​Grade 6 ELAR
Unit 5
Title
Suggested Time Frame
Expository
Research
4th Six Weeks
7 weeks
Big Ideas/Enduring Understandings
Guiding Questions
Reading
• Authors of informational texts organize their writing in certain ways to
best achieve their desired purpose.
• Procedural texts are paired with informational texts in order to support
or illustrate ideas of the informational text.
• Procedural texts are paired with informational texts in order to support
or illustrate the main ideas of the informational text.
• A summary must synthesize the main ideas, supporting meaning of an
informational text.
Writing
• Writers use various strategies to generate topics and develop expository
writing.
• Expository writing has a clearly stated purpose or controlling idea and is
logically organized with appropriate details in order to effectively
communicate ideas and information.
• Writers of expository texts utilize a variety of sentence structures,
rhetorical devices and transitions to enhance their writing.
• Writers are constantly revising and editing their work in order to
communicate their ideas more clearly.
Reading
• How does the organization of an informational text help support the main
ideas or purpose of the text?
• How does a reader synthesize the main ideas, supporting details and overall
meaning to create a summary?
• How can procedural texts be used to support or illustrate the main ideas of an
informational text?
Writing
• What types of strategies to writers employ to generate topics and develop
expository writing?
• How do I craft expository essays that contain a clearly stated purpose or
controlling idea, logical organization, and appropriate details in order to
effectively communicate ideas and information?
• How can I utilize a variety of sentence structures, rhetorical devices and
transitions to enhance my expository writing?
• How can revising and editing help a writer communicate his/her ideas more
clearly?
Vertical Alignment Expectations
*TEKS one level below*
*TEKS one level above*
ELAR TEKS Vertical Alignment Document
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CISD 2015, Updated 9/6/2016
Sample Assessment Question
How are the authors’ purposes similar in these two selections?
How is the author’s purpose in selection 1 different from the author’s purpose in selection 2?
What do the implied purposes of the authors of these two selections have in common?
How are the authors’ purposes alike/different in these two selections?
What is the article mostly about? What is the main idea of paragraphs __ to __?
What did __do? (supporting detail) What are the four most important facts in this information?
Which of the following is the best summary of this article? A summary of this information is_.
How does the author use the facts about __ in this information?
Which two important facts does the author use to support his/her position against the major issue?
Which facts are used against the issue of __?
When the author uses __, is he/she supporting the issue or arguing against the issue?
What organizational strategy does the author use in this article to support his/her viewpoint?
How does the author organize the ideas in this information so the reader understands the main idea?
The author’s use of problem and solution helps the reader understand that the main idea is
What is an idea found in both selections?
What is an idea found in these two different newspaper articles and a story on this topic?
How are the ideas in these two selections alike/different?
Reading
Writing
6.1
Writing TEKS
Conventions TEKS
Listening & Speaking TEKS
6.2​AB​CD​E
6.14A​BC​E
6.19​Aiv ​(conjunctive
6.​9
6.17
adverbs)
6.26
6.10
6.17 ​Ai-vi
6.19​Avii​(subordinating
6.27
6.10​A​,B​,​C
6.17 ​C​D
conjunctions)
6.28
6.12
6.22 A, B
6.20​Aii​(initials/acronyms)
6.12A​,B
6.23 A, B, C. D, E
6.20​Biii​(parentheses,
6.13
6.24 A, B
brackets, ellipses
6.13D
6.25 A, B, C, D
F19A-F
The resources included here provide teaching examples and/or meaningful learning experiences to address the District Curriculum. In order to address the
TEKS to the proper depth and complexity, teachers are encouraged to use resources to the degree that they are congruent with the TEKS and research-based
best practices. Teaching using only the suggested resources does not guarantee student mastery of all standards. Teachers must use professional judgment
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CISD 2015, Updated 9/6/2016
to select among these and/or other resources to teach the district curriculum. Some resources are protected by copyright. A username and password is
required to view the copyrighted material.
