Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
ELAR Grade 06 Unit 03 Exemplar Lesson 02: Please Proceed
This lesson is one approach to teaching the State Standards associated with this unit. Districts are encouraged to customize this lesson by supplementing with
district-approved resources, materials, and activities to best meet the needs of learners. The duration for this lesson is only a recommendation, and districts
may modify the time frame to meet students’ needs. To better understand how your district may be implementing CSCOPE lessons, please contact your child’s
teacher. (For your convenience, please find linked the TEA Commissioner’s List of State Board of Education Approved Instructional Resources and Midcycle
State Adopted Instructional Materials.)
Lesson Organizer
Lesson Synopsis
Performance Indicators
Students read procedural texts to follow multi-step instructions to complete tasks and interpret information presented
in various formats. Students compose informal letters to explain directions for an imaginary trip. In Word Study,
students learn the meaning of foreign words used in English and use a dictionary to check for spelling.
Grade 06 ELAR Unit 03 PI 04
Use an appropriate map(s) to plan the route of an automobile trip with a friend to a chosen destination. Present an overview of the
directions to a small group. In an informal letter to a friend, explain the route chosen and describe the scenery or sites you will
encounter along the way.
Standard(s): 6.12A , 6.12B , 6.17B , 6.26A , 6.26B , 6.26C , 6.28A
ELPS ELPS.c.1E , ELPS.c.2D , ELPS.c.2E , ELPS.c.3B , ELPS.c.3C , ELPS.c.3D , ELPS.c.3E , ELPS.c.3F
, ELPS.c.3H , ELPS.c.3I , ELPS.c.3J , ELPS.c.4F , ELPS.c.5B , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F
, ELPS.c.5G
Grade 06 ELAR Unit 03 PI 05
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts.
Provide evidence from the text to support ideas
Standard(s): 6.17C , 6.Fig19A , 6.Fig19B , 6.Fig19C , 6.Fig19D , 6.Fig19E , 6.Fig19F
ELPS ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F
, ELPS.c.5G
Last Updated 04/19/2013
page 1 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Grade 06 ELAR Unit 03 PI 06
Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings.
Standard(s): 6.2A , 6.2B , 6.2C , 6.2D , 6.2E
ELPS ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F
, ELPS.c.5G
Key Understandings
Authors establish a purpose, create a plan, and express organized ideas to construct meaning.
Readers gather information and express organized ideas to construct meaning.
Readers use strategies to support interpretation of text.
Understanding new words and concepts enhances comprehension and oral and written communication.
TEKS
The Texas Essential Knowledge and Skills (TEKS) listed below are the standards adopted by the State Board of
Education, which are required by Texas law. Any standard that has a strike-through (e.g. sample phrase) indicates
that portion of the standard is taught in a previous or subsequent unit. The TEKS are available on the Texas
Education Agency website at http://www.tea.state.tx.us/index2.aspx?id=6148.
6.2
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading
and writing. Students are expected to:
6.2D
Explain the meaning of foreign words and phrases commonly used in written English (e.g.,
RSVP, que sera sera).
6.2E
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.
Readiness Standard
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:
6.12A
Follow multi-tasked instructions to complete a task, solve a problem, or perform procedures.
6.12B
Interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines,
tables, and diagrams.
Last Updated 04/19/2013
page 2 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Supporting Standard
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:
6.14A
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.
6.14B
Develop drafts by choosing an appropriate 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.
6.14C
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.
6.17
Writing/Expository and Procedural Texts. Students write expository and procedural or workrelated texts to communicate ideas and information to specific audiences for specific purposes.
Students are expected to:
6.17B
Write informal letters that convey ideas, include important information, demonstrate a sense
of closure, and use appropriate conventions (e.g., date, salutation, closing).
6.17C
Write responses to literary or expository texts and provide evidence from the text to
demonstrate understanding.
6.21
Oral and Written Conventions/Spelling. Students spell correctly. Students are expected to:
6.21B
Use spelling patterns and rules and print and electronic resources to determine and check
correct spellings.
6.26
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
Last Updated 04/19/2013
page 3 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
6.26B
Follow and give oral instructions that include multiple action steps.
6.26C
Paraphrase the major ideas and supporting evidence in formal and informal presentations.
6.27
Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions
of language. Students will continue to apply earlier standards with greater complexity. Students
are expected to:
6.27A
Give an organized presentation with a specific point of view, employing eye contact,
speaking rate, volume, enunciation, natural gestures, and conventions of language to
communicate ideas effectively.
6.28
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:
6.28A
Participate in student-led discussions by eliciting and considering suggestions from other
group members and by identifying points of agreement and disagreement.
