6th Grade
The Power of Ideas
Week 1
Activity Practice
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 6-7 , 9
Modeled/Shared Reading
Read Aloud: The Giver by Lois Lowry Giver Activities
Oral Language
Engage Students’ Thinking
Word Work
Intermediate Phonics
What Are Life’s Big Questions?
pg 2 - 3
Florida Center of Reading
Reading
Literacy Genres
Reading Literature pg 4-5
Close Read
Suggested Spelling words:
What is a FRIEND?
Who’s really IN CHARGE?
When is STRENGTH more than muscle?
When is CHANGE good?
surprised, decide, include, answered,
abbreviated, compared, omitting,
deciding, borrowed, satisfied,
borrowing, patrolling, comparing,
dignifying, satisfying, including,
omitted, dignified, interfered,
interfering, abbreviating, exercised,
exercising
Reading Poetry pg 6
Reading Drama pg 7
Reading Nonfiction pg 8
Reading a Biography pg 9
Reading The Media pg 10
Strategies That Work: Literature pg 11-12
Know Your Purpose / Taking Notes pg 15
Comprehension: Inferences, Visualize, Predict
Main Idea and Details pg 15
“The Circuit” pg 13
Vocabulary
Academic Vocabulary
plot, conflict, character, setting, theme, point of view
form, sound, images
actor, scene, dialogue, stage directions
Create a Personal Word List pg 15
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Reading Passages
Concept Support pg 4 -5
Spider Map
Venn Diagram (Drama/Fiction) pg 7
Research Activity
Teacher Directed Explicit Instruction
Group 3
Intensive / Below
Group 4
Intensive / Far Below
Phonics Lessons
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
links
Comprehension
Plot
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Affixes
Word Study
Affixes game
Writing
short story
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Fluency
3 min Timed Test
Writing
Writing Templates
Expressing Ideas in Writing pg 16-18
Purpose, Audience, Format
Grammar Activities
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 2
"The School Play" Gary Soto
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL support pg 23
Modeled/Shared Reading
Read Aloud: “ The Giver” by Lois Lowry
Oral Language
What do you fear
most? pg 30
Discussion
Prompts pg 36-37
Word Work
Reading
Intermediate Phonics
Florida Center of Reading
The School Play pg 32
Suggested Spelling Words
command, despite, essential, interrupt,
Tennessee, Mississippi, according,
connect, announce, broccoli, barricade,
college, accomplish, afford, dilemma,
committed, embassy, collect, immediate,
sloppiness, unnecessary, rebuttal,
concessionaire, disseminate,
accomplishment
Introducing
Word Origins, meaning of foreign words,
and root words.
Using Resource materials and Aids:
Using a glossary, dictionary, and
thesaurus
Comprehension
Literary Analysis: Plot pg 31
Reading Strategy: Mentoring -- question answer guide
Question answer guide
Vocabulary
narrative, relentless, prop, smirk, climax,
Fluency
Discussion Prompts pg 36-37
Small Group Differentiated Instruction
45-60 Minutes Daily
Group 1
Above / On-Level
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Above/On-Level Passages
Library Resources
Phonics Lessons
Phonics Lessons
Center Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
or
Listening
Center
Comprehension
Plots of Element
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary
Worksheet A
Word Study
Phonics Links
Writing
Fluency
Sentence Fragment
Fluency Activities
Monitoring
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing for Unit 1
Write a short story
Use commas correctly in dates, addresses, and letters.
Maintain pronoun-antecedent agreement
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 3
The Good Deed by Marion Dane Bauer
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 45
Modeled/Shared Reading
Read Aloud: “The Giver” by Lois Lowry
Oral Language
Can first
Impressions be
trusted?
Word Work
Intermediate Phonics
Florida Center for Reading
Spelling Words
assure, chose, breath, later, choose,
allude, excess, access, breadth,
recent, assent, ascent, immigrant,
envelope, latter, formally, eliminate,
formerly, proceeding, preceding,
illuminate, emigrant
Introducing
Interpreting Information
Outlines, graphic organizers, note
cards
Reading
“The Good Deed by Marion Dane Bauer pg 44
Comprehension
Literary Analysis: Conflict pg 43
Reading Strategy: Connect -- What’s happening student connection pg 43
Vocabulary
impressions, accusation, impaired, pert, generic, incredibly, trite
Fluency
Discussion Prompts pg 46-47
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Conflict Study Guide
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Good Deed
Vocabulary
Word Study
Phonics Links
Noun Suffixes
Writing
Fluency
Run on sentences
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 1
Write a short story.
Use commas correctly in dates, addresses, and letters.
Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Lob’s Girl by Joan Aiken
Week 4
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 85
Modeled/Shared Reading
Read Aloud: “The Giver” by Lois Lowry
Oral Language
How powerful is
Loyalty?
Word Work
Intermediate Phonics
Florida Centers of Reading
Spelling Words
illegal, irresponsible, illegible,
immerse, impolite, improper,
inexpensive, illogical, illiterate,
irrelevant, irresistible, impatient,
immature, informal, inconsiderate,
incapable, imperfect, irregular,
inconvenient, inaccurate, irrational,
irreplaceable, inability, indefinitely,
immaterial
Introducing
Interpreting Information
Outlines, graphic organizers, note
cards
Reading
“Lob’s Girl” by Joan Aiken pg 82
Comprehension
Literary Analysis: Foreshadowing pg 83
Reading Strategy: Connect -- Identify sequence pg 83, 93
Vocabulary
agitated, erupt, reluctant, melancholy, atone, decisively,
literal and figurative meanings pg 98
Fluency
Discussion Prompts pg 84, 88, 89
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Above/On-Level Passages
Library Resources
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Foreshadowing
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Lob Girls Vocabulary
Word Study
Phonics Links
Writing
Fluency
Possessive Nouns
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 1
Write a short story.
Use commas correctly in dates, addresses, and letters.
Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards
6th Grade
Identify and list standards and objectives
Week 5
Woodsong by Gary Paulsen
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 113
Modeled/Shared Reading
Read Aloud: “The Giver” by Lois Lowry
Oral Language
Does nature
demand respect?
Word Work
Intermediate Phonics
Florida Centers for
Reading
Spelling Words
disturb, worst, determine, enormous,
parachute, equator, numerous,
records, thorough, service, evaporate,
furthermore, tutor, exterior,
informative, monarchy, remorseful,
operations, asparagus, mortified,
stubbornness
Introducing
Literary Genre- analyze
characteristics of genre
Literary Elements- Author’s purpose,
point of view
Reading
“Woodsong” by Gary Paulsen
Comprehension
Literary Analysis: Setting in nonfiction pg 111
Reading Strategy: Connect -- identify Author’s purpose pg 111
Vocabulary
coherent, hibernation, scavenge, eject, novelty, truce
Fluency
Discussion Prompts pg 116, 117, 118
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
McDougal Littell
Unit 1
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
McDougal Littell
Unit 1
Word Study
Phonics Links
Writing
McDougal
Littell Unit 1
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Fluency
Fluency Activities
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 1
Write a short story.
Use commas correctly in dates, addresses, and letters.
Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 6
The Horse Snake
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal LIttell Literature
ELL Support pg 125
Modeled/Shared Reading
Read Aloud: “The Giver” by Lois Lowry
Oral Language
When is there
strength in
numbers?
Word Work
Intermediate Phonics
Florida Center for Reading
Spelling Words
married, hobbies, memories,
bakeries, abilities, cranberries,
authorities, pitied, applying, carrying,
butterflies, melodies, emptiness,
noisiest, classified, cloudier, empties,
personalities, facilities, hastily,
sneakiest, grizzlies, harmonious,
shakiness
Introducing
Key idea of teamwork
analyze narrative nonfiction
read a memoir and a radio transcript
Reading
“The Horse Snake by Huynh Quang pg 122
Comprehension
Literary Analysis: Narrative nonfiction pg 123
Reading Strategy: Connect --Trace Chronological Order
Vocabulary
assume, nocturnal, stealthily, gait, petrify, succumb
Academic Vocabulary -- pg 125
despite, regions, presumed, nevertheless, approached
Fluency
Discussion Prompts pg 128, 129, 133
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Phonics Links
Writing
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Fluency
narrative nonfiction
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 1
Write a short story.
Use commas correctly in dates, addresses, and letters.
Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 7
The Walrus and the Carpenter
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
Ell Support pg 136
Modeled/Shared Reading
Read Aloud: “The Giver” by Lois Lowry
Oral Language
Have you ever
been fooled?
Word Work
Intermediate Phonics
Florida Centers for
Reading
Spelling Words
distance, address, injury, admire,
property, necessary, lemonade,
clumsy, trudge, magnify, modern,
reluctant, comedy, strict, honesty,
dungeon, triple, thunderstorm,
hundredth, reconcile, swimmer,
adequate, insulation, subjected,
canopy
Introducing
Interpreting Information
setting pg 136
Reading
“The Walrus and the Carpenter” by Lewis Carroll
Comprehension
Literary Analysis: Narrative poetry pg 135
Reading Strategy: Connect -Visualize pg 135
Vocabulary
impressions, accusation, impaired, pert, generic, incredibly, trite
Fluency
Discussion Prompts pg 138,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Phonics Links
Writing
Fluency
Narrative Poetry
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 1
Write a short story.