Ongoing TEKS
Ongoing TEKS: 6.2 (Vocabulary), Fig. 19 (Reading Comprehension Skills), 6.1 (Fluency), 6.14, (The Writing Process), 6.21 (Spelling), 6.26 (listening), 6.27
(Speaking, 6.28 (Teamwork)
Knowledge and Skills with
Student Expectations
Figure 19:
Reading/Comprehension
Skills. Students use a flexible
range of metacognitive
reading skills in both
assigned and independent
reading to understand an
author’s message. Students
will continue to apply earlier
standards with greater depth
and increasingly more
complex texts as they
become self-directed, critical
readers. The student is
expected to:
(A) establish purposes for
reading selected texts based
upon own or others’ desired
outcome to enhance
comprehension;
(B) ask literal, interpretive,
evaluative, and universal
questions of text;
(C) monitor and adjust
comprehension (e.g. using
District Specificity/ Examples
Fig19.F Bloom’s Level-analyzing and
evaluating
How can students effectively use reading
skills to comprehend text and become
independent readers?
Can students generate higher level thinking
questions?
How does textual evidence support
understanding of what is read?
Student created questions
Discuss and write about literary elements
using text evidence
Text dependent reading
What is the purpose for reading this
selection?
Was your purpose for reading this article
accomplished in the actual reading of the
article?
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CISD 2015, Updated 9/6/2016
Vocabulary
background
connections
Informational
text
inference
knowledge
Literary text
paraphrase
sensory images
summary
synthesize
Instructional
Strategies
Graphic organizers
Suggested Resources
Resources listed and categorized to
indicate suggested uses. Any
additional resources must be
aligned with the TEKS.
Literature:
CISD approved novel list
Independent reading books (library
books)
Activities:
Practice using questions stems
Websites:
https://newsela.com/
www.brainpop.com
www.thinkcentral.com
background knowledge;
creating sensory images;
rereading a portion aloud;
generating questions);
(D) make inferences about
text and use textual evidence
to support understanding;
(E) summarize, paraphrase,
and synthesize texts in ways
that maintain meaning and
logical order within a text
and across texts; and
(F) make connections (e.g.
thematic links, author
analysis) between and across
multiple texts of various
genres, and provide textual
evidence.
readiness
What information did I not understand in
this article?
Am I adding information to increase my
understanding and therefore not reading
text dependently?
What part should I reread to gain a deeper
understanding?
What images are created in my mind when I
read paragraph __?
Am I drawing conclusions from the
information in this article based on my
personal experiences or clues and evidence
in the text?
Am I reading creatively by adding
information to the text based on my prior
knowledge and experiences?
Am I reading text dependently and
interpreting the text with only the
information provided?
What is a conclusion the reader can draw
about __?
Which sentence in this informative article
provides the proof for the inference __?
What information in this story tells you that
__?
An important inference that the reader can
make about __ is –
What text evidence clearly proves that __
was planning to __?
What is this article mostly about?
What are the four most important facts in
this information?
Which of the following is the best summary
of this article?
A summary of this information is Which of
the following summaries is an accurate
paraphrase of the story? Does the following
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(6.1) Reading/Fluency.
Students read grade-level
text with fluency and
comprehension.
Students are expected to
adjust fluency when reading
aloud grade-level text based
on the reading purpose and
the nature of the text
(6.2) Reading/Vocabulary
Development. Students
understand new vocabulary
and use it when reading and
writing. Students are
expected to:
(A) determine the meaning of
grade-level academic English
words derived from Latin,
summary of this story maintain logical
order?
What is a theme found in both selections?
What is a theme found in these two
different newspaper articles and a story on
this topic?
How are the themes in these two selections
alike/different?
How are the authors’ purposes similar in
these two selections?
Provide text evidence to show how the
author’s purpose in selection 1 is different
from the author’s purpose in selection 2?
What do the implied purposes of the authors
of these two selections have in common?
How are the authors’ purposes
alike/different in these two selections?
comprehensively broad.
Do students comprehend information?
What determines when students adjust their
reading rate?
Group reading
Partner reading
Choral reading
Sustained silent
reading
Reader’s Theater
http://www.teachingheart.net/read
erstheater.htm
http://www.aaronshep.com/rt/RTE.
html
www.brainpop.com
www.thinkcentral.com
Can students determine word meaning from
context clues?
affixes
roots
Use vocabulary words in writing Study
vocabulary in context Word stem study
Vocabulary
from current
literature study
How does the use of analogies deepen
vocabulary comprehension?
