English Language Arts College and Career Ready Standards and Alignment
Sixth Grade
Students will:
Reading Standards for Literature
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text. [RL.6.1]
2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments. [RL.6.2]
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution. [RL.6.3]
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and tone. [RL.6.4]
5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot. [RL.6.5]
6. Explain how an author develops the point of view of the narrator or speaker in a text. [RL.6.6]
Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what
they perceive when they listen or watch. [RL.6.7]
8. Differentiate among odes, ballads, epic poetry, and science fiction.
9. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy
stories) in terms of their approaches to similar themes and topics. [RL.6.9]
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RL.6.10]
Reading Standards for Informational Text
Key Ideas and Details
11. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text. [RI.6.1]
12. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the
text distinct from personal opinions or judgments. [RI.6.2]
13. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes). [RI.6.3]
Craft and Structure
14. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings. [RI.6.4]
15. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and
contributes to the development of the ideas. [RI.6.5]
16. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. [RI.6.6]
Integration of Knowledge and Ideas
17. Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in
words to develop a coherent understanding of a topic or issue. [RI.6.7]
18. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not. [RI.6.8]
19. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a
biography on the same person). [RI.6.9]
Range of Reading and Level of Text Complexity
20. By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high end of the range. [RI.6.10]
Writing Standards
Text Types and Purposes
21. Write arguments to support claims with clear reasons and relevant evidence. [W.6.1]
a. Introduce claim(s) and organize the reasons and evidence clearly. [W.6.1a]
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an
understanding of the topic or text. [W.6.1b]
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. [W.6.1c]
d. Establish and maintain a formal style. [W.6.1d]
e. Provide a concluding statement or section that follows from the argument presented. [W.6.1e]
22. Write informative or explanatory texts to examine a topic and convey ideas, concepts, and information
through the selection, organization, and analysis of relevant content. [W.6.2]
a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition,
classification, comparison or contrast, and cause and effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension. [W.6.2a]
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and
examples. [W.6.2b]
c. Use appropriate transitions to clarify the relationships among ideas and concepts. [W.6.2c]
d. Use precise language and domain-specific vocabulary to inform about or explain the topic. [W.6.2d]
e. Establish and maintain a formal style. [W.6.2e]
f. Provide a concluding statement or section that follows from the information or explanation presented.
[W.6.2f]
23. Write narratives to develop real or imagined experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. [W.6.3]
a. Engage and orient the reader by establishing a context and introducing a narrator, characters, or both;
organize an event sequence that unfolds naturally and logically. [W.6.3a]
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters. [W.6.3b]
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one
time frame or setting to another. [W.6.3c]
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences
and events. [W.6.3d]
e. Provide a conclusion that follows from the narrated experiences or events. [W.6.3e]
Production and Distribution of Writing
24. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience. (Grade-specific expectations for writing types are defined in standards 21-23 above.)
[W.6.4]
25. With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate
command of the first three Language standards in Grades K-6.) [W.6.5]
26. Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate
with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single
sitting. [W.6.6]
Research to Build and Present Knowledge
27. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry
when appropriate. [W.6.7]
28. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and
quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources. [W.6.8]
29. Draw evidence from literary or informational texts to support analysis, reflection, and research. [W.6.9]
a. Apply Grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or
genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar
themes and topics”). [W.6.9a]
b. Apply Grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and
specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that
are not”). [W.6.9b]
Range of Writing
30. Write routinely over extended time frames, including time for research, reflection, and revision, and shorter
time frames such as a single sitting or a day or two for a range of discipline-specific tasks, purposes, and
audiences. [W.6.10]
Speaking and Listening Standards
Comprehension and Collaboration
31. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on Grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
[SL.6.1]
a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion. [SL.6.1a]
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as
needed. [SL.6.1b]
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute
to the topic, text, or issue under discussion. [SL.6.1c]
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing. [SL.6.1d]
32. Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain
how it contributes to a topic, text, or issue under study. [SL.6.2]
33. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and
evidence from claims that are not. [SL.6.3]
Presentation of Knowledge and Ideas
34. Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. [SL.6.4]
35. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to
clarify information. [SL.6.5]
36. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
appropriate. (See Grade 6 Language standards 37 and 39 for specific expectations.) [SL.6.6]
Language Standards
Skills and understandings that are particularly likely to require continued attention in higher grades as they are applied
to increasingly sophisticated writing and speaking are marked with an asterisk (*).
Conventions of Standard English
37. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.