Use commas correctly in dates, addresses, and letters.
Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 8
The Prince and the Pauper
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 145
Modeled/Shared Reading
Read Aloud: “The Giver” by Lois Lowry
Oral Language
Who would you
be if you could?
Word Work
Intermediate Phonics
Florida Center for Reading
Spelling Words
attention, convention, collection,
compression, reaction, resolution,
extension, extension, precipitation,
exploration, occupation, destination,
infection, orientation,
recommendation, concentration,
designation, abbreviation,
investigation, cancellation, temptation
Introducing
Conflict in drama pg 149, 150,151,
152
Reading
“The Prince and the Pauper” by Mark Twain pg 142
Comprehension
Literary Analysis: Conflict in Drama pg 143
Reading Strategy: Connect --Reading Play pg 143
Vocabulary
successor, pauper, affliction, sane, recollection, impostor pg 143
Fluency
Discussion Prompts pg 146, 147, 148, 149, 151
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics Lessons
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Comprehension
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Phonics Links
Writing
Fluency
pg 158
links
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 1
Write a short story.
Use commas correctly in dates, addresses, and letters.
Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 9
Eleven
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 185
Modeled/Shared Reading
Read Aloud: “The Diary of a young girl” by Anne Frank
Oral Language
Is Age more
than a
number?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Eleven” by Sandra Cisneros pg 182
Spelling Words
attention, convention, collection,
compression, reaction, resolution,
extension, expression, precipitation,
extension, exploration, occupation,
destination, infection, orientation,
recommendation, reception,
destruction, version, administration,
concentration, designation,
abbreviation, investigation,
cancellation, temptation
Literary Analysis: First person point of view pg 183
Reading Strategy: Connect --Connect pg 183
Comprehension
Introducing
First person point of view pg 186, 187,
Vocabulary
alley, except, invisible, raggedy pg 183
Fluency
Discussion Prompts pg 186,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
links
Comprehension
McDougal Littel
Unit 2
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
McDougal Littel
Unit 2
Word Study
Phonics Links
Writing
Fluency
McDougal Littell
Unit 2
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 2
Write a description of a person
Use present, past, and future verb tenses correctly
Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 10
Ghost of the Lagoon
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal LIttell Literature
ELL Support pg 195
Modeled/Shared Reading
Read Aloud: “The Giver” by Lois Lowry
Oral Language
What makes a
Hero?
Word Work
Reading
Intermediate Phonics
Florida Centers for Reading
“Ghost of the Lagoon” by Armstrong Sperry pg 190
Spelling Words
through, neighborhood, poetry,
building, thoroughbred, soldier, prefer,
enemy, boulevard, license, adjusted,
tongue, perform, beautician,
precipitous, tremendous, remodel,
poetic, animation, instrument,
mediocre, judge, neutrality, unusually,
baccalaureate, perceptible, actuality
Introducing
Literary Analysis: Third person point of view pg 191
Reading Strategy: Connect -- predict pg 191
Comprehension
Personification, Onomatopoeia,
Third person point of view
Vocabulary
pursuit, lagoon, reef, tense, restless, vulnerable pg 191
personification, onomatopoeia
Fluency
Discussion Prompts pg 194, 196, 198, 200,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
links
Comprehension
McDougal Lit tell
Unit 2
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
McDougal Littel
Unit 2
Word Study
Phonics Links
Writing
Fluency
McDougal Little
Unit 2
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 2
Write a description of a person
Use present, past, and future verb tenses correctly
Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 11
Tuesday of the Other June
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal LIttell Literature
ELL Support pg 195
Modeled/Shared Reading
Read Aloud: “The Diary of a young girl” by Anne Frank
Oral Language
How do you deal
with a bully?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Tuesday of the Other June” by Norma Fox Mazer pg 204
Spelling Words
insect’s, who’s, o’clock, horse’s,
here’s, grandma’s, boys’, actors,
boss’s babies’, mustn’t, man’s,
everyone’s, boy’s, buyer’s
advertiser’s, baby’s, brother’s,
mayor’s, champion’s, Canada’s,
parent’s
Literary Analysis: Characterization pg 205
Reading Strategy: Connect -- visualize pg 205
Comprehension
Introducing
Summary, Characterization
Vocabulary
daze, torment, emerald, devoted, rigid, dazzling pg 205
Fluency
Discussion Prompts pg 211, 212, 213,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
links
Comprehension
McDougal Littell
Unit 2
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
McDougal Little
Unit 2
Word Study
Phonics Links
Writing
Fluency
McDougal Littell
Unit 2
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 2
Write a description of a person
Use present, past, and future verb tenses correctly
Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 12
President Cleveland, Where are you?
