technology. |
8.
Deliver
informational presentations (e.g., expository, research) that: a.
a.
demonstrate
an understanding of the topic and present events or ideas in a logical
sequence; b.
b.
c.
c.
include
an effective introduction and conclusion and use a consistent organizational
structure (e.g., cause-effect, compare-contrast); d.
d.
use
appropriate visual materials (e.g., diagrams, charts, illustrations) and
available technology; and e.
e. draw from multiple sources and
identify sources used. |
Oral
presentation rubric |
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
Parkside
computer activity Vocabulary
Workshop
|
Acquisition of
Vocabulary
D.
Use knowledge of symbols, acronyms, word origins and
derivations to determine the meanings of unknown words. E.
Use knowledge of roots and affixes to determine the
meanings of complex words. |
7.
Identify
symbols and acronyms and connect them to whole words. 6.
Apply the knowledge
of prefixes, suffixes and roots and their various inflections to analyze the
meanings of words. |
|
|
|
December |
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring |
|
|
|
December |
|
Reading
Applications: Literary Text
|
|
|
|
December |
|
Reading Applications: Informational, Technical and Persuasive
Text
|
|
|
|
December |
|
Writing
Processes
D. Use revision strategies to improve the
overall organization, the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. |
12. Add and delete information
and details to better elaborate on a stated central idea and to more
effectively accomplish purpose. |
|
|
December |
HM
213M |
Writing
Applications
C. Produce letters (e.g., business, letters to
the editor, job applications) that address audience needs, stated purpose and
context in a clear and efficient manner.
|
3.
Write letters
that state the purpose, make requests or give
compliments and use business letter format. |
Business
letter rubric Writing
Prompts: Write a letter to a company about a product
you ordered. Write
a letter to an organization requesting information about your biome. |
|
December |
Grammar
lesson |
Writing
Conventions
B. Use conventions of punctuation and
capitalization in written work. |
3.
Use
semicolons, colons, hyphens, dashes and brackets. |
Writing
rubric |
|
December |
|
Research
|
|
|
|
December |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
HM
351I and R25 |
Acquisition of
Vocabulary
C.
Apply knowledge of connotation and denotation to learn the
meanings of words. |
2.
Apply
knowledge of connotation and denotation to determine the meaning of words. |
Second
Quarter Assessment |
|
|
January |
|
Reading Process: Concepts of Print, Comprehension &
Self-Monitoring
|
|
|
|
January |
|
Reading
Applications: Literary Text
|
|
|
|
January |
Economics
Unit Editorials HM p316:
“How To Be A Good Sport” |
Reading
Applications: Informational, Technical
and Persuasive Text
E.
Recognize the difference
between cause and effect and fact and opinion to analyze text. D. Identify arguments and
persuasive techniques used in informational text. |
2.
Analyze
examples of cause and effect and fact and opinion 6.
Identify an author's
argument or viewpoint and assess the adequacy and accuracy of details used. 7.
Identify and
understand an author’s purpose for writing, including to
explain, entertain, persuade or inform. |
Assess
in social studies Second
Quarter Assessment Third
Quarter Assessment Third
Quarter Assessment |
|
January |
Persuasive
Essay |
Writing
Processes
C. Determine audience and purpose for self-selected and assigned writing tasks. D. Use revision strategies to improve the
overall organization, the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. F. Edit to improve fluency, grammar and usage. |
2.
Conduct
background reading, interviews or surveys when appropriate 8.
Group related
ideas into paragraphs, including topic sentences following paragraph form,
and maintain a consistent focus across paragraphs. 7. Vary simple, compound and
complex sentence structures |
Persuasive
essay rubric |
|
January |
HM
p570 HM
p640 Parkside
bank of persuasive topics |
Writing
Applications
E. Use persuasive strategies, including
establishing a clear position in |
5.
Write
persuasive essays that establish a clear position and include organized and
relevant information to |
Persuasive
essay rubric |
|
January |
|
Writing
Conventions
C. Use grammatical structures to effectively
communicate ideas in writing. |
7.
