Curriculum Management System
MONROE TOWNSHIP SCHOOLS
Course Name: Language Arts
Grade: 6
For adoption by all regular education programs
as specified and for adoption or adaptation by
all Special Education Programs in accordance
with Board of Education Policy # 2220.
Board Approved: 2012
Updated 6/2013
Table of Contents
Monroe Township Schools Administration and Board of Education Members
Mission, Vision, Beliefs, and Goals
Core Curriculum Content Standards
Scope and Sequence
Goals/Essential Questions/Objectives/Instructional Tools/Activities
Quarterly Benchmark Assessment
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Monroe Township Schools Administration and Board of Education Members
ADMINISTRATION
Dr. Kenneth R. Hamilton, Superintendent
Dr. Jeff C. Gorman, Assistant Superintendent
BOARD OF EDUCATION
Ms. Kathy Kolupanowich, Board President
Mr. Ken Chiarella, Board Vice President
Ms. Amy Antelis
Mr. Marvin I. Braverman
Mr. Lew Kaufman
Mr. Mark Klein
Mr. John Leary
Mr. Louis C. Masters
Mr. Ira Tessler
Jamesburg Representative
Ms. Patrice Faraone
WRITERS NAME
Patricia Smith
Susanna Sullivan
CURRICULUM SUPERVISOR
Pamela Ackerman-Garcia
Mission, Vision, Beliefs, and Goals
Mission Statement
The Monroe Public Schools in collaboration with the members of the community shall ensure that all children receive an exemplary education
by well-trained committed staff in a safe and orderly environment.
Vision Statement
The Monroe Township Board of Education commits itself to all children by preparing them to reach their full potential and to function in a
global society through a preeminent education.
Beliefs
1. All decisions are made on the premise that children must come first.
2. All district decisions are made to ensure that practices and policies are developed to be inclusive, sensitive and meaningful to our diverse
population.
3. We believe there is a sense of urgency about improving rigor and student achievement.
4. All members of our community are responsible for building capacity to reach excellence.
5. We are committed to a process for continuous improvement based on collecting, analyzing, and reflecting on data to guide our decisions.
6. We believe that collaboration maximizes the potential for improved outcomes.
7. We act with integrity, respect, and honesty with recognition that the schools serves as the social core of the community.
8. We believe that resources must be committed to address the population expansion in the community.
9. We believe that there are no disposable students in our community and every child means every child.
Board of Education Goals
1. Raise achievement for all students paying particular attention to disparities between subgroups.
2. Systematically collect, analyze, and evaluate available data to inform all decisions.
3. Improve business efficiencies where possible to reduce overall operating costs.
4. Provide support programs for students across the continuum of academic achievement with an emphasis on those who are in the middle.
5. Provide early interventions for all students who are at risk of not reaching their full potential.
6. To Create a 21st Century Environment of Learning that Promotes Inspiration, Motivation, Exploration, and Innovation.
Common Core State Standards (CSSS)
The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what
they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young
people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete
successfully in the global economy.
Links:
1. CCSS Home Page: http://www.corestandards.org
2. CCSS FAQ: http://www.corestandards.org/frequently-asked-questions
3. CCSS The Standards: http://www.corestandards.org/the-standards
4. NJDOE Link to CCSS: http://www.state.nj.us/education/sca
5. Partnership for Assessment of Readiness for College and Careers (PARCC): http://parcconline.org
Scope and Sequence
Quarter 1
Reading Literature/Narrative Writing
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Ongoing Reading Skills:
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Recognizing central idea
Recognizing supporting detail
Cite evidence to support understanding
Recognize and interpret literary devices: simile, metaphor, imagery,
personification, alliteration, foreshadowing, idioms, hyperbole,
symbolism
Identify and interpret literary elements: characterization, setting, plot
(exposition, rising action, climax, falling action, resolution) conflict, point
of view, mood, theme, author’s purpose
Determine author’s or reader’s purpose
Make inferences and predictions
Use context clues to enhance comprehension
Determine literal and figurative word meanings
Analyze the impact of word choice on meaning and tone
RL.6.2 Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal
opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves
toward a resolution
RL.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the
overall structure of a text and contributes to the development of the theme,
setting, or plot.
RL.6.6 Explain how an author develops the point of view of the narrator or
speaker in a text.
RL.6.7 Compare and contrast the experience of reading a story, drama, or
poem to listening or viewing an audio video or live version of a text, including
contrasting what they “ see” and “hear” when reading the text to what they
perceive when they listen or watch.
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories
and poems; historical novels and fantasy stories) in terms of their approaches to
similar themes and topics.
