English Language Arts Grade 6 Curriculum 2014-2015 Gloucester Township Public Schools ELA Grade 6 LAUNCH UNIT Benchmark and Cross Curricular Key __Red: ELA __ Blue: Math __ Green: Science Time Frame: Three – Four Weeks Performance Task: PARCC-like Narrative Writing Assessments __ Orange: Social Studies Unit-Level Assessment: STAR, NewsELA, Subjective Formative Assessments: Observations, Quizzes, __ Purple: Related Arts Literature Tests __ Yellow: Benchmark Description: The goal of the Launch Unit of study is to establish routines and procedures, review of previousAssessment year’s skills, and prepare students to be confident and successful throughout the year. The unit’s lessons set expectations and provide careful modeling of the behaviors in action. CCSS Target Skill Reading Writing Language Speaking and Listening Reading Strategies: Summarizing, Visualization, Questioning, Connecting Literary Terms Review: Plot, Character, Conflict, Theme Setting Launch: Point of view (1st, 2nd, 3rd), Direct and Indirect Characterization, Internal and External Conflict, Dramatic And Verbal Irony Figurative Language Review: Simile, Metaphor, Personification, Hyperbole, Onomatopoeia Launch: Alliteration, Hyperbole, Idiom Narrative: PAARC – Like writing task: Complete or Change the end to a Narrative Story Unit One Latin and Greek Roots Text Model collegial discussions Parts of Speech: Noun, Pronoun, Adjective, Verb, Adverb, Interjection, Conjunction, Preposition English Language Arts, Grade 6 1 Common Core “I can” Statements Number RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.10 Number RI.6.7 RI.6.10 Number W.6.3 Number SL.6.1 SL.6.6 Number L.6.4b L.6.4c L.6.6 Reading Standards for Literature I can find textual evidence to support my ideas about a text. I can use details from the text to determine the theme of the story. I can give a summary of the story without bias. I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion. I can determine the figurative meaning of a word or phrase in a text. I can analyze how a particular sentence contributes to the theme, setting, or plot of a text. I can explain how an author develops the point of view of the narrator or the speaker in a text. I can read and understand literature on my grade level. Reading Standards for Informational Texts I can integrate information from different media or formats to add to my understanding of a topic or issue. I can read and understand informational text on my grade level. Writing Standards I can write narratives that change or add to imagined experiences using effective technique, descriptive details, and logical sequences. Speaking and Listening Standards I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues. I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and appropriate. Language Standards I can use what I know about Greek and Latin roots as clues to the meanings of words. I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech. I can acquire and use vocabulary appropriate for sixth-grade reading and content. I can gain knowledge of vocabulary when discovering new words to me understand and express meaning. English Language Arts, Grade 6 2 Text / Media Sources Extended Texts None in this unit Anthology Short Stories: “Just Once” by Thomas Duggard, 2 “LaBamba” by Gary Soto, 44 “Eleven” by Sandra Cisneros, 327 Poems: “Foul Shot” by Edwin A Hoey, 10 Articles News ELA “One study says it’s cooler to be uncool” https://newsela.com/articles/coolkids-struggle/id/4371/ “The least popular aren't the only targets in school bullying, study says” https://newsela.com/articles/bullying-popular/id/3279/ Essay: “Lessons” by Bill Cosby, 82 Elements of Language, Parts of Speech overview, 322-346 Wonders Unit, Grade 5, Unit 6 Assessment Media Flocabulary: Parts of Speech www.flocabulary.com/parts-of-speech/ Questions to Have Collegial Discussions http://rainierenglish10.weebly.com/uploads/1/3/4/5/13453916/socratic_seminar_question_stems.pdf Vocabulary Review www.quizlet.com/prestwickhouse GTPS Share Drive English Language Arts, Grade 6 3 Resources Elements of Language Elements of Literature News ELA Prestwick House Latin and Greek Roots, Book 1 Quizlet Wonders, Unit 6 Final Assessments Assessments Formative STAR Reading Latin and Greek Quizzes Elements of Literature Tests Grammar Quizzes Narrative Writing *Benchmark* Wonders Unit 6 Assessment Summative English Language Arts, Grade 6 4 Scope and Sequence Skills Addressed Establish Routines and Procedures Activities * Set up Binder / Notebook * Review Rules and Expectations * Review Classroom Procedures * Establish Reader’s Workshop (Independent Reading) routines and procedures Review Parts Nouns: 323 – 324 Pronouns: 328-329 of Speech Verbs: 327-353 Review and Launch Reading Strategies Review and Launch Literary Terms *Read Fiction text of Teacher choice from Required Text Selections. Framework Resources Element ALL Teacher created materials Do Now Reading Workshop Share Drive Teacher Appendix Elements of Language (pages 322-345) Teacher created materials Flocabulary:www.flocabulary.com/parts-ofspeech/ STAR Test Elements of Literature *Model Summarizing, Visualization, Questioning, Connecting Use teacher created materials to review Literary Terms: Plot, Characterization, Conflict, Theme and Setting Use teacher created materials to launch Literary Terms: 1st, 2nd, and 3rd Point of View Direct and Indirect Characterization Internal and External Conflict Reading Workshop Choose a story from the Required Text list to identify the literary terms reviewed and launched. Standards L.6.4c Identify parts of speech RL.6.10 Reading grade level texts RL.6.3 Understanding plot, character, and setting RL 6.5 Analyze sentences contributing to theme RL 6.6 Author develops point of view English Language Arts, Grade 6 5 Skills Addressed Review and Launch Figurative Language Model Collegial Discussion Activities *Use teacher created materials to review literary terms: Simile, Metaphor, Personification, Hyperbole Use teacher created materials to launch literary Alliteration, Hyperbole, and Idiom Reading Informational Text that relates to the Fiction related texts Framework Resources Element Reading Elements of Literature: “Foul Shot” Workshop Socratic Seminar Use questions to develop a collegial discussion based on the text. See Resources for Link. Standards RL.6.4 Determining figurative language *Elements of Literature (page 82-84): “Lessons” Bill Cosby *https://newsela.com/articles/coolkidsstruggle/id/4371/ RI 6.7 Integrate multimedia for understanding theme *https://newsela.com/articles/bullyingpopular/id/3279/ RI 6.10 Understanding informational text Questions to enhance collegial discussion: http://rainierenglish10.weebly.com/uploads/1/3/4 SL 6.1 /5/13453916/socratic_seminar_question_stems.p Discussions about df 6th grade topic Latin and Greek Roots Introduce week one of the Latin and Greek Roots Do Now www.Quizlet.com/prestwickhouse Unit 1 Narrative Writing Prestwick House Vocabulary from Latin and Greek Roots, Book One SL 6.6 Using formal language L.6.4b Greek and Latin Roots Choose either of the stories read in class to change the ending or add to the story. Writing Workshop Using one of the short stories you have read, develop a narrative that continues the journey of at least one of the characters. In your story, be sure to use what you have learned about the setting and characters as you tell what happens next. W.6.3 Change published narratives English Language Arts, Grade 6 6 ELA Grade 6 Unit A Topic: SURVIVAL Time Frame: Seven to Eight Weeks Performance Task: Literary Analysis Description: This is a literature unit based on the novel Hatchet by Gary Paulsen. The intent of this unit is to explore and examine how specific pieces of literature, both informational and fictional, address survival, perseverance, and coming of age. The research component of this unit will help students to gain background knowledge about survival in the most difficult of life’s situations. Students will create a survival guide. Students will also consider various survival situations ranging from natural disasters to divorce. Throughout the unit students will respond both in writing and through discussion as they learn to use the text to provide evidence to support their interpretations. CCSS Target Skill Reading Writing Language Speaking and Listening Comprehending informational text, non-fiction text features, Evaluating information Summarizing, Inferring Literary Analysis Latin & Greek root vocabulary (2-5) Writing Prose Constructed Response Parts of Speech Identify strongest text evidence Compare & Contrast Sentence Structure Socratic Seminar Analyze author’s craft Identifying literary elements Research and technology Tier 2 Vocabulary English Language Arts, Grade 6 7 Common Core “I can” Statements Number RL6.1 RL6.2 RL6.3 RL6.4 RL6.5 RL6.6 RL6.9 RL6.10 Number RI6.1 RI6.2 RI6.3 RI6.5 RI6.7 RI6.10 Number W6.1 W6.2 W6.4 Reading Standards for Literature I can find textual evidence to support my ideas about a text. I can use details from the text to determine the theme of the story. I can give a summary of the story without bias. I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion. I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on meaning and tone. I can analyze how a particular sentence contributes to the theme, setting, or plot of a text. I can explain how an author develops the point of view of the narrator or the speaker in a text. I can compare and contrast similar themes in various genres. I can read and understand literature on my grade level. Reading Standards for Informational Texts I can find textual evidence to support my analysis of the text and draw inferences. I can use details from the text to determine the central message. I can provide an unbiased summary. I can analyze how an idea is introduced, illustrated, and elaborated upon in an informational text. I can analyze how various sections of text fits into the overall structure of the text. I can integrate information from different media or formats to add to my understanding of a topic or issue. I can read and understand informational text on my grade level. Writing Standards I can write an argument with clear reasons and relevant evidence to support my claim. B: I can write an argument with evidence using credible sources. D: I can establish and maintain a formal style when writing an argument. A:I can write informative/explanatory piece with organized ideas, concepts, visuals, formatting, graphics, and multimedia. I can help readers understand my writing by using strategies such as definitions, classifications, comparing and contrasting, and cause and effect. B: I can develop the topic of an informative or explanatory piece by using facts, definitions, specific details, quotations, and other information. C I can accurately use transition words and phrases. D: I can use precise language and vocabulary to explain the topic of my informative/explanatory writing. E: I can establish and maintain a formal style in my informative/explanatory writing. 