[L.6.1]
a. Demonstrate knowledge of subject-verb agreement when interrupted by a prepositional phrase, with
inverted word order, and with indefinite pronouns as subjects.
b. Ensure that pronouns are in the proper case (subjective, objective, possessive). [L.6.1a]
c. Use intensive pronouns (e.g., myself, ourselves). [L.6.1b]
d. Recognize and correct inappropriate shifts in pronoun number and person.* [L.6.1c]
e. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* [L.6.1d]
f. Recognize variations from Standard English in their own and others’ writing and speaking, and identify
and use strategies to improve expression in conventional language.* [L.6.1e]
38. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when
writing. [L.6.2]
a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive or parenthetical elements.*
[L.6.2a]
b. Spell correctly. [L.6.2b]
Knowledge of Language
39. Use knowledge of language and its conventions when writing, speaking, reading, or listening. [L.6.3]
a. Vary sentence patterns for meaning, reader or listener interest, and style.* [L.6.3a]
b. Maintain consistency in style and tone.* [L.6.3b]
Vocabulary Acquisition and Use
40. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6
reading and content, choosing flexibly from a range of strategies. [L.6.4]
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase. [L.6.4a]
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g.,
audience, auditory, audible). [L.6.4b]
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the
pronunciation of a word or determine or clarify its precise meaning or its part of speech. [L.6.4c]
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary). [L.6.4d]
41. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.6.5]
a. Interpret figures of speech (e.g., personification) in context. [L.6.5a]
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better
understand each of the words. [L.6.5b]
c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g.,
stingy, scrimping, economical, unwasteful, thrifty). [L.6.5c]
42. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases;
gather vocabulary knowledge when
Notes
English Language Arts Alignment, Grade 6
Students in the sixth grade undergo physical, social, emotional, and intellectual changes that affect their daily learning
experiences. Individuals progress from preadolescence to adolescence at vastly different rates. With a great deal of
sensitivity to the perceptions of peers, they are beginning to assert their independence when dealing with adults. This
process, however, is neither sequential nor predictable and often includes periods of fluctuation between adolescence
and preadolescence. As students move from concrete thinking to abstract concepts, they begin to question others’
messages and points of view while learning to better express and justify their own. Sixth grade students exhibit the full
range of learning styles and require both differentiated instruction and assessment opportunities to reach their unique
potential as learners.
Reading strategies applied to comprehension of texts in all content areas are essential and powerful tools. A
broader literacy repertoire, advanced literary elements, and extended vocabularies and communication skills lead to
increased critical-thinking abilities. Similarly, strengthened writing skills provide a means for expressing their
knowledge and opinions to a variety of audiences. Many opportunities are provided for students to develop questioning
and research strategies that assist them in organizing and presenting information in oral, visual, and written formats.