6.Fig19
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. The student is expected to:
6.Fig19C Using background knowledge; creating sensory images; rereading a portion aloud;
generating questions).
6.Fig19D Make inferences about text and use textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Ongoing TEKS
6.1
Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are
expected to:
6.1A
Adjust fluency when reading aloud grade-level text based on the reading purpose and the
nature of the text.
Last Updated 04/19/2013
page 4 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
6.26
Listening and Speaking/Listening. Students will use comprehension skills to listen attentively to
others in formal and informal settings. Students will continue to apply earlier standards with
greater complexity. Students are expected to:
6.26A
Listen to and interpret a speaker's messages (both verbal and nonverbal) and ask questions
to clarify the speaker's purpose and perspective.
6.Fig19
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. The student is expected to:
6.Fig19A Establish purposes for reading selected texts based upon own or others’ desired outcome to
enhance comprehension.
Materials
Vocabulary Notebook (1 per student)
Reader’s Notebook (1 per student)
Writer’s Notebook (1 per student)
Teacher Reader’s Notebook (1)
Teacher Writer’s Notebook (1)
Highlighter (1 per student)
Note card (1 per 2-3 students)
Dictionary-print or electronic (class set)
Materials for completing the procedures (varies)
Chart paper
Example of written directions to a particular destination with a corresponding map (class set)
4 grade-appropriate procedural texts with graphical features (4-5 copies per station)
3-5 grade-appropriate examples of informal letters
Collection of grade-appropriate maps
Attachments
All attachments associated with this lesson are referenced in the body of the lesson. Due to considerations for
grading or student assessment, attachments that are connected with Performance Indicators or serve as answer
keys are available in the district site and are not accessible on the public website.
Last Updated 04/19/2013
page 5 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Teacher Resource: Grade 6 Unit 03 Word Study Overview (1)
Teacher Resource: Grade 6 Unit 03 Reading Appetizer (1)
Teacher Resource: Grade 6 Unit 03 Writing Appetizer (1)
Teacher Resource: Alternative Plan (optional)
Resources and References
None identified
Possible/Optional Literature
Selections
None identified
Last Updated 04/19/2013
page 6 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Please Proceed
Lesson Preparation
Daily Lesson #: 16
READING
TEKS
WRITING
Ongoing TEKS
6.Fig19C
6.12A,B
Key Understandings and Guiding Questions
TEKS
Ongoing TEKS
6.14A,B
• Readers gather information and express organized ideas • Authors establish a purpose, create a plan, and express
to construct meaning.
organized ideas to construct meaning.
- How do readers learn and construct meaning from text?
- How do authors effectively communicate ideas and
information to an audience?
• Readers use strategies to support interpretation of text.
- What do readers do to understand text?
Vocabulary of Instruction
• Procedural text
Materials
• Reader’s Notebook (1 per student)
• Teacher Reader’s Notebook (1)
• Highlighter (1 per student)
• Example of written directions to a particular destination
with a corresponding map (class set)
• Collection of grade­appropriate maps
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Collection of grade­appropriate maps from Reading
• Chart paper (if applicable)
• Teacher Resource: Grade 6 Unit 03 Writing Appetizer (1)
1. Prepare to display visuals as appropriate.
1. Prepare to display visuals as appropriate.
2. Locate an example of written directions to a
particular destination that has a corresponding
2. Prepare to model writing directions in the
Teacher Writer’s Notebook from one of the
Last Updated 04/19/2013
page 7 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Daily Lesson #: 16
READING
map (Be sure the map does NOT have the
actual route on it). Consider using a website
such as Google Maps or MapQuest to create
the directions. Duplicate a class set of the
directions and map.
WRITING
maps in the collection.
3. Refer to the Teacher Resource: Grade 6 Unit
03 Writing Appetizer. Prepare accordingly.
3. Gather a collection of grade-appropriate maps
for students to use in planning a trip.
Background Information
Procedural text - a type of informational text that is
written with the intent to explain the steps in the
procedure, as in a recipe. Procedural text could house
data that requires reader interpretation.
Teacher Notes
Last Updated 04/19/2013
page 8 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 16
READING
WRITING
Duration and Objective
Suggested Duration: 50 min.
Content Objective: Students follow multi-tasked
instructions and interpret factual and quantitative
information presented in a map.
Suggested Duration: 50 min.
Content Objective: Students gather information and write
written directions.
Mini Lesson
1. Ask: What is procedural text? What are
examples of procedural texts? Discuss
responses.