RL 6.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems in the grades 6-8 complexity band proficiently, with
scaffolding as needed at the high end of the range.
Writing: Writing Elements
Writing:
NARRATIVE WRITING
W.6.3 Write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details, and well-structured event
sequences.
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Refine introductory paragraph writing that includes a variety of
interesting hooks
Organize events in logical sequence with transitions
Show evidence of prewriting using a variety of graphic organizers
Elaborate and develop topic with appropriate supporting details
Establish purpose and show awareness of audience
Develop a closing paragraph
Maintain a single focus and sense of unity; stay on topic
Vary sentence beginnings, structure, length, and type
Use correct verb tense, consistent point of view, descriptive and varied
word choice
Format paragraphs correctly
Incorporate conventions of standard English
Use narrative techniques such as dialogue, pacing, and description to
develop experiences, events, and/or characters.
Use precise words and phrases, relevant descriptive details, figurative
language and sensory imagery to convey experiences and events.
Language:
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Write with various sentence patterns for meaning, interest, and style
Develop and use grade appropriate Greek and Latin roots, affixes as
clues to word meanings.
Use context clues to determine word meaning
Acquire and use grade appropriate academic vocabulary
W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
W.6.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W.6.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Language
L.6.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.6.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.6.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening
Literary Devices
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Figures of speech
Personification
Simile
Metaphor
Imagery
Alliteration
Foreshadowing
Idioms
Hyperbole
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 6 reading and content, choosing flexibly from a
range of strategies.
L.6.5 Demonstrate understanding of figurative language, word relationships,
and nuances in word meaning.
L.6.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression
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Symbolism
Speaking and Listening
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
Speaking and Listening
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Small group instruction,
Peer work/collaboration
Identify details
SL.6.2 Interpret information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a topic, text, or
issue under study.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
Quarter 1 - Courage - Stage 1 Desired Results
Common Core English Language Arts Standards:
Reading Literature: RL.6.1, RL.6.2, RL.6.3,
RL.6.4, RL.6.5, RL 6.6, RL 6.7, RL 6.9, RL 6.10
Reading Informational: RI.6.1, RI.6.2, RI.6.3,
RI.6.4, RI.6.5, RI.6.7
Writing: W.6.3, W.6.4, W.6.5, W.6.10
Language: L.6.1, L.6.2, L.6.3, L.6.4, L.6.5., L.6.6
Speaking and Listening: SL.6.1, SL.6.2, SL 6.6
Transfer
Students will be able to independently use their learning to…
Read critically and respond to various texts by providing details, insight, and elaboration.
Utilize the conventions of Standard English when writing and speaking.
Write a narrative essay in response to a given prompt.
UNDERSTANDINGS
Students will understand that…
• The ability to critically read a variety of
text requires independence,
comprehension, and fluency.
•
Writing is a process that uses skills,
strategies, and practices for creating a
variety of text.
• A writer needs to use Standard English
conventions to get his or her message
across effectively.
• Genre influences organization,
technique, and style.
Students will know…
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Key vocabulary in the text
Elements of the writing process
Plot, setting, characterization, conflict,
and theme of fictional works
Standard conventions of English
The steps of the writing process
Requirements of an open-ended
response
Elements of an narrative essay
Meaning
ESSENTIAL QUESTIONS
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How do readers construct meaning from text?
How do the rules of language affect
communication?
What elements do accomplished writers use in
narrative writing?
Acquisition
Students will be skilled at…
Using vocabulary words in various writing and
speaking situations.
interpretations of text when responding both
orally and in writing
Identifying literary elements
Recognizing main idea and supporting details.
Citing textual evidence that supports topic
Writing an narrative essay showing clear
organization, focus, and development.
Using subjective and objective pronouns.
Using context clues to enhance comprehension.
Evaluative Criteria
NJ 6 Point Holistic Scoring Rubric
• Communicates intended message
• Relates to topic
• Opening and closing
• Focused and on topic
• Logical progression of ideas
• Transitions evident
• Appropriate details and information
• Proper grammar, usage, and mechanics
Other Evaluative Criteria
• Open Ended 4 Point Rubric:
o QASIC format
• Accuracy of facts, concepts, and
vocabulary
• Insightful oral and written responses
Quarter 1 - Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Post-assessment - Write a narrative essay in response to a prompt about unit theme.
Grade Six Reading Pre-Assessment
Grade Six Benchmark
Reading comprehension Benchmark One
Open-ended response to text (summer reading assignment)
NOTE: The essay/performance tasks/response to text provided in this document are suggestions for the
teacher. If the teacher chooses to develop his/her own assessment, it must be of equal or better quality and
at the same or higher cognitive level.