! Sixth Grade Reading Standards for Literature ELA 6.1 through ELA.6.6 can be taught, practiced, and applied
using most literary texts.
! Sixth Grade Reading Standards for Informational Text ELA.6.11 through ELA.6.19 can be taught, practiced, and
applied using most informational text.
! Students need to engage in discussion around both literary and informational text to improve comprehension.
! Student interest should be considered in the selection of independent reading material.
! Bullets ELA.6.21 a-e provide a framework to write arguments to support claims with clear reason and relevant
evidence (ELA.6.21).
! Bullets ELA.6.22 a-f provide a framework to write informative or explanatory texts to examine a topic and
convey ideas, concepts, and information ELA.6.22.
! Bullets ELA.6.23 a-e provide a framework to write narratives to develop real or imagined experiences ELA.6.23.
! ELA.6.26, 27, and 28 incorporate the relevant use of technology for research, production of writing, and
presentation.
English Language Arts Curriculum Guide
Sixth Grade
Use with Scott Foresman Reading Street
Unit One: Loyalty and Respect
ELA– Alabama College and Career Ready Standards
Date
Draft: 2013-14
Pacing: 6 weeks
Common Core – ( )
Week/Story
*ALCOS # Reading
ALCOS # Language
Writing
Speaking and Listening
Priority Skills
Week One:
Old Yeller
ELA.6.3 (RL.6.3)
ELA.6.7 (RL.6.7)
ELA.6.10 (RL.6.10)
ELA.6.4 (RL.6.4)
ELA.6.42
ELA.6.40a
ELA.6.37
ELA.6.38
ELA.6.23a (W.6.3a)
ELA.6.23b (W.6.3b)
ELA.6.30 (W.6.10)
ELA.6.31a,b (W.6.1a,b)
ELA.6.36 (W.6.6)
Week Two:
Mother
Fletcher’s
Gift
ELA.6.2 (RL.6.2)
ELA.6.1 (RL.6.1)
ELA.6.10 (RL.6.10)
ELA.6.4 (RL.6.4)
ELA.6.40b (L.6.4b)
ELA.6.40 (L.6.4)
ELA.6.37 (L.6.1)
ELA.6.23a,b (W.6.3a,b)
ELA.6.24 (W.6.4)
ELA.6.29 (W.6.9)
ELA.6.25 (W.6.5)
ELA.6.31a (SL.6.1a)
Week Three:
Viva New
Jersey
ELA.6.1 (RL.6.1)
ELA.6.2 (RL.6.2)
ELA.6.10 (RL.6.10)
ELA.6.8 (RL.6.8)
ELA.6.4 (RL.6.4)
ELA.40
(L.6.4)
ELA.40a (L.6.4a)
ELA.39
(L.6.3)
ELA.37
(L.6.1)
ELA.24
ELA.24
ELA.6.35
Setting, Visualize, Word
Structure, Model
Characterization Dialogue,
Storytelling, Memoir, Four kinds
of Sentences
Character and theme, inferring,
Greek and Latin Roots, Word
Structure, Rate, Talk Show,
Focus/Ideas, Narrative Essay,
Subjects and Predicates
Compare and Contrast,
Summarize, Unfamiliar Words,
Context Clues, Expression,
Advertisement, Word Choice,
Poem, Independent/Dependent
Clauses
Week Four:
Saving the
Rainforest
ELA.6.18 (RI.6.8)
ELA.6.17
(RI.6.7)
ELA.6.20 (RI.6.10)
ELA.6.14 (RI.6.4)
ELA.40a (L.6.4.a)
ELA.37 (L.6.1)
ELA.6.21a,b,
(W.6.1a,b)
ELA.6.29
(W.6.9)
ELA.6.31a,b,d
(SL.6.1a,b,d)
Week Five:
When
Crowbar
Came
ELA.6.18
ELA.6.11
ELA.6.20
ELA.6.14
ELA.6.42 (L.6.6)
ELA.6.40a (L.6.4a)
ELA.6.37 (L.6.1)
ELA.6.23
(W.6.3)
ELA.6.23a,b (W.6.3a,b)
ELA.6.31a,b,c,d
(SL.6.1a,b,c,d)
**Week Six:
Review/Asse
ssment
(RI.6.8)
(RI.6.1)
(RI.6.10)
(RI.6.4)
(L.6.6)
(L.6.4a)
(L.6.1)
(L.6.2)
(W.6.4)
(W.6.4)
(SL.6.5)
Fact and Opinion, Important
Ideas, Word Endings, -ed, -s,
Word Structure, Appropriate
Phrasing and Punctuation Cues,
Panel Discussion, Focus/Ideas,
Problem-Solution Essay,
Compound/Complex Sentences
Fact and Opinion, Answer
Questions, Word Structure,
Model Tempo and Rate, Panel
Discussion, Narrative Writing,
Common and Proper Nouns
English Language Arts Curriculum Guide
Sixth Grade
Use with Scott Foresman Reading Street
Draft: 2013-14
Unit Two: Space and Time
Date
Pacing: 6 weeks
Week/Story
*ALCOS # Reading
ALCOS # Language
Writing
Speaking and Listening
Priority Skills
Week One:
The Universe
ELA.6.12 (RI.6.2)
ELA.6.11 (RI.6.1)
ELA.6.20(RI.6.10)
ELA.17 (RI.6.7)
ELA.6.40b (L.6.4b)
ELA.6.40a (L.6.4a)
ELA.24 (W.6.4)