2f: I can write a conclusion that follows from the information I present. I can write clear and focused pieces where the development, organization, and style are appropriate to my audience. English Language Arts, Grade 6 8 Number W6.6 W6.7 W6.8 W6.9 W6.10 Number SL6.1 SL6.2 SL6.6 Number L6.1 L6.4 L6.5 L6.6 Writing Standards I can use my keyboarding skills to produce and publish writing. I can type at least three pages in a single setting. I can conduct short research projects and use several sources to answer a question. I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic bibliographic information for sources. I can properly quote or paraphrase information from sources. I can draw evidence from texts to support my analysis, reflection, and research. 9a: I can draw evidence from literature to support my analysis, reflection, and research at a sixth-grade level. 9b: I can draw evidence from informational texts to support my analysis, reflection, and research at a sixth-grade level. I can write over different time frames for a range of tasks, purposes, and audiences. Speaking and Listening Standards I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues. 1a: I can prepare myself for collaborative discussion by reading or studying the required material in advance. 1b: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed. 1c: I can pose and respond to questions with elaboration and. 1d: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said. I can interpret information presented in different media and formats and explain how it contributes to the discussion. I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary. Language Standards I can correctly use Standard English conventions. A. I can use pronouns correctly. B. I can use intensive/reflexive pronouns correctly. C. I can recognize and correct inappropriate shifts in pronoun number and person. D. I can recognize and correct vague pronouns. I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words 4a- I can use context clues to help me determine the meaning of a word or phrase. 4b- I can use what I know about Greek and Latin roots as clues to the meanings of words. L.6.5 I can show that I understand deeper meanings of words and phrases. 5b- I can use the relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category). 5c- I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different. I can acquire and use 6th grade vocabulary words. English Language Arts, Grade 6 9 Text / Media Sources Extended Texts Hatchet by Gary Paulsen Anthology Elements of Literature “The Dog of Pompeii” by Louis Untermeyer (Elements of Literature textbook) “Pompeii” by Robert Silverberg (Elements of Literature textbook) from “ Article News ELA www.newela.org Teacher Share Drive: “How Humans Deal With and Survive Extreme Cold” “Surviving the Tsunami” by Lauren Tarshis (Scholastic Scope article) Tsunami article http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SC OPE-013012-Tsunami.pdf “Lines of Winter” by Mark Strand Elements of Language “I was 11 on 9/11” by Laura Modigliani (Scholastic article) “I was 11…” http://www.scholastic.com/browse/article.jsp?id=3756391 Latin and Greek Roots “Hurricane Katrina: One Year Later” by Suzanne McCabe (Scholastic article) Hurricane Katrina http://www.scholastic.com/browse/article.jsp?id=3749863 Media Survival Webquest https://sites.google.com/site/survivalwebquest/home Novel Guide http://www.omafra.gov.on.ca/english/rural/facts/96-001f1.gif Summarizing non-fiction https://www.teachervision.com/skill-builder/reading-comprehension/48785.html English Language Arts, Grade 6 10 Resources Hatchet Elements of Literature Elements of Language Prestwick House, Latin and Greek Roots, Book One News ELA Assessments Formative Annotating and Marking up Informational Text Completed webquest Novel Test Cold Read Assessments Prose Constructed Responses Summative Novel Test Literary Analysis *Benchmark* End of Unit Assessment English Language Arts, Grade 6 11 Scope and Sequence Skills Addressed Nonfiction Text Features Jigsaw Reading: Students will independently read provided articles. Reading for Information The focus of discussion should be the following: Activities Summary of Informational Texts Framework Resources Element Reading Teacher Share Drive: Workshop “Surviving the Tsunami” by Lauren Tarshis (Scholastic Scope article) “I was 11 on 9/11” by Laura Modigliani (Scholastic article) Teaching non-fiction text features. Using details from the text to determine a central message. Analyzing text structure Use the articles to write a summary of the informational article. Various strategies include: SWBS Reading Workshop “Hurricane Katrina: One Year Later” by Suzanne McCabe (Scholastic article) Summarizing non-fiction https://www.teachervision.com/skillbuilder/reading-comprehension/48785.html Teacher appendix Standards RI.6.3 Progression of ideas in non-fiction RI.6.5 Structure of nonfiction text RI.6.10 Understand 6th grade non-fiction RI.6.2 Central message and summary of nonfiction Additional teacher created materials Evaluating Information; Making Judgments In groups of three, students complete a webquest based on survival needs. Students must search for answers regarding basic needs and evaluate their choices. (Prereading to Hatchet) Reading Workshop WebQuest: Surviving the Wilderness RI.6.7 Integrate information from various media W.6.7 Conduct short research W.6.9 Analysis, reflection, research English Language Arts, Grade 6 12 Skills Addressed Text study: Hatchet by Gary Paulsen Activities Reading of the novel should be a Read Aloud. Pre-reading: Think of a time when you needed to finish a difficult task. How did you solve the issue? What motivated you to finish? Complete background knowledge from novel guide. Use Vocabulary from the novel Framework Resources Element Journal Glencoe Novel Guide Standards Teacher Created Materials RL6.2 Theme and Summary GTPS Share Drive RL6.3 Plot and Character RL6.4 Word Choice and Figurative Language Reading Workshop During Reading: Teach Reading Strategies: Summarizing, Visualization RL6.10 Grade Level Texts Teach Literary Terms: Plot, Direct and Indirect characterization, Point of View Comprehension questions from novel guide. Teacher directed questions. Narrative Reading Reading Informational Text After Reading: Literary Terms: Theme Collegial Discussion Test on the novel Prepare students to participate in the Socratic Seminar. Have students read “To Build a Fire” by Jack London and Maslow Article, “Hierarchy of Needs”. Discuss similarities and between the story and the novel. Socratic Seminar Reading Workshop “To Build a Fire” Jack London – Teacher Appendix Socratic Seminar “Hierarchy of Needs” RL.6.6 Author’s Point of View RL.6.9 Comparing Genres English Language Arts, Grade 6 13 Skills Addressed Collegial Discussions Informational text features Activities Discuss Maslow’s Hierarchy of Needs 1. What are the five stages of hierarchy? 2. How does Brian in Hatchet go through all stages of the Hierarchy? 3. How are the man and Brian similar? 4. Compare and contrast the hierarchy of needs between the two characters. Students will conduct research about a survival story and complete a brochure on how to survive various disasters Teach: Writing Process: introduction, conclusions, transition words, publishing Analyzing for Relevant Media Information A brochure, pamphlet, or infographic is the creative component that accompanies the essay. Framework Resources Element Socratic Maslow Article: “Hierarchy of Needs” by Seminar Kendra Cherry http://psychology.about.com/od/theoriesofperson ality/a/hierarchyneeds.htm Writing Workshop Standards SL.6.1a Preparing for discussion Maslow’s “Kids Friendly” Chart SL.6.1d Reflecting aloud on key ideas List of possible survivors: Molly Brown, Aron Ralston, Jon Krakauer, Yossi Ghinsberg, Jim Lovell, Marie Colvin, Sir Edmund Hillary RI.6.1 Finding text evidence Infographic Generator http://www.piktochart.com RI.6.7 Integrate Information from various media Ultimate Survival http://writingfix.com/Chapter_Book_Prompts/H atchet1.htm W.6.2 a-f Writing informative / explanatory essays W.6.6 Skill lesson material: http://www.readwritethink.org/classroomUsing keyboarding resources/lesson-plans/wading-through-teaching- skills internet-983.html W.6.7 Conduct research W.6.8 Gathering relevant information W.6.9 Analyze evidence W.6.10 Writing over time frames English Language Arts, Grade 6 14 Skills Addressed Literary Analysis Comparing Literature Across the Genres Analyzing & Identifying Author’s craft Activities Write a short Literary Analysis which focuses on the literary elements within this unit. Students will read and analyze the poem “Lines for Winter” by Mark Strand. Students will also read a nonfiction article “How Humans Deal With and Survive Extreme Cold.” Comparisons will be drawn between the poem and the article. Focus should be on the following: -Author’s Point of View -Accuracy of Strand’s interpretation of extreme cold -Figurative elements vs. informational elements Framework Resources Element Reading “Lines for Winter” Workshop http://www.poemhunter.com/poem/lines-forwinter/ Writing Workshop “How Humans Deal With and Survive Extreme Cold” http://www.coolantarctica.com/Antarctica%20fa ct%20file/science/cold_humans.htm Students will write own poem about extreme weather, combining details from info text with figurative language. Responding to Students will respond to various quotes about survival by making text-to-text and quotes text-to-world connections. Journaling “Man can live about 40 days without food, about three days without water, about eight minutes without air, but only for one second without hope.” Anonymous Standards RL.6.1 Text Evidence Rl.6.4 Analyze word choice RL.6.5 Sentence contributes to theme, plot, setting W. 6.1 Write an argumentative Essay W.6.4 Clear and focused writing W.6.8 Gathering relevant information W.6.9 Draw evidence from texts W.6.10 Writing over time frames “It’s not the strongest of the species that survives, nor the most intelligent that survives. It is the one that is the most adaptable