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL support pg 231
Modeled/Shared Reading
Read Aloud: “The Diary of a young girl” by Anne Frank
Oral Language
What would you
do for your
family?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“President Cleveland, Where are you”? by Robert Cormier
Spelling Words
autumn, science, condemn, debt,
solemn, league, fatigue, vague,
scenic, anguish, discipline, guilty,
guardian, adolescent, monologue,
subtitle, reminiscent, intrigue,
disguised, fascinate, descendant,
columns, guiding, undoubtedly,
susceptible
Literary Analysis: Character pg 229
Reading Strategy: Connect -- Set a purpose for reading pg 229
Comprehension
Vocabulary
allot, frenzied, skirmish, assassinate, incredulous, stalemate, contempt,
massacre, divulge, obsess pg 229
Alliteration and imagery
Fluency
Introducing
Interpreting Information
Alliteration and imagery
Pre-reading strategies
comprehend fiction and non-fiction
Discussion Prompts pg 46-47
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
McDougal Littell
Unit 2
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
McDougal Littell
Unit 2
Word Study
Phonics Links
links
Writing
Fluency
McDougal Littell
Unit 2
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 2
Write a description of a person
Use present, past, and future verb tense correctly
Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 13
President Cleveland, where are you?
Aaron’s gift.
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 231
Modeled/Shared Reading
Read Aloud: “Diary of a young girl” by Anne Frank
Oral Language
What would you
do for your
family?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“President Cleveland, Where are you? by Robert Cormier and
Aaron’s gift by Myron Levoy pg 228
Comparing Characters
Spelling Words
brief, grief, shield, eighty, yield,
neither, groceries, deceive, vein,
receipt, ascertain, neighborly, wield,
leisure, apiece, receiver, conceivable,
retrieval, unwieldy, hygiene, diesel,
heifer, fierceness, debrief, perceivable
Introducing
Key ideas of family
identify and analyze character
compare characters
Comprehension
Literary Analysis: Character pg 229
Reading Strategy: Connect --Set a purpose for reading pg 229
Vocabulary
allot, frenzied, skirmish, assassinate, incredulous, massacre, obsess, stalemate
pg 229
Fluency
Discussion Prompts pg 230, 232, 235, 237,238, 239
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
McDougal Little
Unit 2
Vocabulary
McDougal
Littell Unit 2
Small-Group or Independent Practice to Reinforce Key Skills
Word Study
Phonics Links
Writing
McDougal Littell
Unit 2
Fluency
Fluency Activities
links
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 2
Write a description of a person
Use present, past, and future verb tenses correctly
Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 14
Role Playing and Discovery
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg pg 261
Modeled/Shared Reading
Read Aloud: “Diary of young girl” by Anne Frank
Oral Language
What makes a
perfect Saturday?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Role Playing and Discovery” by Jerry Pinkney pg 258
Spelling Words
costume, preview, United States,
interview, uniform, New York, attitude,
assume, humid, discontinue,
absolutely, pursue, universe,
translucent, reunion, ewe, deduce,
aptitude, sewer, viewpoint, fugitive,
values, brewery, pewter, reviewer
Literary Analysis: Personal Essay pg 259
Reading Strategy: Connect --Identify Author’s Purpose
Comprehension
Introducing
Author’s Purpose
Vocabulary
impressionable, intensity, resounding, profound
Fluency
Discussion Prompts pg 265
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary
Activities
Word Study
Phonics Links
Writing
Fluency
Writing Activities
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 2
Write a description of a person
Use present, past, and future verb tenses correctly
Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
“The Red Guards”
Week 15
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 269
Modeled/Shared Reading
Read Aloud: “Diary of a young girl” by Anne Frank
Oral Language
What happens
when Freedom
Vanishes?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“The Red Guards” pg 266
Spelling Words
exhale, overflow, exhaust, postwar,
postdate, exclude, underline, inhale,
postman, exclaim, underweight,
overweight, understudy, premonition,
prevailed, preposterous, precursor,
overpaid
Literary Analysis: Author’s Perspective pg 267
Reading Strategy: Connect -- Identify Symbol pg 267
Comprehension
Vocabulary
zealous, indistinct, leniency, aggressively, acrid, confiscate
Fluency
Discussion
Introducing
Key idea of freedom
analyze author’s perspective
read a memoir and an interview
Prompts pg 273, 276
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
McDougal Littell
Unit 2
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
McDougal Littell
Unit 2
Word Study
Phonics Links
links
Writing
Fluency
McDougal Littell
Unit 2
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 2
Write a description of a person
Use present, past, and future verb tenses correctly
Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 16
Life Doesn’t Frighten me/On Turning ten
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 281