ELA.21a-e (W.6.1a-e)
ELA.6.31a,b,c,d
(SL.6.1a,b,c,d)
ELA.6.32 (SL.6.2)
Week Two:
Dinosaur
Ghosts: The
Mystery of
Coelophysis
ELA.6.12 (RI6.2)
ELA.6.11 (RI.6.1)
ELA.6.20 (RI.6.10)
ELA.6.14 (RI.6.4)
ELA.6.42
(L.6.6)
ELA.6.40b (L.6.4.b)
ELA.6.21a (W.6.1a)
ELA.6.24 (W.6.4)
ELA.6.36
ELA.6.34
ELA.6.35
(SL.6.6)
(SL.6.4)
(SL.6.5)
Main Idea and Details, Monitor
and Clarify, Greek and Latin
Roots, Word Structure, Analyze
Media, Movie Review, Regular
and Irregular Plural Nouns
Main Idea, Prior Knowledge,
Word Structure, Model
Volume, Oral Presentation,
Hypothesis and Results,
Possessive Nouns
Week Three:
A Week in the
1800’s
ELA.6.17 (RI.6.7)
ELA.6.15 (RI.6.5)
ELA.6.10 (RI.6.10)
ELA.6.14) (RI.6.4)
ELA.6.42 (L.6.6)
ELA.6.40d (L.6.4.d)
ELA.6.37 (L.6.1)
ELA.6.24 (W.6.4)
ELA.6.22 (W.6.2)
ELA.6.22a-f
(W.6.2a-f)
ELA.6.28 (W.6.8)
ELA.6.36
(SL.6.6)
Graphic Sources, Text
Structure, Dictionary Glossary,
Model Phrasing, Reader’s
Theatre, Informative Essay,
Action and Linking Verbs
Week Four:
Goodbye to the
Moon
ELA.6.1 (RL.6.1)
ELA.6.3 (RL.6.3)
ELA.6.8
ELA.6.10 (RL.6.10)
ELA.6.40.a (L.6.4a)
ELA.6.37
(L.6.1)
ELA.6.23.b (W.6.3b)
ELA.6.23
(W.6.3)
ELA.6.36
(SL.6.6)
Week Five:
Egypt
ELA.17
ELA.11
ELA.12
ELA.20
ELA.6.40b (L.6.4b)
ELA.6.40a (L.6.4a)
ELA.6.37
(L.6.1)
ELA.6.24
ELA.6.21
ELA.6.21b
ELA.6.21c
ELA.6.36
(SL.6.6)
Compare and Contrast, Story
Structure, Unfamiliar Words,
Context Clues, Expression,
Dramatization, Word Choice,
Fantasy, Subject-Verb
Agreement
Graphic Sources, Summarize,
Greek and Latin Roots, Word
Structures, Expression,
Newscast, Organization,
Advertisement, Past, Present,
Future Tenses
(RI.6.7)
(RI.6.1)
(RI.6.2)
(RI.6.10)
(W.6.4)
(W.6.1)
(W.6.1b)
(W.6.1c)
**Week Six:
Review/Assessme
nt
*Additional information regarding the following standards can be found in the Extended Skills and ELL sections
Reading Language Arts Curriculum Guide
Sixth Grade
Use with Scott Foresman Reading Street
Draft: 2013-14
Unit Three: Challenges and Obstacles
Date
Pacing: 6 weeks
Week/Story
*ALCOS # Reading
ALCOS # Language
Writing
Speaking and Listening
Priority Skills
Week One:
Hatchet
ELA.6.3
ELA.6.1
ELA.6.10
(RL.6.3)
(RL.6.1)
(RL.6.10)
ELA.6.40a
ELA.6.37
ELA.6.22a-f (W.6.2a-f)
ELA.6.24 (W.6.4)
ELA.6.31a
ELA.6.34
(SL.6.1a)
(SL.6.4)
Week Two:
When Marian
Sang
ELA.6.1
ELA.6.2
ELA.6.6
ELA.6.20
ELA.6.17
(RL.6.1)
(RL.6.2)
(RL.6.6)
(RL.6.10)
(RL.6.7)
ELA.6.40a (L.6.4a)
ELA.6.37 (L.6.1)
ELA.6.24 (W.6.4)
ELA.6.22b (W.6.2b)
Sequence, Background Knowledge,
Word Endings, -ed, -ing, Word
Structure, Appropriate Phrasing,
Informational Speech, Focus Ideas,
Speech, Principal Parts of Regular
Verbs
Generalize, Questioning, Suffixes,
-ic, -ous, -ation, Word Structure,
Expression, Analyze Photo,
Conventions, Biography, Principal
Parts of Irregular Verbs
Week Three:
Learning to
Swim
ELA.6.3
ELA.6.5
ELA.6.10
ELA.6.4
(RL.6.3)
(RL.6.5)
(RL.6.10)
(RL.6.4)
ELA.6.41c
ELA.6.41a
ELA.6.39a
ELA.6.37
(L.6.5c)
(L.6.5a)
(L.6.3a)
(L.6.1)
ELA.6.23a (W.6.3a)
ELA.6.34
(SL.6.4)
Sequence, Predict and Set Purpose,
Synonyms, Context Clues, How-To
Demonstration, Sentences,
Autobiographical Sketch, Verbs,
Objects, and Subject Complements
Week Four:
Juan
Verdades: The
Man Who
Couldn’t Tell
a Lie
Week Five:
Elizabeth
Blackwell:
Medical
Pioneer
ELA.6.2
ELA.6.6
ELA.6.7
ELA.6.10
ELA.6.4
(RL.6.2)
(RL.6.6)
(RL.6.7)
(RL.6.10)
(RL.6.4)
ELA.6.39
ELA.6.37
(L.6.3)
(L.6.1)
ELA.6.23b (W.6.3b)
ELA.6.34
(SL.6.4)
Generalize, Visualize, Prefixes, re-,
dis-, Word Structure, Expression,
Retelling, Voice, Folktale,
Troublesome Verbs
ELA.6.1
ELA.6.3
ELA.6.10
ELA.6.9
(RL.6.1)
(RL.6.3)
(RL.6.10)
(RL.6.9)
ELA.6.42
ELA.6.40a
ELA.6.37
(L.6.6)
(L.6.4a)
(L.6.1)
ELA.6.22 (W.6.2)