to change.” Charles Darwin “Survival can be summed up in three words – Never give Up. That’s the heart of it, really. Just keep trying.” Bear Grylls English Language Arts, Grade 6 15 Skills Activities Addressed Responding to “Through humor, you can soften some of the worst blows that life delivers. And once Situational you find laughter, no matter how painful Writing your situation might be, you can survive it.” -Bill Cosby Comparing / Contrasting Theme Across Genres Framework Resources Element Journaling Explanatory Writing Prompts Write a response that describes a “life blow” you faced. Explain the problem and how you survived it. What humor were you able to find in the situation? What survival skills did you use to handle the blow? How can you use these same skills in various situations? Students will find similar themes between Writing texts and different types of media using the Workshop resources provided: Teach: Analyze how sentences contribute to theme, setting or plot. Students should be able to answer the following Prose Constructed Response: You have viewed four sources which develop the theme of “survival”. Write an essay that compares and contrasts how each develops the theme of survival. Elements of Literature “Ta-Na-E-Ka”, page15-23 “I’m Not Down” Lyrics http://www.azlyrics.com/lyrics/clash/imnotdown .html Grandmother, Loretta Shane Vision, Mike LaForge Standards W.6.10 Writing over time frames RL.6.5 Analyzing sentences for theme RL. 6.9 Compare and Contrast genres RL.6.10 Understanding grade level texts Bethany Hamilton: https://www.youtube.com/watch?v=duelon0MF2 o W.6.2 Writing informative pieces to examine theme English Language Arts, Grade 6 16 Skills Addressed Prose Constructed Response Activities Prose Constructed Response: LA You have read “The Dog of Pompeii” by Louse Untermeyer and “Pompeii” by Robert Silverberg. Both texts develop theme of survival. Write an essay that compares and contrasts the approaches each text uses to develop the theme of survival. Framework Resources Element Open-Ended “The Dog of Pompeii” by Louis Untermeyer Response (Elements of Literature textbook) The Dog of Pompeii Literature Test “Pompeii” by Robert Silverberg (Elements of Literature textbook) Volcano Literature Test Grammar Study Latin And Greek Vocabulary Units 2-5 RL.6.5 Analyzing sentences for theme RL. 6.9 Compare and Contrast genres RL.6.10 Understanding grade level texts Pronoun Study Do Now Holt Elements of Language: Pronouns: 328-335 Objects: 405-408 Indefinite and Antecedents: 427-440 Latin & Greek root vocabulary Do Now Tier 2: Hatchet Vocabulary Greek and Latin Roots – Prestwick House Connotation & Denotation Literary terms Standards W.6.2 Writing informative pieces to examine theme L.6.1 A-D 6th grade Standard English Grammar L.6.4 Clarify Meanings of unknown words L.6.5 Understanding deeper meanings L6.6 Grade Level Vocab. English Language Arts, Grade 6 17 ELA Grade 6 Unit B Topic: INJUSTICE Time Frame: 6-8 Weeks Performance Task: Informational Composition/Essay, Prose Constructed Response Description: This unit is based on the novel Boy in the Striped Pajamas by John Boyne or The Boy Who Dared, by Susan Campbell. Through the study of the text, novel, short stories, videos and informational texts, students will learn about prejudice, WWII, The Holocaust, symbolism and irony. This unit seeks to give students the foundational skills needed to understand the depth of social justice. The introduction to this unit guides students through one definition of social justice that is process-oriented; the unit develops a learners understanding of the key role empathy plays in addressing issues. Students will be asked to conduct a self-assessment of their own attitudes and behaviors as they relate to selected social justice issues. Students will compare and contrast topics across genres. Finally, students will be required to demonstrate attributes and behaviors that promote social justice, such as fair-mindedness, respecting diversity, and developing an action plan. CCSS Target Skills Reading Writing Drawing Inferences Informational Compositional Context Clues Irony, Symbolism Prose Constructed Response: Narrative Conduct Research Theme Gather Relevant Information Language Greek and Latin Affixes / Roots Units (6-9) Pronouns Speaking and Listening Socratic Seminar Group Discussions Point of View Tier 2 Vocabulary English Language Arts, Grade 6 18 Common Core “I can” Statements Number RL6.1 RL6.2 RL6.3 RL6.4 R6.5 RL6.6 RL6.10 Number RI6.2 RI6.7 RI6.8 RI6.10 Number W6.2 W.6.3 W6.7 W6.8 W6.9 W6.10 Reading Standards for Literature I can find textual evidence to support my ideas about a text. I can use details from the text to determine the theme of the story. I can give a summary of the story without bias. I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion. I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on meaning and tone. I can analyze how a particular sentence contributes to theme, setting, or plot of a text. I can explain how an author develops the point of view of the narrator or the speaker of a text. I can read and understand literature on my grade level. Reading Standards for Informational Texts I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text. I can integrate information from different media or formats to add to my understanding of a topic or issue. I can evaluate claims in a text and distinguish between those that are supported by reasons and evidence and those that are not. I can read and comprehend informational text on my grade level. Writing Standards A- I can write a compare/contrast piece with organized ideas, concepts, visuals, formatting, graphics, and multimedia. B- I can develop the topic of an informative or explanatory piece by using facts, definitions, specific details, quotations, and other information. C- I can use appropriate transitions to present clear relationships between my ideas and concepts. D- I can use precise language and vocabulary to explain the topic of my compare/contrast essay. E- I can establish and maintain a formal style in my writing. F- I can write a conclusion that follows from the information I present in my writing. B – I can use dialogue, pacing, and description to develop experiences, events, and characters in my narrative. I can conduct short research projects and use several sources to answer a question. I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic bibliographic information for sources. I can properly quote or paraphrase information from sources. B - I can draw evidence from informational texts to support my analysis, reflection, and research. I can write over different time frames for a range of tasks, purposes, and audiences. English Language Arts, Grade 6 19 Number SL6.1 SL6.2 SL6.5 SL6.6 Number L6.1 L6.2 L6.3 L6.4 Speaking and Listening Standards I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues. A - I can prepare myself for collaborative discussion by reading or studying the required material in advance.\ B - I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed. C - I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion. D - I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said. I can interpret information presented in different media and formats and explain how it contributes to the discussion. I can enhance my presentation with graphics, images, music, sound and other visual displays. I can change my way of speaking to suit a variety of situations and tasks. I can use formal English when necessary and appropriate. Language Standards A - I can make sure that pronouns are used correctly in sentences (subjects, objects or possessive). B - I can use intensive (reflexive) pronouns correctly (myself, yourself, himself, herself, itself, ourselves, yourselves, and themselves). C - I can recognize and inappropriate shifts in pronoun number and person. D- I can recognize and correct vague pronouns (those with unclear antecedents). I can show that I know how to correctly capitalize, punctuate, and spell standard English in my writing. B- I can use spell sixth-grade words correctly. I can use my knowledge of language and its conventions when writing, speaking, reading or listening. A- I can use context clues to help me determine the meaning of a word or phrase. B- I can use what I know about Greek and Latin roots as clues to the meanings of words. C- I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech. L6.5 I can show that I understand deeper meanings of words and phrases. 5a- I can interpret discover the meaning of figurative language: similes, metaphors, personification, idioms, hyperboles, onomatopoeia, puns or oxymoron by using context clues. 5b- I can use the relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category). L6.6 I can acquire and use 6th grade vocabulary words. English Language Arts, Grade 6 20 Text/Media Sources Extended Texts Read Aloud The Boy in the Striped Pajamas by John Boyne Anthology The Sneetches by Dr. Seuss I was not Alone Rosa Parks and Brian Lanker That Day by David Kheridan Or Daylight News Article The Bracelet Yoshiko Uchida The Southpaw Judith Viorst The Boy Who Dared by Susan Campbell Latin and Greek Roots, Prestwick House Articles Night of Broken Glass Story retold by Kate Davis Internet Articles – Standing United Against Injustice Teen News The American Dream Teen News Article Media Videos Stories of Survivors: http://www.tellingstories.org Holocaust Inquiry and Webquest http://zunal.com/webquest.php?w=185396 Novel Guide for the Boy Who Dared: http://www.scholastic.ca/kids/discussionguides/pdfs/theboywhodared.pdf Discussion Questions Boy in the Striped Pajamas http://www.litlovers.com/reading-guides/13-fiction/146-boy-in-the-striped-pajamas-boyne?start=3 http://www.readwritethink.org/files/resources/lesson_images/lesson416/HolocaustOnlineInquiry.html Novel Compare/Contrast Questions http://www.brighthubeducation.com/homework-help-literature/97611-the-boy-in-the-striped-pajamas-study-questions/ Text Features Lesson: http://www.thecurriculumcorner.com/2013/02/11/nonfiction-text-features/ English Language Arts, Grade 6 21 Resources Elements of Literature Textbook Elements of Language Textbook Latin and Greek Roots, Prestwick House News ELA quizzes Assessments Formative Prose Constructed Response: Theme Summary of narrative texts Open ended response Latin and Greek Roots Quizzes Grammar Quizzes Cold Read Assessments Summative Informational Essay *Benchmark* End of Unit Assessments Novel Test English Language Arts, Grade 6 22 Scope and Sequence Skills Addressed Research Activity