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CISD 2015, Updated 9/6/2016
Fluency
Vocabulary Bingo
Vocabulary
Foldables Charades
Active word walls
Word stems
Review dictionary
skills Word wall
Holt​ pg R27
Literature:
-CISD approved novel list
-The Word Station
-Holt​ pg. R69-R73
-Holt​ pg. R71
-Holt​ pg. R70
-​Holt​ pgs. R72, R100, R124
Greek, or other linguistic
roots and affixes
(B) use context (e.g., cause
and effect or compare and
contrast organizational text
structures) to determine or
clarify the meaning of
unfamiliar or multiple
meaning words;
(C) complete analogies that
describe part to whole or
whole to part (e.g., ink: pen
as page: ____ or pen: ink as
book: _____); (D) explain the
meaning of foreign words
and phrases commonly used
in written English (e.g., RSVP,
que sera sera);
(E) use a dictionary, a
glossary, or a thesaurus
(printed or electronic) to
determine the meanings,
syllabication, pronunciations,
alternate word choices, and
parts of speech of words.
Why would an author choose to use foreign
phrase rather than the English equivalent?
How does the use of a thesaurus expand
written and oral vocabulary?
-Incorporate word stem study
In paragraph __ of this story, what does the
word __ mean?
*What is the root word for the word in
paragraph __ that means __?
In paragraph __, what does the word __
mean?
What (or which) words in paragraph __ help
the reader understand what __ means?
In this story, the word __ is in paragraph __;
this word is to __ as __ is to __. __ is to __ as
__ is to __.
What does the expression __ as used in
paragraph __ mean?
The phrase __ used in paragraph __ means Read the dictionary entry for the word __.
Which definition represents the meaning of
the word __ as used in paragraph __?
(Dictionary entry with four definitions is
shown and students must use context clues
to determine the meaning of the word as it
is used in the passage.)
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CISD 2015, Updated 9/6/2016
Activities:
Vocabulary
http://www.webenglishteacher.co
m/vocab.html
Dictionary/Thesaurus
http://www.tv411.org/vocabulary
Websites:
http://www.infoplease.com/ipa/A0
001619.html
http://www.dailywritingtips.com/6foreign-expressions-you-should-kno
w/
http://www.visuwords.com/
www.brainpop.com
www.thinkcentral.com
Lessons:
6.9 Reading/Comprehension
of Informational Text/Culture
and History. Students
analyze, make inferences and
draw conclusions about the
author's purpose in cultural,
historical, and contemporary
contexts and provide
evidence from the text to
support their understanding.
A)
Students are expected to
compare and contrast the
stated or implied purposes of
different authors writing on
the same topic.
Supporting
6.10
Reading/Comprehension of
Informational
Text/Expository Text.
Students analyze, make
inferences and draw
conclusions about expository
text and provide evidence
from text to support their
understanding.
Students are expected to:
Bloom’s Level-analyzing
Question stems for the teacher.
• ​ How are the author's purposes similar
in these two selections?
• How is the author's purpose in
selection 1 different from the
author's purpose in selection 2?
• What do the implied purposes of the
authors of these two selections have
in common?
• How are the author’s purpose
alike/different in these two
selections?
Author’s Purpose
Author’s viewpoint
Connection between two texts
Implied Main idea/Details Problem/Solution
Similarities/difference
Stated
How does evidence from the text support
accurate inferences?
-Evaluate ideas across multiple texts
representing similar or different genres.
-Text dependent reading
Organizational Elements of Expository Tex​t
-Chronological sequence
-Comparison/Contrast
-Definition
-Cause/Effect
Bloom’s Level-understanding
6.10A
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CISD 2015, Updated 9/6/2016
Compare/contr
ast
Implied
stated
Jigsaw reading
-Graphic organizer
(T-chart/Venn
Diagram)
Literature:
CISD approved novel list
Holt​ pgs. 138,166, 284, 340, 346,
622, 720, 732, 822
Activities:
http://www.learningfarm.com/web
/practicePassThrough.cfm?TopicID=
1105
Websites:
http://www.readwritethink.org/sea
rch/?sort_order=relevance&q=auth
or%27s+purpose&srchgo.x=0&srch
go.y=0&old_q=
www.brainpop.com
www.thinkcentral.com
Arguement
Author’s
purpose
Cause/effect
Chronological
order
Compare/contr
ast Conclusions
Detail
Expository text
Fact
Glossary Index
Inference
Classroom Debate
Group discussion
Paired Passages
Literature
CISD approved novel list
Holt
Unit 8, pg. 706- 710, 894-897, R8,
R9
Websites:
https://newsela.com/
Background on informational and
expository text
(A) summarize the main
ideas and supporting details
in text, demonstrating an
understanding that a
summary does not include
opinions;
Readiness
(B) explain whether facts
included in an argument are
used for or against an issue;
Supporting
(C) explain how different
organizational patterns (e.g.,
proposition-and-support,
problem-and-solution)
develop the main idea and
the author's viewpoint
Readiness
• ​ What is this article mostly about?