ELA.6.22a-f
(W.6.2a-f)
ELA.6.36
(L.6.4a)
(L.6.1)
(SL.6.6)
**Week Six:
Review/Assess
ment
*Additional information regarding the following standards can be found in the Extended Skills and ELL sections
Draw Conclusions, Text Structure,
Context Clues, Model
Stress/Emphasis Expression,
Dramatization, Compare and
Contrasting, Prepositions
Reading Language Arts Curriculum Guide
Sixth Grade
Use with Scott Foresman Reading Street
Draft: 2013-14
Unit Four: Explorers, Pioneers, and Discoverers
Date
Pacing: 6 weeks
Week/Story
*ALCOS # Reading
ALCOS # Language
Writing
Speaking and
Listening
Priority Skills
Week One:
Into the Ice
ELA.6.15
ELA.6.12
ELA.6.20
ELA.6.17
ELA.6.40
(L.6.4)
ELA.6.40a (L.6.4a)
ELA.6.37a (L.6.1a)
ELA.6.23d (W.6.3d)
ELA.6.24
(W.6.4)
ELA.6.23.a (W.6.3a)
ELA.6.31 (SL.6.1
ELA.6.32 (SL.6.2)
Week Two:
Chimpanzees I
Love
ELA.6.16
ELA.6.15
ELA.6.20
(RI.6.6)
(RI.6.5)
(RI.6.10)
ELA.6.40c
ELA.6.37
ELA.6.37a
( L.6.4c)
(L.6.1)
(L.6.1a)
ELA.6.23c
ELA.6.23a
ELA.6.23d
ELA.6.24
ELA.6.33
(SL.6.3)
Cause and Effect, Important Ideas,
Unfamiliar Words, Context Clues,
Appropriate Phrasing, Analyze
Media, Voice, Narrative Poem,
Subject and Object Pronouns
Author’s Purpose, Text Structure,
Unknown Words, Dictionary
Glossary, Rate, Persuasive Speech,
Organization, Imaginative Story,
Pronouns and Antecedents
Week Three:
Black Frontiers
ELA.6.13
ELA.6.11
ELA.6.20
(RI.6.3)
(RI.6.1)
(RI.6.10)
ELA.6.40a
ELA.6.39
ELA.6.37a
(L.6.4a)
(L.6.3)
(L.6.1a)
ELA.6.23b (W.6.3b)
ELA.6.22b (W.6.2b)
ELA.6.35
(SL.6.5)
Week Four:
Space Cadets
ELA.6.11
ELA.6.7
ELA.6.10
(RI.6.1)
(RI.6.7)
(RI.6.10)
ELA.6.42
ELA.6.40a
ELA.6.37c
(L.6.6)
(L.6.4a)
(L.6.1b)
ELA.6.23b
ELA.6.24
(W.6.3b)
(W.6.4)
ELA.6.36 (SL.6.6)
ELA.6.32 (SL.6.2)
Draw Conclusions, Visualize, Context
Clues, Model Characterization/
Dialogue, Newscast, TV Script,
Indefinite and Reflexive Pronouns
Week Five:
Inventing the
Future: A
Photobiography
of Thomas Alva
Edison
**Week Six:
Review/Assessm
ent
ELA.6.16
ELA.6.15
ELA.6.20
(RI.6.6)
(RI.6.5)
(RI.6.10)
ELA.6.40b
ELA.6.40a
ELA.6.37
(6.4b)
(6.4a)
(6.1)
ELA.6.24
ELA.6.22a
ELA.6.22b
(W.6.4)
(W.6.2a)
(W.6.2b)
ELA.6.34
Author’s Purpose, Monitor and
Clarify, Prefixes, re-, pro-, trans-,
Word Structure, Appropriate
Phrasing and Punctuation Cues,
Informational Speech, Focus Ideas,
Summary, Using Who and Whom
(RI.6.5)
(RI.6.2)
(RI.6.10)
(RI.6.7)
(W.6.3c)
(W.6.3a)
(W.6.3d)
(W.6.4)
*Additional information regarding the following standards can be found in the Extended Skills and ELL sections
(SL.6.4)
Cause and Effect, Inferring,
Unfamiliar Words, Context Clues,
Accuracy, Advertisement, Word
Choice, Advertisement, Possessive
Pronouns
Reading Language Arts Curriculum Guide
Sixth Grade
Use with Scott Foresman Reading Street
Draft: 2013-14
Unit Five: Resources
Date
Pacing: 6 weeks
Week/Story
*ALCOS # Reading
ALCOS # Language
Writing
Speaking and Listening
Priority Skills
Week One:
The View from
Saturday
ELA.6.13
ELA.6.1
(RI.6.3)
(RL.6.1)
ELA.6.42
(L.6.6)
ELA.6.40a (L.6.4a)
ELA.6.37
(L.6.1)
ELA.6.29 (W.6.9)
ELA.6.36
(SL.6.6)
ELA.6.31a (SL.6.1a)
Plot, Predict, Vocabulary, Context
Clues, Model Characterization/
Dialogue, Interview, Literary Review,
Contractions and Negatives
Week Two:
Harvesting
Hope: The story
of Cesar Chavez
ELA.6.18
ELA.6.15
ELA.6.20
ELA.6.17
(RI.6.8)
(RI.6.5)
(RI.6.10)
(RI.6.7)
ELA.6.40a
ELA.6.37
(L.6.4a)
(L.6.1)
ELA.6.21c
ELA.6.21
ELA.6.21b
ELA.6.21e
ELA.6.24
(W.6.1c)
(W.6.1)
(W.6.1b)
(W.6.1e)
(W.6.4)
ELA.6.31
Fact and Opinion, Text Structure,
Homonyms, Context Clues,
Appropriate Phrasing and
Punctuation Cues, Analyze an
Editorial Cartoon, Word Choice,
Letter to the Editor, Adjectives and
Articles