Use
nominative, objective, possessive, indefinite and relative pronouns. |
|
|
January |
|
Research
|
|
|
|
January |
TV
commercials HM
Anthology: “A Kind of Grace” HM
452A Read Aloud: “Nellie Bly and the Power of the Press” HM
473A |
Communication: Oral and Visual
B. Explain a speaker’s point of view and use
of persuasive techniques in presentations and visual media. E. Present ideas in a logical sequence and use
effective introductions and conclusions that guide and inform a listener’s
understanding of key ideas |
3.
Interpret the
speaker’s purpose in presentations and visual media (e.g., to inform, to
entertain, to persuade). 4.
Identify the
persuasive techniques (e.g., bandwagon, testimonial, glittering generalities,
emotional word repetition and bait and switch) used in presentations and
media messages. 10. Deliver persuasive
presentations that: a.
establish a
clear position; b.
include
relevant evidence to c. follow common organizational structures
when appropriate (e.g., cause-effect, compare-contrast, problem-solution). |
Oral
presentation rubric |
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
Think
Analogies Analogy
Adventure Building
Thinking Skills Vocabulary
Workshop |
Acquisition of
Vocabulary
B.
Infer word meaning through identification and analysis of
analogies and other word relationships. |
3.
Identify
analogies and other word relationships, including synonyms and antonyms, to
determine the meaning of words. |
Third
Quarter Assessment |
|
|
February |
Horizons text World
religions trade books Homeless Bird
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
B.
Apply effective reading comprehension strategies, including
summarizing and making predictions, and comparisons using information in
text, between text and across subject areas. |
3. Make critical
comparisons across texts, noting author’s style as well as literal and
implied content of text.. |
|
|
February |
Homeless Bird
HM
319M HM: “The Challenge” Character
graphic organizer HM
621 HM: “Out There” HM
Read Alouds or picture books (Rover) |
Reading
Applications: Literary Text
A.
Describe and analyze the elements of character
development. D.
Differentiate between the points of view in narrative
text. |
1.
Analyze the
techniques authors use to describe characters, including narrator or other
characters’ point of view; character’s own thoughts, words or actions. 4.
Explain
first, third and omniscient points of view, and explain how voice affects the
text. |
Character
sketch |
|
February |
Horizons text |
Reading
Applications: Informational, Technical
and Persuasive Text
C. Explain how main ideas
connect to each other in a variety of sources. |
3.
Compare and
contrast important details about a topic, using different sources of
information including books, magazines, newspapers and online resources. |
|
|
February |
|
Writing
Processes
D. Use revision strategies to improve the
overall organization, the clarity and consistency of ideas within and among
paragraphs and the logic and effectiveness of word choices. |
6.
Organize
writing, beginning with an introduction, body and a resolution of plot,
followed by a closing statement or a summary of important ideas and details. 13. Rearrange words, sentences
and paragraphs, and add transitional words and phrases to clarify meaning. |
|
|
February |
HM
48 and HM 49B Horizons text World
religions trade books Comparison
graphic organizer/chart HM
615M |
Writing
Applications
A. Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a consistent point of view. D. Produce informational essays or reports
that convey a clear and accurate perspective and |
1.
Write
narratives that maintain a clear focus and point of view and use
sensory details and dialogue to develop plot, characters, and a
specific setting. 4.
Write informational
essays or reports, including research, that present a literal
understanding of the topic, include specific facts, details and examples from
multiple sources and create an organizing structure appropriate to the
purpose, audience and context. |
Narrative
writing rubric Prompt: Compare/contrast
essay rubric Prompt: Compare
world religions or world governments. |
|
February |
|
Writing
Conventions
|
|
|
|
February |
|
Research
|
|
|
|
February |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources &
Materials |
|
Grade Level
Indicators |
Assessments |
Out of the Dust
|
Acquisition of
Vocabulary
B.
Infer word meaning through identification and analysis of
analogies and other word relationships. |
4.
Interpret
metaphors and similes to understand new uses of words and phrases in text. |
Third
Quarter Assessment Use
similes and metaphors in poems |
|
|
March |
Out
of the Dust The
Giver Among
the Hidden |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
B.