Analyze word choice Activities Use the internet to research background information of the injustice of the Holocaust. Research the events, which led to World War. Discover the countries, people, and historical events involved in World War II. Create a timeline of your findings. Analyzing Poetry Lesson Use Nancy Atwell’s “Responses for Poems” to show students how to annotate a poem. Symbolism Read the poem, “First they Came” to understand the implications of staying quiet while witnessing injustice. Framework Resources Element Reading Webquest for The Holocaust Workshop Holocaust Inquiry Standards RI.6.7 Integrate Media W.6.7 Conduct research Reading Workshop Nancy Atwell Poem A Day – Word Choice Lesson RL.6.4 Figurative language Poem: “First they came…” http://www.ushmm.org/wlc/en/article.php?Modu leId=10007392 L.6.5 Understand deeper meaning of words Sneetches, by Dr. Seuss Symbolism Use Sneetches to teach symbolism Think of a symbol that is very important to you ( a flag, religious symbol, last name, etc.). Create a journal to tell about what it symbolizes and why it means a lot to you. Describe how you might feel if you had to hide this symbol, as many had to do. English Language Arts, Grade 6 23 Skills Addressed Non-fiction Text Features Analyzing articles for relevant information Writing for extended periods of time Writing over extended periods of time Activities 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. Framework Resources Element Reading Holocaust History Museums materials Workshop www.ushmm.org Night of the Broken Glass by Kate Davis; READ magazine Issue 14- March 10, 2006 Students will read various Non-fiction articles and identify non-fiction text features. Use the Text Feature Lesson to give an overview of the various text features found in informational texts. Go to the website and pick a painting or drawing by Jan Komski. Write a journal entry telling the emotions and the story that goes along with the painting or drawing, as if you were Jan Komski. Take the tour, remember.org and in your "journal" graph the similarities and differences between each piece of artwork from the Holocaust, and the photographs taken in 1996. Use novel discussion questions to write in student journals. Standards RI.6.2 Central Message of Informational text Novel Theme Questions RI.6.8 Relevant / Important information Text Features Lesson: http://www.thecurriculumcorner.com/2013/02/1 1/nonfiction-text-features/ RI.6.10 Reading on grade level Journaling http://www.remember.org/komski/index.html Journaling Novel Compare/Contrast Questions http://www.brighthubeducation.com/homeworkhelp-literature/97611-the-boy-in-the-stripedpajamas-study-questions/ W.6.8 Relevant information from media W.6.10 Writing over extended times W.6.10 Writing over extended times English Language Arts, Grade 6 24 Skills Addressed Extended Text Study Setting Activities Reading should be a readaloud/modelling. Framework Element Reading Workshop Read Aloud The Boy in the Striped Pajamas or The Boy Who Dared Irony Setting: Prose Constructed Response: As students read the novel, respond to the question: If the setting was changed, how would it affect the story? Irony Lesson Dramatic Irony- Dramatic irony refers to a time when one character is ignorant of something that the other characters and the reader understand. What examples of dramatic irony can you find in Bruno's encounter with Pavel? Verbal Irony: Irony in which a person says or writes one thing and means another, or uses words to convey a meaning that is the opposite of the literal meaning. Prose Constructed Response: Narrative Prose Constructed Response In the novel, The Boy in the Striped Pajamas or The Boy Who Dared, the author creates vivid setting and distinct characters. Resolve the conflict of the novel in a new narrative where the protagonist survives. In your story, be sure to use what you have learned about the setting and the characters as you tell what happens next. Reading Workshop / Writing Workshop Resources Standards Novel Guide for the Boy Who Dared: RL.6.1 http://www.scholastic.ca/kids/discussionguides/p Find text evidence dfs/theboywhodared.pdf RL.6.2 Find details to determine theme Discussion Questions Boy in the Striped Pajamas RL.6.3 http://www.litlovers.com/reading-guides/13Plot and Character fiction/146-boy-in-the-striped-pajamasboyne?start=3 RL.6.6 Point of view Boy in the Striped Pajamas Novel Compare/Contrast Questions RL.6.10 http://www.brighthubeducation.com/homework- Reading on grade help-literature/97611-the-boy-in-the-stripedlevel pajamas-study-questions/ W.6.9 Irony Lesson Using evidence to http://www.scholastic.com/teachers/lessonsupport my writing plan/irony-gift-magi SL6.1 Collaborative discussions The Boy in the Striped Pajamas The Boy Who Dared RL.6.5 Sentences contributing to setting W. 6.9 Using evidence to analyze and reflect W.6.3 Write narratives English Language Arts, Grade 6 25 Skills Addressed Informational Writing Latin and Greek Vocabulary Units 6-9 Activities Writing an Informational Essay With Presentation (Infographic, Poster, Brochure) Students will research a Holocaust survivor, and give a presentation on it. Focus on the following writing: Introductions Using Sources Domain Specific Language Formal Writing Style Conclusions Latin & Greek root vocabulary Tier 2 Lists from Boy in the Striped Pajamas or The Boy Who Dared Connotation & Denotation Literary terms Framework Resources Element Writing Comprehensive list of survivors Workshop http://holocaustresearchproject.org/survivor/inde x.html W.6.2 Write Informational Essays Interactive Writing Tool http://www.readwritethink.org/classroomresources/student-interactives/essay-30063.html Sl.6.4 Present information in logical order SL.6.5 Include multimedia for a presentation Do Now Tier 2 Vocabualry: Boy in the Striped Pajamas or The Boy Who Dared Latin and Greek Roots: Units 6-9 Grammar Study Pronoun Study: Subjects, objects, possessive Intensive/Reflexive Shifts in Pronoun Use Vague Pronouns Standards Do Now Holt Elements of Language: Pronouns: 328-335 Objects: 405-408 Indefinite and Antecedents: 427-440 RL.6.4 Determine word meaning L.6.1 6th grade grammar and usage L.6.4 Clarify unknown meanings of words L.6.5 Understanding deeper meanings L.6.6 Using 6th grade vocabulary L6.1 Pronouns L6.2 Capitalize, punctuate and spell correctly English Language Arts, Grade 6 26 ELA Grade 6 Unit C Topic: What the World Eats Time Frame: Seven to Eight Weeks Performance Task: Argumentative Composition Unit-Level Assessments: Prose Constructed Response, Vocabulary Quizzes, Novel Test, Student Presentation, Description: This informational unit is based on the novel What the World Eats by Faith D’Aluisio. The purpose of this unit is to expose students to different cultures, diverse eating habits, and controversial elements of nutrition. Students will choose a nutrition topic and write an argumentative essay/composition to help teach others about food security and insecurity. CCSS Target Skills Reading Writing Language Text Structure / Features Argumentative Composition/Essay Latin and Greek roots (10-13) Integrating media Prose Constructed Response Evaluating Point of View Speaking and Listening Socratic Seminar Journaling Evaluating Claims Using details to determine message Analyze Sentence for contribution to theme Compare/ contrast across genres English Language Arts, Grade 6 27 Common Core “I can” Statements Number RL6.5 RL6.6 RL6.9 Number RI6.1 RI6.2 RI6.3 RI6.4 RI6.5 RI6.6 RI6.7 RI6.8 RI6.9 RI6.10 Number W6.1 W6.4 W6.5 W6.6 Reading Standards for Literature I can analyze how a particular sentence contributes to the theme, setting, or plot of a text. I can explain how an author develops the point of view of the narrator or the speaker in a text. I can compare and contrast similar themes in various genres. Reading Standards for Informational Texts I can find textual evidence to support my analysis of the text and draw inferences. I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text. I can analyze how an idea is introduced, illustrated, and elaborated upon in an informational text. I can determine figurative, connotative, or technical meaning of a word or phrase used based on how it is used in an informational text I can analyze how various sections of an informational text fits an overall structure of the text and how it affects the development of the ideas in the text. I can determine an author’s point of view and explain how it is presented in the text. I can integrate information from different media or formats to add to my understanding of a topic or issue. I can evaluate claims in a text and distinguish between those that are supported by reasons and evidence and those that are not. I can compare and contrast one author’s presentation of events with that of another. I can read and understand informational text on my grade level. Writing Standards I can write an argument with clear reasons and relevant evidence to support my claim. A: I can organize my claims, reasons, and evidence clearly. B: I can write an argument with evidence using credible sources. C: I can use words, phrases and clauses to clarify the relationships among claims and reasons. D: I can establish and maintain a formal style when writing an argument. E: I can write a conclusion that follows from the argument I present in my writing. I can write clear and focused writing where the development, organization, and style are appropriate my purpose and audience. I can make writing better by using my peers and adults to help with my planning, revising, editing, rewriting, or trying new approaches. I can use my keyboarding skills to produce and publish writing and collaborate with others. I can type at least three pages in a single setting. English Language Arts, Grade 6 28 Number W6.8 W6.9 W6.10 Number SL6.1 SL6.3 SL6.4 SL6.6 Number L6.1 L6.2 L6.3 L6.4 L6.5 Writing Standards I can gather relevant information from multiple print and digital sources, asses their credibility, and provide basic bibliographic information for sources. I can properly quote or paraphrase information from sources. I can draw evidence from texts to support my analysis, reflection, and research. A: I can draw evidence from literature to support my analysis, reflection, and research at a sixth-grade level. B: I can draw evidence from informational texts to support my analysis, reflection, and research at a sixth-grade level.; I can write over different time frames for a range of tasks, purposes, and audiences. Speaking and Listening Standards I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues. A: I can prepare myself for collaborative discussion by reading or studying the required material in advance. B: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed. C: I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion. D: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said. I can describe a speaker’s argument and claims, and I am able to distinguish between those claims that are based on reasons and evidence and those that are not. I can present claims and findings by sequencing ideas logically and using pertinent descriptions, facts, and details to emphasize main ideas and themes. I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and appropriate. Language Standards I can demonstrate a sixth-grade level command of Standard English grammar and usage conventions when writing or speaking. A - I can use parenthetical elements when writing A: I can vary sentence patterns to clarify meaning, promote better reader/listener interest, and show my own writing style. I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words by using the strategies I’ve learned for reading sixth-grade content. A: I can use context clues to help me determine the meaning of a word or phrase. B: I can use what I know about Greek and Latin roots as clues to the meanings of words. C: I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech. D: I can make a guess about what a word means and then check my understanding using reference materials. I can show that I understand deeper meanings of words and phrases. C: I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different. English Language Arts, Grade 6 29 Text / Media Sources Extended Texts What the World Eats by Faith D’Aluisio Anthology “All American Slurp” (Short Story) “Coming to America” (Essay) “Good Hot Dogs” (poems) Articles Food labels Article https://newsela.com/articles/nutrition-labels/id/2906/#articles/nutritionlabels/id/2906/ Schools look for ways to stop students from tossing their lunches https://newsela.com/articles/food-waste/id/3350/#articles/food-waste/id/3350/ Michelle Obama gets ready to fight for healthier foods in school lunches https://newsela.com/articles/obama-lunchresponse/id/4175/#articles/obamalunchresponse/id/4175/ Milk Article https://newsela.com/articles/milk-trends/id/3168/#articles/milk-trends/id/3168/ Test Tube Meat https://newsela.com/articles/testtube-meat/id/4088/ Breakfast around the world http://www.buzzfeed.com/arielknutson/delicious-breakfasts-from-around-the-world NY Times PhotoEssay http://time.com/#8515/hungry-planet-what-the-world-eats/ One Country’s Table Scraps, Another Person’s Meal http://www.nytimes.com/learning/teachers/featured_articles/20080519monday.html If the Taliban takes power, Afghan women fear their freedoms may vanish https://newsela.com/articles/afghan-women/id/2674/ English Language Arts, Grade 6 30 Text / Media Sources Media Ecological footprint quiz http://footprint-calculator.islandwood.org/ Nourish Interactive Tool www.nourishinteractive.com Ten Unusual Food Etiquettes Around the World https://www.youtube.com/watch?v=D2RnaViWuuE The Sharing Project https://www.youtube.com/watch?v=zFTspq_nzG4 Fast Food Around the World https://www.youtube.com/watch?v=fYSJ32sqPEw Novel Guide http://www.eusa.org/siteresources/data/files/pg_hungryplanet.pdf Lesson Plans: http://kernelsoftruth.pbworks.com/w/page/51937288/What%20the%20World%20Eats%20Lesson%20Plans What Do People Eat? http://learningtogive.org/lessons/unit358/lesson1.html Everybody’s Different: Different Cultures, Different Traditions. https://www.youtube.com/watch?v=65uYTF2HDQc English Language Arts, Grade 6 31 Resources Elements of Literature Elements of Language News ELA Youtube Videos Prestwick House, Latin and Greek Roots Assessments Formative Socratic Seminar Jigsaw Assignment Article Quizzes Vocabulary / Grammar Quizzes Elements of Literature Tests Prose Constructed Response Novel Test Summative Argumentative Composition *Benchmark* End of Unit Assessment English Language Arts, Grade 6 32 Scope and Sequence Skills Addressed *Integrating technology *Comparing author’s presentation Activities *As an introduction, have students take the Ecological Footprint quiz and discuss their results. Use this as a springboard to discuss how their results might compare to others around the world * Read “All American Slurp” and compare to “Ten Unusual Food Etiquettes around the world” Framework Resources Elements Reading Ecological Footprint website Workshop You Tube Videos: Ten Etiquette Rules Around the World YouTube Video: The Sharing Project Text Structure: Categorization, Sequential, Problem/ Solution, Description, Cause/Effect *Use the various texts to show students different text structures. *Have students identify the similarities and differences between text structures *Discuss the benefits of using one structure over another depending on the topic. Reading Workshop Collegial Discussion *Jigsaw the various countries to pairs or groups and have them become experts in their country in preparation for discussion *Prepare a Socratic Seminar for a discussion about the articles and/or media sources Reading should be a collaborative reading of small groups and independent reading. Jigsaw the piece out to pairs and small groups. Mini-lessons: Identifying text features and Structure Main idea Drawing Conclusions Socratic Seminar Extended Text Study All American Slurp What the World Eats News ELA Article: Food Labels Article Reading Workshop What the World Eats NewsELA articles: Breakfast around the world One Country’s Table Scraps, Another Person’s Meal Novel Guide http://www.eusa.org/siteresources/data/files/pg _hungryplanet.pdf Lesson Plans: http://kernelsoftruth.pbworks.com/w/page/519 37288/What%20the%20World%20Eats%20Le sson%20Plans What Do People Eat? http://learningtogive.org/lessons/unit358/lesson 1.html Standards RI.6.7 Integrating information from technology RI.6.9 Compare and contrast presentation of information RI.6.5 Analyze text structure RI.6.3 Analyze the introduction and development of an idea SL.6.1 A-D Engage in collegial discussions RI.6.1 Find text evidence RI.6.3 Analyze text structure English Language Arts, Grade 6 33 Skills Addressed Main Idea and Supporting Details Figurative, connotative, or technical meaning Evaluating Fact and Opinion Argumentative Essay Activities *Students develop summaries of selected articles focusing on the main idea and important supporting details, being careful to exclude extraneous details not necessary for basic comprehension *Use mentor sentences from the texts to have students analyze figurative, connotative, and/or technical meanings Framework Resources Elements Reading News ELA Workshop What the World Eats RI6.2 Central message and summarizing Reading Workshop All text sources L.6.4 Unknown/multiple meaning words *Have students work together to identify an author’s claims, determining if they are supported by evidence or if they are not. Reading Workshop What the World Eats RI.6.8 Evaluating Claims Write an argument composition / essay focusing on a controversial nutrition topic. Writing Workshop Use mentor texts to model various argumentative essays. Structure Organization Credible Sources Formal Style of Writing Writing Conclusions Use Prompts to have students write a nutritional journal. What do they eat over a week? How does it compare to the country they are reading? Compare / Contrast food costs and nutrition value. NewsELA articles: Test Tube Meat Schools Look for way to stop students from tossing their lunches Scholastic News or Scope Magazine Argumentative Essay Lesson plans http://www.scholastic.com/browse/lessonplan.j sp?id=1571 Follow Process Writing. Journaling Standards Choosing Words Wisely http://www.scholastic.com/content/collateral_r esources/pdf/e/expo_9_12_activity2_chooseyo urwordswisely.pdf Journaling Using Credible Sources: http://libguides.mjc.edu/content.php?pid=3423 7&sid=251605 Nutrition Calculator http://nutritiondata.self.com/ Teacher created prompts W.6.1a-e Writing Arguments W.6.5 Writing Process for Editing W.6.8 Citing Sources W. 6.10 Writing over an extended Period of time English Language Arts, Grade 6 34 Skills Addressed Prose Constructed Response Activities Prose Constructed Response: Pre-requisite skills: Note taking from a video Task Purpose Interesting vs. Important Relevant vs. Irrelevant Framework Resources Elements Reading / “Baucis and Philemon” Elements of Literature Writing Workshop If the Taliban takes power, Afghan women fear their freedoms may vanish https://newsela.com/articles/afghanwomen/id/2674/ Research Simulation You have read two texts and watched one video which portray customs. Write an essay that compares and contrasts the way each author expresses his or her ideas about customs. Latin and Greek Vocabulary Latin and Greek Roots Units 10-13 Tier 2, Novel Vocabulary Grammar Using punctuation with Informational text Teach: Parenthetical Elements Everybody’s Different: Different Cultures, Different Traditions. https://www.youtube.com/watch?v=65uYTF2 HDQc Standards RL.6.5 Analyzing sentences for theme RL. 6.9 Compare and Contrast genres RL.6.10 Understanding grade level texts W.6.2 Writing informative pieces to examine theme W.6.9 Draw evidence from texts L.6.4 Clarify meanings of unknown words Do NOW Greek and Latin Roots, Book one What the World Eats DO NOW Elements of Language: Punctuation (End Marks, Commas, Semicolons, Colons) pages 560 – 582 W.6.5 Revise, Edit for punctuation Punctuation(Underlining, Italics, Quotations, Apostrophes, Hyphens, Dashes): pages 587610 L.6.2A Using Parenthesis with nonrestrictive clauses Teacher Created Materials English Language Arts, Grade 6 35 ELA Grade 6 Unit D Topic: Who am I? Time Frame: 7-8 Weeks Performance Task: Narrative Writing Unit-Level Assessment: Novel test, Elements of literature test, Vocabulary Quizzes, Cold Read Assessments Description: This is a literature unit based on the novel When You Reach Me, by Rebecca Stead. This unit will focus on how plot, character, and setting move toward the conclusion of a novel. Students will learn about creating their own identity, developing and maintaining relationships, and forgiveness. Students will understand how an individual’s point of view effects the way situations and characters are perceived. The essential questions of the unit will: Is a person’s social and economic status important? How important are family and friends to contributing to the person you become? Can individual events change the course of history forever? CCSS Target Skills Reading Writing