Modeled/Shared Reading
Read Aloud: “Diary of a young girl” by Anne Frank
Oral Language
How do we know
we’re grown up?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Life Doesn’t Frighten me by Maya Angelou
“ On Turning Ten” by Billy Collins
Spelling Words
hyphen, level, eagle, forgotten,
amphibian, propeller, toboggan,
citizen, afghan, enlighten, multiple,
conquer, collector, appetizer, tunnel,
encounter, civilian, ambassador,
denominator
Introducing
key idea of being grown up
identify and analyze speakers
read poetry
Comprehension
Literary Analysis: Speakers pg 281
Reading Strategy: Connect -- Reading Poetry pg 281
Fluency
Discussion Prompts pg 285,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
links
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Phonics Links
Writing
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Fluency
pg 288
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 2
Write a description of a person
Use present, past, and future verb tenses correctly
Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and objective pronouns correctly
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 17
The Dog of Pompeii
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 315
Modeled/Shared Reading
Read Aloud: “The Adventure of Tom Sawyer” by Mark Twain
Oral Language
What would you
risk for someone
else?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“The Dog of Pompeii” by Louis Untermeyer pg 312
Spelling Words
aspirin, desperate, temperature,
accidentally, separate, skiing,
schedule, twelfth, promise, fishhook,
environmental, counterfeit, average,
cabinet, antidote, unwritten,
wondering, toughening, overrule,
xenophobia, sophomore, clothespin,
disdainfully, unbearably, connoisseur
Literary Analysis: Theme Versus Topic pg 313
Reading Strategy: Connect -- Reading Historical Fiction
Pre-Reading Video
Comprehension
Introducing
Key Idea of risks
identify and analyze historical fiction
including setting,
analyze theme versus topic
Read historical fiction
Vocabulary
agonize, dislodge, ponder, corrupt, emerge
Fluency
Discussion Prompts pg 318, 320, 324
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
McDougal Littell Unit
2
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
McDougal Littell
Unit 3
Word Study
Phonics Links
Writing
Fluency
McDougal Littell Unit 3
Fluency Activities
links
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 3
Write an analysis essay
Combine sentences by using compound subjects and predicates
use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 18
Nadia the Willful
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 339
Modeled/Shared Reading
Read Aloud: “The Adventure of Tom Sawyer” by Mark Twain
Oral Language
Can Memories
keep the past
alive?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Nadia the Willful” by Sue Alexander pg 336
Spelling Words
intelligence, disobedience, consistent,
conscience, component, deodorant,
disobedient enrollment, compartment,
significance, arrogance, hindrance,
disturbance, hesitant, circumstance,
croissant, ordinance, disinfectant,
assailant, flamboyance, ingredient,
brilliance, diligence, indolence
Literary Analysis: Conflict and theme pg 337
Reading Strategy: Connect -- Compare and Contrast
Comprehension
Introducing
Key idea of memories
conflicts and theme
literary elements
Vocabulary
banish, clan, console, graciousness
Fluency
Discussion Prompts pg 341
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
McDougal Little
Unit 3
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
McDougal Little
Unit 3
Word Study
Phonics Links
Writing
Fluency
McDougal Littell Unit 3
Fluency Activities
links
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 3
Write an analysis essay
Combine sentences by using compound subjects and predicates
use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Scout’s Honor
Week 19
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 351
Modeled/Shared Reading
Read Aloud: “The Adventure of Tom Sawyer” by Mark Twain
Oral Language
When is a trip an
Adventure?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Scout’s Honor” pg 348
Spelling Words
weekend, teenager, itself,
skateboard, compact disc, hallway,
daybreak, iceberg, ice skate,
turtleneck, sweatshirt, classmate,
homeowner, doughnut, yourselves,
airmail, backbone, homemaker,
ballpark, fainthearted, lifetime,
courtroom, everyplace, meantime,
birdcage
Literary Analysis: Character and Theme pg 349
Reading Strategy: Connect -- Predict pg 349
Comprehension
Introducing
Key idea of adventure
analyze character and theme
prediction
Vocabulary
congeal, khaki, retrieve, discard, retort, simultaneously
Fluency
Discussion Prompts pg 353, 355, 356, 361
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Phonics Links
Writing
Fluency Activities
links
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Fluency
Pg 327
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 3
Write an analysis essay
Combine sentences by using compound subjects and predicates
use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 20
Ant and Grasshopper/The Rich, The Poorer
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 369
Modeled/Shared Reading
Read Aloud: “The Giver” by Lois Lowry
Oral Language