• What is the main idea of paragraphs _
to _?
• What did _ do? (supporting detail)
• What are the four most important
facts in this information? (summary)
• Which of the following is the best
summary of this article?
• A summary of this information is…
Bloom’s Level-understanding
(B)
• How does the author use the facts
about in this information?
• Which two important facts does the
author use to support his/her position
against the major issue?
• Which facts are used against the issue
of _?
• When the author uses _, is he/she
supporting the issue or arguing
against the issue?
Bloom’s Level-understanding
(C)
• What organizational strategy does
the author use in this article to
support his/her viewpoint?
• How does the author organize the
ideas in this information so the reader
understands the main idea?
• The author's use of problem and
solution helps the reader understand
that the main idea is -
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CISD 2015, Updated 9/6/2016
Informational
text
issue
Main idea
Opinion
Organizational
pattern
problem/solutio
n
Organizational
structure
Proposition/
support
Sequencing
Summary
Supporting
detail
Textual
evidence
viewpoint
http://teacher.scholastic.com/prod
ucts/scholasticprofessional/authors
/pdfs/duke_sample_pages.pdf
http://www.readingrockets.org/arti
cle/how-teach-expository-text-struc
ture-facilitate-reading-comprehensi
on
https://www.aea267.k12.ia.us/syst
em/assets/uploads/files/90/aeaexp
_textstructure-1.pd
www.brainpop.com
www.thinkcentral.com
SEE The Writing Academy Blocks
5-7
6.12
Reading/Comprehension of
Informational
Text/Procedural Texts.
Students understand how to
glean and use information in
procedural texts and
documents. Students are
expected to:
(A) follow multi-tasked
instructions to complete a
task, solve a problem, or
perform procedures; and
(B) interpret factual,
quantitative, or technical
information presented in
maps, charts, illustrations,
graphs, timelines, tables, and
diagrams.
Supporting
Why is it important to follow instructions?
Analyze procedural information for its
importance.
6.12A
• In conducting this science
experiment, what do you do after _?
• In conducting this science
experiment, what do you do before
_?
• What equipment do we need for this
science experiment?
• When making _, what is the last step
to follow?
• Complete this task by following these
steps.
• If _ happens while making this _,
what should you do?
• List the steps in a procedure you
would follow to make _.
• The last step in solving this problem is
_.
• What should the reader do after ___​?
Bloom’s Level-understanding
6.12B
• ​ What is a conclusion that can be
drawn from the information in this
chart?
• The reader can conclude from this
map that • One conclusion that can be made
from this information is • This timeline provides the reader with
information that _​.
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CISD 2015, Updated 9/6/2016
Procedure
Factual
quantitative
Cross curriculum
opportunityScience
Social Studies
Literature:
Holt​ pgs. R14-R19, 840, Unit 8
Activities:
Websites:
http://betterlesson.com/communit
y/lesson/33473/procedural-text-se
quence
http://www.scholastic.com/teacher
s/lesson-plan/how-books
www.brainpop.com
www.thinkcentral.com
(6.13) Reading/Media
Literacy. Students use
comprehension skills to
analyze how words, images,
graphics, and sounds work
together in various forms to
impact meaning. Students
will continue to apply earlier
standards with greater depth
in increasingly more complex
texts. Students are expected
to:
(D) analyze various digital
media venues for levels of
formality and informality.
WRITING
(6.14) Writing/Writing
Process. Students use
elements of the writing
process (planning, drafting,
revising, editing, and
publishing) to compose text.
Students are expected to:
(A) plan a first draft by
selecting a genre appropriate
for conveying the intended
meaning to an audience,
determining appropriate
topics through a range of
strategies (e.g., discussion,
background reading,
personal interests,
interviews), and developing a
thesis or controlling idea;
Supporting
(B) develop drafts by
choosing an appropriate
How do media utilize propaganda and other
techniques used to influence the consumer?
Holt
Unit 8, pgs. TX31, TX32
How can you capture an audience?
www.brainpop.com
www.thinkcentral.com
Analyze similar message in various media
types
Was the info in this ad presented at the
correct level of formality and tone?
Bloom’s - apply, create
How does revision clarify meaning in the
final draft?