Predicting and inferring Narrative Writing Plot, Setting, Theme, Point of View Journal Entries Speaking and Listening Vocabulary Latin and Greek Roots (Units 1417) Socratic Seminar Direct and Indirect Characterization Tier 2 Vocabulary – When You Reach Me English Language Arts, Grade 6 36 Common Core “I can” Statements Number RL6.1 RL.6.2 RL6.3 RL6.4 RL6.5 RL6.6 RL6.7 RL6.9 RL.6.10 Number RI6.2 RI6.9 Number W6.3 W6.4 W6.6 W6.10 Reading Standards for Literature I can find textual evidence to support my ideas about a text. I can use details from the text to determine the theme of the story. I can give a summary of the story without bias. I can describe the sequence of events in a story (plot) and tell how the characters change as the story moves toward a conclusion. I can determine the figurative meaning of a word or phrase in a text. I can analyze the impact that word choice has on meaning and tone. I can analyze how a particular sentence contributes to the theme, setting, or plot of a text. I can explain how an author develops the point of view of the narrator or the speaker in a text. I can compare and contrast the experience of reading a text with seeing or hearing a performance of the text. I can compare and contrast similar themes in various genres. I can read and understand literature on my grade level. Reading Standards for Informational Texts I can use details from the text to determine the central message of a piece of nonfiction. I can provide an unbiased summary of a text. I can compare and contrast one author’s presentation of events with that of another. Writing Standards I can write narratives that develop real of imagined experiences using effective technique, descriptive details, and logical sequences. A – I can engage the reader by writing an introduction that explains a context and introduces a narrator and/or characters. B – I can use dialogue, pacing, and description to develop experiences, events, and characters in my narrative. C – I can use transition words, phrases, and clauses to convey sequence and signal shifts in time frame or setting in my narrative. D – I can use precise words and phrases, relevant descriptive details, and sensory language to help readers understand experiences and events in my narrative. E – I can write a conclusion that follows the experiences or events described in my narrative. I can write clear and focused writing where the development, organization, and style are appropriate my purpose and audience. I can use my keyboarding skills to produce and publish writing and collaborate with others. I can type at least three pages in a single setting. I can write over different time frames for a range of tasks, purposes, and audiences. English Language Arts, Grade 6 37 Number SL6.1 SL6.2 SL6.6 Number L6.3 L6.4 L6.5 Speaking and Listening Standards I can engage in different types of collaborative discussions about sixth-grade topics, text, and issues. 1a: I can prepare myself for collaborative discussion by reading or studying the required material in advance. 1b: I can follow rules for discussions, set goals and deadlines, and define roles in discussions as needed. 1c: I can pose and respond to questions with elaboration and detail in a way that contributes to the topic under discussion. 1d: I can think through the key ideas expressed in a discussion and show my understanding of different perspectives by reflecting aloud and restating what others have said. I can interpret information presented in different media and formats and explain how it contributes to the discussion. I can change my way of speaking to suit a variety of situations and tasks and use formal English when necessary and appropriate. Language Standards 3a: I can vary sentence patterns to clarify meaning, to promote better reader/listener interest, and to show my own writing style. I can use different strategies to determine or clarify the meanings of unknown and multiple meaning words by using the strategies I’ve learned for reading sixth-grade content. A: I can use context clues to help me determine the meaning of a word or phrase. B: I can use what I know about Greek and Latin roots as clues to the meanings of words. C: I can use different reference materials (print and digital) to find the correct pronunciation of a word, clarify its meaning, or to find its part of speech. D: I can make a guess about what a word means and then check my understanding using reference materials. I can show that I understand deeper meanings of words and phrases. A: I can interpret discover the meaning of figurative language: similes, metaphors, personification, idioms, hyperboles, onomatopoeia B: I can use relationship between particular words to help me understand each of the individual words (cause/effect, part/whole, item/category) C: I can understand the slight differences between words with very similar meanings. I can understand that connotations and denotations of words are different. English Language Arts, Grade 6 38 Text / Media Sources Extended Texts When You Reach Me by Chelsea Steed Anthology Article “Lincoln’s Humor”, Essay by “Actress's extra-short Afro changes view of beauty” Louis Koenig, 132 https://newsela.com/articles/afro-beauty/id/3375/#articles/afro-beauty/id/3375/ “I was not alone” from I Dream a World, 350 The Story on Self-Esteem http://kidshealth.org/kid/feeling/emotion/self_esteem.html# “Types of Family Structures” by Michelle Blessing http://family.lovetoknow.com/about-family-values/types-family-structures Media Pyramid Preview https://www.youtube.com/watch?v=U-nRyQ05SHo Cheerios Commercial http://www.huffingtonpost.com/2013/05/31/cheerios-commercial-racist-backlash_n_3363507.html Teens Talk About Family https://www.youtube.com/watch?v=beuvyZfBFGQ That’s a Family https://www.youtube.com/watch?v=sK3sqXXqS-4 Plot Diagram online application: http://www.readwritethink.org/classroom-resources/student-interactives/plot-diagram-30040.html Wordle: www.wordle.net Prezi on Writing Point of View http://prezi.com/wizasb228rq_/developing-authors-point-of-view/ English Language Arts, Grade 6 39 Resources Elements of Literature Elements of Language News ELA Kids Health.org You Tube Videos Prestwick House, Latin and Greek Roots Teacher Appendix Assessments Formative Latin and Greek Vocabulary Quizzes Elements of Literature Tests Grammar Quizzes News ELA Quizzes Cold Read Assessments Socratic Seminar Summative Narrative Writing *Benchmark* STAR Assessment English Language Arts, Grade 6 40 Scope and Sequence Skills Addressed Collegial Discussion Activities Students should independently read the article “Types of Family Structures” by Michelle Blessing and watch the YouTube video “Controversial Cheerios Commercial” or “That’s a Family”. Framework Elements Socratic Seminar Journaling Citing Text Evidence Standards “Types of Family Structures” by Michelle Blessing http://family.lovetoknow.com/aboutfamily-values/types-family-structures Family Commercial http://www.huffingtonpost.com/2013/ 05/31/cheerios-commercial-racistbacklash_n_3363507.html Students should read the article “Family Structures” to themselves. Students should be ready to discuss the various structures of families as well as their own family structure. Prose Constructed Response: You have read the article “Types of Family Structures” and viewed a video regarding family structures. Both explore the concept of family. Describe what family means to you. How important is it to be a member of a family? How do you rely on your family? Read the short stories, “Lincoln’s Humor” and “I was not Alone” Resources Reading Workshop RI. 6.9 Compare/contrast themes in different genres SL.6.1 Engage in collaborative discussion SL.6.2 Explain how media contributes to discussion That’s A Family https://www.youtube.com/watch?v=s K3sqXXqS-4 SL.6.6 Use formal English “Lincoln’s Humor” RL.6.1 Find text Evidence “I Was Not Alone” Prose Constructed Response: You have read two articles. Based on the articles, how does the author show the types of people they were? How does this show individuality? RI.6.2 Using details to determine theme English Language Arts, Grade 6 41 Skills Addressed Predicting / Inferring Author’s POV Activities Students will view excerpts from the movie, A Wrinkle in Time. Framework Elements Reading Workshop Students will receive biographical information on the author. (Use the novel guide) Students will complete a KWL Chart. Describing Plot Analyzing Character Changes Reading should be a collaborative reading of small groups and independent reading. Plot Analysis Students will be given a plot diagram that students will complete as the novel is read aloud. Direct and Indirect Characterization Use a handout on characters, chart, or interactive notebook to discuss various character types. Using the novel guide, students will answer prompt questions in their journal. Standards Movie clip: A Wrinkle in time https://www.youtube.com/watch?v=m _CLckTe-dg Novel Guide: http://www.juniorlibraryguild.com/im ages/9780982350690/StudyguideTeac her/WhenYouReachMe_TE_JLGGuid e.pdf Students will make inferences about the novel, When You Reach Me. Extended Text Study Reading Strategy: Summarizing Resources RL.6.6 Author’s point of view RL.6.9 Compare Genres Pyramid Preview https://www.youtube.com/watch?v=U -nRyQ05SHo Reading workshop Journaling When You Reach Me RL.6.2 Theme and Summary Novel Guide: http://www.juniorlibraryguild.com/im ages/9780982350690/StudyguideTeac her/WhenYouReachMe_TE_JLGGuid e.pdf RL.6.3 Plot, Characters, Setting RL6.7 Compare/contrast with viewing and reading text. RL.6.9 Compare Genres RL.6.10 Grade level reading W.6.10 Writing over extended periods of time. English Language Arts, Grade 6 42 Skills Addressed Analyzing word choice for meaning and tone Analyzing sentence contribution to overall theme Developing Author point of view Activities Students will read an excerpt from the autobiography I Know Why the Caged Bird Sings called Brother. Students will summarize the selection in a Think-Pair-Share situation. PCR: Angelou says that she was not as handsome as Bailey was. What does that reveal about Angelou’s self-image? What else in the story supports this understanding about Angelou’s self-image? Students should work in pairs to create a Wordle using key vocabulary from the text and especially choosing words that describe Angelou. Teach: Writing Point of View Use “The House” activity from the Prezi to teach Point of View. First, Have the students look at it from their point of view. What is important to them? Underline key words/phrases. Second, Have the students look at