Week Three:
The River That
Went to the Sky:
A Story from
Malawi
ELA.6.1
ELA.6.3
ELA.6.10
(RL.6.1)
(RL.6.3)
(RL.6.10)
ELA.6.41c
ELA.6.37
(L.6.5c)
(L.6.1)
ELA.6.23b
ELA.6.23
ELA.6.23b
ELA.6.23d
(W.6.3b)
(W.6.3)
(W.6.3b)
(W.6.3d)
ELA.6.31a (SL.6.1a)
Cause and Effect, Story Structure,
Synonyms, Context Clues, Expression,
Tell a Story, Voice, Tall Tale,
Demonstrative Adjectives
ELA.6.12
ELA.6.13
ELA.6.20
(RI.6.2)
(RI.6.3)
(RI.6.10)
ELA.6.40a (L.6.4.a)
ELA.6.39a (L.6.3.a)
ELA.6.37
(L.6.1)
ELA.6.22
ELA.6.26
(W.6.2)
(W.6.6)
ELA.6.36
(SL.6.6)
Week Four:
Gold
Week Five:
The House of
Wisdom
ELA.6.5
ELA.6.1
ELA.6.10
(RL.6.5)
(RL.6.1)
(RL.6.10)
ELA.6.40c (L.6.4c)
ELA.6.37 (L.6.1)
ELA.6.26
ELA.6.21
(W.6.6)
(W.6.1)
ELA.6.36
ELA.6.34
(SL.6.6)
(SL.6.4)
Main Idea and Details, Background
Knowledge, Unfamiliar Words,
Context Clues, Rate, Informational
Speech, Sentences, Brochure,
Comparative and Superlative
Adjectives
Sequence, Monitor and Fix Up,
Dictionary/Glossary, Model Pauses,
Persuasive Speech, Advertisement,
Adverbs
**Week Six:
Review/Assessm
ent
*Additional information regarding the following standards can be found in the Extended Skills and ELL sections
(SL.6.1)
Reading Language Arts Curriculum Guide
Sixth Grade
Use with Scott Foresman Reading Street
Draft: 2013-14
Unit Six: Exploring Cultures
Date
Pacing: 6 weeks
Week/Story
*ALCOS # Reading
ALCOS # Language
Writing
Speaking and Listening
Priority Skills
Week One:
Don Quixote
and the
Windmills
ELA.6.1
ELA.6.2
ELA.6.1
ELA.6.10
(RL.6.1)
(RL.6.2)
(RL.6.1)
(RL.6.10)
ELA.6.40b (L.6.4b)
ELA.6.40a (L.6.4a)
ELA.6.37
(L.6.1)
ELA.6.24
ELA.6.23
ELA.6.24
(W.6.4)
(W.6.3)
(W.6.4)
ELA.6.31a (SL.6.1a)
ELA.6.24
ELA.6.22a
ELA.6.24
(W.6.4)
(W.6.2a)
(W.6.4)
ELA.6.35
ELA.6.31a
(SL.6.5)
(SL.6.1a)
Author’s Purpose, Questioning,
Prefixes, re-, mis, Word Structure,
Expression, Punctuation Cues,
Book Review, Focus/Ideas,
Parody, Modifiers
Graphic Sources, Predict and Set
Purpose, Unfamiliar Words,
Context Clues, Rate, Analyze Art,
Focus/Ideas, Notes, Conjunction
Week Two:
Ancient Greece
ELA.6.17
ELA.6.15
ELA.6.20
(RI.6.7)
(RI.6.5)
(RI.6.10)
ELA.6.40a
ELA.6.40c
ELA.6.37
(L.6.4a)
(L.6.4c)
(L.6.1)
Week Three:
The AllAmerican Slurp
ELA.6.1
ELA.6.1
ELA.6.2
ELA.6.10
(RL.6.1)
(RL6.1)
(RL.6.2)
(RL.6.10)
ELA.6.40
ELA.6.40a
ELA.6.39
ELA.6.38
(L.6.4)
(L.6.4a)
(L.6.3)
(L.6.2)
ELA.6.24
(W.6.4)
ELA.6.36
(SL.6.6)
Week Four:
The Aztec News
ELA.6.11
ELA.6.12
ELA.6.20
(RI.6.1)
(RI.6.2)
(RI.6.10)
ELA.6.40
ELA.6.40a
ELA.6.40d
ELA.6.38
(L.6.4)
(L.6.4a)
(L.6.4d)
(L.6.2)
ELA.6.22b (W.6.2.b)
ELA.6.22a (W.6.2a)
ELA.6.22b (W.6.2b)
ELA.6.31a
(SL.6.1a)
Week Five:
Where
Opportunity
Awakes
ELA.6.12
ELA.6.11
ELA.6.20
(RI.6.2)
(RI.6.1)
(RI.6.10)
ELA.6.41c (L.6.5c)
ELA.6.40a (L.6.4a)
ELA.6.38a (L.6.2a)
ELA.6.22c
ELA.6.21
ELA.6.21a
ELA.6.21c
ELA.6.21d
ELA.6.24
ELA.6.31c (SL.6.1c)
(W.6.2c)
(W.6.1)
(W.6.1a)
(W.6.1c)
(W.6.1d)
(W.6.4)
**Week Six:
Review/Assess
ment
**The sixth week of each unit allows time for review, common assessments, or preparation for high-stakes testing.
Compare and Contrast, Inferring,
Multiple Meaning Words, Context
Clues, Expression, Giving
Directions, Word Choice,
Invitations, Commas
Draw Conclusions, Important
Ideas, Multiple Meaning Words,
Dictionary/Glossary, Accuracy,
Newscast, Focus/Ideas, News
Articles, Quotations and
Quotation Marks
Generalize, Visualize, Synonyms,
Context Clues, Appropriate
Phrasing, Interview, Word
Choice, Job Application Essay,
Punctuation
Writing Prompts
Unit 1
Day 1
Prompt - Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Read like a Writer
Personal Narrative
In Old Yeller, Travis tells a story
about his younger brother, Arliss.