Apply effective reading comprehension
strategies, including summarizing and making predictions, and comparisons
using information in text, between text and across subject areas. C. Make meaning through
asking and responding to a variety of questions related to text. |
2.
Predict or
hypothesize as appropriate from information in the text, substantiating with
specific references to textual examples that may be in widely separated
sections of text. 6. Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts, electronic and visual media. |
Written
responses Written
responses |
|
March |
Out
of the Dust The
Giver |
Reading
Applications: Literary Text
G. Explain how figurative
language expresses ideas and conveys mood. |
7.
Distinguish
how an author establishes mood and meaning through word choice, figurative
language and syntax. |
Third
Quarter Assessment Establish
mood in poems |
|
March |
|
Reading
Applications: Informational, Technical
and Persuasive Text
|
|
|
|
March |
|
Writing
Processes
|
|
|
|
March |
Out
of the Dust The
Giver |
Writing
Applications
B. Write
responses to literature that extend beyond the summary and |
2.
Write
responses to novels, stories, poems and plays that provide an interpretation,
critique or reflection and 6.
Produce
informal writings (e.g., journals, notes and poems) for various
purposes. |
Written
responses to novel Poems
rubric |
|
March |
|
Writing
Conventions
|
|
|
|
March |
|
Research
|
|
|
|
March |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
Parkside
list Computer
activity |
Acquisition of
Vocabulary
D.
Use knowledge of symbols, acronyms, word origins and
derivations to determine the meanings of unknown words. |
5.
Recognize and
use words from other languages that have been adopted into the English
language. |
|
|
|
April |
Myths Folktales |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
B.
Apply effective reading comprehension strategies,
including summarizing and making predictions, and comparisons using information
in text, between text and across subject areas. |
3.
Make
critical comparisons across texts, noting author’s style as well as literal
and implied content of text. |
|
|
April |
HM
Theme 4: Discovering Ancient
Cultures |
Reading
Applications: Literary Text
E.
Demonstrate comprehension by inferring themes patterns and
symbols. |
5.
Identify
recurring themes, patterns and symbols found in literature from different
eras and cultures. |
Written
responses Oral
presentations |
|
April |
|
Reading Applications: Informational, Technical and Persuasive
Text
B. Recognize the difference
between cause and effect and fact and opinion to analyze text. |
2.
Analyze
examples of cause and effect and fact and opinion |
Cause
and effect chart |
|
April |
|
Writing
Processes
|
|
|
|
April |
|
Writing
Applications
B. Write responses to literature that extend
beyond the summary and |
2.
Write
responses to novels, stories, poems and plays that provide an interpretation,
critique or reflection and |
|
|
April |
|
Writing
Conventions
|
|
|
|
April |
|
Research
|
|
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|
April |
|
Communication: Oral and Visual
F. Give presentations
using a variety of delivery methods, visual materials and technology. |
9. Deliver formal and
informal descriptive presentations that convey relevant information and
descriptive details. |
Oral
presentation rubric |
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
Guided
Reading Group books Literature
Circle books |
Acquisition of
Vocabulary
A.
Use context clues and text structures to determine the
meaning of new vocabulary |
1.
Define the
meaning of unknown words by using context clues and the author’s use of
definition, restatement and example. |
Role
sheets Group
discussions Teacher
observation Fourth
Quarter Assessment |
|
|
May/June |
Guided
Reading Group books Literature
Circle books |
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
B.
Apply effective reading comprehension strategies,
including summarizing and making predictions, and comparisons using
information in text, between text and across subject areas. C. Make meaning through
asking and responding to a variety of questions related to text. |
2.
Predict or
hypothesize as appropriate from information in the text, substantiating with
specific references to textual examples that may be in widely separated
sections of text 4.
Summarize the
information in texts, recognizing important ideas and 6.
Answer
literal, inferential, evaluative and synthesizing questions to demonstrate
comprehension of grade-appropriate print texts, electronic and visual media. |
Role
sheets Group
discussions Teacher
observation Role
sheets Group
discussions Teacher
observation Fourth
Quarter Assessment Role
sheets Group
discussions Teacher
observation Fourth
Quarter Assessment |
|
May/June |
Guided
Reading Group books Literature
Circle books |
Reading
Applications: Literary Text
A.