it from the Realtor’s point of view. Box key words and phrases. Finally, have students look at it from the thief’s points of view. Highlight key words/phrases. Framework Elements Reading workshop Resources Standards Wordle www.wordle.net RL.6.4 Determine figurative language ”Brother” from I Know Why the Caged Bird Sings RL.6.5 Analyze settings fro theme, setting, plot, or character Journaling L.6.4 Context Clues L.6.5 Figurative Language Writing Workshop Writing Point of View http://fictionwriting.about.com/od/craf ttechnique/a/pointofview.htm RL.6.6 Author’s point of view Using SOAPSTONE http://prezi.com/wizasb228rq_/develo ping-authors-point-of-view/ English Language Arts, Grade 6 43 Skills Addressed Writing Narratives Activities Write a Narrative that develops real or imagined experiences. Framework Elements Writing Workshop Resources Standards Slideshow – Writing Narratives http://www.slideshare.net/mungo13/w riting-narratives Use Process Writing. Writing over time frames Latin and Greek Roots Units 14-17 Tier 2 Vocabulary Grammar Use the slideshare to choose the elements of a story you want students to write. Show mentor texts and models to guide student learning. Use the novel guide to come up with journal prompts Use Novel guide to identify tier 2 vocabulary. Grammar and Mechanics study W.6.3 a-3 Writing Narratives W.6.5 Revising / Editing W.6.6 Using Keyboarding skills Journaling Do Now Do Now Novel Guide: http://www.juniorlibraryguild.com/im ages/9780982350690/StudyguideTeac her/WhenYouReachMe_TE_JLGGuid e.pdf Tier 2 Vocabulary: When You Reach Me RL.6.9 Compare and contrast across genres W.6.10 Write over time L.6.4 Greek and Latin Roots Latin and Greek Roots L.6.5 Relationships of words 6th Grade Interactive Language Arts Skill Builders http://www.internet4classrooms.com/s kill_builders/punctuation_language_ar ts_sixth_6th_grade.htm L.6.2 Using correct grammar L.6.3 Vary sentence structure Using Dashes in Writing http://www.myenglishteacher.net/dash es.html English Language Arts, Grade 6 44 Appendix A Adaptations for Special Education Students, English Language Learners, and Gifted and Talented Students Making Instructional Adaptations Instructional Adaptations include both accommodations and modifications. An accommodation is a change that helps a student overcome or work around a disability or removes a barrier to learning for any student. Usually a modification means a change in what is being taught to or expected from a student. -Adapted from the National Dissemination Center for Children with Disabilities ACCOMMODATIONS Required when on an IEP or 504 plan, but can be implemented for any student to support their learning. MODIFICATIONS Only when written in an IEP. Special Education Instructional Accommodations Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers shall implement any instructional adaptations written in student IEPs. Teachers will implement strategies for all Learning Styles (Appendix B) Teacher will implement appropriate UDL instructional adaptations (Appendix C) Gifted and Talented Instructional Accommodations Use the Wonders Science/Social Studies Workstation Cards green activity. Teacher will implement Adaptations for Learning Styles (Appendix English Language Arts, Grade 6 45 Teacher will implement appropriate UDL instructional adaptations (Appendix English Language Learner Instructional Accommodations Use the Wonders Social Studies/Science Workstation Cards orange activity. Teachers will implement the appropriate instructional adaptions for English Language Leaners (Appendix E) English Language Arts, Grade 6 46 APPENDIX B Learning Styles Aadapted from The Learning Combination Inventories (Johnson, 1997)and VAK (Fleming, 1987) Accommodating Different Learning Styles in the Classroom: All learners have a unique blend of sequential, precise, technical, and confluent learning styles. Additionally, all learners have a preferred mode of processing information- visual, audio, or kinesthetic. It is important to consider these differences when lesson planning, providing instruction, and when differentiating learning activities. The following recommendations are accommodations for learning styles that can be utilized for all students in your class. Since all learning styles may be represented in your class, it is effective to use multiple means of presenting information, allow students to interact with information in multiple ways, and allow multiple ways for students to show what they have learned when applicable. Visual Audio Kinesthetic Utilize Charts, graphs, concept maps/webs, pictures, and cartoons Watch videos to learn information and concepts Encourage students to visulaize events as they read Study using flash cards Model by demonstrating tasks or showing a finished product Have written directions available for student Allow students to give oral presentations or explain concepts verbally Present information and directions verbally or encourage students to read directions aloud to themselves. Utilize read alouds Utilize songs, rhymes, chants and choral response, Act out concepts and dramatize events Trace words/sounds on paper, sand, or water Use manipulatives Allow students to depen knowledge through hands on projects English Language Arts, Grade 6 47 Sequential: following a plan. The learner seeks to follow step-by-step directions, organize and plan work carefully, and complete the assignment from beginning to end without interruptions. Accommodations: Repeat/rephrase directions Provide a checklist or step by step written directions Break assignments in to chunks Provide samples of desired products Help the sequential students overcome these challenges: over planning and not finishing a task, difficulty reassessing and improving a plan, spending too much time on directions and neatness and overlooking concepts Precise: seeking and processing detailed information carefully and accurately. The learner takes detailed notes, asks questions to find out more information, seeks and responds with exact answers, and reads and writes in a highly specific manner. Accommodations: Provide detailed directions for assignments Provide checklists Provide frequent feedback and encouragement Help precise students overcome these challenges: overanalyzing information, asking too many questions, focusing on details only and not concepts Technical: working autonomously, "hands-on," unencumbered by paper-and-pencil requirements. The learner uses technical reasoning to figure out how to do things, works alone without interference, displays knowledge by physically demonstrating skills, and learns from real-world experiences Accommodations: Allow to work independently or as a leader of a group Give opportunities to solve problems and not memorize information Plan hands-on tasks Explain relevance and real world application of the learning Will be likely to respond to intrinsic motivators, and may not be motivated by grades Help technical students overcome these challenges: may not like reading or writing, difficulty remaining focused while seated, does not see the relevance of many assignments, difficulty paying attention to lengthy directions or lectures English Language Arts, Grade 6 48 Confluent: avoiding conventional approaches; seeking unique ways to complete any learning task. The learner often starts before all directions are given; takes a risk, fails, and starts again; uses imaginative ideas and unusual approaches; and improvises. Accommodations: Allow choice in assignments Encourage creative solutions to problems Allow students to experiment or use trial and error approach Will likely be motivated by autonomy within a task and creative assignments Help confluent students overcome these challenges: may not finish tasks, trouble proofreading or paying attention to detail English Language Arts, Grade 6 49 APPENDIX C Universal Design for Learning Adaptations Adapted from Universal Design For Learning Teachers will utilize the examples below as a menu of adaptation ideas. Provide Multiple Means of Representation Strategy #1: Options for perception Goal/Purpose To present information through different modalities such as vision, hearing, or touch. Examples Use visual demonstrations, illustrations, and models Present a power point presentation. English Language Arts, Grade 6 50 Strategy #2: Options for language, mathematical expressions and symbols Goal/Purpose To make words, symbols, pictures, and mathematical notation clear for all students. Examples Use larger font size Highlight important parts of text Strategy #3: Options for Comprehension Purpose To provide scaffolding so students can access and understand information needed to construct useable knowledge. Examples Use KWL strategies or charts. Provide written notes Make predictions Graphic organizers and concept maps English Language Arts, Grade 6 51 Provide Multiple Means of Action and Expression Strategy #4: Options for physical action Purpose To provide materials that all learners can physically utilize Examples Use of computers to type when available Provide help with cutting, pasting, or other physical tasks Preferential or alternate seating Provide assistance with organization English Language Arts, Grade 6 52 Strategy #5: Options for expression and communication Purpose To allow the learner to express their knowledge in different ways Examples Allow oral responses or presentations Students show their knowledge with webs, charts, graphs, or non-linguistic representations Strategy #6: Options for executive function Purpose To scaffold student ability to set goals, plan, and monitor progress Examples Provide clear learning goals, scales, and rubrics Modeling skills and tasks Utilize checklists Give examples of desired finished product Chunk longer assignments into manageable parts Teach and practice organizational skills English Language Arts, Grade 6 53 Provide Multiple Means of Engagement Strategy #7: Options for recruiting interest Purpose To make learning relevant, authentic, interesting, and engaging to the student. Examples Provide choice and autonomy on assignments Use colorful and interesting designs, layouts, and graphics on written documents Use games, challenges, or other motivating activities Provide positive reinforcement for effort English Language Arts, Grade 6 54 Strategy #8: Options for sustaining effort and persistence Purpose To create extrinsic motivation for learners to stay focused and work hard on tasks. Examples Show real world applications of the lesson Utilize collaborative learning Incorporate student interests into lesson Praise growth