Writing check points
draft
edit
publish
revision
thesis
transitions
Teacher modeling
of writing, editing,
and revision
Group writing
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
Teacher/student writing conference
Mini lessons for each stage of writing
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CISD 2015, Updated 9/6/2016
digital media
Texas Write Source Student writing
models: ​http://www.thewrite
source.com/student models/​.
Writing rubrics:
http://www.rubricia
n.com/writing.htm​.
Holt​ pg. R28-R34
www.brainpop.com
www.thinkcentral.com
organizational strategy (e.g.,
sequence of events,
cause-effect,
compare-contrast) and
building on ideas to create a
focused, organized, and
coherent piece of writing;
Readiness
(C) revise drafts to clarify
meaning, enhance style,
include simple and
compound sentences, and
improve transitions by
adding, deleting, combining,
and rearranging sentences or
larger units of text after
rethinking how well
questions of purpose,
audience, and genre have
been addressed
Readiness
(D) edit drafts for grammar,
mechanics, and spelling; and
(E) revise final draft in
response to feedback from
peers and teacher and
publish written work for
appropriate audiences.
Readiness
(6.17) Writing/Expository.
Students write expository
and procedural or
work-related texts to
communicate ideas and
information to specific
audiences for specific
purposes. Students are
expected to:
Empowering Writers:
http://empoweringw
riters.com/teacherscorner/
Are students communicating the process
effectively?
Writing process “I do, We do, You do” model
Checklists and mini lessons throughout the
process
Teacher/Student conferences
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CISD 2015, Updated 9/6/2016
Argumentation
Generalizations
Propaganda
Rhetoric
Interactive
notebook
Exemplars used as
models
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
-​Holt​ pg. 556
Readiness
(A) create multi-paragraph
essays to convey information
about a topic that:
(i) present effective
introductions and concluding
paragraphs;
Readiness
The Writing Academy: Block 5 and
Block 6
-Empowering Writers:
http://empoweringwriter
s.com/teachers-corner/
(ii) guide and inform the
reader's understanding of
key ideas and evidence;
Readiness
Samples: ​http://www.thewritesour
ce.com/studentmodels/# ws_2000​.
(iii) include specific facts,
details, and examples in an
appropriately organized
structure;
write responses to literary or
expository texts and provide
evidence from the text to
demonstrate understanding;
and
Readiness
(iv) use a variety of sentence
structures and transitions to
link paragraphs;
Readiness
(6.17) Writing/Expository and
Procedural Texts. Students
write expository and
procedural or work-related
texts to communicate ideas
and information to specific
audiences for specific
purposes. Students are
expected to:
www.brainpop.com
www.thinkcentral.com
Bloom’s - apply, create
How do specific details and examples help
effectively communicate procedural
information?
Students answer short answer questions
using textual evidence
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CISD 2015, Updated 9/6/2016
Expository text
Procedural text
-Group
collaboration
-Exemplars used
for models -Create
class responses
together
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
Various literature pieces
Holt​ pgs. 556, 780
(C) write responses to literary
or expository texts and
provide evidence from the
text to demonstrate
understanding;
Supporting
(6.19) Oral and Written
Conventions/Conventions.
Students understand the
function of and use the
conventions of academic
language when speaking and
writing. Students will
continue to apply earlier
standards with greater
complexity. Students are
expected to:
(iv)conjunctive adverbs
(consequently, furthermore,
indeed)
Supporting
(vii) subordinating
conjunctions (while, because,
although, if)
Supporting
(6.20) Oral and Written
Conventions/Handwriting,
Capitalization, and
Punctuation. Students write
legibly and use appropriate
capitalization and
punctuation conventions in
their compositions. Students
are expected to:
(A) use capitalization for:
(ii) initials and acronyms; and
Supporting
Websites:
http://edselect.com/writing
Bloom’s - apply
Are students using academic language
appropriately?
-Teacher models
-Practice within
own writing
Assess with writing, revising, and editing
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
Holt​ Language Handbook WS
Holt​ online lessons Holt pgs. 556,
780
Websites:
http://www.chompchomp.com/ter
ms/conjunctiveadverb.htm
http://www.chompchomp.com/ter
ms/subordinateconjunction.htm
Bloom’s - apply
What are the accepted use of initials and
acronyms in formal writing?
When are the use of parentheses, brackets
and ellipses appropriate?