OTHER EVIDENCE:
Oral and/or written response to text
Test and quizzes on comprehension, content, and vocabulary
• Journal responses,
• Reader response journals,
• Writer’s notebook
Do Nows
Exit passes
Quarter 1 - Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Suggested Learning Events:
• Pre-assessment: use summer reading prompt to assess student prior knowledge of explanatory writing.
• Pre-assessment of student reading comprehension.
• Literature Study:
o Literature Circles, Guided Reading, independent reading, teacher read alouds, partner/group reading and discussion, Reader’s
o Vocabulary strategies (dictionary/thesaurus skills, word webs, vocabulary concept analysis charts)
o Comprehension strategies (anticipation guides, comprehension checks, study guides, text annotation, note taking, summarizing)
o Analytical strategies (reader response journals, open ended responses-QASIC formula, RAFTs, learning contracts, layered projects)
• Small and whole class discussions, oral presentations, storytelling
• Narrative Writing
Dissect prompt and review criteria of NJ Six Point Holistic Scoring Rubric
Review, critique and reflect on exemplars as well as student generated pre-assessment
Direct instruction of narrative writing format
Mini lessons on mechanics, usage, grammar
Begin writing process of benchmark (post assessment)
 Prewriting graphic organizers
 Draft narrative piece
 Self and peer editing/revising strategies
 Publish final copies
OR:
Memoir Writing:
Explore the literary art of fictionalizing memories
Reflect upon and generate own memories and reconstruct events that carry meaning
Mini lessons
Elements of a memoir:
It focuses and reflects on the relationship between the writer and a particular person, place, animal or object
It explains the significance of the relationship
It is limited to a particular time period, place, or recurring behavior in order to develop the focus fully
It makes the subject of the memoir come alive through use of figurative language and sensory imagery
It maintains the first person point of view
Uses descriptive writing (figurative language, sensory imagery, descriptive words and phrases)
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Direct instruction and practice of writing a constructed response.
Introduction and instruction of unit vocabulary.
Mini lessons on key grammar skills.
Suggested Learning Resources:
• Prentice Hall Literature
• Write Source
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Novel Study Guides
www.studyisland.com
www.Learn360.com
www.pearsonsuccessnet.com
www.state.nj.us/education/assessment
http://owl.english.purdue.edu/owl/
http://teacher.scholastic.com/writeit/memoir/
Suggested Literature:
Core Reading/Literature Circles:
City of Ember by Jeanne DuPrau
Number the Stars by Lois Lowry
The Breadwinner by Deborah Ellis
Walk Two Moons by Sharon Creech
Suggested Readings:
“Jeremiah’s Song” by Walter Dean Myers (PH p. 979): plot techniques, foreshadowing, and flashbacks
“The Homecoming” by Laurence Yep (PH p. 32)/”Stray” by Cynthia Rylant (PH p.24): literary analysis and plot
“A Place Where Strays Can Stay” Reality Central
“The Tail” by Joyce Hansen (PH p. 192)/“Dragon, Dragon” by John Gardner (PH p. 206): characterization
“The King of Mazy May” by Jack London (PH p.304)/”Aaron’s Gift” by Myrron Levoy ( PH p. 318): setting and drawing conclusions
“The Fun They Had” by Isaac Asimov (PH p. 344)/”Feathered Friend” by Arthur C. Clarke (PH p.348)
“Sounds of Summer Running” by Ray Bradbury (PH p. 142)/ “Eleven” by Sandra Cisneros (PH p. 142): symbolism
Suggested Poetry:
“Ode to Family Photographs” by Gary Soto (PH p.557)
“Life Doesn’t Frighten Me” by Maya Angelou(PH p. 574)
“Fame is a Bee” by Emily Dickenson (PH p.590)
“The World is Not a Pleasant Place to Be” by Nikki Giovanni (PH p.595)
“Child on Top of a Greenhouse” by Theodore Roethke (PH p.596)
“Dust of Snow” by Robert Frost (PH p.612)
“Saying Yes” by Diana Chang (PH p.649)
“Childhood and Poetry” by Pablo Neruda (PH p.662)
Benchmark Assessments - Quarter 1
Grade 6 Reading & Writing Benchmark Quarter 1:
(To be hyperlinked)
Quarter 2 – Scope and Sequence
Reading Informational
Reading Informational
Reading Skills:
RI.6.1 Cite textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from
the text.
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Extrapolate information
Distinguish information as relevant/irrelevant/fact/opinion
Interpret literary devices
Determine author’s or reader’s purpose
•
Identify and analyze: text type, literary forms, patterns of organization
•
Make inferences and predictions
•
Use context clues to enhance comprehension
RI.6.2 Determine a central idea of a text and how it is
conveyed through particular details; provide a summary of
the text distinct from personal opinions or judgments.