and effort Recognition systems Behavior plans Strategy #9: Options for self-regulation Purpose To develop intrinsic motivation to control behaviors and to develop self-control. Examples Give prompts or reminders about self-control Self-monitored behavior plans using logs, records, journals, or checklists Ask students to reflect on behavior and effort English Language Arts, Grade 6 55 Appendix D Gifted and Talented Instructional Adaptations How do the State of NJ regulations define gifted and talented students? Those students who possess or demonstrate high levels of ability, in one or more content areas, when compared to their chronological peers in the local district and who require modification of their educational program if they are to achieve in accordance with their capabilities. What types of instructional accommodations must be made for students identified as gifted and talented? The State of NJ Department of Education regulations require that district boards of education provide appropriate K-12 services for gifted and talented students. This includes appropriate curricular and instructional modifications for gifted and talented students indicating content, process, products, and learning environment. District boards of education must also take into consideration the PreK-Grade 12 National Gifted Program Standards of the National Association for Gifted Children in developing programs.. What is differentiation? Curriculum Differentiation is a process teachers use to increase achievement by improving the match between the learner’s unique characteristics: Prior knowledge Learning Rate Motivation Cognitive Level Learning Style Strength or Interest And various curriculum components: Nature of the Objective Teaching Activities Learning Activities Resources Products Differentiation involves changes in the depth or breadth of student learning. Differentiation is enhanced with the use of appropriate classroom management, retesting, flexible small groups, access to support personal, and the availability of appropriate resources, and necessary for gifted learners and students who exhibit gifted behaviors (NRC/GT, University of Connecticut). English Language Arts, Grade 6 56 English Language Arts, Grade 6 57 Gifted & Talented Accommodations Chart Adapted from Association for Supervision and Curriculum Development Teachers will utilize the examples below as a menu of adaptation ideas. Strategy High Level Questions Description Discussions and tests, ensure the highly able learner is presented with questions that draw on advanced level of information, deeper understanding, and challenging thinking. Tiered assignments In a heterogeneous class, teacher uses varied levels of activities to build on prior knowledge and prompt continued growth. Students use varied approaches to exploration of essential ideas. Flexible Skills Grouping Students are matched to skills work by virtue of readiness, not with assumption that all need same spelling task, computation drill, writing assignment, etc. Movement among groups is common, based on readiness on a given skill and growth in that skill. Student and teacher identify problems or topics of interest to student. Both plan method of investigating topic/problem and identifying type of product student will develop. This product should address the problem and demonstrate the student’s ability to apply skills and knowledge to the problem or topic Independent Projects Suggestions for Accommodation Require students to defend answers Use open ended questions Use divergent thinking questions Ask student to extrapolate answers when given incomplete information Use advanced materials Complex activities Transform ideas, not merely reproduce them Open ended activity Exempt gifted learners from basic skills work in areas in which they demonstrate a high level of performance Gifted learners develop advanced knowledge and skills in areas of talent Primary Interest Inventory Allow student maximum freedom to plan, based on student readiness for freedom Use preset timelines to zap procrastination Use process logs to document the process involved throughout the study English Language Arts, Grade 6 58 Learning Centers Centers are “Stations” or collections of materials students can use to explore, extend, or practice skills and content. For gifted students, centers should move beyond basic exploration of topics and practice of basic skills. Instead it should provide greater breadth and depth on interesting and important topics. Develop above level centers as part of classroom instruction Interest Centers or Interest Groups Interest Centers provide enrichment for students who can demonstrate mastery/competence with required work/content. Interest Centers can be used to provide students with meaningful learning when basic assignments are completed. Contracts are an agreement between the student and teacher where the teacher grants specific freedoms and choices about how a student will complete tasks. The student agrees to use the freedoms appropriately in designing and completing work according to specifications. Plan interest based centers for use after students have mastered content Allow gifted students to work independently using a contract for goal setting and accountability A 3-step process that (1) assesses what a student knows about material “to be” studied and what the student still needs to master, (2) plans for learning what is not known and excuses student from what is known, and (3) plans for freed-up time to be spent in enriched or accelerated study. Use pretesting and formative assessments Allow students who complete work or have mastered skills to complete enrichment activities Contracts and Management Plans Compacting English Language Arts, Grade 6 59 Appendix E English Language Learner Instructional Accommodations Adapted from World-class Instructional Design and Assessment guidelines (2014), Teachers to English Speakers of Other Languages guidelines, State of NJ Department of Education Bilingual Language Arts Instruction: Assign a buddy (who might speak same language). Simplify language, clarify or explain directions. Read directions in native language (may use online translator) Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Pre-teach proper nouns, difficult vocabulary, and pronunciation (ask students to repeat and pronounce back correctly) Highlight key words or phrases. Read aloud the text, using a slower rate of speech, as the student follows along. Allow ELL students to hear the text twice and have a second opportunity to check their answers. Keep a student’s linguistic ability in mind when selecting reading assignments Allow ELL students extended time Provide specific seating arrangement (close proximity for direct instruction and teacher assistance). Response: Allow for oral response instead of written response. Provide bilingual dictionaries. Allow the use of word walls and vocabulary banks. Allow ELL students to use graphic organizers. Allow flexibility in oral presentations (e.g. notes, presentation aides, or small group setting). Read assessments aloud, not including the reading assessments. Allow ELL students to discuss and clarify understanding of the writing assessment to the student so that the student can identify areas for revision. The ELL student may also independently read aloud their writing assessment for the same purpose. Read aloud the text using a slower rate of speech, as the student follows along immediately prior to the district fluency assessments and practice. English Language Arts, Grade 6 60 Science Instruction: Assign a buddy (who might speak same language) Pre-teach difficult vocabulary Simplify language, clarify or explain directions. Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Highlight key words or phrases. Read aloud questions and possible answers, using a slower rate of speech, as the student follows along. Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time. Provide specific seating arrangement (close proximity for direct instruction and teacher assistance). Response: Allow flexibility in oral presentations (e.g. presentation aides, or small group settings). Allow for oral response instead of written response (Provide bilingual directions). Allow ELL’s multiple ways to show scientific concepts (pictures, act out, model, label) Allow the use of word walls and vocabulary banks. Social Studies Instruction: Assign a buddy (who might speak same language) Simplify language clearly or explain directions. Read directions in native language. Provide translated test items. Translated test items can be read by the student and/or another bilingual individual. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment to make the text meaningful. Pre-teach difficult vocabulary Highlight key words or phrases. Read aloud text, questions and possible answers using a slower rate of speech as the student follows along, Allow ELL students to hear the text twice and have a second opportunity to check their answers. Allow ELL students extended time. Give more frequent breaks as needed during instruction and assessments. Provide specific seating arrangements (close proximity for direct instruction and teacher assistance). English Language Arts, Grade 6 61 Response: Allow for oral response instead of written response Allow the use of word walls and vocabulary banks. Allow ELL students to use graphic organizers. Allow flexibility in oral presentation (e.g. notes, presentation aides, or small group setting). Allow student to build a model, draw a picture, or make a collage to demonstrate knowledge of the topic Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment, to make the text meaningful. Read assessment aloud. Allow ELL students to discuss and clarify understanding performance prompt prior to starting the assessment Provide bilingual dictionaries . Math Instruction: Provide bilingual dictionaries. Simplify language, clarify or explain directions. Build background (discuss, allow for questions, and use visuals if applicable) prior to giving assessment make the text meaningful. Pre-teach difficult vocabulary. Highlight key word or phrases. Allow ELL students to hear word problems twice and have a second opportunity to check their answers. Allow ELL students extended time for word problems. Provide specific seating arrangement (close proximity for direct instruction, teacher assistance, and buddy). Response: Allow for oral explanations Allow the use of word walls and vocabulary banks. English Language Arts, Grade 6 62
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