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CISD 2015, Updated 9/6/2016
Conjunctive
adverb
Subordinating
conjunction
Brackets
Ellipses
Omissions
Parentheses
-Teacher models
-Practice within
own writing
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
Holt​ pgs. R50-R51
Websites:
(B) recognize and use
punctuation marks including:
(iii) parentheses, brackets,
and ellipses (to indicate
omissions and interruptions
or incomplete statements)
Supporting
(6.22) Research/Research
Plan. Students ask
open-ended research
questions and develop a plan
for answering them. Students
are expected to: (A)
Brainstorm, consult with
others, decide upon a topic,
and formulate open-ended
questions to address the
major research topic;
(B) Generate a research plan
for gathering relevant
information about the major
research question
(6.23) Research/Gathering
Sources. Students determine,
locate, and explore the full
range of relevant sources
addressing a research
question and systematically
record the information they
gather. Students are
expected to:
(A) follow the research plan
to collect data from a range
of print and electronic
resources (e.g., reference
http://www.gcflearnfree.org/gram
mar/abbreviations-and-acronyms
http://www.educationquizzes.com/
us/grade-7/english-language-arts/p
arentheses-brackets-and-ellipses/
Bloom’s - apply, analyze, evaluate, create
How do I answer my questions? -Group
collaboration
-Teacher/student conference
-Teacher modeling narrowing of topic
-Rubric created using SE’s
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
Holt
Unit 9
Bloom’s - apply, analyze, evaluate, create
What are the various sources that may be
used for research?
Why is it important to take notes when
researching?
Why is it important to cite your sources?
-Plagiarism lesson
-Rubric based on SE’s
*All rights reserved by Kilgo Consulting, Inc./ *Lead4ward
CISD 2015, Updated 9/6/2016
-Group
collaboration
-Teacher/student
conference
-Teacher modeling
narrowing of topic
http://www.kimskorner4teachertal
k.com/writing/sixtrait/conventions/
punctuation.html
The Writing Academy Block 11
Bibliography vs.
works cited
Plagiarism
Primary sources
Secondary
source
-small groups
-teacher
collaboration
The Writing Academy Block 11
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
-Holt
Unit 9
-Plagiarism lesson:
texts, periodicals, web pages,
online sources) and data
from experts;
(B) differentiate between
primary and secondary
sources;
(C) record data, utilizing
available technology (e.g.,
word processors) in order to
see the relationships
between ideas, and convert
graphic/visual data (e.g.,
charts, diagrams, timelines)
into written notes;
(D) identify the source of
notes (e.g., author, title, page
number) and record
bibliographic information
concerning those sources
according to a standard
format;
(E) Differentiate between
paraphrasing and plagiarism
and identify the importance
of citing valid and reliable
sources.
(6.24) Research/Synthesizing
Information. Students clarify
research questions and
evaluate and synthesize
collected information.
Students are expected to:
(A) refine the major research
question, if necessary, guided
by the answers to a
secondary set of questions;
http://www.readwritethink.org/cl
assroom-resources/lesson-plans/e
xploring-plagiarism-copyright-para
phrasing-1062.html
Bloom’s - apply, analyze, evaluate, create
Can students create one major question
from their list of research questions?
Teacher examples and guided practice How
do you evaluate a reliable source?
Plagiarism study
*All rights reserved by Kilgo Consulting, Inc./ *Lead4ward
CISD 2015, Updated 9/6/2016
evaluate
synthesize
Teacher examples
and guided
practice
The Writing Academy Block 11
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
-Holt
Unit 9
(B) Evaluate the relevance
and reliability of sources for
the research.
(6.25) Research/Organizing
and Presenting Ideas.
Students organize and
present their ideas and
information according to the
purpose of the research and
their audience. Students are
expected to synthesize the
research into a written or an
oral presentation that:
(A) compiles important
information from multiple
sources; (CRS): (Research
B.1)
(B) develops a topic
sentence, summarizes
findings, and uses evidence
to support conclusions;
(CRS): (Research C.1) (C)
presents the findings in a
consistent format; (CRS):
(Research B.3)
(D) uses quotations to
support ideas and an
appropriate form of
documentation to
acknowledge sources (e.g.,
bibliography, works cited)
Bloom’s - apply, analyze, evaluate, create
How do you combine information from
multiple sources into one cohesive text?
Writing process Conventions review
*All rights reserved by Kilgo Consulting, Inc./ *Lead4ward
CISD 2015, Updated 9/6/2016
Teacher examples
and guided
practice
The Writing Academy Block 11
Various literature as mentor texts
https://www.writefortexas.org/res
ources/professional-development-t
o-support-academic-writing-resourc
es
-Holt
Unit 9