Should you Live
for the present or
the future?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Ant and Grasshopper” by James Reeves pg 366
“The Rich, the Poorer” by Dorothy West pg 366
Spelling Words
fact, electric, magic, critic, faith,
original, cooperate, individuality,
cooperation, cooperative, productivity,
historians, individual, origin, criticize,
intention, historical, factual, intent,
accountants, unfaithful
Comprehension
Literary Analysis: Fable pg 366
Reading Strategy: Connect -- Set a purpose for reading
Vocabulary
clarity, frugal, intolerable, enhance, inefficient, lean
Fluency
Introducing
Key idea of saving
Identify and analyze theme
Read and compare fables
Discussion Prompts pg 370, 373, 374
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
links
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Phonics Links
Writing
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Fluency
Pg 376
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 3
Write an analysis essay
Combine sentences by using compound subjects and predicates
use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 21 Words like Freedom Dreams
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 386
Modeled/Shared Reading
Read Aloud: “Adventures of Tom Sawyer” by Mark Twain
Oral Language
How do
Possibilities
become reality?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Words like Freedoms Dreams” by Langston Hughes pg 385
Spelling Words
wives, puffs, pianos, wolves, scarfs,
buffaloes, chiefs, dominoes, reefs,
staffs, ourselves, solos, volcanoes,
measles, stereos, pants, hooves,
spectators, selves, quizzes,
embargoes, lassoes, flamingos,
avocadoes, handcuffs
Literary Analysis: Theme in Poetry pg 385
Reading Strategy: Connect -- Visualize pg 385
Comprehension
Introducing
Key idea of possibilities
identify and analyze theme in poetry
read poetry
Fluency
Discussion Prompts pg 386
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Phonics Links
Writing
Fluency Activities
links
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Fluency
Pg 398
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 3
Write an analysis essay
Combine sentences by using compound subjects and predicates
use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 22
Same Song/Without Commercials
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 391
Modeled/Shared Reading
Read Aloud: “Adventure of Tom Sawyer” by Mark Twain
Oral Language
Can how you
Look change who
you are?
Word Work
Reading
Intermediate Phonics
Florida Center for Reading
“Same Song” by Pat Mora pg 390
“Without Commercials” by Alice Walker pg 390
Spelling Words
cent, heal, sent, board, flour, flower,
patience, foul, heel, patients, cereal,
roam, bored, chilly, scent, Rome,
counsel, pole, marital, fowl, serial,
sheer, chili, shear, poll, marshal
Introducing
key idea of appearance
identify and analyze recurring theme
read poetry
Comprehension
Literary Analysis: Recurring Theme pg 391
Reading Strategy: Connect -- Make Inferences pg 391
Fluency
Discussion Prompts pg 395
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Leveled Reader
Leveled Reader
Word Work
Group 4
Intensive / Far Below
Word Work
Phonics Lessons
Phonics Lessons
Phonics
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent Reading
links
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Phonics Links
Writing
Fluency
pg 398
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 3
Write an analysis essay
Combine sentences by using compound subjects and predicates
use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 23
The All-American Slurp
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
Ell Support pg 425
Modeled/Shared Reading
Read Aloud: Treasure Island by Robert Louis Stevenson
Oral Language
Word Work
Reading
“The All-American Slurp” by Lensey Namioka
Are people more Alike or different?
Intermediate Phonics
Florida Center for Reading
Suggested Spelling words:
sentence, Chicago, pessimism,
variety, atmosphere, aquarium,
garage, communicate, cistern,
register, gasoline, porpoise,
underdog, prominent, definite,
factories, heavily, illustrate,
equivalent, controversy,
instance, indifferent, favoritism,
suspicion
Introducing
key idea of similarities
analyze tone
Comprehension
Strategies That Work: Tone pg 423
Reading Strategy: Summarize pg 423
Vocabulary
Consumption, cope, etiquette, mortified, lavishly, revolting
Fluency
Discussion Prompts pg 426, 429, 431,432
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Above/On-Level Passages
Library Resources
Concept Support pg 4 -5
Spider Map
Venn Diagram (Drama/Fiction) pg 7
Teacher Directed Explicit Instruction
Group 3
Intensive / Below
Phonics Lessons
Group 4
Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Word Study
Writing
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Fluency
Writing Unit 4
Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences
Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
The True Story of the Three Little Pigs
Week 24
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 439
Modeled/Shared Reading
Read Aloud: Treasure Island by Robert Louis Stevenson
Oral Language
Word Work
Reading
“The True Story of the Three Little Pigs” by Jon Scieszka pg 438
Are there Two sides to every story?