Think about something important,
funny, or exciting that happened
to you when you were yourger.
Now, write a personal narrative
about that experience.
Model/Discuss
Read like a Writer Narrative
Mother Fletcher’s Gift is the story
of friendship between people who
might not ordinarily be
connected. Think of someone
who has taught you a valuable life
lesson and write a short narrative
about the experience.
Model/Discuss
Developing an
Outline
Prewrite and Draft
Graphic Organizer
Use Checklist
Grammar/Trait
1
Thank You Letter
Graphic Organizer
Use Checklist
Grammar/Trait
2
Gather words that
express thoughts
and feelings.
Images
Sensory Words
Words to help
readers visualize
Write an outline
Graphic Organizer
Grammar/Trait
3
Grammar/Trait
4
Poem
Viva New Jersey begins with the
memorable day, when Lucinda
finds her dog. Write a poem about
a memorable day in your life.
Develop three-column chart
Model/Discuss
Problem-Solution Essay
Saving the Rain Forests
describes a problem and then
suggests a solution. Think about a
problem that concerns you. Now
write a problem-solution essay
describing that problem and
suggesting a solution.
Model/Discuss
Graphic Organizer
(
Use Checklist
Use Checklist
Unit 1
Day 1
Prompt - Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
“When Crowbar Came”
Narrative
Prompt: “When Crowbar
Came” tells the true story about
an interesting pet. Think about
something interesting that
happened to you involving a pet
or a friend. Now write a
narrative showing what
happened and how you felt.
Model/Discuss
Good Beginnings
Graphic Organizer
Use Checklist
Grammar/Trait
5
Unit 2
Day 1
Prompt - Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
“The Universe”
Directions
Prompt
Throughout “The Universe,
“information is laid out in a
logical sequence. Think about
an imaginary “space food.”
Now write directions for
making your new dish.
Model/Discuss
“Dinosaur Ghosts: The
Mystery of Coelophysis”
Hypotheses and Results
Prompt: “Dinosaur Ghosts”
presents many hypotheses for
the disappearance of the
dinosaurs. Think about a
scientific mystery that interests
in you. Now write a hypothesis
and results essay to prove or
disprove the idea.
Model/Discuss
Model the Trait
Organization
Use Graphic
Organization
(two-column
chart)
Graphic Organizer
Use Checklist
Grammar/Trait
1
Posing Questions
Graphic Organizer
Grammar/Trait
2
Use Checklist
Unit 2
Day 1
Prompt - Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
Week Three:
“A Week in the 1800’s”
Informative Essay
Prompt: In “A Week in the
1800s,” a group of students
experience life in the 1800s.
Think about how your life
today is different from the
1800s. Research important
events in the 1800’s. Use your
research to write a newspaper
article about the event.
Model/Discuss
Good –bye to the Moon
Interview
Prompt: “Good-bye to the
Moon” is a science fiction
fantasy about a boy who lives
on the moon. Think about a
fictional character from another
time and place. Now write an
interview with that person.
Model/Discuss
Egypt
Explanation
Prompt: Egypt explains the
nature of ancient Egyptian
Culture. Think about an
important place that you would
show to a visitor from another
era. Now write two or three
paragraphs explaining what this
place says about your culture.
Model/Discuss
Parallel Structure
Graphic Organizer
Use Checklist
Grammar/Trait
3
Dialogue
Graphic Organizer
Use Checklist
Grammar/Trait
4
Style
Graphic Organizer
Use Checklist
Grammar/Trait
5
Unit 3
Day 1
Prompt – Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
“Hatchet”
Expository Writing
Prompt: “Hatchet” is the story
of how Brian survives in the
wilderness. Think about a
natural resource or wilderness
area that is important to you
Now write an expository
paragraph about what makes
this resource or area special.
Model/Discuss
“When Marian Sang”
Biographical Study
Prompt: “When Marian Sang”
is a biography of singer Marian
Anderson. Think about an
important American, past or
present. Now write a
biographical study of this
person.
Model/Discuss
“Learning to Swim”
Rules
Prompt: The author of
“Learning to Swim” illustrates
the danger of swimming too far
from shore. Think about a place
or activity that requires safety
rules. Now write a list of eight
rules, starting with the most
important
Model/Discuss
Thesis Statement
Graphic Organizer
Use Checklist
Grammar/Trait
1
Use Powerful
Verbs
Graphic Organizer
Use Checklist
Grammar/Trait
2
Eliminate
Wordiness
Graphic Organizer
Use Checklist
Grammar/Trait
3
Unit 3
“Juan Verdades”
E-mail
Prompt: The folk tale Juan
Verdades is about the
importance of honesty. Think
about the message of this story
or another story that you have
read recently. Now write an email to your teacher discussing
the story’s message.