Describe and analyze the elements of character
development. D.
Identify the elements of
plot and establish a connection between an element and a future event. G. Explain how figurative
language expresses ideas and conveys mood. |
1.
Analyze the
techniques authors use to describe characters, including narrator or other
characters’ point of view; character’s own thoughts, words or actions. 3.
Identify the main
and minor events of the plot, and explain how each incident gives rise to the
next. 7.
Distinguish
how an author establishes mood and meaning through word choice, figurative
language and syntax. |
Role
sheets Group
discussions Teacher
observation Fourth
Quarter Assessment Role
sheets Group
discussions Teacher
observation Fourth
Quarter Assessment Role
sheets Group
discussions Teacher
observation Fourth
Quarter Assessment |
|
May/June |
|
Reading
Applications: Informational, Technical
and Persuasive Text
|
|
|
|
May/June |
|
Writing
Processes
|
|
|
|
May/June |
Guided
Reading Group books Literature
Circle books |
Writing
Applications
B. Write responses to literature that extend
beyond the summary and |
2.
Write
responses to novels, stories, poems and plays that provide an interpretation,
critique or reflection and |
Role
sheets Group
discussions Teacher
observation Fourth
Quarter Assessment |
|
May/June |
|
Writing
Conventions
|
|
|
|
May/June |
|
Research
|
|
|
|
May/June |
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
|
Acquisition of
Vocabulary
|
|
|
|
|
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
|
|
|
|
|
|
Reading
Applications: Literary Text
|
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|
|
|
Reading
Applications: Informational, Technical
and Persuasive Text
|
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|
|
|
Writing
Processes
|
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|
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|
|
Writing
Applications
|
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|
Writing
Conventions
|
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|
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Research
|
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|
|
|
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
|
Acquisition of
Vocabulary
|
|
|
|
|
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
|
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|
Reading
Applications: Literary Text
|
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Reading
Applications: Informational, Technical
and Persuasive Text
|
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|
Writing
Processes
|
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|
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|
|
Writing
Applications
|
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|
Writing
Conventions
|
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|
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|
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Research
|
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|
|
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
|
Acquisition of
Vocabulary
|
|
|
|
|
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
|
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|
|
Reading
Applications: Literary Text
|
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|
|
Reading Applications: Informational, Technical and Persuasive
Text
|
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|
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Writing
Processes
|
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|
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Writing
Applications
|
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Writing
Conventions
|
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|
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Research
|
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|
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
|
Acquisition of
Vocabulary
|
|
|
|
|
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
|
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|
Reading
Applications: Literary Text
|
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Reading
Applications: Informational, Technical
and Persuasive Text
|
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|
Writing
Processes
|
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Writing
Applications
|
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Writing
Conventions
|
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Research
|
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|
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
|
Acquisition of
Vocabulary
|
|
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|
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Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
|
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Reading
Applications: Literary Text
|
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Reading
Applications: Informational, Technical
and Persuasive Text
|
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|
Writing
Processes
|
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Writing
Applications
|
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Writing
Conventions
|
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Research
|
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|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
|
|
Acquisition of
Vocabulary
|
|
|
|
|
|
Reading
Process: Concepts of Print, Comprehension
& Self-Monitoring
|
|
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|
|
Reading
Applications: Literary Text
|
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Reading
Applications: Informational, Technical
and Persuasive Text
|
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|
Writing
Processes
|
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Writing
Applications
|
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Writing
Conventions
|
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Research
|
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|
|
Communication: Oral and Visual
|
|
|
|
Month |
Resources
& Materials |
|
Grade Level
Indicators |
Assessments |
|
September |
|
Acquisition of
Vocabulary
|
|
|
|
|
|
Reading
Process: Concepts of Print,
Comprehension & Self-Monitoring
|
|
|
|
|
|
Reading
Applications: Literary Text
|
|
|
|
|
|
Reading
Applications: Informational, Technical
and Persuasive Text
|
|
|
|
|
|
Writing
Processes
|
|
|
|
|
|
Writing
Applications
|
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|
Writing
Conventions
|
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Research
|
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|
Communication: Oral and Visual
|
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