Intermediate Phonics
Florida Center for Reading
Suggested Spelling words:
especially, motion, position,
question, commercial, attraction,
financial, glacier, suggestion,
Constitution, fraction, digestion,
sensational, mention,
appreciation, appreciated,
exhaustion, atrocious, ferocious,
commotion, pretentious,
depreciation, superstitious,
fictitious, absorption
Introducing
Key idea of two sides
analyze a parody
Comprehension
Strategies That Work: Parody pg 439
Reading Strategy: Identify cause and effect pg 439
Fluency
Discussion Prompts: pg 442, 445,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Above/On-Level Passages
Library Resources
Concept Support pg 4 -5
Spider Map
Venn Diagram (Drama/Fiction) pg 7
Teacher Directed Explicit Instruction
Group 3
Intensive / Below
Phonics Lessons
Group 4
Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group
Independent Reading
links
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Writing
Writing Activities
Word Study Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Fluency
Fluency Activities
Writing
Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences
Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Jeremiah’s Song
Week 25
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
Ell Support pg 453
Modeled/Shared Reading
Read Aloud: Treasure Island by Robert Louis Stevenson
Oral Language
Word Work
Reading
“Jeremiah’s Song” pg Dean Myers pg 448
When is a story a Treasure?
Intermediate Phonics
Florida Center for Reading
Comprehension
Strategies That Work: Style pg 449
Reading Strategy: Monitor 449
Suggested Spelling words:
bomb, cleanliness, serve, haste, heir,
bombard, naturalist, conservative,
conserve, unite, humane, practical,
humanity, equaled, cleanse, inherit,
naturally, unity, hastened, majestic,
majesty, equate, services, practically
Vocabulary
condition, diagnosis, stroke, setback
Fluency
Discussion Prompts: pg 452, 455,
Introducing
Key idea of a treasure
Identify and analyze elements of style
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Above/On-Level Passages
Library Resources
Concept Support pg 4 -5
Spider Map
Venn Diagram (Drama/Fiction) pg 7
Teacher Directed Explicit Instruction
Group 3
Intensive / Below
Phonics Lessons
Group 4
Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Writing
pg 461
Fluency
Fluency Activities
Word Study Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 4
Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences
Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
The Jacket
Week 26
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 471
Modeled/Shared Reading
Read Aloud: “Treasure Island” by Robert Louis Stevenson
Oral Language
Word Work
Reading
What builds confidence?
“The Jacket” by Gary Soto pg 468
Intermediate Phonics
Comprehension
Strategies That Work: tone in nonfiction
Reading Strategy: Connect
Florida Center for Reading
Suggested Spelling words:
does, expensive, refrigerator, athletic,
awkward, drawer, exactly, partner,
marriage, similar, develop, anticipated,
pastime, pigeon, scepter, medieval,
exquisite, trembling, sparkling, sleight,
circling, tickling, capitalization, noxious
Introducing
Key Idea of confidence
analyze tone in nonfiction
read an essay
Vocabulary
profile, propeller, shrivel, vicious
Fluency
Discussion prompts: pg 470, 473,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Above/On-Level Passages
Library Resources
Concept Support pg 4 -5
Spider Map
Venn Diagram (Drama/Fiction) pg 7
Teacher Directed Explicit Instruction
Group 3
Intensive / Below
Phonics Lessons
Group 4
Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Writing
pg 477
Word Study Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing
Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences
Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
Fluency
Fluency Activities
6th Grade
The First Skateboard in the History of the World
Week 27
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 481
Modeled/Shared Reading
Read Aloud: Treasure Island by Robert Louis Stevenson
Oral Language
Word Work
Reading
Intermediate Phonics
“The First Skateboard in the History of the World” by Betsy Bryan
Florida Center for Reading
Comprehension
Strategies That Work: Style in Nonfiction pg 479
Reading Strategy: Analyze Author’s Purpose pg 479
How strong is Peer Pressure?
Suggested Spelling words:
associate, affectionate, fortunate,
appreciative, creative,
compassionate, considerate,
communicative, constructive,
negative, attractive, statesmanship,
kinship, authorship, activate, obligate,
defective, productive, fellowship,
scholarship, explosive, distinctive,
abdicate, corrective, championship
Vocabulary
agility, protest, acclaim, administer
Fluency
Discussion Prompts: pg 484,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Above/On-Level Passages
Library Resources
Concept Support pg 4 -5
Spider Map
Venn Diagram (Drama/Fiction) pg 7
Teacher Directed Explicit Instruction
Group 3
Intensive / Below
Phonics Lessons
Group 4
Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Word Study Activities
Writing
pg 477
Fluency
Fluency Activities
Comprehension Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 4
Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences
Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
The Morning Walk/There is No Word for Goodbye
Week 28
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 495
Modeled/Shared Reading
Read Aloud: “Treasure Island” by Robert Louis Stevenson
Oral Language
When are words not enough?