Model/Discuss
Day 1
Prompt - Genre
Know Your
Audience
Graphic Organizer
Use Checklist
Grammar/Trait
4
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
“Elizabeth Blackwell”
Comparing and Contrasting
Prompt: “Elizabeth Blackwell:
Medical Pioneer provides
details about women’s rights
during the 1800s. Think about
women’s rights then and now.
Now write a paragraph
comparing and contrasting
women’s rights in the past and
today. Model/Discuss
Transition Words
Graphic Organizer
Use Checklist
Grammar/Trait
5
Day 1
Prompt - Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
“Into the Ice”
Answer the 5 w’s
and How
Graphic Organizer
Use Checklist
Grammar/Trait
1
Unit 4
News Story
“Into the Ice” is the story of an
actual Artic exploration. Think
about one interesting event
from the selection. Now write a
news story about that event.
Model/Discuss
Unit 4
Day 1
Prompt – Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
“The Chimpanzees I Love”
Story
Prompt: In “The Chimpanzees
I Love” Jane Goodall tells the
story of her work with
chimpanzees. Think about an
animal that interests you. Now
write a story about that animal,
complete with a beginning,
middle, and end.
Model/Discuss
“Black Frontiers”
Setting
Prompt: The photographs in
“Black Frontiers” show the
settings of the selections in
pictures. Think about a setting
from a favorite story or book.
Now write a detailed
description of that setting.
Model/Discuss
“Space Cadets”
TV Script
Prompt: “space Cadets” is
written drama for the stage.
Think about a story that you
have read recently. Now rewrite
part of the story as a TV script
with dialogue and stage
directions.
Model/Discuss
Use Vivid Words
Graphic Organizer
Use Checklist
Grammar/Trait
2
Order
Graphic Organizer
Use Checklist
Grammar/Trait
3
Stage Directions
Graphic Organizer
Use Checklist
Grammar/Trait
4
Unit 4
Day 1
Prompt – Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
“Inventing the Future”
Summary
Prompt: “Inventing the Future”
provides information about
Edison’s groundbreaking
discoveries. Think about an
interesting article or story that
you have read recently. Now
write a summary explaining
what the article or story is
about.
Know Your
Purpose
Graphic Organizer
Use Checklist
Grammar/Trait
5
Unit 5
Day 1
Prompt – Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
“The View from Saturday”
Literary Review
Prompt: “The View from
Saturday” is humorous fiction
that includes many literary
elements. Think about a book or
story that you have read
recently. Now write a literary
review describing the book or
story and giving your opinions
of it.
Model/Discuss
Sensory Details
Graphic Organizer
Use Checklist
Grammar/Trait
1
Unit 5
Day 1
Prompt – Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
“Harvesting Hope”
Letter to the Editor
Prompt: “Harvesting Hope” is
about a man who spoke up for
what he thought was right.
Think about an issue in your
community that you feel
strongly about. Now write a
letter to the editor expressing
and supporting your opinion.
Model/Discuss
“The River That Went to the
Sky”
Poem
Prompt: The characters in “The
River That Went to the Sky” are
things found in nature—the sky,
the river, the animals. Think
about a scene in nature. Now
write a poem about that scene.
Model/Discuss
“Gold”
Brochure
Prompt: “Gold” provides
information about the history,
value, and importance of the
precious metal. Think about
something that you think is
valuable. Now write a brochure
for a museum exhibit featuring
this item.
Model/Discuss
Use Adjectives to
Persuade
Graphic Organizer
Use Checklist
Grammar/Trait
2
Figurative
Language
Graphic Organizer
Use Checklist
Grammar/Trait
3
Visual Images
Graphic Organizer
Use Checklist
Grammar/Trait
4
Unit 5
Day 1
Prompt – Genre
“The House of Wisdom”
Advertisement
Prompt: “The House of
Wisdom” promotes the
importance of books. Think
about the importance of books
and libraries. Now write an
advertisement promoting the
use of libraries.
Model/Discuss
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
Support Your
Argument
Graphic Organizer
Use Checklist
Grammar/Trait
5
Unit 6
Day 1
Prompt – Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
Don Quixote and the
Windmills”
Prompt: “In Don Quixote and
the Windmills,” knights and
dragons represent adventure.
Think about a symbol from this
or another fiction selection.
Now write a paragraph about
what you think this symbol
represents.
Model/Discuss
“Ancient Greece”
Taking Notes
Prompt: “Ancient Greece” is a
factual article. Think about one
interesting section of the article.
Now take notes on that section
including main topics and
important details.
“The All-American Slurp
Topic Sentence
Graphic Organizer
Use Checklist
Grammar/Trait
2
Graphic Organizer
Use Checklist
Grammar/Trait
3
Graphic Organizer
Use Checklist
Grammar/Trait
4
Visual Images
Unit 6
Day 1
Prompt – Genre
Day 2
Writer’s Craft
Day 3
Prewrite and Draft
Day 4
Draft and Revise
Day 5
Review and Turn in
Week
Notes
“The Aztec News”
Support Your
Argument
Graphic Organizer
Use Checklist
Grammar/Trait
5
“Where Opportunity Awaits”