1. Writing Appetizer: 5-10 min.
2. Display and distribute the selected set of
directions and the corresponding map.
3. Ask: What do you look for when using a
map? Discuss responses including names on
the map, the map key, directions, etc.
2. Display the selected map to model writing
directions. Explain that students are going to
select a beginning point and ending point on
the map they selected in Reading and write
clear directions about an imaginary trip.
3. Think Aloud about the displayed map and
select a beginning and ending point.
4. Think Aloud and record 2-3 factual statements 4. In the Teacher Writer’s Notebook, write a set of
about the map in the Teacher Reader’s
clear directions using the map as a resource for
Notebook. Explain that by looking and analyzing
information.
the map first, it will be easier to understand the
written directions. Tell students that readers
look at the graphic information in procedural
texts to help them understand the written
directions.
5. Read the first 2-3 written directions aloud and
highlight the directions on the map to show the
route that would be taken.
6. Instruct students to continue to read the
directions and highlight the route with a partner.
Last Updated 04/19/2013
page 9 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Learning Applications
1. Students continue to read the directions and
highlight the route with a partner.
2. Ask: What scenery or sites might you see
along the route to the final destination?
Discuss responses and use the map to
highlight scenery and/or sites.
1. Students look at the map they selected in
Reading. Students select a beginning and end
point for their imaginary trip.
2. In their Writer’s Notebook, students write a set
of clear directions for their trip using the map as
a resource.
3. Display the collection of maps. Tell students
that they are going to select a map in order to
write directions. Explain that students will write
the directions in Writing.
4. Students explore the collection of maps and
select one for which they will write directions.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: How is reading procedural text
different from reading other types of
texts? Discuss responses.
Last Updated 04/19/2013
1. Ask: What do you need to remember as a
writer when writing procedural texts (or
directions)? Discuss responses.
page 10 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Please Proceed
Lesson Preparation
Daily Lesson #: 17
WORD STUDY
TEKS
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
TEKS
Ongoing TEKS
6.2D,E
6.Fig19C,D
6.12A,B
6.17C
6.28A
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
• Readers gather information and express
organized ideas to construct meaning.
- Why is it important to pay attention to
words?
6.Fig19A
6.1A
- How do readers learn and construct
meaning from text?
WRITING
TEKS
Ongoing TEKS
6.14A,B
• Authors establish a purpose, create a
plan, and express organized ideas to
construct meaning.
- How do authors effectively communicate
ideas and information to an audience?
• Readers use strategies to support
interpretation of text.
- What do readers do to understand text?
Vocabulary of Instruction
• Foreign word
• Foreign phrase
• Procedural text
• Eye contact
• Volume
• Enunciation
Materials
• Vocabulary Notebook (1 per student)
• Note card (1 per 2­3 students)
• Chart paper (if applicable)
• Reader’s Notebook (1 per student)
• Materials for completing the procedures
(varies)
• 4 grade­appropriate procedural texts with
graphical features (4-5 copies per station)
• Chart paper (if applicable)
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Collection of grade­appropriate maps
from Daily Lesson 16
• Chart paper (if applicable)
Last Updated 04/19/2013
page 11 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Daily Lesson #: 17
WORD STUDY
READING
WRITING
Attachments and Resources
• Teacher Resource: Grade 6 Unit 03 Word
Study Overview (1)
• Teacher Resource: Grade 6 Unit 03
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Create an Anchor Chart: Foreign
Words and Phrases Used in
English. List three foreign words
and phrases commonly used in
English. Possible words and
phrases could include: RSVP, cul
de sac, bon voyage, que sera
sera, déjà vu, faux pas, du jour,
almamater, verbatim, prima
donna, avant­garde, status quo, à
la mode, amateur, c’est la vie,
hasta la vista, en route, hors
d’oeuvre, etc.
2. Select four grade-appropriate
2. Create an Anchor Chart: Effective
procedural texts with maps,
Oral Presentation and include the
charts, illustrations, graphs,
information below:
timelines, tables, and/or diagrams.
Organize ideas to inform using
Consider choosing from the
appropriate style and content
following types of procedural texts:
Employ eye contact
recipes, science experiments,
Employ effective speaking rate
manuals, directions, art/crafts
Employ appropriate volume
projects, etc.
Employ effective enunciation
3. Create four stations with the
Pronounce words and phrases
selected procedural texts and the
clearly and correctly
materials necessary for
Employ natural gestures
completing the tasks.
Demonstrate control of
grammar
4. Divide the class into small groups
Demonstrate control of
of 4-5 students. If the class is
sentence structure
particularly large, consider
3. Write two of the selected foreign
words or phrases on a note card
for every 2-3 students. Use the
third foreign word or phrase for
modeling.