Word Work
Reading
Intermediate Phonics
“The Morning Walk” by Mary Oliver pg 494
“There is no Word for Goodbye” by Mary Tall Mountain pg 494
Florida Center for Reading
Suggested Spelling words:
orchard, flavor, accordion, worm,
forty, corrugated, dinosaurs,
inform, cursor, forming, armor,
forgive, organ, chauffeur,
authority, minor, warned, endorse,
hickory, abnormal, terror,
carnivore, boredom, rhetoric,
inborn
Introducing
Key idea of words
identify and analyze mood
compare and contrast mood by
analyzing imagery
Comprehension
Strategies That Work: Mood
Reading Strategy: Set a Purpose for reading
Fluency
Discussion Prompts: pg 498
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Above/On-Level Passages
Library Resources
Concept Support pg 4 -5
Spider Map
Venn Diagram (Drama/Fiction) pg 7
Group 3
Intensive / Below
Phonics Lessons
Group 4
Intensive / Far Below
Phonics Lessons
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
links
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Writing
pg 501
Fluency
Fluency Activities
Vocabulary activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Writing Unit 4
Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences
Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 29
The Phantom Tollbooth
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 505
Modeled/Shared Reading
Read Aloud: “Treasure Island” by Robert Louis Stevenson
Oral Language
Word Work
Reading
“The Phantom Tollbooth, Act One” by Susan Nanus pg 502
When is logic not Logical?
Intermediate Phonics
fcrr
Suggested Spelling words:
awhile, chop suey, guinea pig,
foresee, checkpoint, a lot, forget,
polar bear, extraordinary, forever,
cornfield, chopstick, livestock,
cheeseburger, collarbone, calamine
lotion, corkscrew, nevertheless,
longtime, food processor, bona fide,
backwards, main idea, cuckoo clock,
each other
Introducing
Key idea of what is logical
Identify and analyze elements of
style(humor)
Identify puns
Comprehension
Strategies That Work: Humor pg 503
Reading Strategy: Visualize pg 503
Vocabulary
crag, dejectedly, destination, ferocious, leisurely, surmise
Fluency
Discussion Prompt: pg 509, 512,
Small Group Differentiated Instruction
45-60 Minutes Daily
15-20 Minutes Per Group
Group 1
Above / On-Level
Group 2
Approaching / Strategic
Above/On-Level Passages
Library Resources
Concept Support pg 4 -5
Spider Map
Venn Diagram (Drama/Fiction) pg 7
Teacher Directed Explicit Instruction
Group 3
Intensive / Below
Phonics Lessons
Group 4
Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group
Independent Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Writing
Writing Activities
Word Study Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Fluency
Fluency Activities
Writing
Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences
Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives
6th Grade
Week 30
Artists and Style
Whole Group (Grade Level Text)
30-45 Minutes
Direct Instruction McDougal Littell Literature
ELL Support pg 527
Modeled/Shared Reading
Read Aloud: “Treasures Island” by Robert Louis Stevenson
Oral Language
Word Work
Reading
“Artists and Style” pg 522
Intermediate Phonics
What gives an artist Style?
Florida Center for Reading
Suggested Spelling words:
benefit, kindergarten, brazen,
expense, efficient, tentacles,
permanent, repellent, influential,
incident, presence, messenger,
descend, residents,
representative, Fahrenheit,
delicatessen, legendary,
parentheses, strenuous, brethren,
puzzlement, enterprise, tendency,
tenant
Introducing
Key idea of style
identify and analyze color, line,
shape, and texture in illustration
compare and contrast illustrators’
style
Media Literacy: Style in illustration pg 523
Analyze a student model pg 527
Small Group Differentiated Instruction
45-60 Minutes Daily
Group 1
Above / On-Level
15-20 Minutes Per Group
Teacher Directed Explicit Instruction
Group 2
Approaching / Strategic
Group 3
Intensive / Below
Phonics Lessons
Group 4
Intensive / Far Below
Phonics Lessons
Above/On-Level Passages
Library Resources
Literacy Centers
15-20 Minutes Per Group
Independent
Reading
Comprehension
Comprehension
Activities
Small-Group or Independent Practice to Reinforce Key Skills
Vocabulary
Vocabulary Activities
Word Study
Writing
pg 526
Word Study Activities
Whole Group Wrap-Up
10 Minutes
Review
Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention
30-45 Minutes Daily
Teacher Directed Explicit Instruction
All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes
Teacher Directed Explicit Instruction
All Students High At-Risk for Reading Difficulties
Fluency
Fluency activities
Writing Unit 4
Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences
Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards
Identify and list standards and objectives