Chinle USD
CURRICULUM GUIDE
SUBJECT: Reading
Strand/Concept:
Strand 3: Comprehending
Informational Text
Concept 1: Expository
Text
GRADE:
Performance ObjectiveMastery Level Explanation
PO7. Interpret details from
functional text for a specific
purpose (e.g., chronological
order, comparison and
contrast, cause and effect
relationships, logical order)
of expository questions. I
Kid Friendly
Learning
Objective
We will
interpret
functional text
for specific
purposes.
6th
Level of
Thinking
Evaluation
TIMELINE: Third Quarter
Resource Correlation
Theme 1-6
Tables ,timelines, graphs of
expository text. C
Strand 3: Comprehending
PO7. Interpret details from
Informational Text
functional text for a specific
Concept 1: Expository Text purpose (e.g. chronological
order, comparison and
contrast, cause and effect
relationships, logical order)
of expositiory questions. C
We will
interpret
functional text
for specific
purposes.
Evaluation
Theme 1-6
PO8. Ideentify the
organizational structures
(e.g. charts, maps, diagrams,
illustrations.
We will
identify the
organizational
structure of
expository text
Knowledge
Theme 1-6
S
Strand 3:
Comprehending
Informational Text
Academic Vocabulary
Interpret
Functional text
Chronological Order
Comparison/Contrast
Cause/Effect
Relationship
Logical Order
Expository
Timelines
Graphs
Tables
Maps
Interpret
Functional text
Chronological Order
Comparison/Contrast
Cause/Effect
Relationship
Logical Order
Expository
Organizational
structure
Expository text
Diagrams
1
Chinle USD
CURRICULUM GUIDE
SUBJECT: Reading
Strand/Concept:
S3C1P5
S3C1P6
Strand 3: Comphending
Informational Text
Concept 2: Functional Text
GRADE:
Performance ObjectiveMastery Level Explanation
PO1. Use information from
text and text features to
determine the sequence of
activities needed to carry a
procedure. M
Strand 3:
Comprehending
Informational Text
Concept 2: Functional Text
PO2. Identify the text
features (e.g., directions,
legends, illustrations,
diagram, sequence, bold
face print, headings) of
functional text. M
Strand 3: Comprehending
Informational Text
Concept 2: Functional Text
PO3. Interpret details from
functional text for a specific
purpose (e.g., to follow
directions, to solve a
problem, to perform a
procedure , to answer
questions). M
Kid Friendly
Learning
Objective
6th
Level of
Thinking
TIMELINE: Third Quarter
Resource Correlation
Academic Vocabulary
I will use
Application
information
from text and
text features to
determine the
sequence of
activities
needed to carry
a procedure
I will identify
Knowledge
the text features
of functional
text.
Theme 4:
436-437
Functional text
Recipe
Poster
Manual,
Transportation time
Schedule
Text features
Procedure
Theme 4:
421, 422, 423, 426, 428
.
I will interpret
details from
functional text
for a specific
purpose.
Theme 4:
418, 420
Text features
Direction
Legends
Illustrations
Diagram
Sequence
Bold face print
Compare
Contrast
Cause and effect
Sequence
Chronological order
Proposition
Support
Problem and solution
Evaluation
2
Chinle USD
CURRICULUM GUIDE
SUBJECT: Reading
Strand/Concept:
GRADE:
Performance ObjectiveMastery Level Explanation
Kid Friendly
Learning
Objective
6th
Level of
Thinking
TIMELINE: Third Quarter
Resource Correlation
Academic Vocabulary
Root words
Affixes
Prefixes
Suffixes
Greek and Latin roots
Context clues
Restatement
Contrast
Strand 1: Reading
Process
Concept 4: Vocabulary
PO1. Determine the effect
of affixes on root words. C
We will
determine the
efect of affixes
on root words.