RI.6.3 Analyze in detail how a key individual, event, or
idea is introduced, illustrated, and elaborated in a text
(e.g., through examples or anecdotes).
RI.6.4 Determine the meaning of words and phrases as
they are used in a text, including figurative, connotative,
and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph,
chapter, or section fits into the overall structure of a text
and contributes to the development of the ideas
RI.6.6 Determine an author’s point of view or purpose in a
text and explain how it is conveyed in the text.
RI.6.7 Integrate information presented in different media or
formats (e.g., visually, quantitatively) as well as in words to
develop a coherent understanding of a topic or issue.
RL.6.9 Compare and contrast one author’s presentation of
events with that of another (e.g., a memoir written by and
a biography on the same person).
RL 6.10 By the end of the year, read and comprehend
literature, including stories, dramas, and poems in the
grades 6-8 complexity band proficiently, with scaffolding
as needed at the high end of the range.
Writing:
Writing:
Argumentative Writing:
W.6.1 Write arguments to support claims with clear
reasons and relevant evidence.
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Form an opinion
Write a clear thesis statement
Support claim with reasons and evidence
W.6.4 Produce a clear and coherent writing in which the
development, organization, and style are appropriate to
task, purpose, and audience.
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Establish and maintain a formal style
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Provide a concluding statement or section that follows the argument presented.
W.6.5 With some guidance and support from peers and
adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
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Establish purpose and show awareness of audience
Language:
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Continue Quarter One language skills until mastered
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Use correct verb tense, consistent point of view, descriptive and varied word choice
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Vary sentence beginnings, structure, length, and type
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Incorporate conventions of standard English
Ensure that pronouns are in the proper case (subjective, objective, and possessive).
Recognize and correct inappropriate shifts in pronoun number and person.
Speaking and Listening
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Small group instruction,
Peer work/collaboration
Identify details and clarification
W.6.8 Gather relevant information from multiple print and
digital sources; assess the credibility of each source; and
quote or paraphrase the data and conclusions of others
while avoiding plagiarism and providing basic bibliographic
information for sources.
W.6.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
W.6.10 Write routinely over extended time frames (time for
research, reflection, and revision) and shorter time frames
(a single sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
Language:
L.6.1 Demonstrate command of the conventions of
standard English grammar and usage when writing or
speaking.
L.6.2 Demonstrate command of the conventions of
standard English capitalization, punctuation, and spelling
when writing.
L.6.3 Use knowledge of language and its conventions
when writing, speaking, reading, or listening
L.6.4 Determine or clarify the meaning of unknown and
multiple-meaning words and phrases based on grade 6
reading and content, choosing flexibly from a range of
strategies.
L.6.6 Acquire and use accurately grade-appropriate
general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering
a word or phrase important to comprehension or
expression
Speaking and Listening
SL.6.3 Delineate a speaker’s argument and specific
claims, distinguishing claims that are supported by
reasons and evidence from claims that are not.
SL.6.4 Present claims and findings, sequencing ideas
logically and using pertinent descriptions, facts, and
details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear
pronunciation.
SL.6.6 Adapt speech to a variety of contexts and
tasks, demonstrating command of formal English
when indicated or appropriate.
ESTABLISHED GOALS
Quarter 2 – Perseverance - Stage 1 Desired Results
Common Core English Language Arts Standards
Reading Informational: RI.6.1, RI.6.2, RI.6.3,
Transfer
Students will be able to independently use their learning to…
Read critically and respond to various texts by providing details, insight, and elaboration.
Utilize the conventions of Standard English when writing and speaking.
Write arguments to support claims with clear reasoning and relevant evidence.
RI.6.4, RI.6.5, RI.6.6, RI.6.7, RI. 6.9, RI. 6.10
Writing: W.6.1, W.6.4, W.6.5, W.6.8, W.6.9,
W.6.10
Language: L.6.1, L.6.2, L.6.3, L.6.4, L.6.6
Speaking and Listening: SL.6.3, SL. 6.4, SL.6.6,
UNDERSTANDINGS
Students will understand that…
•
•
•
The ability to critically read a variety of
text requires independence,
comprehension, and fluency.
A writer needs to use Standard English
conventions to get his or her message
across effectively.
Genre influences organization,
technique, and style.