4. Refer to the Teacher Resource:
Grade 6 Unit 03 Word Study
Overview. Prepare accordingly.
duplicating the stations to have 2
of each station.
5. Refer to the Teacher Resource:
Grade 6 Unit 03 Reading
Appetizer. Prepare accordingly.
Background Information
Teacher Notes
1. Prepare to display visuals as
appropriate.
Enunciation: speaking clearly and concisely
Prepare to leave the stations set up in the
Last Updated 04/19/2013
page 12 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Daily Lesson #: 17
WORD STUDY
READING
WRITING
classroom through Daily Lesson 20
Reading. Students will complete one
station in each Daily Lesson.
Last Updated 04/19/2013
page 13 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 17
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students explain the
meaning of foreign words and phrases
commonly used in English.
Suggested Duration: 40 min.
Content Objective: Students follow
instructions from text to complete a task,
solve a problem, or perform a procedure.
Students interpret information presented in
graphical features.
Suggested Duration: 45 min.
Content Objective: Students gather
information and write written directions.
Students prepare to give oral
presentations.
Mini Lesson
1. Display the Anchor Chart: Foreign 1. Reading Appetizer: 3-5 min.
Words and Phrases Used in
2. Review what was learned about
English. Read each of the three
procedural texts in Daily Lesson
selected words or phrases aloud.
16 Reading.
2. Using the selected foreign word or
3. Ask: How do graphical features
phrase for modeling, Think Aloud
(e.g., maps, charts,
about background knowledge
illustrations, graphs, timelines,
about the word or phrase
tables, diagram, etc.) help
including the use of roots and
readers understand
affixes if applicable.
procedural texts and help
3. Using a dictionary, determine the
readers to follow directions?
accurate meaning of the word or
Discuss responses.
phrase.
4. Provide a preview of each of the
4. On chart paper, model writing the
created stations. Explain that
word or phrase in a sentence.
students will complete one station
Sketch an illustration that captures
each day through Daily Lesson
the meaning of the word or
06.
phrase.
5. Discuss the expectations for
teamwork and participation in
each station.
1. Display the map selected for
modeling from Daily Lesson 16
Writing.
Last Updated 04/19/2013
2. Display and reread the directions
in the Teacher Writer’s Notebook
from Daily Lesson 16 Writing.
3. If necessary, finish writing the
directions in the Teacher Writer’s
Notebook. Make any necessary
revisions to make sure the
directions are clear.
4. Explain that students will be
presenting an overview of their
directions to a small group in Daily
Lesson 18 Writing. Display the
Anchor Chart: Effective Oral
Presentation. Review the
expectations for the presentation.
page 14 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Learning Applications
1. Distribute a note card with the
1. Divide students into small groups. 1. In their Writer’s Notebook,
other two phrases to groups of 2-3
students finish writing a set
2. Students go to their assigned
students.
of clear directions using their
station. Students read the
selected map from Daily Lesson
2. Students discuss the words or
directions and discuss the
16 Writing.
phrases using their background
graphical features before starting
knowledge including roots/affixes if
the task. Students write two factual 2. Students make any necessary
applicable.
statements in their Reader’s
revisions to their directions to be
Notebook about the information in
sure they are clear.
3. Students use a dictionary to
the graphic features.
determine the true meaning of the
3. Students plan for their oral
words or phrases. Students record 3. When students feel like they have
presentation.
the definitions in their Vocabulary
a good understanding of the task,
Notebooks.
they use the written directions and
the graphical features to complete
4. Students write the words or
the task.
phrases in sentences. Students
illustrate each word or phrases to 4. Students work together and
represent its meaning.
support each other in completing
the task.
Engage in Small Group Instruction as appropriate.
Closure
1. Select students to share their
sentences and illustrations with
the class.
1. Select students to share their
sentences and illustrations with
the class.
Last Updated 04/19/2013
1. Students practice their
presentation with a partner.
page 15 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Please Proceed
Lesson Preparation
Daily Lesson #: 18
READING
TEKS
6.Fig19C,D
6.12A,B
6.17C
6.28A
Key Understandings and Guiding Questions
WRITING
Ongoing TEKS
6.Fig19A
6.1A
TEKS
6.26B,C
6.27A
6.28A
Ongoing TEKS
6.26A
• Readers gather information and express organized ideas • Authors establish a purpose, create a plan, and express
to construct meaning.
organized ideas to construct meaning.
- How do readers learn and construct meaning from text?
- How do authors effectively communicate ideas and
information to an audience?