Evaluation
Theme 1: 106I, 110, 114118, 128-120
Theme 2: 160L, 169,
183C, 183K
Strand 1:
Reading Process
Concept 4: Vocabulary
PO 2. Use context to
identify the meaning of
unfamiliar words (e.g.
definition, example,
restatement, synonym,
contrast). C
I will use
context to
identify the
meaning of
unfamiliar
words.
Knowledge
Theme 6: 600L, 626J,
644L, 644-645.
Strand 1:
Reading Process
Concept 4: Vocabulary
PO 3. Use context to
identify the intended
meaning of words with
multiple meanings (e.g.,
definition, example,
restatement, or contrast). C
Strand 1: Reading
Process
Concept 4: Vocabulary
We will use
Knowledge
context to
identify
intended
meaning of
words with
multiple
meanings.
PO4. Determine the
I will determine Application
meaning of figurative
the meaning of
language, including similies, figurative
metaphors, personification,
language.
and idioms in prose and
poetry. M
Theme 1. TE pg.
39K, 40L
Theme 4: TE pg.
391I, p. 437K
Themes 1-6
Context clues
Multiple meanings
Figurative
Idiomatic language
Restatement
Contrast
Connotation
Figurative language
Similes
Metaphors
Personification
Idioms
3
Chinle USD
CURRICULUM GUIDE
SUBJECT: Reading
Strand/Concept:
Strand 1: Reading Process
Concept 4: Vocabulary
FUNCTIONAL
SIC5PO1
SIC6PO1
SIC6PO2
Strand 1: Reading
Process
Concept 6:
Comprehension
Strategies
GRADE:
6th
Level of
Thinking
TIMELINE: Third Quarter
Performance ObjectiveMastery Level Explanation
Kid Friendly
Learning
Objective
Resource Correlation
PO 5. Idenify the meanings,
pronunciations,
syllabication, synonyms,
antonyms, and parts of
speech of words, by using a
variety of reference aids,
including dictionaries,
thesauri, glossaries, and CDROM and the internet when
available. C
We will
identify the
meanings,
pronunciations,
syllbication,
synonyms,
antonyms, and
parts of speech
words by using
a variety of
reference aids,
including
dictionaries,
thesauri,
glossaries, and
CD-ROM and
the internet.
Knowledge
The Learning Site:
www.harcourtschool.com
Technology;
Internet, CD-ROM
Teacher Made
Lessons
Derivations
Pronunciations
Syllabications
Synonyms
Antonyms
Parts of speech
Reference aids
Dictionary
Thesauri
Glossaries
Internet
CD-ROM
PO 3. Generate clarifying
questions in order to
comprehend text. C
I will generate
clarifying
questions in
order to
comprehend
Synthesize
Question of the Day
600H, 626H, 644H,
666H, 692H
Clarifying questions
Academic Vocabulary
4
Chinle USD
CURRICULUM GUIDE
SUBJECT: Reading
Strand/Concept:
GRADE:
Performance ObjectiveMastery Level Explanation
Kid Friendly
Learning
Objective
6th
Level of
Thinking
TIMELINE: Third Quarter
Resource Correlation
Academic Vocabulary
Theme 6: 622, 640, 662,
688, 706
Personal experience
Personal narratives
Analogy
Draw conclusions
Making inferences
Questioning
Organizational
structures of text;
Chronological order
Time-sequence order
Cause and effect
relationship.
text.
SIC6PO4
Strand 1: Reading Process
Concept 6: Comprehension
Strategies
Strand 1: Reading
Process
Concept 6:
Comprehension
Strategies
PO 5. Connect information
and events in text to
experience and to related
text and sources. I
I will connect
Application
information and
events in text to
experience and
to related text
and sources.
PO 6. Apply knowledge of We will apply
Application
the organizational structures knowledge of
(e.g., chronological order,
the
time-sequence order, cause
organizational
and effect relationships) of
structures of
text to aid comprehension. I text to aid
comprehension.
© 9/30/11 Chinle Unified School District No. 24 Page 1-5
Theme 1:
260I, 264, 266, 268, 272,
280-81
Revised August 18, 2011
5