Students will know…
Key vocabulary in text
Evidence is needed to support claims
Authors present a claim with specific
reasons in text that are subject to
interpretation
Writing is a process that use skills,
strategies, and practices for creating a
persuasive essay
Standard conventions of English are
necessary for clear communication
Connections to text are made by
comparing and contrasting ideas
Elements of persuasive argument
Meaning
ESSENTIAL QUESTIONS
• How do readers construct meaning from text?
•
How do the rules of language affect communication?
Acquisition
Students will be skilled at…
Using evidence to support interpretations of text when
responding both orally and in writing
Tracing, analyzing, and evaluating arguments and/or
claims
Identifying claims that are supported by reasons and
evidence
Identify facts, opinions, and reasoned judgments in a text
Writing an argumentative essay showing clear
organization, focus, and development of arguments with
relevant reasons and evidence
Compare and contrast how different forms of media
present arguments and information
Comprehending vocabulary word meanings to be used
effectively in writing and speaking
Utilizing and applying Standard English conventions in
all writing such as sentence structure, verbs, and
punctuation
Using subjective and objective pronouns
Using context clues to enhance comprehension
Evaluative Criteria
Performance Task Rubric:
• Write arguments to support claims with
clear reasons and relevant evidence
• Produce a clear and coherent writing
appropriate to task, purpose, and
audience
• Develop and strengthen writing by
planning, revising, editing, and
rewriting
• Demonstration of speaking and listening
skills
• Conventions of Standard English
Other Evaluative Criteria
• Open Ended 4 Point Rubric:
o QASIC format
• Accuracy of facts, concepts and
vocabulary
• Insightful oral and written responses
Quarter 2 - Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Writing an argumentative essay in response to a writing prompt
Grade Six Benchmark Two
Reading Comprehension
Open ended response to text
NOTE: The essay/performance tasks provided in this document are suggestions for the teacher. If the teacher
chooses to develop his/her own assessment, it must be of equal or better quality and at the same or higher cognitive
level.
OTHER EVIDENCE:
Oral and/or written response to text
Test and quizzes on comprehension, content, and vocabulary
Open ended responses to text
Process journal
Do Nows
Exit passes
Quarter 2 - Stage 3 – Learning Plan
Suggested Learning Events:
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Summary of Key Learning Events and Instruction
Benchmark assessment of reading skills and open ended response
Informational Text:
o Read a variety of nonfiction selections: argumentative, biography, autobiographical essays, informational text, and complex text.
o Independent reading
o Vocabulary strategies ( dictionary/thesaurus skills, word webs, vocabulary concept analysis charts)
o Comprehension strategies (anticipation guide, comprehension checks, study guides, annotating text, note taking and summarizing)
o Analytical strategies (reader response journal, open ended responses – QASIC formula, RAFTs, learning contracts, layered projects)
o Small and whole class discussion
Read a variety of argumentative/persuasive selections: essays, advertisements, editorials, and speeches
Small group and whole class discussions
Argumentative writing
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Direct instruction on recognizing propaganda and other persuasive techniques
Dissect prompt and review criteria of NJ 6 point Holistic Rubric
Direct instruction of argumentative writing format
Review and critique exemplar models
Various activities which allow practice of argumentative writing/speaking: informal debates, group discussion, quick writes, Four Corners, Value Lines, etc.
Direct instruction of writing process
-Prewriting graphic organizer
-Draft argumentative piece
-Self and peer editing/revising strategies
-Publish final copies
Mini lessons on key grammar skills
Suggested Learning Resources:
• Prentice Hall Literature
• Write Source
•
Media Center Specialist
• www.studyisland.com
• www.Learn360.com
• www.pearsonsuccessnet.com
• http://owl.english.purdue.edu/owl/
• www.users.muohio.edu/romanots/index.html
• www.learner.org/workshops/middlewriting/p5_tr_audio.html
Suggested Literature:
Argumentative Text:
“The Seven Wonders of the World” (PH p. 245)
“Art, Architecture, and Learning in Egypt” (PH p. 247)
“Preserving a Great American Symbol” by Richard Durbin (PH p. 439)
“Jake Wood Baseball is the Start of Something Special” by Reginald Dogan (PH p. 441)
“Ball Band Shoes” – Advertisement (PH p. 513)
“Neolite Soles” – Advertisement (PH p. 514)
“Metric Metric: It’s so Nice, We’ll Say it Twice:” (PH p. 785)
*”NASA Finally Goes Metric” – Online News Article (PH p. 783) Comparing Text
Benchmark Assessments - Quarter 2
Grade 6Reading & Writing Benchmark Quarter 2:
(To be hyperlinked)
Quarter 3 – Scope and Sequence
Reading Informational
Reading Informational
Reading Skills:
•
•
•
•
Extrapolate information
Distinguish information as relevant/irrelevant/fact/opinion
Interpret literary devices
Determine author’s or reader’s purpose
•
Identify and analyze: text type, literary forms, patterns of organization
•
Make inferences and predictions
•
Use context clues to enhance comprehension
RI.6.1 Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
RI.6.2 Determine a central idea of a text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions
or judgments.