• Readers use strategies to support interpretation of text.
- What do readers do to understand text?
Vocabulary of Instruction
Materials
• Eye contact
• Volume
• Enunciation
• Reader’s Notebook (1 per student)
• Materials for completing the procedures (varies)
• 4 grade­appropriate procedural texts with graphical
features from Daily Lesson 17 (4-5 copies per station)
• Chart paper (if applicable)
Attachments and Resources
Advance Preparation
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Collection of grade­appropriate maps from Daily Lesson
16
• Chart paper (if applicable)
• Teacher Resource: Grade 6 Unit 03 Writing Appetizer (1)
1. Prepare to display visuals as appropriate.
Last Updated 04/19/2013
1. Prepare to display visuals as appropriate.
page 16 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Daily Lesson #: 18
READING
WRITING
2. Divide students into small groups for their
presentations. Be sure each group has copies
of the maps that will be presented. Prepare
accordingly.
3. Prepare to display the Anchor Chart: Effective
Oral Presentation from Daily Lesson 17 Writing.
4. Refer to Teacher Resource: Grade 6 Unit 03
Writing Appetizer. Prepare accordingly.
Background Information
Teacher Notes
This Instructional Routine partially assesses Performance
Indicator 04.
Refer to Daily Lesson 17 Reading
Last Updated 04/19/2013
page 17 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 18
READING
WRITING
Duration and Objective
Suggested Duration: 50 min.
Content Objective: Students follow instructions from text to
complete a task, solve a problem, or perform a procedure.
Students interpret information presented in graphical
features.
Suggested Duration: 40-50 min.
Content Objective: Students give an effective, organized
oral presentation.
Mini Lesson
1. Review what was learned about procedural
texts in Daily Lessons 16 and 17 Reading.
1. Display the Anchor Chart: Effective Oral
Presentation from Daily Lesson 17 Writing.
2. Ask: How do graphical features (e.g., maps, 2. Using the written directions modeled in Daily
charts, illustrations, graphs, timelines,
Lessons 16-17 Writing, model both an effective
tables, diagram, etc.) help readers
and ineffective oral presentation. Discuss what
understand procedural texts and help
makes an effective presentation.
readers to follow directions? Discuss
responses.
3. Review the expectations for teamwork and
participation in each station.
Learning Applications
1. Students go to their assigned station. Students 1. Divide students into small groups and provide
read the directions and discuss the graphical
them with the maps that students will be
features before starting the task. Students write
presenting.
two factual statements in their Reader’s
2. Students give effective, organized oral
Notebook about the information in the graphic
presentations to their groups. The group
features.
members use the maps to follow the directions
2. When students feel like they have a good
being given by the presenter.
understanding of the task, they use the written
3. Monitor and assess students as they present.
directions and the graphical features to
complete the task.
3. Students work together and support each other
Last Updated 04/19/2013
page 18 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
in completing the task.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: Were you successful at completing
the task, solving the problem, or
performing the procedure? What helped
or hindered your ability to be successful?
How did graphical features support your
understanding? Students write responses in
their Reader’s Notebook.
Last Updated 04/19/2013
1. Ask: What makes an effective oral
presentation? Discuss responses.
page 19 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Please Proceed
Lesson Preparation
Daily Lesson #: 19
WORD STUDY
TEKS
Key Understandings and Guiding
Questions
READING
Ongoing TEKS
TEKS
Ongoing TEKS
6.2E
6.21B
6.Fig19C,D
6.12A,B
6.17C
6.28A
6.Fig19A
6.1A
• Understanding new words and concepts
enhances comprehension and oral and
written communication.
• Readers gather information and express
organized ideas to construct meaning.
- How do readers learn and construct
meaning from text?
- Why is it important to pay attention to
words?
WRITING
TEKS
Ongoing TEKS
6.14A,B
6.17B
• Authors establish a purpose, create a
plan, and express organized ideas to
construct meaning.
- How do authors effectively communicate
ideas and information to an audience?
• Readers use strategies to support
interpretation of text.
- What do readers do to understand text?
Vocabulary of Instruction
• Dictionary
• Edit
Materials
• Vocabulary Notebook (1 per student)
• Dictionary­print or electronic (class set)
• Chart paper (if applicable)
• Informal letter
• Date
• Salutation
• Closing
• Reader’s Notebook (1 per student)
• Materials for completing the procedures
(varies)
• 4 grade­appropriate procedural texts with
graphical features from Daily Lesson 17 (45 copies per station)
Last Updated 04/19/2013
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• 3­5 grade­appropriate examples of
informal letters
• Collection of grade­appropriate maps
from Daily Lesson 16
page 20 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Daily Lesson #: 19
WORD STUDY
READING
WRITING
• Chart paper (if applicable)
• Chart paper (if applicable)
Attachments and Resources
• Teacher Resource: Grade 6 Unit 03 Word
Study Overview (1)
• Teacher Resource: Grade 6 Unit 03
Reading Appetizer (1)
Advance Preparation
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
1. Prepare to display visuals as
appropriate.
2. Prepare two sentences that
contain words that would be
difficult for a sixth grader to spell.
Misspell the words, but have them
close to the correct spelling.
2. Refer to the Teacher Resource:
Grade 6 Unit 03 Reading
Appetizer. Prepare accordingly.
2. Gather 3-5 grade-appropriate
examples of informal letters to use
as model texts.
3. Create an Anchor Chart: Parts of
a Letter. Write or display an
example of an informal letter.
Label the conventions of a letter
(e.g., date, salutation, body,
closing, etc.).
3. Refer to the Teacher Resource:
Grade 6 Unit 03 Word Study
Overview. Prepare accordingly.
Background Information
This Instructional Routine assesses
Performance Indicator 06.
Teacher Notes
This Daily Lesson focuses on using a
Refer to Daily Lesson 17 Reading
dictionary to help with spelling and editing.
Last Updated 04/19/2013
page 21 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 19
WORD STUDY
READING
WRITING
Duration and Objective
Suggested Duration: 15 min.
Content Objective: Students use
dictionaries a resource to edit for spelling.
Suggested Duration: 40 min.
Content Objective: Students follow
instructions from text to complete a task,
solve a problem, or perform a procedure.
Students interpret information presented in
graphical features.
Suggested Duration: 40-45 min.
Content Objective: Students write informal
letters that convey ideas, include important
information, demonstrate a sense of
closure, and use appropriate conventions.
Mini Lesson
1. Ask: What are some reasons
people use dictionaries?
Discuss responses.
1. Reading Appetizer: 3-5 min.
1. Display the Anchor Chart: Parts of
a Letter. Review the parts of a
letter.
2. Explain that they will be using a
dictionary to determine how to
spell words.
2. Review what was learned about
procedural texts in Daily Lessons
16-18 Reading.
2. In the Teacher Writer’s Notebook,
review the written directions
modeled in Daily Lessons 16-17
Writing.
3. Ask: How do graphical features
(e.g., maps, charts,
3. Model writing a sentence that
illustrations, graphs, timelines,
contains a word that would be
tables, diagram, etc.) help
3. Choose a friend to be a
difficult for a sixth grader to spell.
readers understand
passenger on the modeled
Explain that a writer wants be
procedural texts and help
imaginary trip.
close to spelling the word correctly
readers to follow directions?
4. In the Teacher Writer’s Notebook,
or it will be difficult to find in the
Discuss responses.
begin to write a letter to the friend
dictionary.
4. Review the expectations for
that explains the route of the trip
4. Model using the dictionary (print
teamwork and participation in
and describes the scenery and
or electronic) to find the word that
each station.
sites that will be encountered
needs corrected. Correct the
along the way. Be sure to model
word.
correct letter conventions.
Learning Applications
1. Write the second sentence on a
chart. Students determine which
words need to be corrected.
1. Students go to their assigned
station. Students read the
directions and discuss the
Last Updated 04/19/2013
1. Students review the written
directions for their imaginary trip
from Daily Lessons 16-17 Writing.
page 22 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
2. In pairs or triads, students look up
the word. Remind them that it is
not spelled correctly so they are
not looking letter by letter; they
are looking for the word that looks
right.
3. Students rewrite the sentence
correctly in their Vocabulary
Notebooks.
graphical features before starting
2. Students select a friend to be a
the task. Students write two factual
passenger on their imaginary trip.
statements in their Reader’s
In their Writer’s Notebook,
Notebook about the information in
students begin to write a letter to
the graphic features.
their friend that explains to route
2. When students feel like they have
chosen and describes the scenery
a good understanding of the task,
and sites that can be seen along
they use the written directions and
the way. Students use appropriate
the graphical features to complete
letter conventions as they write.
the task.
3. Students work together and
support each other in completing
the task.
Engage in Small Group Instruction as appropriate.
Closure
1. Choose a student to “fix” the word
in the sentence.
2. Tell students that they will have
dictionaries available to them in
writing to help them spell and edit
(correct) their writing.
1. Ask: Were you successful at
1. Students drafts with a partner.
completing the task, solving
the problem, or performing the
procedure? What helped or
hindered your ability to be
successful? How did graphical
features support your
understanding? Students write
responses in their Reader’s
Notebook.
