6th Grade English Language Arts
Bundle 7
Reading
Focus: What Is Non-Fiction Reading? How Does It Differ From
Fiction?
Vocabulary
(2) Reading/Vocabulary Development. Students understand new
vocabulary and use it when reading and writing. Students are
expected to:
READINESS
6.2 (A) determine the meaning of grade-level academic English words
derived from Latin, Greek, or other linguistic roots and affixes
READINESS
6.2 (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
Recognizing that:
 Connotative Meaning of Words/Phrases/Sentences is the
emotional content, significance or implied meaning of a word,
phrase, or sentence.
 Denotative Meaning of Words/Phrases/Sentences is the
actual, literal, explicit meaning of a word, phrase, or sentence.
6.2 (C) complete analogies that describe part to whole or whole to
part (e.g., ink:pen as page: ____ or pen:ink as book: _____);
6.2 (D) explain the meaning of foreign words and phrases commonly
used in written English (e.g., RSVP, que sera sera); and
READINESS
6.2 (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.
Comprehension
(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:
READINESS
Stephenville ISD
Writing
Focus:
Composition
Grammar
Edited July 2013
6th Grade English Language Arts
Bundle 7
6.10 (A) summarize the main ideas and supporting details in text,
demonstrating an understanding that a summary does not include
opinions .
Best summary of Expository Passages
 2-4 sentences
 A/The main idea of the passage
 Multiple, accurate details that support that main idea
 Supporting details come from the beginning, middle, and end
of the passage
SUPPORTING
6.10 (B) explain whether facts included in an argument are used for or
against an issue
Fact statements do not contain value language (e.g., George
Washington was the first President of the United States.)
Opinion statements contain value language (e.g., George Washington
was a good President.)
READINESS
6.10 (C) analyze how different organizational patterns (e.g.,
proposition-and-support, problem-and-solution) develop the main
idea and the author’s viewpoint
READINESS
6.10 (D) synthesize and make logical connections between ideas
within a text and across two or three texts representing similar or
different genres.
(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. Students are expected to:
SUPPORTING
6.9 (A) compare and contrast the stated or implied purposes of
different authors writing on the same topic.
such as to inform, influence, express, or entertain
(11) Reading/Comprehension of Informational Text/Persuasive Text.
Stephenville ISD
Edited July 2013
6th Grade English Language Arts
Bundle 7
Students analyze, make inferences and draw conclusions about
persuasive text and provide evidence from text to support their
analysis. Students are expected to:
SUPPORTING
6.11 (A) compare and contrast the structure and viewpoints of two
different authors writing for the same purpose, noting the stated
claim and supporting evidence
SUPPORTING
6.11 (B) identify simple faulty reasoning used in persuasive texts.
(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:
SUPPORTING
6.13 (A) explain messages conveyed in various forms of media
SUPPORTING
6.13 (B) recognize how various techniques influence viewers'
emotions
6.13 (C) critique persuasive techniques (e.g., testimonials, bandwagon
appeal) used in media messages; and
6.13 (D) analyze various digital media venues for levels of formality
and informality.
(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:
6.12 (A) follow multi-tasked instructions to complete a task, solve a
problem, or perform procedures; and
SUPPORTING
6.12 (B) interpret factual, quantitative, or technical information
presented in maps, charts, illustrations, graphs, timelines, tables, and
diagrams.
7) Reading/Comprehension of Literary Text/Literary Nonfiction.
Students understand, make inferences and draw conclusions about
Stephenville ISD
Edited July 2013
6th Grade English Language Arts
Bundle 7
the varied structural patterns and features of literary nonfiction and
provide evidence from text to support their understanding. Students
are expected to:
SUPPORTING
6.7 (A) identify the literary language and devices used in memoirs and
personal narratives and compare their characteristics with those of an
autobiography.
Literary language may include point-of-view, conflict, setting, various
types of figurative.
Figure 19:
Spelling:
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 in increasingly more
complex texts as they become self-directed, critical readers.
Students are 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 background
knowledge; creating sensory images; rereading a portion aloud;
generating questions);
Readiness (Fiction)
Supporting (Literary Nonfiction, Poetry, Drama)
(D) make inferences about text and use textual evidence to support
understanding
Readiness (Fiction)
Supporting (Literary Nonfiction, Poetry, Drama)
(E) summarize, paraphrase, and synthesize texts in ways that
maintain meaning and logical order within a text and across texts
Readiness (Fiction)
(F) make connections (e.g., thematic links, author analysis) between
and across multiple texts of various genres, and provide textual
evidence.
Stephenville ISD
Edited July 2013
6th Grade English Language Arts
Bundle 7
Listening and Speaking:
(28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards
with greater complexity. Students are expected to:
6.28 (A) participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of
agreement and disagreement.
On-Going Process Skills
(2) Reading/Vocabulary Development. Students understand new
vocabulary and use it when reading and writing. Students are
expected to:
READINESS
6.2 (A) determine the meaning of grade-level academic English words
derived from Latin, Greek, or other linguistic roots and affixes
READINESS
6.2 (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 .
Recognizing that:
 Connotative Meaning of Words/Phrases/Sentences is the
emotional content, significance or implied meaning of a word,
phrase, or sentence.
 Denotative Meaning of Words/Phrases/Sentences is the actual,
literal, explicit meaning of a word, phrase, or sentence.
6.2 (C) complete analogies that describe part to whole or whole to
part (e.g., ink:pen as page: ____ or pen:ink as book: _____);
6.2 (D) explain the meaning of foreign words and phrases commonly
used in written English (e.g., RSVP, que sera sera); and
READINESS
6.2 (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.
Resources
Instructional Resources / Textbook Correlations
Suggested:
Stephenville ISD
Edited July 2013
6th Grade English Language Arts
Bundle 7
Web Links / Other Resources
Academic Language / Language of Instruction
Best summary of Expository Passages
 2-4 sentences
 A/The main idea of the passage
 Multiple, accurate details that support that main idea
 Supporting details come from the beginning, middle, and
end of the passage
 Fact statements do not contain value language (e.g.,
George Washington was the first President of the United
States.)
 Opinion statements contain value language (e.g., George
Washington was a good President.)
 such as to inform, influence, express, or entertain
Literary language may include point-of-view, conflict, setting, various
types of figurative
Assessments
Formative
Summative
Formative
Summative
Other Curricular Connection (ELA, Math, SS)
Exemplar Lessons
Stephenville ISD
Edited July 2013