RI.6.3 Analyze in detail how a key individual, event, or idea is introduced,
illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings.
RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits
into the overall structure of a text and contributes to the development of the
ideas
RI.6.6 Determine an author’s point of view or purpose in a text and explain how
it is conveyed in the text.
RI.6.7 Integrate information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words to develop a coherent understanding
of a topic or issue.
RL.6.9 Compare and contrast one author’s presentation of events with that of
another (e.g., a memoir written by and a biography on the same person).
RL 6.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems in the grades 6-8 complexity band proficiently, with
scaffolding as needed at the high end of the range.
Writing
W.6.2 Write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of
Writing:
relevant content.
Informative Writing
W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
•
Organize events in logical sequence with transitions
•
Show evidence of prewriting
•
Elaborate and develop topic with appropriate supporting details
•
Establish purpose and show awareness of audience
•
Developing a closing paragraph
•
Maintain a single focus and sense of unity; stay on topic
•
Format paragraphs correctly
•
Develop a variety of closing paragraphs
W.6.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W.6.6 Use technology, including the Internet, to produce and publish writing as
well as to interact and collaborate with others; demonstrate sufficient command
of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.7 Conduct short research projects to answer a question, drawing on
several sources and refocusing the inquiry when appropriate.
W.6.8 Gather relevant information from multiple print and digital sources;
assess the credibility of each source; and quote or paraphrase the data and
conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
W.6.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research
W.6.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Language
L.6.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.6.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.6.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening
L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words
and phrases based on grade 6 reading and content, choosing flexibly from a
range of strategies.
Language:
•
Continue Quarter One language skills until mastered
•
Recognize variations from standard English in writing and speaking
Speaking and Listening
•
•
•
Small group instruction,
Peer work/collaboration
Identify details and clarification
Language
L.6.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression
Speaking and Listening
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats and explain
how it contributes to a topic, text, or issue under study.
SL.6.4 Present claims and findings, sequencing ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or themes;
use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.5 Include multimedia components (e.g., graphics, images, music, sound)
and visual displays in presentations to clarify information.
ESTABLISHED GOALS
Quarter 3 – Perspective - Stage 1 Desired Results
Common Core English Language Arts
Standards
Reading Informational: RI.6.1, RI.6.2, RI.6.3,
RI.6.4, RI.6.5, RI.6.6, RI.6.7, RI 6.8, RI 6.9, RI 6.10
Writing: W.6.2, W.6.4, W.6.5, W.6.6, W.6.7,
W.6.8, W.6.9, W.6.10
Language: L.6.1, L.6.2, L.6.3, L.6.4, L.6.6
Speaking and Listening: SL.6.1, SL.6.2 SL.6.4,
SL.6.5
Transfer
Students will be able to independently use their learning to…
Read critically and respond to various texts by providing details, insight, and elaboration.
Utilize the conventions of Standard English when writing and speaking.
Write an explanatory essay in response to a given prompt.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• The ability to critically read a variety of
• How do readers construct meaning from text?
text requires independence,
•
How do the rules of language affect communication?
comprehension, and fluency.
• What elements do accomplished writers use in
• A writer needs to use Standard English
explanatory writing?
conventions to get his or her message
across effectively.
• Genre influences organization,
technique, and style.
Students will know…
Writing is a process that uses skills,
strategies, and practices for creating an
explanatory essay
Key vocabulary in text
Standard conventions of English are
necessary for clear communication
Connections to text are made by
comparing are contrasting ideas
Text structures and purpose
Process of integration of information
from various sources
Acquisition
Students will be skilled at…
Using vocabulary words in various writing and speaking
situations
Interpreting text when responding both orally and in
writing
Determining main idea and supporting details
Citing textual evidence that supports topic
Writing an explanatory essay showing clear
organization, focus, and development.
Summarizing information
Making inferences
Analyzing text structure
Determining author’s purpose/point of view
Comprehending vocabulary word meanings to be used
effectively in writing and speaking
Utilizing and applying Standard English conventions in
all writing
Evaluative Criteria
NJ 6 Point Holistic Rubric
• Communicates intended message
• Relates to topic
• Opening and closing
• Focused and on topic
• Logical progression of ideas
• Transitions evident
• Appropriate details and information
• Proper grammar, usage, and mechanics
Other Evaluative Criteria:
• Open Ended 4 Point Rubric:
o QASIC format
• Accuracy of facts, concepts, and
vocabulary
• Insightful oral and written responses
Quarter 3 - Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK (S):
Post-assessment – Explanatory Essay in response to a writing prompt
Grade Six Benchmark Three
Reading Comprehension
Open ended response to text
NOTE: The essay/performance tasks/response to text provided in this document are suggestions for the teacher. If
the teacher chooses to develop his/her own assessment, it must be of equal or better quality and at the same or
higher cognitive level.
