CARE
Curriculum Assessment Remediation Enrichment
Grade 6
ELA CARE Package # 5
CURRICULUM
Strand Literature
Cluster(s) Cluster 1- Key Ideas and Details
LAFS.6.RL.1.1- Cite textual evidence to support analysis of what the
Content Standard(s) Assessed
text says explicitly as well as inferences drawn from the text.
Cognitive Complexity Level as
DOK Level – 2 Basic Application of Skills and Concepts
Assessed on FSA
CCR “Stretch Text” Lexile Band 925L - 1070L
Essential Question(s) How can I prove what I have learned from the text?
Collections Alignment Collection 5: “ The First Day of School” p. 271
Pre-Assessment: What do I want all my students to learn about the standard?
Understanding the Standard: LAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
The following are the prerequisite skills and knowledge that the students must know in order to perform the
standards that are targeted.
Students in 6th grade are expected to analyze texts from a variety of literary genres. They are to develop the
ability to closely examine the text’s explicit content and utilize it in responses to questions and situations.
Students will learn how to look for and identify deeper meanings within the text by drawing inferences. In
order to do this work, teachers can demonstrate and model for students how to refer to a text. Modeling may
occur in the form of whole-class think – aloud followed by think/pair/share activities and guided practice. The
teacher may also guide students through the process as students carefully probe a segment of text in order to
study and evaluate its multiple and varied meanings. The teacher and students work together to reconstruct
and understand the text segments new meaning.
Learning
Know:
Think
Do
Expectations
Concepts/Skills
Students should be
 Recognize explicit textual
 Analyze text to cite
able to:
evidence.
explicitly stated
textual evidence.
 Recognize inferences
made in text.
 Analyze text to infer.
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ASSESSMENT
How will I determine student mastery? What does the data show?
Formative Mini-Assessment #5
REMEDIATION / RETEACH
How will I respond to students who do not meet mastery?
Mastery of this standard is based on a student’s ability to cite textual evidence to support their analysis of
what text says explicitly to support the main idea and inferences drawn from the text.
To review this standard :
 Explicit: Clearly stated in the text, leaving no doubt as to meaning.
 Text: In the context of classroom instruction, any printed material you are expected to read and
understand.
 Decide: Make up your mind’ figure something out.
 Explain: Make something clear to someone.
 Summarize: Write to explain the meaning of what you have read in your own words.
 Summary: A statement in your own words that tells the central idea and key supporting details of the
text you have read.
 Read: Get meaning from the text.
To reteach this standard, the teacher will model the strategy, Read-Decide-Explain, using the story from
Collections 5: “The First Day of School”, pg. 271-276. This strategy consists of a three-step process to scaffold
the close reading of text to determine what it explicitly says or means. Read-Decide-Explain, is designed to
hold students accountable for cognitively processing a text in a sentence-by-sentence fashion.
1. First the teacher will model reading aloud while students silently read the first chunk of text, stopping
after each sentence to decide and explain why it does or does not answer the essential statement.
Write your decision and explanations on the Read-Decide-Explain graphic organizers for 1st Chunk.
Example: Teacher Model (Chunk1):
(1)Thirteen bubbles floated in the milk. Their pearl transparent hemispheres gleamed like souvenirs of the
(2) summer days just past, rich with blue reflections of the sky and of shadowy greens. John Hawkins jabbed
(3) the bubble closer to him with his spoon, and it disappeared without a ripple. On the white surface there
(4) was no mark of where it had been.
(5) “Stop tooling that oatmeal and eat it,” his mother said. She glanced meaningfully at the clock on the
varnished cupboard.
2. Next the teacher will choose the chunk of text, have students read the 2nd Chunk of text silently.
Periodically, ask students as read aloud, stop to ask students to decide whether each sentence answers
the “What does the text explicitly say?” question. Students will then write an explanation supporting
their answer. Have students share their answers and explanations as you discuss, process, and record
correct answers on the Read-Decide-Explain organizer.