Last Updated 04/19/2013
page 23 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Please Proceed
Lesson Preparation
Daily Lesson #: 20
READING
TEKS
6.Fig19C,D
6.12A,B
6.17C
6.28A
Key Understandings and Guiding Questions
WRITING
Ongoing TEKS
6.Fig19A
6.1A
TEKS
Ongoing TEKS
6.14B,C
6.17B
• Readers gather information and express organized ideas • Authors establish a purpose, create a plan, and express
to construct meaning.
organized ideas to construct meaning.
- How do readers learn and construct meaning from text?
- How do authors effectively communicate ideas and
information to an audience?
• Readers use strategies to support interpretation of text.
- What do readers do to understand text?
Vocabulary of Instruction
Materials
• Informal letter
• Date
• Salutation
• Closing
• Reader’s Notebook (1 per student)
• Materials for completing the procedures (varies)
• 4 grade­appropriate procedural texts with graphical
features from Daily Lesson 17 Reading (4-5 copies per
station)
• Chart paper (if applicable)
Attachments and Resources
• Writer’s Notebook (1 per student)
• Teacher Writer’s Notebook (1)
• Collection of grade­appropriate maps from Daily Lesson
16 Reading
• Chart paper (if applicable)
• Teacher Resource: Grade 6 Unit 03 Writing Appetizer (1)
Last Updated 04/19/2013
page 24 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Daily Lesson #: 20
Advance Preparation
READING
1. Prepare to display visuals as appropriate.
WRITING
1. Prepare to display visuals as appropriate.
2. Refer to the Teacher Resource: Grade 6 Unit
03 Writing Appetizer. Prepare accordingly.
Background Information
This Instructional Routine partially assesses Performance
Indicator 05.
Teacher Notes
Refer to Daily Lesson 17 Reading
Last Updated 04/19/2013
This Instructional Routine assesses the Performance
Indicator 04.
page 25 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
Instructional Routines
Daily Lesson # 20
READING
WRITING
Duration and Objective
Suggested Duration: 50 min.
Content Objective: Students follow instructions from text to
complete a task, solve a problem, or perform a procedure.
Students interpret information presented in graphical
features.
Suggested Duration: 50 min.
Content Objective: Students write informal letters that
convey ideas, include important information, demonstrate
a sense of closure, and use appropriate conventions.
Mini Lesson
1. Review what was learned about procedural
texts in Daily Lessons 16-19 Reading.
1. Reread the informal letter that was modeled in
the Teacher Writer’s Notebook in Daily Lesson
19 Writing.
2. Ask: How do graphical features (e.g., maps,
charts, illustrations, graphs, timelines,
2. Think Aloud and finish writing the letter.
tables, diagram, etc.) help readers
Demonstrate ending the letter with a sense of
understand procedural texts and help
closure.
readers to follow directions? Discuss
3. Reread the letter once again and revise as
responses.
necessary.
3. Review the expectations for teamwork and
participation in each station.
Learning Applications
1. Students go to their assigned station. Students 1. Students finish the letters they started in Daily
read the directions and discuss the graphical
Lesson 19 Writing in their Writer’s Notebooks.
features before starting the task. Students write
Students end their letters with a sense of
two factual statements in their Reader’s
closure.
Notebook about the information in the graphic
2. Students reread their letters to a partner and
features.
revise as necessary.
2. When students feel like they have a good
understanding of the task, they use the written
directions and the graphical features to
complete the task.
3. Students work together and support each other
Last Updated 04/19/2013
page 26 of 31 Grade 6
English Language Arts and Reading
Unit: 03
Lesson: 02
Suggested Duration: Days 16-20
in completing the task.
Engage in Small Group Instruction as appropriate.
Closure
1. Ask: Were you successful at completing
the task, solving the problem, or
performing the procedure? What helped
or hindered your ability to be successful?
How did graphical features support your
understanding? Students write responses in
their Reader’s Notebook.
1. Collect students’ letters for assessment.
2. Collect Reader’s Notebooks to assess students’
entries.
Bold black definitions: Standards for Ensuring Success from Kindergarten to College and Career, 2009 University of Texas System/Texas
Education Agency
Last Updated 04/19/2013
page 27 of 31 Sixth Grade
English Language Arts and Reading
Unit: 03
6th Grade Unit 03
Word Study Overview
Word Study Instructional Routines are designated as 5-15 minute activities, listed on every other day. Word Study
sessions are to be implemented throughout the course of the unit. Implementation will vary by student needs and
schedule.
Possible Word Wall Organization:
Word Wall
Prefixes
Root Words
Suffixes
Prefix #1
Words that use the prefix
Root Word #1
Words that use the Root Word
Suffix #1
Words that use the suffix
Prefix #2
Words that use the prefix
Root Word #2
Words that use the Root Word
Suffix #2
Words that use the suffix
Prefix #3
Words that use the prefix
Root Word #3
Words that use the Root Word
Suffix #3
Words that use the suffix
Activities:
Day 1: Students use a suffix to determine the meaning of unknown words. (TEKS 6.2A,E)
Day 3: Students use context to determine the meaning of multiple meaning words. (TEKS 6.2B,E)
Day 5: Students use context clues to determine or clarify the meaning of an unfamiliar word. (TEKS 6.2B,E)
Day 7: Students determine the meaning of words with a common root. (TEKS 6.2A)
Day 9: Students complete whole to part and part to whole analogies in order to understand relationships between
words.(TEKS 6.2C)
Day 11: Students use context clues to determine or clarify the meaning of an unfamiliar word. (TEKS 6.2B,E)
Day 13: Students use prefixes to determine the meaning of grade-level academic words. (TEKS 6.2A)
Day 15: Students complete whole to part and part to whole analogies in order to understand relationships between
words.(TEKS 6.2C)
Day 17: Students explain the meaning of foreign words and phrases commonly used in English. (TEKS 6.2D,E)
Day 19: Students use dictionaries a resource to edit for spelling. (TEKS 6.2E, 6.21B)
At the completion of Unit 02, return some or all of the previously learned words to the Word Wall.
Note:
Don’t let your Word Wall become word wallpaper. Use the Word Wall on a daily basis by using words from the Word Wall,
watching for Word Wall words in texts, and using Word Wall words in writing. Model for students how to use the Word
Wall. Encourage students to use the Word Wall and their Personal Word Walls.
©2011, TESCCC
08/09/12
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 03
6th Grade Unit 03
Reading Appetizer
Purpose:
Expose students to informational texts to encourage Independent Reading
of text of all genres.
Time:
3-5 minutes
Description: At the beginning of each class period, share an interesting text or excerpt
with students. This may connect to the genre and/or theme that students
are studying in class, or could be something that peaks the interest of the
students in the class. The piece can come from a range of sources
including but not limited to newspapers, magazines, Science or History
textbooks, or historical documents.
Preparation: Search for high interest reading materials on a daily basis. Specific
examples may include an article you find on the Internet, an article you
read at the dentist’s office, a great recipe someone shared with you, a
newspaper article, a manual for an electronic device, a brochure, etc. Find
expository texts that will connect with your students and inspire them to
want to read more. It is also appropriate to incorporate literary works.
©2012, TESCCC
09/06/12
page 1 of 1
Sixth Grade
English Language Arts and Reading
Unit: 03
Grade 6 Unit 03
Writing Appetizer
Purpose:
Writing Appetizers serve to help students develop writing fluency and voice while
generating ideas for future writing.
Time:
5-10 minutes
Description:
The Writing Appetizer is an implemented at the beginning of class to provide multiple
opportunities for writing and creative expression. Students use prewriting strategies
to generate their own topics for writing and record their ideas in their Writer’s
Notebooks. Students may share their work with a partner or with the class as
appropriate. Teacher should write their own response to the prompt as well for use in
future Mini Lessons.
Preparation:
Gather a collection of grade-appropriate prompts if needed. Establish expectations
for the Writing Appetizers and allow no more than 10 minutes to ensure time for the
Instructional Routine.
©2012, TESCCC
09/06/12
page 1 of 1
SixthGrade
English Language Arts and Reading
Unit: 03
6th Grade Exemplar Lessons
Unit 03 Alternative Plan
Instructional Day Component Exemplar Lesson Day
1
Reading
1
2
Reading
2
3
Reading
3
4
Reading
4
5
Reading
5
6
Reading
6
7
Reading
7
8
Reading
8
9
Reading
9
10
Reading
Combine 10/11
11
Writing
1
12
Writing
Combine 4/5
13
Writing
6
14
Writing
7
15
Writing
10
16
Writing
11
17
Writing
Combine 13/14
18
Writing
15
19
Reading
16
20
Reading
17
21
Reading
18
22
Reading
19
23
Reading
20
24
Writing
16
25
Writng
17
26
Writng
18
27
Writing
19
28
Writing
20
Implement the Word Study component as time permits or on extra days of instruction.
©2012, TESCCC
09/06/12 Page 1 of 1