OTHER EVIDENCE:
Oral and/or written response to text
Test and quizzes on comprehension, content, and vocabulary
• Journal responses,
• Reader response journals,
• Writer’s notebook
Do Nows
Exit passes
Quarter 3 - Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Suggested Learning Events:
o Informational Reading
-Literature Circles, Guided Reading, independent reading, teacher read alouds, partner/group reading and discussion, Reader’s Theater
-Vocabulary strategies ( dictionary/thesaurus skills, word webs, vocabulary concept analysis charts)
-Comprehension strategies (anticipation guide, comprehension checks, study guides, jigsaw)
-Analytical strategies (reader response journal, open ended responses – QASIC formula, RAFTs, learning contracts, layered projects)
-Small and whole class discussion
o Explanatory Writing
-Dissect prompt and review criteria of NJ Six Point Holistic Scoring Rubric
-Review and critique exemplar models
-Direct instruction of explanatory writing format
-Mini lessons on mechanics, usage, grammar
-Begin writing process of benchmark (post assessment)
o
o
o
-Prewriting graphic organizers
-Draft explanatory piece
-Self and peer editing/revising strategies
-Publish final copies
Practice writing a constructed response
Instruction of unit vocabulary
Mini lessons on key grammar skills
Suggested Learning Resources:
o Prentice Hall Literature
o Write Source
o NJ ASK Coach and Buckle Down
o www.studyisland.com
o www.Learn360.com
o http://owl.english.purdue.edu/owl/
o www.pearsonsuccessnet.com
Suggested Literature:
Informational/Explanatory Text:
“Rescuers to Carry Oxygen Masks for Pets” by Associated Press (PH p.69)
“The Case of the Monkeys that Fell from the Trees by Susan E. Quinlan (PH p.79)
“My Papa, Mark Twain” by Susy Clemens (PH p. 96)/”Stage Fright” by Mark Twain (PH p. 104)
“The Caribbean” Atlas Entry (PH p. 135)
“The Florida Keys” Travel Brochure (PH p. 137)
“Zlata’s Diary” Zlata Filipovic (PH p.383)
“Water” by Helen Keller (PH p. 398)/”Hard as Nails” by Russell Baker (PH p.406)
“Jackie Robinson: Justice at Last” by Geoffrey C. Ward and Ken Burns (PH 422)/”The Shutout” by Patricia C. McKissack and Frederick McKissack, Jr. (PH p.428)
Benchmark Assessments - Quarter 3
Grade 6 Reading & Writing Benchmark Quarter 3:
(To be hyperlinked)
Quarter 4 – Scope and Sequence
Reading Drama
Reading Skills:
•
Identity
Reading Literature
RL.6.1 Cite textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.
Continue Quarter one reading skills until mastered
RL.6.2 Determine a theme or central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from personal
opinions or judgments.
RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of
episodes as well as how the characters respond or change as the plot moves
toward a resolution.
RL.6.4 Determine the meaning of words and phrases as they are used in a text,
including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone.
RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the
overall structure of a text and contributes to the development of the theme,
setting, or plot.
Ideas
RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories
and poems; historical novels and fantasy stories) in terms of their approaches
to similar themes and topics.
Writing:
Continue practicing skills used in writing responses to text
RL 6.10 By the end of the year, read and comprehend literature, including
stories, dramas, and poems in the grades 6-8 complexity band proficiently, with
scaffolding as needed at the high end of the range.
Writing
W.6.4 Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
W.6.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
W.6.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a
range of discipline-specific tasks, purposes, and audiences.
Language:
•
Language
Continue language skills until mastered
L.6.1 Demonstrate command of the conventions of standard English grammar
and usage when writing or speaking.
L.6.2 Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.
L.6.3 Use knowledge of language and its conventions when writing, speaking,
reading, or listening.
L.6.4.B Use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., AUDIENCE, AUDITORY, AUDIBLE).
L.6.5. Demonstrate understanding of figurative language, word relationships,
and nuances in word meanings.