3. Students will then work with peers to read the 3rd Chunk of text silently before text is read aloud, have
students to independently as they go back to read each sentence, decide whether or not it answers the
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essential statement, and write an explanation for their answer.
4. When students have finished processing the 3rd Chunk of text, ask them to work interdependently with
a partner to review their answers and explanations (sentence by sentence). Student’s pairs must
discuss and agree on each answer and explanation and be prepared to explain and defend.
5. Finally call on partners to share and explain their answers. Encourage other partners to agree or
disagree with answers and explanations. Process and record accurate answers on the Read-DecideExplain organizer. Use the responses and discussions to formatively assess as many students as
possible and to determine whether students need more rehearsal with this strategy.
The following Graphic organizer can be used for this activity; however you are free to change it to fit students’
needs.
Text title: The First Day of School
Name:
Directions: Read each sentence in the text to decide if it answers this question: What does the text
explicitly say causes a mood of somber or melancholy? Question asked by teacher. Explain your answers.
Chunk
Read
Decide
Explain
(sentence
Number)
Teacher Model
Chunk 1
1
2
No
Yes
Informs the reader that someone is drinking milk.
3
4
No
No
Introduces the character John Hawkins
Read
Decide
Their “Milk bubbles” gleamed like souvenirs of the summer days just past, rich
with blue reflections of the sky and of shadowy greens.
The text is referring back to the milk bubbles: white surface, there
was no mark of where it had been.
5
Yes
Introduces the mother with her stating “Stop tooling that oatmeal
and eat it,” his mother said. He is playing with his food.
Read- Decide- Explain Directions: Write a one-sentence summary of how the text in this chunk explicitly
answers the question: The text explicitly lets the reader know of the feeling of melancholy in line 2 when
it states that “Their pearl transparent hemispheres gleamed like souvenirs of the summer days just past,
rich with blue reflections of the sky and of shadowy greens.
Directions:
Chunk
Explain
(sentence
Number)
1
2
Chunk 2
3
4
5
Read- Decide- Explain Directions: Write a one-sentence summary of how the text in this chunk explicitly
answers the question:
Directions:
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Chunk
Read
Decide
Explain
(sentence
Number)
1
2
3
Chunk 3
4
5
Read- Decide- Explain Directions: Write a one-sentence summary of how the text in this chunk explicitly
answers the question:
Additional Standards Addressed: LAFS. 6. RL. 1.2, LAFS. 6. RL. 2.4, LAFS 6.W.1.2, LAFS.6.W.2f, LAFS.6.W.4.10,
LAFS.6.L.3.6
Close Reading Strategy for Meeting Intensive Needs
Refer to the close reading strategy presented in CARE Package # 2
HMH Collections Resource: Cite Textual Evidence
ESOL Strategies:
B2- Clear Directions, B4- Pauses & Pacing, G2- Chunking Text, G5- Ask Clarifying Questions, G19- Reread Text
ENRICHMENT
How will I respond when students meet/exceed mastery?
Performance Task: Explain to students that they have analyzed whether each sentence in the text answers the
“What does the text explicitly say” questions. Now, focusing only on those sentences from the text that do
answer the questions in the chunks of text, have students write a summary reflecting on how their first day of
school differs from the Hawkins children’s first day of school and cite textual evidence that supports their
reflections.
Additional Standards Addressed: LAFS. 6. RL. 1.2, LAFS. 6. RL. 2.4, LAFS 6.W.1.2, LAFS.6.W.2f, LAFS.6.W.4.10,
LAFS.6.L.3.6, LAFS.6. SL.1.1
ESOL Strategies: G14 Similarities and Differences
The following instructional videos can be used throughout the instructional planning to ensure that students
understand the elements of shorts stories and how they can be used to develop inferences.
HMH Collections Resource:
Level Up Tutorial Video: Short Stories and Novels
Level Up Tutorial Video: Making inferences about Characters
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ADDITIONAL RESOURCES
ELA Standards Deconstructed for Classroom Impact – Grade 6
Content Area Literacy Guide
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