L.6.6 Acquire and use accurately grade-appropriate general academic and
domain-specific words and phrases; gather vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
Speaking and Listening
•
•
•
•
Small group instruction,
Peer work/collaboration
Identify details and clarification
Demonstrate appropriate presentation skills (eye contact, volume, pitch,
and gestures)
Speaking and Listening
SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, building on others’ ideas and expressing their own clearly.
SL.6.2 Interpret information presented in diverse media and formats (e.g.,
visually, quantitatively, orally) and explain how it contributes to a topic, text, or
issue under study.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate.
ESTABLISHED GOALS
Quarter 4 – Identity - Stage 1 Desired Results
Common Core English Language Arts Standards
Reading Literature: RL.6.1, RL.6.2, RL.6.3, RL.6.4,
RL.6.5, RL.6.9, RL.6.10
Writing W.6.4, W.6.5, W. 6.10
Language: L.6.2, L.6.3, L.6.4.B, L.6.5, L.6.6
Speaking and Listening: SL.6.1, SL.6.2, SL.6.6
Transfer
Students will be able to independently use their learning to…
Read critically and respond to various texts by providing details, insight, and
elaboration.
Utilize the conventions of Standard English when writing and speaking.
Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that…
• How do readers construct meaning
from text?
• The ability to critically read a variety
of text requires independence,
• How does reading a drama differ
comprehension, and fluency.
from reading other types of fiction?
• A writer needs to use Standard English
•
How do the rules of language affect
conventions to get his or her message
communication?
across effectively.
• Genre influences organization,
technique, and style.
Acquisition
Students will know…
Students will be skilled at…
Key vocabulary in text
Recognizing and interpreting
Elements of drama
figurative language
Using punctuation
Figurative language and literary
Using pronouns
devises
Writing responses to text
Standard conventions of English are
necessary to clear communication
Evaluative Criteria
Four point holistic scoring rubric
Accuracy of facts, concepts, and vocabulary
Insightful oral and written responses
Stage 2 - Evidence
Assessment Evidence
PERFORMANCE TASK(S):
Post Assessment of Year Long Reading Skills
Post Assessment of Response to Text
Grade Six Benchmark: Reading Comprehension
NOTE: The essay/performance tasks provided in this document are suggestions for the teacher.
If the teacher chooses to develop his/her own assessment, it must be of equal or better quality
and at the same or higher cognitive level.
OTHER EVIDENCE:
Oral and/or written response to text
Test and quizzes on comprehension, content, and vocabulary
• Journal responses,
• Reader response journals,
Do Nows
Exit passes
Quarter 4 - Stage 3 – Learning Plan
Suggested Learning Events:
•
•
Summary of Key Learning Events and Instruction
Post-assessment of reading skills and open ended response
Literature Study/Informational reading skills
o Guided reading, independent reading, teacher read alouds, partner/group reading and discussion, reader’s theater, role playing
o Vocabulary strategies (dictionary/thesaurus skills, word webs, vocabulary concept analysis charts)
o Comprehension strategies (anticipation guides, comprehension checks, study guides)
o Analytical strategies (reader response journals, open ended responses-QASIC formula, RAFTs, learning contracts, layered projects)
o Small and whole class discussions, oral presentations, storytelling
o Performance assessment: role play of drama using appropriate voice, volume, gestures, and stage directions
Suggested Learning Resources:
• Prentice Hall Literature
• Write Source
• www.studyisland.com
• www.pearsonsuccessnet.com
• http://owl.english.purdue.edu/owl/
• http://writingfix.com/genres/narrative.htm
Suggested Literature:
Novels:
Peter Pan by J.M. Barrie
Walk Two Moons by Sharon Creech
Wringer by Jerry Spinelli
Mentor Text:
The Secret Knowledge of Grown-Ups by David Wisniewski
Boy: Tales of Childhood by Roald Dahl
Short Stories/Plays:
The Phantom Toll Booth (PH p. 708)
“Eleven” by Sandra Cisneros (PH p. 149)
“Sounds of Summer Running” by Ray Bradbury (PH p. 142)
Poetry:
“The World is Not a Pleasant Place to Be” by Nikki Giovanni (PH p. 595)
“Fame is a Bee” by Emily Dickinson (PH p. 590)
“Child on Top of a Greenhouse” by Theodore Roethke (PH p. 596)
“Dust of Snow” by Robert Frost (PH p. 612)
“Childhood and Poetry” by Pablo Neruda (PH p. 662)
“Past, Present, Future” by Emily Bronte
“A Birthday” by Christina Rossetti
Informational Text:
When I Was Your Age, Volume Two: Original Stories About Growing Up - Amy Erlich, Editor
“Peter Pan’s early years” (Bob Minzesheimer, USA Today, September 1, 2004)
Benchmark Assessments - Quarter 4
: