A Correlation of
Scott Foresman
Reading Street Common Core Edition
West Virginia Edition
Grade 6, ©2015
to the
West Virginia
2014-2020
Group II – English Language Arts
Table of Contents
NON-NEGOTIABLE (Generic) EVALUATION CRITERIA .................................................................................................................. 3
GENERAL EVALUATION CRITERIA .............................................................................................................................................. 29
SPECIFIC EVALUATION CRITERIA .............................................................................................................................................. 52
2
Pearson Education Inc., publishing as Scott Foresman
English Language Arts
SPECIFIC GRADE: 6
Elementary Reading K-6
TITLE: Scott Foresman Reading Street,
Common Core Edition, West Virginia
©2015
1269736426
TE ISBN: 1269735888
PUBLISHER:
SUBJECT:
COURSE:
COPYRIGHT
SE ISBN:
NON-NEGOTIABLE (Generic) EVALUATION CRITERIA
2014-2020
Group II – English Language Arts
Grade 6
Yes
No
CRITERIA
NOTES
Equity, Accessibility and Format

1. INTER-ETHNIC
The instructional materials meet the inter-ethnic requirements –
concepts, content and illustrations – as set by West Virginia Board of
Education Policy (Adopted December 1970).
The Student Edition of Pearson
Scott Foresman Reading Street
includes literature selections that
reflect our multicultural society.
The literature selections and the
illustrations and photographs
represent a wide range of ethnic
groups, nationalities, and cultures.
The literature selections provide
opportunities for students to read
literature by and about people
representing our culturally diverse
society. See example selections:
U1: 56–71, 86–99, U3: 366–379,
396–409, U5: 246–255, U6: 334–
345, 392–407
3

2. EQUAL OPPORTUNITY
The instructional materials meet the requirements of equal opportunity
– concept, content, illustration, heritage, roles contributions,
experiences and achievements of males and females in American and
other cultures – as set by West Virginia Board of Education Policy
(Adopted May 1975).

3. FORMAT
This resource is available as an option for adoption in an interactive
electronic format.
Reading Street also avoids
stereotyping of males and females
by providing selections at each
grade level that show both males
and females in positive and
constructive roles. Students also
read about older people and people
with physical challenges. Examples
can be found throughout the
Student Edition.
Reading Street's parallel digital
resources engage all students with
user-friendly, interactive activities.
Videos, games, animations, and etext relate directly to daily
instruction and enhance
comprehension. Reading Street
users can select digital assets to
assign to students and provide
feedback. Automatic remediation is
delivered based on student
assessment data. See Grade 6 Unit
1 p. 20c for an overview of the
digital resources and the individual
references on pages 20–21, 21b,
22–23, 23b, 23d, 23f, 24b, 24d,
24–25, etc.
4
Text Selection
Complexity of Texts: The submission exhibits concrete evidence that research-based quantitative measures as well as qualitative analysis
have been used in selection of complex texts that align to the standards. Further, submissions will include a demonstrable staircase of
text complexity as materials progress across grade bands.

4.
Texts for each grade band align with the complexity requirements outlined
in the objectives. Rare exceptions (in which the qualitative measure has
trumped the quantitative measure and placed the text outside the grade
band) are usually reserved for literary texts in the upper grades, with clear
explanation offered.
The goal of the Reading Street
instructional design is that all
students work with rich, complex
text and ideas in order to advance
their vocabulary, concept
development, and syntax needed for
strong reciprocal writing. A proud
hallmark of the Reading Street
program is its embedded standard
of rigor for all, due in part to the
influence of lead author Dr. Jeanne
Paratore, whose multitext model
informed the instructional
processes. With rigor being a
widely validated component of
motivation, multiple means and
ample opportunities are provided to
open up access to grade-level
content and beyond for all levels of
learner in both whole and small
groups.
The Reading Street Student Edition
contains selections that are at the
level of text complexity required in
Standard 10 of Literature and
Standard 10 of Informational Text.
The following chart shows the text
complexity for the main selections
in a sample unit of Grade 6.
5
Grade 6 Selection Examples
Title—Unit 1
Old Yeller
Mother Fletcher’s Gift
Viva New Jersey
Saving the Rain Forests
Hachiko: The True Story of a Loyal Dog

5.
Lexile
Average Sentence Length
Word Frequency
940
840
940
940
830
15.32
14.25
12.77
13.99
15.25
3.65
3.52
3.63
3.45
3.62
Instructional materials include shorter, challenging texts that elicit close
reading and multiple readings for varied purposes.
Each main selection is
accompanied by two sets of
questions. The Access Text
questions used in the 1st Read help
students comprehend the text. The
Close Reading questions used in the
2nd Read extend the interpretation
of the text using higher-level
thinking skills with Analysis,
Synthesis, and Evaluation questions
applied to the text and supported by
Text Evidence. In addition,
scaffolding is provided in small
group lessons to address the
complex text provided in the
Student Edition and in Reading
Street Sleuth. Reading Street offers
scaffolds to ensure that all students
have access to complex text.
Explicit and systematic support is
provided at point of use in the core
lesson and in the small group
lessons. See examples from Grade
6 Unit 1: 26–27 to 31a, 32–33 to
39a, 44–45 to 47a.
6

6.
Instructional materials, including read aloud selections, provide all students
extensive opportunities to encounter and comprehend grade-level texts and
beyond.
Selections for Reading Street
Student Editions were chosen based
on their text complexity using
quantitative, qualitative, and readertask criteria. Quantitative criteria
used were Lexile scores, average
sentence length, and word
frequency. Together with these
quantitative criteria, qualitative and
reader-task criteria, such as levels
of meaning, structure, language
conventionality and clarity,
appropriateness of concepts, and
reading purpose and task, were
measured and assessed to place
selections within and across grade
levels. To support teachers, a Text
Complexity Rubric for all main
selections has been created and
included on the back of the weekly
Teacher's Editions tabs. The rubrics
were created by Dr. Elfrieda
Heibert based on the research of
our authorship team including but
not limited to the work of Dr.
Elfrieda Heibert, Dr. P. David
Pearson, and Dr. Karen Wixson.
The program also includes Reading
Street Sleuth selections. All
concept-related Sleuth selection
follow appropriate Lexile scores for
the grade level.
7
Range of Text:
Instructional materials must reflect the distribution of text types and genres required by the standards.

7.
In grades K-5, ELA programs shift the balance of texts and instructional
time to 50% literature / 50% informational high-quality text. In grades 6–12,
ELA programs shift the balance of texts and instructional time toward
reading a blend of literary fiction, literary nonfiction and other informational
texts.
All of the selections in Reading
Street are of high quality and fall
within the prescribed grade level
complexity bands described in
Appendix A of the Common Core
State Standards. The selections
provide an equal balance of literary
and informational text. For each
week, Reading Street offers a main
selection and a shorter paired
selection on the same topic or
concept. A rich variety of literary
and informational texts were
chosen for these selections. Most
main selections are published
works, excerpts from published
books, or original selections created
by well-known, grade-level
appropriate authors. The paired
selections are shorter works. Most
are a different genre from that of
the main selection. The program’s
weekly Reading Street Sleuth
selections include fiction and
nonfiction selections. Each Sleuth
selection is two pages with text,
illustrations, and text-based
questions.
• For Grade 6, 37% of the
selections in the Student Edition
are literature and 63% are
informational text. Reading
Street Sleuth selections, Trade
Books, and Leveled Readers are
additional literature and
informational texts with a
science or social studies
connection.
8

8.
Instructional materials provide a thoughtful sequence or collection of texts
that build knowledge systematically through reading, writing, speaking and
listening. Specific anchor texts of grade-level complexity are selected for
close reading.
Each lesson is text-based and the
instruction includes reading as well
as listening, speaking, and writing
development. All phases of the
lesson incorporate interaction that
involves reading, speaking,
listening, and writing. See the 5Day Planner (Grade 6 Unit 1 Week
1 pages 20d–20e) for an overview
of the closely related lesson
concepts and Day at a Glance
(Grade 6 Unit 1 Week 1 pages 20j,
24a, 32a, 44a, 49f) for the
integrated daily plan.
Extended writing applications can
be found in the Writing to Sources
component for each grade level.
Writing to Sources uses a variety of
activities to explore narrative,
informative/explanatory, and
opinion/argument writing carefully
coordinated with the reading
selections in Reading Street.

9.
Additional instructional materials increase the opportunity for regular
independent reading of texts that appeal to students.
Independent Reading is a key
component in Reading Street. At all
grade levels, Independent Reading
support is offered on the Access for
All and the Independent Stations
section of the weekly front matter.
For examples, see Grade 6
Teacher’s Edition Unit 1 pages
20f–20g, 20h–20i.
9
Quality of Texts:
High-quality texts are worth reading closely and exhibit exceptional craft and thought, and provide useful information.

10. Literary texts must be content rich, well-crafted, and representative of a
variety of genres and subject matter.
Most of the main selections in each
grade are excerpts from published
books or original selections created
by well-known, grade-level
appropriate authors. Each grade
also has a drama or play. Fulllength books can be found in the
Independent Reading activities for
the Pearson Trade Book Library.
The main purpose of the reading
materials used in the program is to
include a wide variety of reading
genres and grade-appropriate
subjects related to the unit topic and
concepts. These materials allow the
instruction to use the questioning
techniques to build comprehension
concepts. See Grade 6 Unit 1 Week
2 pages 56–71 for an example of a
literature selection.
10

11. Informational texts must provide opportunities to develop rich content
knowledge in a variety of disciplines and must reflect quality writing
appropriately calibrated for students in the band level.
Each grade level is organized into
six units. For each unit a gradeappropriate concept summarized in
a unit question is divided into
weekly topics and questions to
create content knowledge related to
social studies and science concepts.
This structure is followed from
Grade K to Grade 6.
•
For Grade 6 Unit 1, Unit Skills
Overview introductory pages
xvi and xvii show at a glance
how the unit is structured with
Integrated Science and Social
Studies topics, the Weekly
Question, and the Knowledge
Goals. This is also presented in
the Weekly structure on
Content Knowledge page xxii.
See Grade 6 Unit 1 Week 4 pages
114–127 for an example of an
informational selection.
11
Text-Dependent and Text-Specific Questions:
Questions in the instructional materials are high-quality, text-dependent and text-specific, drawing student attention to the significant aspects
of the text.

12. High-quality sequences of text-dependent questions and tasks require the
use of textual evidence according to grade-specific objectives.
In the Reading Street program, each
lesson in a unit begins with textbased instruction. The Access Text
questions that accompany the main
selection focus on finding
information in the selection to
answer the comprehension
questions. The Close Reading
questions also require text evidence
but use Synthesis, Analysis, and
Evaluation questions to help
students achieve a deeper
understanding of the text. See
Grade 6 Unit 1 Teacher’s Edition
pages 28–29 to 33a and 34–35 to
41a.
12

13. Questions and tasks support students in analyzing the academic language
(vocabulary and syntax) prevalent in complex texts.
Each selection lesson plan contains
Amazing Words, which are content
words related to the unit topic and
the specific selection. The words
are presented in a variety of
contexts and are then used by
students in daily activities to help
them master the use and meanings
of the words. The Content
Knowledge and Build Oral
Vocabulary sections at the
beginning of each Day help
enhance vocabulary development
for all students.
• Grade 6 Teacher’s Edition Unit
1 Week 1 Day 1: 20j, 20–21,
21a–21b; Day 2: 24a–24b; Day
3: 32a–32b; Day 4: 44a–44b;
Day 5: 49f–49g
For Grade 6, the Monitor and
Clarify strategy in many of the
lessons, along with Context Clues
activities, helps students use the
context of a selection to check that
they have correctly identified and
understood words. The strategy also
suggests ways, including rereading,
that students can use to gain
meaning and verify their
understanding of the selection.
• See Grade 6 Unit 2 Teacher’s
Edition pages 177c, 178–179,
192–193, 270e, 270–271, 278–
279, 279a, 294–295, 295a; Unit
4 pages 24e, 24–25, 32–33, 48–
49, 49a, 49h, 86e, 86–87, 96–
97, 97a, 108–109, 109a, 109h,
143c, 144–145, 156–157, 160–
16
13
Scaffolding and Supports:
The instructional materials provide all students, including those who read below grade level, with extensive opportunities to encounter and
comprehend grade-level complex texts (either listened to or read) as required by the objectives. Instructional materials direct teachers to
return to focused parts of the text to guide students through rereading, discussion and writing about the ideas, events and information
regularly and systematically.

14. Pre-reading activities and suggested approaches to teacher scaffolding
are highly focused and begin with the text itself. Pre-reading activities
should be no more than 10% of time devoted to any reading instruction
and should exclude a summary of the text.

15. Instructional materials must be built with the goal of students gaining full
comprehension of complex texts. Reading strategies have to support
comprehension of specific texts and focus on building knowledge and
insight. Texts must not serve solely as platforms to practice strategies.
For Grade 6, the lesson begins with
Content Knowledge to prepare
students to understand the main and
paired selections. The Oral
Language section based on the
Amazing Words is developed at the
beginning of each Day’s
instruction. Selection Vocabulary is
presented and practiced in a short
Read Aloud selection prior to
reading the main selection. The
Access Text with Modeling helps
students recognize information so
they can comprehend the text and
gain information. By providing
these activities, students are
prepared to successfully read more
complex text. See preliminary
activities on Grade 6 Unit 1 p. 20j
and selection activities beginning
on p. 26–27.
Reading Street explicitly teaches
reading strategies for students to
apply to their deep reading of text
through direct teaching, systematic
review, and application. For
examples, see Grade 6 Teacher’s
Edition Unit 1 pages 21c to 22–23,
26–27 to 31a, 32–33 to 39a.
14

16. Questions and tasks require careful comprehension of the text as a
precursor for asking students for evaluation or interpretation.
Texts are the focal points for
activities—individual and
collaborative—in reading, writing,
speaking, and listening. Questions
and activities with all texts in
Reading Street encourage students
to grow as readers by sharing
knowledge through high-level
questions, deep thinking, and
classroom discourse. In both the
main and paired selections every
week, which are conceptually
coherent, multiple-genre texts,
teachers have a model in our Close
Read routine and in our Look Back
and Write for text-reliant
questioning. In Reading Street
Sleuth, a student-friendly weekly
routine allows readers to internalize
the processes that will enable
substantiating claims with textbased evidence. See Grade 6 Unit 1
Teacher’s Edition pages 26–27 to
31a, 32–33 to 39a, 44–45 to 47a
and the related instructional
lessons.
15

17. Questions and tasks that address academic language (vocabulary and
syntax) support students in analyzing the meaning of complex texts.
In Content Knowledge on Day 1 at
all grade levels in Reading Street,
students use academic vocabulary
from texts to develop a conceptrelated graphic organizer that is
expanded throughout the week as
knowledge is built through
discourse and text evidence.
Students build oral language and
oral vocabulary by acquiring
academic and domain-specific
words, exemplified in each week’s
Amazing Words. Students use these
words in reading, writing, speaking,
and listening. See Grade 6
Teacher’s Edition Unit 1 pages 20j,
20–21, 21a–21b, 24a–24b, 32a–
32b, 44a–44b, 49f–49g.
16

18. Instructional materials offer monitoring/assessment opportunities that
genuinely measure progress. Progress must include gradual release of
supporting scaffolds for students to measure their independent abilities.
Assessment in Reading Street is
provided at point of use and in
additional assessment materials.
For examples of Assessment
Checkpoints for the Week, see
Grade 6 Teacher's Edition Unit 1
page 49r. The Reading Street
Assessment Handbook provides
more information for teachers on
how to interpret assessment results
to inform instruction.
Reading Street supports teachers
with guidance on how to interpret
student performance through
progress monitoring. The daily
monitor progress boxes provide
teachers with point of use formative
assessment and interpretations
guidelines. On Day 3 at all grade
levels, retelling rubrics assist
teachers in quickly assessing
students’ retelling of the main
selections (Anchor Text). Writing
rubrics accompany all writing
assignments in Reading Street,
from formal weekly writing
mini‐ lessons (Let’s Write It!) to
weekly writing assessment (Look
Back and Write) to Process Writing
projects at the end of each unit and
extended-response writing in the
Unit and End-of-Year Benchmark
Tests.
17

19. Instructional materials must provide both reteaching and additional student
learning opportunities.
The architecture of the daily
instructional design affords specific
strategies for mediating content in
both whole and small group for the
range of learning style and
proficiencies in classrooms.
Multimodal and diverse media
experiences augment print
instruction, and an increase in
specificity and focus of instruction
delivers targeted reteaching and
remediation in small group or
personalized learning settings, all
informed by a strong progress
monitoring component throughout
the series. Also, see the Access for
All information for Grade 6 Unit 1
Week 1 on pp. 20f–20g in addition
to the Reader’s and Writer’s
Notebook, Decodable Readers, and
the Independent Practice Stations
pp. 20h–20i.
18
Writing to Sources
Instructional materials must adequately address the writing objectives for the grade.

20. Instructional materials provide opportunities for writing based on what
students have read, heard or viewed according to grade-specific
objectives.
Writing activities in Reading Street
are text dependent and require
students to confront the text
directly. Daily, weekly, and unit
writing activities provide
performance tasks for students as
they write in response to reading
texts at various levels of
complexity. The writing strand in
Reading Street and the Reading
Sleuth sections address
opinion/argument, informative/
explanatory, and narrative writing
tasks, as required by the Common
Core State Standards. Daily writing
instruction is an integral part of the
five-day instructional plan in which
students write in response to highquality, complex texts. Each
assignment takes students through
the steps in the writing process and
focuses on the traits and craft of
good writing. Weekly writing is in
response to reading in whole or
small group and requires students to
use text evidence to support ideas,
claims, and opinions. In grades K–6
Look Back and Write on each
Think Critically page in the Student
Edition requires students to respond
in writing to the text and use textual
evidence to support inferences from
the text. On Day 4 in weekly small
group instruction, students confront
the text in Sleuth by “Making Their
Case” as they draw on textual
evidence to support claims and
statements about the text.
19

21. Instructional materials provide prominent and varied writing
opportunities focusing on the following writing types and progressions:
• Grades K-2 must include opportunities for
informative/explanatory, opinion and narrative writing.
• Grades 3-5: informative/explanatory 35%, opinion 30%, narrative
35%
• Grades 6-8: informative/explanatory 35%, argument 35%,
narrative 30%
• Grades 9-12: informative/explanatory 40%, argument 40%,
narrative 20%
They also may reflect blended forms.
In Reading Street Common Core
Writing to Sources, students receive
weekly writing instruction aligned
with a unit level writing focus.
Each week students “Write Like a
Reporter” and “Connect the Texts”
in the same mode of writing
throughout the unit, culminating in
a unit level “Prove It!” in that
featured mode.
• In weekly “Write Like a
Reporter” tasks, students write
an argumentative, explanatory,
or narrative paragraph in
response to the main selection
and draw on textual evidence to
support their ideas. The textbased prompt requires students
to directly confront the text.
• For weekly “Connect the
Texts,” students write in
response to two sources—the
weekly main and paired
selections—drawing on
evidence from two texts to
write an argument/opinion, to
write to inform/explain, or to
write a narrative. These lessons
are in support of the
requirement in the Standards
that students make an
increasing number of
connections among ideas within
and between texts as they
develop their ability to use
textual evidence with increasing
facility.
• In the unit level “Prove It!”
writing tasks, students respond
to multiple sources within a unit
of instruction to prepare for
performance tasks and the
20
changing expectations of the
upcoming Common Core
assessments. In the first part of
each unit-level writing task,
students are asked to answer
evidence-based short response
questions based on three texts
from that unit of instruction to
demonstrate comprehension of
key ideas and details. In the
second half of the writing task,
students use the texts and their
notes from the short response
questions to write an argument,
explanation, or narrative that
synthesizes information in
response to a text-based
prompt.
There are 30 Writing lessons and 6
Writing Process lessons for each
grade. There are also 30 Reading
Street Sleuth lessons that
incorporate writing projects. Out of
a total of 66 major writing lessons,
50% are opinion and/or argument
writing activities that focus on
taking a side and making a case.
25% of the 66 major writing
lessons are informative/
explanatory. In addition, students
research and write informative/
explanatory text in many of the
weekly Research and Inquiry
projects. The Look Back and Write
activity on the Think Critically
page for each selection also asks
students to write a response that
requires text evidence and is often
explanatory writing. 25% of the 66
major writing lessons are narrative.
Many selection-based and lesson
21
feature writing activities offer
opportunities for narrative writing.

22. Instructional materials provide opportunities for short, focused research
projects to guide students in developing the expertise needed to
conduct research as stated in grade-specific objectives.
In many of the Research and
Inquiry projects, students locate
information about the unit topic or
concept as they prepare to make a
report or presentation on the topic.
Each of these activities requires
students to use both print and
digital materials to locate the
necessary information to complete
the Research and Inquiry project.
• See Grade 6 Unit 1 Week 1
Teacher’s Edition pages 23b,
31b, 41d, 49b, and 49n for one
example.
22
Speaking and Listening
To be aligned to the Next Generation Content Standards and Objectives, instructional materials must reflect communication skills required for
real-world applications and for college and career readiness. Instructional materials should promote frequent and regular discussions about
what students have read, heard or viewed.

23. Instructional materials used in speaking and listening tasks must meet
the criteria for complexity, range and quality of texts.
Reading Street content provides
multiple opportunities for students
to develop strong speaking and
listening skills as prescribed by the
Listening and Speaking strand.
Listening and Speaking Standards
are practiced during discrete
weekly Listening and Speaking
lessons and also during Writing
projects (Publish and Present) and
weekly Build Oral
Language/Vocabulary instruction.
Lessons and projects presented
throughout the program incorporate
a range of texts in increasing
complexity. For examples, see
Grade 6 Teacher's Edition Unit 1
pages 20j–21b, 24a–24b, 32a–32b,
44a–44b, 49a, 49f–49g.
23

24. Instructional materials provide students frequent, real-world
opportunities to engage effectively in a range of discussions and
collaborations that build on the ideas of others.

25. Instructional materials provide opportunities to develop active listening
skills, such as asking relevant questions and elaborating on remarks of
others. In grades 3-12, this includes note taking.
Each Day of the 5-Day lesson plan
provides opportunities for students
to participate in discussions. Many
pages in the Student Edition for
Grade 6 have topics intended to
encourage discussion and
participation. See the following
references for the second selection
in Grade 6 Student Edition 6.1:
Review the Let’s Talk About It
(50–51), selection annotations (53,
55), and Think Critically questions
(72). The Media Literacy or
Listening and Speaking activities
(TE Unit 1:79a) are also discussionbased.
A key feature of the Let’s Learn It!
Student Edition pages for Listening
and Speaking (Unit 1, 78–79) is the
Tips section, which helps students
review how to be a good speaker
and a good listener. The
accompanying Teacher’s Edition
page 79a gives further information
about sharing information. The
Teamwork tips emphasize ways to
participate in discussions and other
speaking activities when sharing
information with others. These
activities are found in every weekly
lesson in the program.
24

26. Instructional materials must provide opportunities to gather evidence to
discuss and orally present findings using academic language.
At all grade levels, the instructional
materials in Reading Street make
the text the focus of all instruction.
All support in Reading Street is
designed to complement and
enhance the text. All activities are
text-based and students return to the
text multiple times for reading,
vocabulary, writing, speaking and
listening, and strategy instruction.
25
Language
Instructional materials must adequately address the language objectives for the grade.

27. Instructional materials address the grammar and language conventions
specified by the language objectives at each grade level.
At all grades in Reading Street,
there is explicit instruction in
grammar. In Grades 1–6, grammar
instruction includes the following.
• Daily conventions lessons
focused on a weekly grammar
skill
• Additional instruction and
support for daily lessons in the
Reader’s and Writer’s
Notebook and the Let’s Practice
It! TR DVD
• Instruction in grammar, usage,
and mechanics in the context of
reading and writing
• Cumulative grammar, usage,
and mechanics practice through
the Daily Fix-It activities
• Grammar, usage, and
mechanics practice in the
Editing or Proofreading steps of
the Weekly and Unit writing
lessons
26

28. Instructional materials guide students in discovering accurate usage
patterns (grades K-2), and in identifying and correcting their own error
patterns in usage and conventions (grades 3-12).
Throughout Reading Street, the
conventions of grammar and usage
are presented in student and teacher
materials, which provide ample
opportunities to use the conventions
in speaking and writing. Teacher’s
Edition lessons introduce, reinforce,
and review conventions for types
and structures of sentences, kinds
of nouns, regular and irregular
verbs, pronouns, adjectives,
articles, prepositions, and more.
Students are provided with
extensive practice in identifying
and correcting their use of
conventions.
• See the following pages for
Grade 6 Unit 1 Week 1: 23d,
31c, 41e, 49c, 49o.
27

29. To avoid teaching language concepts in isolation, instructional
materials align and integrate language objectives with the reading,
writing, speaking and listening objectives.
Conventions instruction is closely
integrated into the content of each
weekly lesson. Learning the
concepts as an integral part of
reading, writing, listening, and
speaking development allows
students to learn, practice, and
apply the skills immediately as they
progress through the lesson. The
conventions concepts begin with
subjects and predicates as students
learn parts of complete sentences.
See Grade 6 Unit 1 Week 2
Teacher’s Edition pages 53d, 63c,
73e, 79c, and 79o. This skill is
emphasized in the writing activity,
Let’s Write It! on pages 74–75 and
75a. Students work with and apply
their knowledge of subjects and
predicates as they complete the
Writing activity for the week on
page 79p. Each week a new skill is
presented and practiced using this
spiral structure.
28
GENERAL EVALUATION CRITERIA
2014-2020
Group II – English Language Arts
Grade 6
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of
information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the general and eighty percent of the specific criteria must be
met with I (In-depth) or A (Adequate) in order to be recommended.
(IMR Committee) Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to Learning for
st
the 21 Century which includes opportunities for students to develop:
Next Generation Skills
Thinking and Problem-Solving Skills
English Language Arts Content:
Each day of the 5-Day plan for a
lesson begins with Content
Knowledge to start the day exploring
and expanding knowledge. See TE
6.1: Content Knowledge 20j, 24a,
32a, 44a, 49f; Each day also includes
a Research and Inquiry section. See
TE 6.1: Research and Inquiry 23b,
31b, 41d, 49b, 49n
1. is presented in a way that deepens student understanding through meaningful
and challenging inquiry-based learning that builds on prior knowledge and
promotes interdisciplinary connections;
29
In the 1st Read, students respond to
questions that help them access and
understand the text. In the 2nd Read,
students draw knowledge from the
text and respond to questions based
on the higher-order thinking skills of
analysis, synthesis, and evaluation.
TE 6.1: 28–29 to 31a, 32–33 to 40–
41
2. engages in complex analysis of content presented in a variety of mediums that
promotes the development of mental perspectives, thoughtful well-framed
questions and judgments applicable to students’ own lives and future situations;
In each lesson, there are questions
and activities such as Connect Text
to World, Text to Self and Reading
and Writing Across Texts that bridge
the learning from the selection to the
world. TE 6.1: 40–41, 47a
3. promotes local and global connections past and present in real-world, authentic
relationships that encourage the consideration of the human condition; and
For each week, Reading Street offers
a main selection and a shorter paired
selection on the same topic or
concept. To fully comprehend any
text, students must participate in
discussions about the text as they
search for text-based information,
relate the information to other
sources, compare and contrast
information with that in other reading
selections, and work to understand
the text. These activities lead to
identifying issues and creatively
exploring all aspects to solve
problems. See Unit 1 Teacher’s
Edition pages 28–29 to 31a, 32c, 32–
33 to 39a, 40–41, 44–45 to 47a.
4. makes unusual associations and provides a variety of solutions to problems to
reach unexpected answers.
30
Information and Communication Skills/English Language Arts
For student mastery of content standards and objectives, the instructional materials will include multiple strategies that provide students with opportunities to:
Many questions including those
labeled “Reread Challenging Text”
direct students to reread text,
interpret its meaning, and discuss it.
See Unit 1 Teacher’s Edition pages
34–35, 70–71, 91a, 119a, 146–147
for examples. The Look Back and
Write question and often other
questions on the Student Edition
Think Critically page (see Unit 1
Student Edition pages 40, 72, 100,
128, 160) require students to reread
text. At the end of each paired
selection are Reading Across Texts
and Writing Across Texts prompts
that provide opportunities for
original communication for
comparison and synthesis. See
examples on Unit 1 Student Edition
pages 47, 77, 135, 167 and Teacher’s
Edition pages 47a, 77a, 135a, 167a.
5. locate existing information in a variety of formats, interpret meaning and then
create original communication;
31
Reading Street Teacher’s Editions at
all levels provide a read-and-reread
strategy for each main selection. In
the 1st Read at Grade 6, students
respond to questions that help them
understand the text. In the 2nd Read,
students draw knowledge from the
text and respond to questions based
on the higher-order thinking skills of
analysis, synthesis, and evaluation
(see Unit 1 pages 28–29 to 31a, 32–
33 to 39a). As students respond to
the text-based questions that
accompany the main and paired
selections in the Student Edition and
the Reading Street Sleuth selections
in the Small Group lessons, they are
continually required to use text
information to make informed
responses and choices.
6. make informed choices; and
The program has been created to
show how the materials are carefully
designed and constructed around
excellent informational texts and
literature to help students master the
concepts they need to succeed in
school and beyond. From the printed
books to the online database,
students and teachers can choose
from a wide variety of materials as
they develop the important reading,
writing, listening, and speaking
concepts. See Unit 1 page 20c.
7. interact with outside resources through opportunities for local and global
collaboration in a variety of safe venues.
32
Personal and Workplace Productivity Skills
For student mastery of content standards and objectives, the instructional materials will provide students with opportunities to:
Reading Street provides daily
Research and Inquiry projects each
week in the core lessons. The weekly
Research and Inquiry project
expands and extends the weekly
concept. In the weekly Research and
Inquiry projects, students research to
find information about a chosen topic
as they prepare a report or
presentation on the topic. Students
are guided to use both print and
digital materials to locate the
information they need to answer
inquiry questions, narrow their topic,
and support their thesis. TE: 6.1
Week 1: 23b, 31b, 41d, 49b, 49n
8. conduct research, validate sources and report ethically on findings;
Each day, at every grade level,
teachers are provided with lesson
instruction, modeled teacher talk, and
additional resources to reach the
range of learning styles in the
classroom. The program’s robust
digital assets augment print delivery
and expand the multisensory capacity
of the proven instruction. Abundant
practice and authentic application
can be found in multiple components
in both print and digital formats. See
Unit 1 page 20c for the Digital
Resources and the eStreet Interactive
icon as shown on page 20–21.
9. identify, evaluate and apply appropriate technology tools for a variety of
purposes;
33
Each main selection in the Student
Edition includes a Think Critically
page with a Look Back and Write
question. Each paired selection in the
Student Edition includes a Writing
Across Texts prompt. Both writing
tasks require students to answer the
question and communicate their
thinking. See Unit 1 Student Edition
pages 40, 47 and Unit 1 Teacher’s
Edition pages 40–41, 41a, 46–47,
47a. The weekly Research and
Inquiry projects guide students in
writing and answering inquiry
questions and collecting and
organizing information before
communicating their findings to
others. See Unit 1 Teacher’s Edition
pages 23b, 31b, 41d, 49b, 49n.
10. engage in self-directed inquiry;
Student Edition pages for Listening
and Speaking (Unit 1 page 49) or
Media Literacy (Unit 2 page 201)
have many ideas to incorporate
reading and discussions with
guidelines for speaking, listening,
and teamwork in the lesson and in
the accompanying Teacher’s Edition
pages. The oral and written activities
in Think Critically (Unit 1 page 40)
involve students in discussions about
selection content while responding to
questions that improve and extend
comprehension. Additionally, the
Small Group activities have Team
Talk discussion activities on Day 4
for On-Level, Strategic Intervention,
and Advanced learners.
11. work collaboratively; and
34
Reading Street offers instruction that
allows students to work together in
whole group activities, in small
group, in team activities with several
classmates or a partner. As students
complete the activity, the activities
are carefully structured to help
student understand the task, complete
the task, and share the information.
The length and density of the section
helps to promote the use of all
aspects of reading. The Research and
Inquiry sections in each Day in the 5Day lesson plan ask students to use
digital and print materials and
recommend specific tasks to
accommodate understanding of a
wide variety of text content and
concepts. See Unit 1 Teacher’s
Edition pages 23b, 31b, 41d, 49b,
and 49n.
12. practice time-management and project management skills in problem-based
learning situations.
35
Developmentally Appropriate Instructional Resources and Strategies
For student mastery of content standards and objectives, the instructional materials
In Reading Street Teacher’s Editions,
weekly story tabs have direct
correlations to Common Core State
Standards being covered that week,
while the Bridge to Common Core
boxes throughout the daily plan offer
insights to the anchor standards in
action. Abundant practice and
authentic application can be found in
multiple components in both print
and digital formats. Review and
assessment occurs on a daily, weekly,
and unit basis. Visually vibrant and
compelling content with a high ratio
of informational content in a
multimedia array affords daily
experiences for today’s digital
classroom, with its high expectations
for inquiry and collaboration toward
CCR (College and Career Readiness).
See the information on the front and
back of the Weekly Tab for each
selection.
13. are structured to ensure all students meet grade‐specific expectations as they
develop content knowledge and literacy skills aligned to college and career
readiness expectations.
Teacher scaffolding is focused on
reader and task suggestions to access
text, routines for reading for
understanding, and a two-tiered
questioning strategy to address deep
reading. For evidence of text as the
central focus of daily instruction, see
the following examples: Unit 1
Teacher's Edition pages 21a–21b, 21c
to 22–23, 24a–24b, 26-27 to 31a,
32a–32b, 32c–39a, 44a–44b, 44c–47a
14. include suggestions for appropriate scaffolding and provide opportunities to
engage in high interest, age‐appropriate activities that simulate real‐life
situations, and make cross‐curricular, global connections.
36
Each grade level is organized into six
units. For each unit a gradeappropriate concept summarized in a
unit question is divided into weekly
topics and questions to create content
knowledge related to social studies
and science concepts. This structure
is followed from Grade K to Grade 6.
15. provide opportunities for students to link prior knowledge to new information to
construct their own viable mental maps and deepen understanding.
For Grade 6 Unit 1, Unit Skills
Overview introductory pages xvi and
xvii show at a glance how the unit is
structured with Integrated Science
and Social Studies topics, the Weekly
Question, and the Knowledge Goals.
This is also presented in the Weekly
structure on Content Knowledge page
xxii. Within each Week, the
information is expanded on in the
Bridge to Common Core knowledge
notes. See Teacher’s Edition Unit 1
Week 1 pages 20j, 23e, 24e, 26–27,
31b, 40–41, 43b, 44c, 49a, 49c, 49f
and 49p. This well-designed structure
allows students to incorporate prior
knowledge and extend the concepts
to deepen understanding.
37
In Grade 6 selections, the text and
graphics are carefully put together to
invite the reader to read and enjoy the
selection and the related materials. A
review of the Student Edition shows
the Unit/Week structure with each
main selection having vocabulary and
comprehension pages prior to
reading. The main selection is
followed by Think Critically
questions about the selection (see
Unit 1 page 40–41) and Let’s Write
It! pages with a writing activity (see
Unit 1 page 42–43). The paired
selection pages include annotations
for Let’s Think About… for
understanding the content reading
(see Unit 1 pages 44–45, 46–47),
which is followed by Vocabulary and
Listening and Speaking or Media
Literacy pages (see Unit 1 page 48–
49). Additionally, the digital
materials are incorporated into the
lesson in the eStreet Interactive
boxes.
16. provide students with opportunities to use print, graphs, visual displays, media
and technology sources to acquire and apply new information.
38
Instruction and practice in sequence
are included as students read each
selection. Students answer questions
about the key details and sequence of
events in the selection and create
their own questions as they monitor
and clarify the content of the
selection they are reading.
17. offer opportunities for students to build an understanding of sequencing of time,
events and text with or without an anchor text.
The Retelling Cards are shown on the
Think Critically page at the end of
every selection in the Student Edition
(see Unit 1 page 40). These cards can
be used to help students retell the
selection, including the central
message or main ideas, presenting
this information in the sequence
found in the selection. Students can
add to and interpret the events as they
retell the story in their own words,
verifying their understanding of the
content. The Teacher’s Edition
instruction for the Think Critically
page (see Unit 1 pages 40–41 to 41a)
provides suggestions to apply and
extend retelling skills.
39
In every lesson in Reading Street,
students are actively involved in
reading the selection. The questions
and activities for each selection
expose students to content that
requires them to interpret the text by
using text evidence to comprehend
the selection and to combine that
evidence with interpretive skills to
understand the content and structure
of the reading materials. Students are
also asked to extend the interpretation
to multiple applications for solutions.
See Unit 1 Teacher’s Edition pages
28–29 to 31a, 32–33 to 39a, page 40–
41 for Text to Text, page 72–73 for
Text to Self, and Unit 2 page 194–
195 for Text to World connections.
18. provide opportunities for students to investigate issues that are interconnected to
explore complex problems that can change at varied entry points suggesting the
possibility of multiple solutions.
40
Weekly and unit instruction is built
around science and social studies
concepts. With the Main Selection as
the anchor text, these concepts
connect every piece of literature,
vocabulary, and writing, allowing
students to develop deep knowledge.
Text-based instruction is the most
important aspect of all instruction in
Reading Street, and interaction with
complex text begins on Day 1 at all
grades. Interaction with complex text
goes beyond the main selection and
includes teacher read aloud (see Unit
1 Day 1 pages 21a–21b), teacher or
student read-aloud instructional
passages (see Unit 1 Day 1 pages 21c
to 22–23 and Day 2 pages 24e to 24–
25), main selection (see Day 2 pages
28–29 to 31a and Day 3 pages 32–33
to 39a), paired selection (see Day 4
pages 44–45 to 47a), and Reading
Street Sleuth (see Small Group Days
1 and 5 pages SG•2, SG•6, SG•7,
SG•11, SG•12, SG•16). See Unit 1
Teacher’s Edition page 20j for an
example of a list of the complex texts
students engage with over the course
of a lesson.
19. provide opportunities for students to investigate texts that are interconnected and
linked to an anchor text.
41
At all grade levels in Reading Street,
more than 80% of the questions are
high-quality text-dependent questions
requiring students to rely on the text
to find the answers. Text-dependent
and text-specific questions provided
in the Teacher’s Edition for the main
and paired selections include the 1st
Read/Access Text questions, in
which students explore the content of
the selections, and the 2nd
Read/Close Reading questions, in
which students use text evidence as
they synthesize, analyze, and evaluate
the text. See Unit 1 pages 28–29 to
31a, 32–33 to 39a.
20. include guiding questions and text-dependent questions to aid student
comprehension.
In Content Knowledge on Day 1 at
all grade levels in Reading Street,
students use academic vocabulary
from texts to develop a conceptrelated graphic organizer that is
expanded throughout the week as
knowledge is built through discourse
and text evidence. Students build oral
language and oral vocabulary by
acquiring academic and domainspecific words, exemplified in each
week’s Amazing Words. Students use
these words in reading, writing,
speaking, and listening. For
examples, see Unit 1 Teacher's
Edition pages 20j, 20–21, 21a–21b,
24a–24b, 32a–32b, 44a–44b, 49f–
49g.
21. include best practices that emphasize the importance of authentic vocabulary
acquisition using multiple methods and modes that motivate and increase
vocabulary skills.
42
Multi-modal and diverse media
experiences augment print
instruction, and an increase in
specificity and focus of instruction
delivers targeted reteaching and
remediation in small group or
personalized learning settings, all
informed by a strong progress
monitoring component throughout
the series. Reading Street is dedicated
to the advancement of all learners,
including the gifted. Daily
enrichment and targeted text, all
designed by national gifted education
expert, ensure consistent engagement
for this specialized population. See
Unit 1 Access for All chart on pages
20f–20g as well as notes on Unit 1
Teacher’s Edition representative
pages 24d, 27a, 35a, 37a, 41c, 41e,
45a.
22. support personalized learning through intervention and enrichment activities.
Reading Street provides an extensive
offering of technology components to
enhance and expand learning and
instruction. The digital offerings are
cited at the beginning of each week
and at point of use on Teacher’s
Edition pages. Reading Street’s
parallel digital resources engage all
students with user-friendly,
interactive activities. Videos, games,
animations, and e-text relate directly
to daily instruction and enhance
comprehension. Reading Street users
can select digital assets to assign to
students and provide feedback.
Automatic remediation is delivered
based on student assessment data. See
the Digital Resources on Unit 1 page
20c.
23. provide a dynamic, interactive website for students to access electronic
resources (e.g., podcasts, breaking news events, videos, etc.).
43
Each day, at every grade level,
teachers are provided with lesson
instruction, modeled teacher talk, and
additional resources to reach the
range of learning styles in the
classroom. The program’s robust
digital assets augment print delivery
and expand the multisensory capacity
of the proven instruction. Abundant
practice and authentic application can
be found in multiple components in
both print and digital formats. See
eStreet Interactive notes on Unit 1
Day 1 pages 20–21, 21b, 22–23, 23b,
23d, 23f.
24. include a professional resource that builds content and pedagogical knowledge
for the teacher.
The activities and questions that
accompany each main selection are
intended for use by all students. The
Access Text questions used in the 1st
Read help students understand the
text. The Close Reading questions
used in the 2nd Read help them
extend their interpretation of the text
using higher-level thinking skills by
applying Analysis, Synthesis, and
Evaluation questions to the text and
supporting their responses with Text
Evidence. See these representative
pages in the Unit 1 Teacher’s Edition:
28–29 to 31a, 32–33 to 39a.
25. include high-quality sequences of text-dependent questions to guide students in
delving deeper into text and graphics and elicit sustained attention to the
specifics of the text and their impact.
44
The program contains many forms of
assessment for measuring students’
abilities. The Monitor Progress
suggestions within the lessons
provide evaluation during the lesson,
and the weekly assessments offer
more formal evaluation. Tools are
included to monitor students’ letter
recognition/phonics, high-frequency
words, and comprehension
development as listed in the next
item. See Corrective Feedback notes
on Unit 1 pages 22–23, 23a, 24–25,
31d, 32c, 32d, 41b, 44–45, 46–47,
49e, 49j, 49l; See Monitor Progress
notes on Unit 1 pages 21a, 41a, 48–
49, 49g.
26. include questions and tasks that assess the depth and complexity of the
analytical thinking required by the objectives. (Note: not every objective must be
assessed with every text.)
Life Skills
For student mastery of content standards and objectives, the instructional materials will provide students with opportunities to:
Among the genres for Grade 6
literary selections are drama, fable,
folk tale, historical fiction, humorous
fiction, journal (literary nonfiction),
myth, poetry, personal essay, realistic
fiction, science fiction, and tall tale.
Genres for Grade 6 informational
texts include autobiography,
biography, how-to text, informational
text, e-mail and online selections,
narrative nonfiction, persuasive text,
procedural text, science and social
studies expository texts, and textbook
entry. See Unit 1 pages xi–xiii for
Table of Contents for genre, with
specific genre on lesson page (Unit 1
Week 1 page 26–27).
27. achieve print literacy through access to a wide variety of high-quality classic and
contemporary reading materials that address student interests and allow choice
(e.g., literary fiction, literary nonfiction, informational text) to build a coherent
body of knowledge and a joy in reading. Selections must meet quantitative and
qualitative standards at the specific grade band;
45
The program provides a variety of
selections that can be used for readaloud and read-along opportunities.
These include teacher read-aloud
selections that promote listening
comprehension, teacher or student
read-aloud instructional passages, and
the main and paired selections that
can be used for reading along and
aloud. Small Group pages in the
Teacher’s Edition accommodate OnLevel, Strategic Intervention, and
Advanced instruction with Leveled
Readers, main selections, and Sleuth
selections. See, for example, Unit 1
Teacher’s Edition pages 21a–21b,
21c to 22–23, 24e to 24–25, 26–27,
27a, 32c–32d, 44–45 to 47a, and
SG•2–SG•16.
28. achieve visual and media literacy through access to a wide variety of high-quality
materials including, but not limited to, graphic novels, primary and secondary
source documents, digital media, podcasts, vodcasts, audio recordings, visual
art, videos, etc.; and
46
Each grade level is organized into six
units. For each unit a gradeappropriate concept summarized in a
unit question is divided into weekly
topics and questions to create content
knowledge related to social studies
and science concepts related to global
literacy topics and events. This
structure is followed from Grade K to
Grade 6. For Grade 6 Teacher’s
Edition Unit 1, Unit Skills Overview
introductory pages xvi and xvii show
at a glance how the unit is structured
with Integrated Science and Social
Studies topics, the Weekly Question,
and the Knowledge Goals. This is
also presented in the Weekly
structure on Content Knowledge page
xxii. Within each Week, the
information is expanded on in the
Bridge to Common Core knowledge
notes. See Unit 1 Week 1 Teacher’s
Edition pages 20j, 31b, and 49f.
29. achieve global literacy and an understanding of the impact of global
issues/events on their own lives through access to a wide variety of
developmentally-appropriate, high-quality current print and non-print materials
and technology resources.
All of the instructional information in
the Teacher’s Edition works with key
reading, writing, speaking, and
listening concepts that focus on the
reading selection and help students
read and apply all aspects of concept
development to become successful
readers who comprehend text and
apply the learning to real-world
activities. See the Listening and
Speaking activities on Unit 1
Teacher’s Edition pages 48–49, 49a,
78–79, 79a, 106–107, 107a, 136–137,
137a, 168–169, 169a.
30. practice situational language (e.g. mock interviews, presentations, debates,
speeches, collaborative discussions, social media) in real-world activities.
47
Assessment
A comprehensive 5-step assessment
system includes formative and formal
daily, weekly, unit, and summative
opportunities in print and fully digital
formats. Support for using all soft
and hard data to know and serve the
students is found in the Assessment
Handbook. Suggestions and ideas for
assisting and scaffolding of students
are given in the chapters of the
Assessment Handbook, but are also
dealt with extensively in the
Teacher’s Editions and in suggestions
in the Teacher’s Manuals of the
various formal assessments. The
Reading Street Assessment offerings
include: Baseline Group Tests
Corrective Feedback and Progress
Monitoring (included at point of use
in the Teacher’s Editions), Weekly
Assessments (included in the
Teacher’s Editions), Weekly Tests
and Fresh Reads for Fluency and
Comprehension Performance Tasks
based on the Reading Street Sleuth
(included in the Teacher’s Editions),
Unit Benchmark Tests, End-of-Year
Benchmark Tests. See Unit 1 pages
xviii–xix for Assessment Component
summary.
31. Instructional materials provide tools for a balanced approach to assessment
including diagnostic, formative and summative assessments in multiple formats
(i.e., rubrics, text-dependent questions (TDQs), performance tasks, open-ended
questions, portfolio evaluation, and multimedia simulations).
48
For Grade 6, the Assessment
Checkpoints (Unit 1 page 49r)
include Weekly Assessment,
Differentiated Assessment, and
Managing Assessment. Managing
Assessment identifies the key
components of the Assessment
Handbook: Weekly Assessment
Blackline Masters for Monitoring
Progress, Observation Checklists,
Record-Keeping Forms, and Portfolio
Assessment. Support for assessment
can also be found in the Teacher’s
Edition at point of use. (TE Unit 1:
43a, 45a, 49j, 49l)
32. Instructional materials provide supports for assessment (i.e., rubrics, student
work samples, model texts).
Organization, Presentation and Format
The program has been created to
show how the materials address the
Common Core State Standards for
each grade. As in earlier editions, this
new edition is carefully designed and
constructed around excellent
informational texts and literature to
help students master the concepts
they need to succeed in school and
beyond. From the printed books to
the online database, students and
teachers can choose from a wide
variety of materials as they develop
those important reading, writing,
listening, and speaking concepts. See
Common Core State Standards notes
on each spread (for example Unit 1
Week 1 Day 1 pages 21a, 21c, 23a,
23c, 23e) and Bridge to Common
Core notes within the lesson (Unit 1
Week 1 pages 20j, 23e, 24e, 26–27,
31b, 40–41, 43b, 44c, 49a, 49c, 49f)
33. Information is organized logically and presented clearly using multiple methods
and modes for delivering differentiated instruction that motivates and increases
literacy as students engage in high interest, authentic activities.
49
All of the instructional information in
the Teacher’s Edition works with key
reading, writing, speaking, and
listening concepts that focus on the
reading selection and help students
read and apply all aspects of concept
development to become successful
readers who comprehend text. This
edition is carefully designed and
constructed around excellent
informational texts and literature to
help students master the concepts
they need to succeed in school and
beyond. From the printed books to
the online database, students and
teachers can choose from a wide
variety of materials as they develop
those important reading, writing,
listening, and speaking concepts. See
Unit 1 components on pages iv–ix,
Table of Contents on pages xi–xv,
Skills Overview on pages xvi–xvii,
and digital learning on pages xx–xxi.
34. The media included in the instructional materials must enhance and support
instruction and learning.
50
The program’s robust digital assets
augment print delivery and expand
the multisensory capacity of the
proven instruction. Abundant practice
and authentic application can be
found in multiple components in both
print and digital formats. Reteaching
opportunities are suggested and
supported daily, with increased
intensity, across the bands of a tiered
model of intervention. Review and
assessment occurs on a daily, weekly,
and unit basis. Visually vibrant and
compelling content with a high ratio
of informational content in a
multimedia array affords daily
experiences for today’s classroom,
incorporating an assortment of digital
tools to obtain the highest
expectations for inquiry and
collaboration toward CCR (College
and Career Readiness). See the
Digital references in a typical week.
35. Instructional materials include an electronic file of the student edition provided on
an electronic data storage device (e.g., CD, DVD, USB drive, etc.) and through a
link on the publisher’s server, both of which are accessible by an internetenabled device that can open standard file formats.
• Grade 6 Unit 1 Week 1 Teacher’s
Edition pages 20c, 20–21, 21b,
22–23, 23b, 23d, 23f, 24b, 24d,
24–25, 27a, 31c, 31e, 32b, 32d,
41a, 41c, 41e, 43a, 43c, 44b, 44d,
45a, 47a, 49a, 49c, 49e, 49g, 49i,
49o, 49q.
51
SPECIFIC EVALUATION CRITERIA
2014-2020
Group II – English Language Arts
Grade 6
English Language Arts sixth grade students apply a variety of strategies to increase language, writing and comprehension skills within a literacy-rich environment. Those strategies
include literal, inferential and critical thinking components couched in student directed, meaningful and engaging learning experiences. Students continue to evaluate connections
among the facts, ideas and concepts of literary and informational texts across the curriculum with increasing emphasis on informational texts. Sixth grade students continue to read
literary and informational texts of appropriate complexity. Sixth grade students use the writing process and the conventions of language to address specific writing purposes with
increased emphasis on informative/explanatory and argumentative writing and speaking for various audiences. They demonstrate competency in mechanics and language usage in
order to communicate ideas effectively. Sixth grade 21st Century learners employ listening, speaking and media strategies to gather and process oral information in order to
effectively express themselves in a variety of situations. The West Virginia Standards for 21st Century Learning include the Next Generation West Virginia Content Standards and
Objectives and 21st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates content standards and
objectives, learning skills and technology tools.
Standard 1: Reading
The development of proficient reading skills is critical for mastering academic content, succeeding in school and fulfilling life’s potential. Students must show a steadily growing ability
to discern more from and fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence
and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in text. In order to build the foundational skills of reading, students will master the essential
components of reading: phonemic awareness, phonics, background knowledge/vocabulary, high frequency words/fluency, comprehension and written application. Students will gain
adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students
advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.
Standard 2: Writing
Students will apply writing skills and strategies to communicate effectively for different purposes using specific writing types. They will use the writing process by appropriately
applying the organization of ideas, development of main ideas and supporting details, varied sentence structure, word choice and mechanics. Using a variety of literary and
informational texts, print sources and media sources, students will select, organize and evaluate for research purposes.
Standard 3: Speaking and Listening
Students will be required to communicate ideas clearly and efficiently, including but not limited to formal presentations. They will need to use oral communication and interpersonal
skills as they work together. They will need to be able to express and listen carefully to ideas, integrate information from oral, visual, quantitative and media sources, evaluate what
they hear, use media and visual displays strategically to help achieve communicative purposes, and adapt speech to context and task.
Standard 4: Language
Students will learn and apply the standard rules of written and spoken English while approaching language as a matter of craft and informed choice among alternatives to
communicate. Students will understand words and phrases, their relationships, and their nuances and acquire new vocabulary, particularly general academic and domain-specific
words and phrases.
52
For student mastery of content standards and objectives, the instructional materials will provide students with the
opportunity to
IMR Committee Responses
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
N
READING
Key Ideas and Details
SE 1: 40, 52–53, 72, 82–83, 100,
140–141, 160, 268–269, 286, 350,
362–363, 440, 450–451, 472
SE 2: 112, 132, 206, 242, 256, 292–
293, 330, 346, 388–389, 408
TE 1: 30–31, 32c, 34–35, 35a, 36–37,
38–39, 39a, 40–41, SG•2–SG•3,
SG•4, SG•8, SG•12–SG•13, 51c, 58–
59, 59a, 60–61, 61a, 62–63, 63a, 64c,
64–65, 65a, 66–67, 67a, 68–69, 69a,
70–71, 71a, 72–73, SG•18–SG•19,
SG•20, SG•25, SG•28–SG•29,
SG•30, 81c, 82–83, 88–89, 89a, 90–
91, 92–93, 93a, 94c–94d, 94–95, 95a,
96–97, 97a, 98–99, 99a, 100–101,
107h–107i, SG•34–SG•35, 140–141,
UR•9, UR•11, UR•12–UR•13,
UR•18–UR•19, UR•21, UR•29,
UR•31
TE 2: 267c, 268–269, 274–275, 275a,
276–277, 278–279, 279a, 280–281,
282c–282d, 282–283, 283a, 284–285,
286–287, 287a, 291a, 293a, 295h,
SG•51, SG•52–SG•53, SG•56–
SG•57, SG•61, SG•62–SG•63,
1.
cite textual evidence to support analysis of what the literary text says explicitly
as well as inferences drawn from the text. (CCSS RL.6.1)
53
UR•39, UR•41, UR•42–UR•43
TE 3: 331c, 338–339, 339a, 340–341,
341a, 324–343, 343a, 344–345, 345a,
346c, 346–347, 347a, 348–349, 349a,
350–351, 351a, SG•3, SG•4, 361c,
362–363, 421c, 428–429, 430–431,
432–433, 434c–434d, 436–437, 438–
439, 439a, 440–441, 441a, SG•60,
449c, 450–451, 456–457, 457a, 458–
459, 459a, 461a, 462c, 462–463,
463a, 464–465, 465a, 466–467, 467a,
468–469, 469a, 470–471, 471a, 472–
473, 473a, 479h–479i, 479l–479m,
482–483, 483a, SG•66–SG•67,
SG•68, SG•72–SG•73, SG•78, UR•8–
UR•9, UR•10–UR•11, UR•12,
UR•39, UR•41, UR•42, UR•48–
UR•49, UR•51, UR•52
TE 4: SG•18, SG•22–SG•23, SG•28,
107a, SG•34, SG•38–SG•39, SG•44,
111c, 112–113, 118–119, 119a, 120–
121, 123a, 124–125, 125a, 126c,
126–127, 127a, 128–129, 129a, 130–
131, 133a, 141h, SG•51, SG•52,
SG•56–SG•57, SG•62, UR•38–
UR•39, UR•41, UR•42–UR•43
TE 5: 192–193, 194–195, 200–201,
204–205, 206–207, 207a, SG•2,
SG•3, SG•4, SG•7, SG•8, SG•12,
SG•13, 236c, 237a, 241c, 242–243,
248–249, 252c, 252–253, 254–255,
256–257, 257a, 263h, SG•34, SG•35,
SG•36, SG•37, SG•39, SG•44,
SG•45, SG•46, 291c, 292–293, UR•8,
UR•9, UR•11, UR•13, UR•29,
UR•31, UR•32, UR•33
TE 6: 329c, 330–331, 336–337, 338–
339, 339a, 340–341, 342c, 342d,
342–343, 343a, 344–345, 345a, 346–
347, 347a, 353h, 353i, 353l, SG•2,
SG•3, SG•7, SG•12, SG•13,387c,
394–395, 395a, 396–397, 397a, 398–
54
399, 399a, 400–401, 401a, 402c,
402d, 403a, 404–405, 406–407, 408–
409, 409a, 417h, 417i, 417l, SG•34,
SG•35, SG•36, SG•39, SG•40,
SG•41, SG•44, SG•45, SG•46, UR•9,
UR•11, UR•12, UR•13, UR•29,
UR•31, UR•42, UR•43
55
SE 1: 40, 52–53, 72, 82–83, 100,
286, 350, 362–363, 422–423, 440,
444–445, 472
SE 2: 132, 184–185, 206, 256, 260,
330–331, 346, 388–389, 408
TE 1: 39a, 40–41, 41a, 49j–49k, 32c–
32d, 38–39, 51c, 52–53, 58–59, 59a,
60–61, 61a, 64c, 64d, 64–65, 65a,
68–69, 69a, 70–71, 71a, 72–73, 73a,
79h, 79i, 79j–79k, 79, SG•24–25,
SG•30, 81c, 82–83, 92–93, 93a, 94c–
94d, 96–97, 97a, 99a, 100–101, 101a,
107j–107k, SG•34–SG•35, SG•41,
170–171, UR•18–UR•19, UR•21,
UR•22–UR•23
TE 2: 280–281, 281a, 282d, 284–
285, 286–287, 287a, 290c–290d,
SG•51, 323j–323k, UR•42
TE 3: 346c–346d, 347a, 350–351,
351a, 354b, 359j–359k, 361c, 362–
363, 421c, 422–423, 434c–434d,
440–441, 444c–444d, 444–445, 445a,
SG•50, SG•56, SG•57, SG•58,
SG•60, 462c–462d, 468–469, 472–
473, 473a, 479j–479k, 480–481,
481a, 482–483, 483
TE 4: SG•18, SG•22–SG•23, SG•28,
106c–106d, 106–107, 107a, 109j–
109k, SG•42, 126c–126d, 131a, 132–
133, 133a, 179a
TE 5: 183c, 184–185, 190–191, 191a,
192–193, 193a, 196–197, 197a, 198–
199, 200c, 200d, 202–203, 203a,
204–205, 206–207, 207a, 213h, 213j,
213l, SG•14, 239j, 252c, 252d, 254–
255, 255a, 257a, 260c, 260–261,
261a, SG•34, SG•39, SG•44, 322–
323, UR•8, UR•9, UR•11, UR•12,
UR•13, UR•29, UR•31
TE 6: 329c, 330–331, 342c, 342d,
345a, 347a, 353b, 353j, 385j, 387c,
2.
determine a theme or central idea of a literary text and how it is conveyed
through particular details; provide a summary of the text distinct from personal
opinions or judgments. (CCSS RL.6.2)
56
402c, 402d, 406–407, 408–409, 409a,
SG•41, 449j, 475j, 476–477, 477a,
UR•10, UR•42, UR•43
SE 1: 22–23, 268–269, 286, 330,
392–393, 450–451
SE 2: 184–185, 242–243, 260–261
TE 1: 21c, 22–23, 32c–32d, 34, 36,
38–39, 40–41, 41a, 49h, 49l–49m,
SG•4, SG•8–SG•9, SG•12–SG•13,
SG•14, 51c, 60–61, 62–63, 63a, 64c,
64d, 68–69, 79l–79m, 92–93, 94–95,
95a, 96–97, 97a, SG•36, SG•41,
SG•45, SG•46, UR•8, UR•11,
UR•18–UR•19, UR•21, UR•22,
UR•29, UR•31
TE 2: 267c, 268–269, 276–277, 277a,
282c, 284–285, 286–287, 287a,
SG•52, SG•56–SG•57, UR•39,
UR•42–UR•43
TE 3: 331c, 338–339, 339a, 3410–
341, 341a, 342–343, 343a, 344–345,
345a, SG•8–SG•9, SG•13, 391c, 392–
393, 421c, 429a, 430–431, 431a,
432–433, 434–435, 436–437,438–
439, 444c–444d, 445a, SG•50–
SG•51, SG•52, SG•54–SG•55,
SG•57, SG•58, SG•60–SG•61,
SG•64, 449c, 450–451, 454–455,
455a, 456–457, 457a, 458–459, 459a,
462c–462d, 462–463, 463a, 464–465,
466–467, 468–469, 469a, 470–471,
SG•66–SG•67, SG•71, SG•73,
SG•76–SG•77, UR•8–UR•9, UR•11,
UR•12, UR•39, UR•48–UR•49,
UR•51, UR•52
TE 4: 118–119, 120–121, 122–123,
124–125, 126–127, 128–129, 130–
131, 131a, SG•52, SG•56, SG•60,
SG•62, UR•39, UR•43
TE 5: 183c, 184–185, 186d, 189a,
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. (CCSS RL.6.3)
57
190–191, 191a, 192–193, 194–195,
196–197, 198–199, 200–201, 202–
203, 203a, 204–205, 207a, 213h,
213l, SG•3, SG•7, SG•12, 241c, 242–
243, 248–249, 250–251, 252c, 253a,
254–255, 255a, 260c, 260–261, 261a,
SG•40, UR•9, UR•11, UR•12,
UR•23, UR•28, UR•29, UR•31,
UR•32
TE 6: 338–339, 339a, 340–341, 341a,
342c, 342d, 342–343, 343a, 353b,
SG•4, SG•9, 393a, 394–395, 395a,
398–399, 399a, 402–403, 404–405,
405a, SG•34,
SG•35, SG•36, SG•39, SG•40,
SG•41, SG•44, SG•45, SG•46, UR•9,
UR•29, UR•31, UR•42, UR•43
58
SE 1: 110–111, 128, 178–179, 194,
204–205, 224, 256, 298–299, 316,
320–321, 356, 380, 384, 410, 476–
477
SE 2: 40, 70, 74–77, 84–85, 102,
166, 232, 280, 314, 376, 380–383,
412–415, 420–421, 440–441, 452–
453, 464, 468–473
TE 1: 46–47, 47a, 76–77, 77a, 107l–
107m, 109c, 110–111, 116–117,
117a, 118–119, 120–121, 122c, 122–
123, 124–125, 125a, 126–127, 128–
129, 134–135, 135a, SG•50–SG•51,
SG•55, SG•60–SG•61, 146–147,
147a, 148–149, 149a, 150–151, 151a,
152–153, 153a, 154–155, 155a, 156–
157, 157a, 158–159, 159a, 160–161,
161a, 164b, 164–165, 165a, 169l–
169m, SG•66–SG•67, SG•68–SG•69,
SG•72–SG•73, SG•76–SG•77,
UR•48–UR•49, UR•41, UR•51
TE 2: 177c, 178–179, 184–185, 185a,
186–187, 187a, 188–189, 189a, 190c,
190–191, 191a, 192–193, 193a, 194–
195, 195a, SG•2–SG•3, SG•7, SG•12,
SG•14, 203c, 204–205, 210–211,
211a, 212–213, 213a, 214a, 214c,
214–215, 215a, 216–217, 217a, 218–
219, 219a, 220–221, 221a, 223–224,
224a, 224–225, SG•18–SG•19,
SG•20–SG•21, SG•24–SG•25,
SG•28–SG•29, SG•30, 225a, 229a,
240–241, 241a, 242–243, 243a, 245a,
250–251, 254–255, 255a, 256–257,
257a, 263a, SG•34–SG•35, SG•39,
SG•40–SG•41, SG•44–SG•45, 295l–
295m, 295j–295k, 297c, 298–299,
305a, 306–307, 307a, 309a, 312–313,
314–315, 316–317, 317a, 320–321,
321a, SG•68–SG•69, SG•77, SG•78,
UR•9, UR•19, UR•22, UR•29,
4.
cite textual evidence to support analysis of what the informational text says
explicitly as well as inferences drawn from the text. (CCSS RI.6.1)
59
UR•33, UR•49, UR•52
TE 3: 355a, 357a, 368–369, 370–371,
371a, 372c, 372–373, 374–375, 375a,
376–377, 378–379, 379a, 380–381,
381a, 384–385, 385a, 389h, 389l–
389m, SG•19, SG•22–SG•23, SG•28–
SG•29, SG•30–SG•31, 399a, 400–
401, 401a, 402–403, 404c, 404–405,
406–407, 408–409, 410–411, 411a,
SG•34–SG•35, SG•39, SG•40,
SG•44–SG•45, SG•46,447l–447m,
476–477, 477a, 476c–476d, 477a,
UR•18–UR•19, UR•21, UR•22,
UR•29, UR•31
TE 4: 28–29, 30–31, 32–33, 34–35,
36c, 36–37, 38–39, 40–41, 41a,
SG•2–SG•3, SG•4–SG•5, SG•8,
SG•12–SG•13, SG•14,58–59, 59a,
63a, 64c, 68–69, 69a, 70–71, 71a, 74–
75, 75a, 77a, 83c, 84–85, 92–93, 93a,
94–95, 95a, 96c, 98–99, 99a, 100–
101, 102–103, 103a, 137a, 139a,
141l–141m, SG•59,158c, 164–165,
165a, 166–167, 167a, 171a, SG•68,
SG•76–SG•77, UR•8–UR•9, UR•11,
UR•12–UR•13, UR•18–UR•19,
UR•21, UR•22, UR•28–UR•29,
UR•31, UR•48–UR•49, UR•51,
UR•52
TE 5: SG•5, 222–223, 224–225,
227a, 228c, 228–229, 230–231, 232–
233, 233a, SG•18, SG•19, SG•23,
SG•28, 263l, 272–273, 274–275,
276c, 278–279, 279a, 280–281, 281a,
SG•50, SG•51, SG•55, SG•60,
SG•61, 298–299, 301a, 302–303,
304–305, 305a, 306c, 306–307, 308–
309, 310–311, 312–313, 314–315,
SG•66, SG•67, SG•68, SG•71,
SG•72, SG•73, SG•76, SG•77,
UR•19, UR•21, UR•38, UR•39,
UR•41, UR•42, UR•43, UR•49,
60
UR•51
TE 6: 351a, SG•15, 362–363, 364–
365, 365a, 364–365, 365a, 366–367,
367a, 368c, 368d, 370–371, 372–373,
374–375, 376–377, 377a, 380–381,
381a, 383a, 412–413, 413a, 415a,
SG•37, SG•47, 419c, 420–421, 426–
427, 427a, 428–429, 429a, 430–431,
431a, 432c, 432d, 432–433, 433a,
436–437, 437a, 438–439, 440–441,
441a, 449h, 449i, 449l, SG•50,
SG•51, SG•52, SG•53, SG•56,
SG•57, SG•61, SG•62, 451c, 452–
453, 458–459, 461a, 462–463, 464–
465, 465a, 468–469, 469a, 473a,
475l, SG•66, SG•71, SG•76, UR•19,
UR•21, UR•23, UR•33, UR•39,
UR•41, UR•49, UR•51, UR•52,
UR•53
61
SE 1: 44–47, 76, 110–111, 128, 132–
135, 164–167, 178–179, 194, 198–
199, 204–205, 224, 256, 298–299,
316, 354, 380, 384–387, 410, 476–
477
SE 2: 22–23, 40, 70, 102, 166, 168–
169, 232, 266–267, 280, 314, 376,
420–421, 440–441, 452–453, 464
TE 1: 44c–44d, 44–45, 45a, 46–47,
47a, 76c–76d, 76–77, 104c, 104–105,
105a, 109c, 117a, 118–119, 120–121,
122c–122d,125a, 126–127, 128–129,
129a, 132c–132d, 132–133, 133a,
134–135, 135a, 137j–137k, SG•50–
SG•51, SG•56–SG•57, SG•60–
SG•61, 146–147, 150–151, 151a,
152c–152d, 155a, 156–157, 157a,
159a, 164c, 165a, 169j–169k, SG•68–
SG•69, SG•71, SG•74–SG•75,
SG•76–SG•77, UR•32, UR•39,
UR•49
TE 2: 177c, 178–179, 182–183, 183a,
184–185, 185a, 189a, 190c–190d,
190–191, 191a, 194–195, 195a, 195c,
198c–198d, 198–199, 199a, 201h,
201j–201k, SG•5, SG•9, SG•10,
SG•13, SG•14–SG•15, 203c, 204–
205, 206d, 210–211, 211a, 212–213,
213a, 214c–214d, 214–215, 215a,
218–219, 219a, 224–225, 225a, 228c,
229a, 231h, 231j–231k, 231l–231m,
SG•18, SG•23, SG•28–SG•29, 246c–
246d, 249a, 247a, 256–257, 260c,
260–261, 261a, 265j–265k, SG•34,
SG•36, SG•41, SG•44, 297c, 298–
299, 306–307, 308–309, 310c–310d,
314–315, 316–317, 317a, 320c–320d,
320–321, 321a, SG•68–SG•69,
SG•73, SG•77, SG•78, UR•8–UR•9,
UR•11, UR•18–UR•19, UR•22,
UR•29, UR•49, UR•51, UR•52
5.
determine a central idea of an informational text and how it is conveyed through
particular details; provide a summary of the text distinct from personal opinions
or judgments. (CCSS RI.6.2)
62
TE 3: 354c–354d, 354–355, 355a,
372d–372e, 379a, 380–381, 381a,
384c, 384–385, 385a, 386–387, 389j–
389k, SG•20, SG•25, SG•26–SG•27,
404c–404d, 406–407, 407a, 409a,
410–411, 411a, 411c, 414c, 419j–
419k, SG•34–SG•35, SG•36, SG•40–
SG•41, SG•44–SG•45, 447j–447k,
447l–447m, 476–477, SG•69, SG•79,
UR•19
TE 4: 21c, 22–23, 30–31, 31a, 34–35,
35a, 36c–36d, 38–39, 39a, 40–41,
41a, 44c–44d, 44–45, 45a, 49j–49k,
SG•15, 64c–64d, 66–67, 70–71, 71a,
74b, 74c, 74–75, 77a, 81j–81k,
SG•25, SG•30–SG•31, 92–93, 93a,
96c–96d, 100–101, 101a, 102–103,
103a, 103c, SG•36, SG•41, 136c–
136d, 136–137, 137a, 138–139, 139a,
141j–141k, 158c–158d, 166–167,
167a, 167c, 173a, 175j–175k, SG•68,
SG•73, UR•9, UR•10, UR•12–
UR•13, UR•18–UR•19, UR•22,
UR•28–UR•29, UR•31, UR•48–
UR•49, UR•50, UR•52
TE 5: 210c, 211a, 228c, 228d, 228–
229, 231a, 232–233, 233a, 236b,
SG•24, SG•25, 263j, 265c, 266–267,
272–273, 273a, 276c, 276d, 276–277,
280–281, 281a, 284b, 284c, 287a,
289h, 289j, SG•50, SG•55, SG•57,
SG•60, 298–299, 306c, 306d, 310–
311, 314–315, 315a, 318a, 318c,
321j, SG•68, SG•73, UR•38, UR•39,
UR•41, UR•42, UR•43, UR•48,
UR•49, UR•53
TE 6: 350c, 351a, 368c, 368d, 369a,
374–375, 376–377, 377a, 380c,
SG•20, SG•25, SG•30, 412c, 413a,
417j, SG•37, SG•42, 419c, 420–421,
430–431, 432c, 432d, 434–435, 436–
437, 437a, 440–441, 441a, 444c,
63
447a, SG•62, 451c, 452–453, 456–
457, 457a, 458–459, 460c, 460d,
460–461, 464–465, 465a, 468c, 469a,
471a, 473a, 475h, 475i, UR•49
SE 1: 128, 164–167, 194, 224
SE 2: 44–47, 84–85, 170–173, 266–
267, 318–319
TE 1: 44–45, 45a, 76c–76d, SG•20–
SG•21, SG•26, SG•28, SG•56–
SG•57, 148–149, 149a, 152–153,
153a, 154–155, 155a, 156–157, 158–
159, 164c, 164–165, 165a, 166–167,
167a, SG•67, SG•71, SG•76–SG•77,
UR•41, UR•42–UR•43
TE 2: 186–187, 187a, 198c–198d,
SG•3, SG•7, SG•8, SG•13, SG•14,
210–211, 211a, 214–215, 215a, 216–
217, 217a, 218–219, 219a, 222–223,
223a, 228c–228d, SG•18–SG•19,
SG•20, SG•24–SG•25, SG•30, 250–
251, 251a, SG•46, SG•67, SG•72–
SG•73
TE 3: 354c–354d, 359l–359m, SG•2,
SG•5, SG•7, 368–369, 369a, 370–
371, 371a, 374–375, 375a, 378–379,
379a, SG•18–SG•19, SG•28–SG•29,
SG•30, 398–399, 399a, 400–401,
401a, 402–403, 404c, 404–405, 408–
409, 409a, 411a, 419h, 419l–419m,
SG•46, UR•22, UR•29, UR•31,
UR•32–UR•33
TE 4: 28–29, 29a, 32–33, 34–35, 35a,
36–37, 37a, 38–39, 39a, 44–45, 45a,
46–47, 47a, SG•2–SG•3, SG•4, SG•9,
SG•12–SG•13, 58–59, 59a, SG•24–
SG•25, SG•30–SG•31, 83c, 84–85,
86d, 90–91, 91a, 96c, 98–99, 109h–
109i, 109l–109m, SG•35, SG•40–
SG•41, SG•45, SG•50, SG•55,
SG•60, 152–153, 153a, 162–163,
6.
analyze in detail how a key individual, event or idea is introduced, illustrated
and elaborated in an informational text (e.g., through examples or anecdotes).
(CCSS RI.6.3)
64
163a, 170c–170d, 170–171, 171a,
172–173, 173a, SG•66–SG•67,
SG•70, SG•77, UR•12, UR•28–
UR•29, UR•48–UR•49, UR•51,
UR•52
TE 5: 211a, 222–223, SG•19, SG•29,
265c, 266–267, 271a, 274–275,
SG•51, SG•56, SG•61, SG•62,
SG•63, 304–305, 312–313, 313a,
318c, 318–319, 319a, SG•76, SG•77,
SG•78, UR•19, UR•21, UR•39
TE 6: SG•5, 364–365, 365a, 366–
367, 367a, 368–369, 369a, SG•18,
SG•23, SG•28, SG•51, SG•56,
SG•61, 460–461, 461a, 471a, SG•67,
SG•72, UR•22, UR•32, UR•33,
UR•49
65
Craft and Structure
SE 1: 54–55, 78, 324
TE 1: 24a–24b, 30–31, 31a, 33a, 34–
35, 54a–54b, 54c, 54e, 56–57, 57a,
62–63, 63a, 69a, SG•4, SG•14,
SG•18, SG•22–SG•23, SG•24–
SG•25, SG•28, 84a–84b, 84c–84d,
89a, 90–91, 91a, 94a–94b, 96–97,
97a, 99a, 107h–107i, SG•46, 137h–
137i, 142a–142b, 170–171, 171a,
172–173, 173a, UR•30–UR•31
TE 2: 270a–270b, 274–275, 275a,
278–279, 279a, 280–281, 282a–282–
283, 283a, 291a, 324–325, SG•58,
SG•66–SG•67, SG•71, SG•76–
SG•77, UR•38–UR•39, UR•40–
UR•41
TE 3: 338–339, 339a, 346a–346b,
424a–424b, 424c, 428–429, 433d,
434a–434b, 434–435, 435a, 445a,
447h–447i, SG•58, 452a–452b, 480–
481, 481a, 483a, SG•66–SG•67,
SG•68, UR•8, UR•10–UR•11,
UR•12–UR•13, UR•38–UR•39,
UR•40–UR•41, UR•42–UR•43,
UR•50–UR•51, UR•53
TE 4: 24a–24b, SG•36–SG•37,
SG•42, 122–123, 123a, 120–121,
121a, 176–177, 177a, UR•33,
UR•40–UR•41, UR•43
TE 5: 186e, 195a, SG•4, SG•9, 236c,
236d, 236–237, 237a, SG•26, 244d,
249a, 252a, 261a, 263i, SG•35,
SG•36, SG•40, SG•41, SG•42,
SG•45, SG•46, 294a, 322–323,
UR•10, UR•11, UR•30, UR•31
TE 6: 335a, 339a, 340–341, 342a,
342b, 342–343, 343a, 353h, 353i,
SG•2, SG•7, SG•12, 390c, 396–397,
397a, 398–399, 399a, 400–401, 402–
7.
determine the meaning of words and phrases as they are used in a literary text,
including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone. (CCSS RL.6.4)
66
403, 403a, 406–407, 417h, UR•13,
UR•30, UR•31, UR•42, UR•43
SE 1: 170, 324, 392–393, 480
SE 2: 176, 236, 292–293, 322, 476
TE 1: 21c, 28–29, 32–33, 33a, 38–39,
39a, 49h, 49l–49m, SG•2–SG•3,
SG•7, SG•8, SG•12–SG•13, 60–61,
61a, 64–65, 65a, 68–69, 69a, 70–71,
71a, 79h–79i, 79l–79m, SG•20,
SG•24–SG•25, 88–89, 89a, 94–95,
95a, 170–171, 171a, 173a, SG•35,
SG•38, UR•8–UR•9, UR•11, UR•12–
UR•13
TE 2: 267c, 270d, 274–275, 275a,
276–277, 277a, 280–281, 282–283,
283a, 284–285, 293a, 295h–295i,
SG•61, SG•62–SG•63324–325, 325a,
326–327,
TE 3: 340–341, 341a, 342–343, 343a,
344–345, 345a, 346c, 346–347, 347a,
SG•3, SG•8–SG•9, SG•13, 391c,
392–393, 427a, 428–429, 429a, 430–
431, 431a, 434–435, 438–439, 439a,
SG•52, SG•62, 452d, 454–455, 455a,
457a, 458–459, 459a, 460–461, 464–
465, 465a, 468–469, 469a, 479h–
479i, 480–481, 481a, 482–483, 483a,
SG•73
TE 4: SG•37, SG•47, 116–117, 117a,
118–119, 119a, 128–129, 141i,
SG•51, SG•57, 176–177, 177a, 178–
179, 179a, UR•39, UR•42–UR•43
TE 5: 183c, 186d, 188–189, 189a,
190–191, 191a, 192–193, 193a, 196–
197, 199a, 202–203, 205a, 213i, 213l,
SG•4, SG•8, SG•9, SG•13, SG•14,
236–237, 237a, 241c, 246–247, 247a,
250–251, SG•45, 291c, 292–293,
322–323, 323a, 324–325, 325a,
UR•9, UR•11, UR•13, UR•22,
UR•29, UR•32
8.
analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a literary text and contributes to the development of the theme,
setting, or plot. (CCSS RL.6.5)
67
TE 6: 334–335, 336–337, 337a, 345a,
SG•3, SG•8, SG•13, SG•14, 406–407,
407a, 476–477, 477a, 478–479, 479a,
UR•12, UR•13, UR•28, UR•29
SE 1: 422–423
TE 1: 24d, 26–27, 28–29, 38–39,
39a, 49h–49i, SG•46, UR•21
TE 2: 276–277, 278–279, 279a,
SG•66, SG•76, SG•71, UR•41
TE 3: SG•14, 361c, 421c, 422–423
TE 4: SG•51, SG•61
TE 5: 189a, SG•13, SG•36, SG•46,
325a, UR•9
TE 6: SG•2, SG•7, SG•12, 400–401,
UR•8, UR•9, UR•11, UR•12
9.
explain how an author develops the point of view of the narrator or speaker in a
literary text. (CCSS RL.6.6)
68
TE 1: 112c–112d, 150–151, SG•74–
SG•75, UR•32–UR•33, UR•40–
UR•41, UR•50–UR•51
TE 2: 180a–180b, 183a, 186–187,
187a, 188–189, 190a–190b, 192–193,
193a, SG•8, 206b, 211a, 214a–214b,
216–217, 217a, 220–221, 221a,
SG•20–SG•21, 236a–236b, 242–243,
243a, 244–245, 246a–246b, 300a–
300b, 304–305, 310a–310b, 310–311,
311a, SG•74, UR•10–UR•11, UR•13,
UR•20–UR•21, UR•30–UR•31,
UR•33, UR•50–UR•51
TE 3: 334a–334b, SG•10, 364a–
364b, 364c–364d, 368–369, 369a,
372a–372b, SG•36, 394a–394b, 399a,
404a–404b, 404–405, 405a, SG•74,
UR•20–UR•21, UR•23, UR•30–
UR•31, UR•33
TE 4: 24e, 27a, 32–33, 33a, 36a–36b,
SG•8–SG•9, SG•10, 54a–54b, 54e,
61a, 64a–64b, 75a, SG•20–SG•21,
SG•26, 86a–86b, 86e, 96a–96b, 96–
97, 97a, 99a, SG•58, 146c–146d,
175h–175i, SG•74, UR•10–UR•11,
UR•13, UR•20–UR•21, UR•30–
UR•31, UR•50–UR•51
TE 5: SG•10, 218a, 218b, 218e,
223a, 224–225, 225a, 228a, 268a,
277a, 278–279, SG•56, SG•57,
SG•58, 300–301, 306–307, SG•74,
UR•20, UR•21, UR•40, UR•41,
UR•43, UR•49, UR•50, UR•51,
UR•52, UR•53
TE 6: 332a, 332b, 332c, 332d, 332e,
SG•10, 365a, 368–369, 369a, SG•26,
SG•42, 422d, 422e, 426–427, 427a,
428–429, 429a, 432a, 432–433, 449h,
449i, SG•58, 454e, 462–463, 463a,
UR•20, UR•21, UR•23, UR•33,
UR•40, UR•41, UR•50, UR•51,
UR•53
10.
determine the meaning of words and phrases as they are used in an
informational text, including figurative, connotative, and technical meanings.
(CCSS RI.6.4)
69
SE 1: 164–167, 234–235
SE 2: 22–23, 52–53, 144–145, 210,
216–217, 356–357, 388–389
TE 1: 107l–107m, 109c, 122c, 126–
127, 152c–152d, 157a, 158–159,
164–165, 165a
TE 2: 184–185, 185a., 198c–198d,
198–199, 199a, SG•3, SG•4, SG•13,
206d, 212–213, 213a, 214–215, 215a,
228c–228d, 228–229, 229a, 231i,
SG•30–SG•31, 233c, 234–235, 236d,
240–241, 241a, 242–243, 243a, 246c,
246–247, 247a, 252–253, 253a, 254–
255, 255a, 265h–265i, SG•36, 295l–
295m, SG•50, SG•55, SG•60, SG•67,
SG•72–SG•73, UR•28–UR•29,
UR•32, UR•48–UR•49, UR•51
TE 3: 356–357, 357a, SG•15, 367a,
369–370, 372c, 379a, 384c–384d,
384–385, 385a, 386–387, 387a,
SG•20–SG•21, SG•24–SG•25,
SG•30, 396–397, 400–401, 402–403,
404c, 406–407, 407a, SG•35, SG•40–
SG•41, SG•45, UR•32–UR•33
TE 4: 21c, 26–27, 27a, 28–29, 29a,
36c, 36–37, 37a, 44c–44d, 46–47,
47a, 49h, 49l–49m, 51c, 52–53, 56–
57, 57a, 58–59, 59a, 68–69, 74c–74d,
74–75, 75a, 76–77, 77a, 78–79, 79a,
SG•19, SG•20–SG•21, SG•29, 83c,
86d, 88–89, 89a, 109h–109i, 109l–
109m, SG•35, SG•45, 133c, 143c,
144–145, 160–161, SG•78, UR•22
TE 5: 210–211, 211a, 215c, 216–217,
220–221, 221a, 228–229, 229a, 230–
231, 233c, SG•20, SG•30, 263l, 274–
275, SG•52, SG•62, 302–303, 303a,
308–309, 309a, 321h, 321l, SG•67,
SG•68, SG•73, SG•77, UR•49,
UR•52
TE 6: 347c, 350c, 350d, 350–351,
11.
analyze how a particular sentence, paragraph, chapter, or section fits into the
overall structure of an informational text and contributes to the development of
the ideas. (CCSS RI.6.5)
70
351a, 355c, 356–357, 360–361, 361a,
381a, SG•20, SG•25, SG•30, 409b,
412c, 412d, 413a, 424–425, 425a,
428–429, 429a, 430–431, 431a, 438–
439, 439a, 441c, SG•52, 456–457,
457a, 468c, SG•77
SE 1: 132–134, 228–229
SE 2: 52–53, 144–145
TE 1: 44–45, 45a, 109c, 112d, 123a,
127a, 132c–132d, 132–133, 132a,
134–135, 135a, SG•53, SG•62, 152–
153, 158–159, 167a, UR•41
TE 2: 214–215, 215a, 219a, 228–229,
229a, SG•31, 254–255, 255a, 260–
261, 261a, 263a, 310c, SG•79, UR•19
TE 3: 355a, 359l–359m, 366–367,
372–373, 396–397, 397a, 417a,
SG•46, 476c–476d, 476–477, 477a,
SG•69, UR•29
TE 4: SG•14, 51c, 52–53, 59a, 61a,
62–63, 66–67, 67a, 70–71, 71a, 76–
77, 77a, 81h, 81l–81m, SG•19,
SG•20–SG•21, SG•29, 86d, 92–93,
93a, 100–101, SG•46, 136–137n,
137a, 143c, 150–151, 151a, 152–153,
154–155, 156–157, 158c, 160–161,
164–165, 165a, 175h, 175l–175m,
UR•18–UR•19, UR•21, UR•22,
UR•31, UR•48–UR•49, UR•51,
UR•52
TE 5: SG•5, SG•52, SG•61, SG•62,
SG•78, UR•51
TE 6: 350c, 358d, 385i, SG•30, 428–
429, 430–431, 432–433, 433a, 439a,
SG•50, SG•55, SG•60, SG•62, 454d,
458–459, 475i, SG•67, SG•68,
SG•72, SG•73, SG•77, SG•78
12.
determine an author’s point of view or purpose in an informational text and
explain how it is conveyed in the text. (CCSS RI.6.6)
71
Integration of Knowledge and Ideas
SE 1: 295, 479
SE 2: 141
TE 1: 21c
TE 2: 295a, 327a
TE 3: 348–349, 479a, 483a
TE 4: 107a, 141a, 179a, UR•41
TE 5: 25a
13.
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 literary text,
including contrasting what they “see” and “hear” when reading the text to what
they perceive when they listen or watch. (CCSS RL.6.7)
14.
compare and contrast literary 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. (CCSS RL.6.9)
SE 1: 47, 445
SE 2: 107, 237, 261
TE 1: 32c, 38–39, 70–71
TE 2: 284–285, UR•43
TE 3: 348–349, 433a, 438–439, 445a,
470–471, SG•74, UR•9, UR•11,
UR•39, UR•51
TE 4: 106c, 106–107, SG•38, SG•42,
SG•47, SG•48, 121a, 130–131,
TE 5: 237a, SG•26, SG•42
TE 6: 335a, 344–345, 396–397, 406–
407
Writing to Sources:
Unit 1: 30–33
Unit 3: 72–73, 84–85
Unit 5: 144–145
72
SE 1: 201, 234–235, 389
SE 2: 49, 239, 356–357
TE 1: SG•10, SG•20–SG•21, SG•26,
SG•30–SG•31, SG•78–SG•79
TE 2: 182–183, 183a, 192–193, 193a,
200–201, 201a, 208–209, 209a, 210–
211, 211a, 212–213, 213a, 214c–
214d, 217a, 219a, 220–221, 221a,
SG•27, 233c, 234–235, 240—241,
243a, 244–245, 246c, 246–247, 247a,
250–251, 251a, 252–253, 253a, 256–
257, 257a, 257c, 260–261, 261a,
265h–265i, 265l–265m, SG•46–
SG•47, 297c, 303a, 304–305, 305a,
312–313, 313a, 314–315, 323h, 323l–
323m, SG•69, UR•18–UR•19,
UR•28–UR•29, UR•31, UR•32,
UR•48–UR•49, UR•51, UR•52
TE 3: 354c–354d, 354–355, 355a,
357a, SG•5, SG•11, 371a, 381c, 385a,
386–387, 387a, 388–389, 389a,
SG•20–SG•21, SG•26–SG•27, 401a,
411b, 414c–414d, 416–417, 417a
TE 4: 26–27, 27a, 31a, 41c, 48–49,
49a, SG•5, SG•10–SG•11, 56–57,
57a, 71c, 81b, SG•26–SG•27, 88–89,
89a, 90–91, 94–95, 95a, 96d, 96–97,
97a, SG•36, SG•46, 133c, SG•53,
SG•58–SG•59, SG•63, 148–149,
149a, 150–151, 156–157, 163a, 167c,
170–171, 171a, 175h, SG•69, SG•78,
UR•19, UR•31, UR•49
TE 5: 207c, 226–227, 238–239, 239a,
257c, 270–271, 271a, 276c, 276d,
286–287, 287a, SG•53, SG•58, 296–
297, 297a, 299a, 304–305, 306c,
306d, UR•39, UR•41
TE 6: 351a, SG•5, 355c, 356–357,
360–361, 361a, 362–363, 363a, 364–
365, 366–367, 368c, 368d, 370–371,
372–373, 373a, 374–375, 377c, 380c,
15.
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. (CCSS RI.6.7)
73
381a, 383a, 385h, 385l, SG•26, 415a,
SG•37, 425a, 435a, 438–439, 439a,
441c, 447a, SG•53, SG•58, SG•63,
456–457, 457a, 465c, 468c, 469a,
471a, 473a, SG•77, UR•18, UR•19,
UR•21, UR•22, UR•23
SE 1: 110–111, 128, 132–134
SE 2: 216–217
TE 1: 109c, 110–111, 112d, 116–
117, 117a, 118–119, 120–121, 124–
125, 125a, 128–129, 129a, 132c–
132d, 132–133, 133a, 134–135, 135a,
137h, 137i, 137l–137m, SG•52–
SG•53, SG•61, SG•62–SG•63, 152c,
152–153, 154–155, 156–157, 157a,
169h, 169l–169m, UR•38–UR•39,
UR•41, UR•42, UR•48–UR•49,
UR•51, UR•52–UR•53
TE 2: 212–213, 213a, 222–223, 248–
249, 252–253, SG•50, SG•55, SG•60,
306–307, 307a, 312–313, UR•33
TE 3: SG•2, SG•7, SG•18, SG•23,
476–477, 477a
TE 4: 60–61, 64c, 64–65, 65a, 68–69,
77a, SG•24–SG•25, SG•30, SG•66–
SG•67, SG•72, SG•76–SG•77,
UR•18–UR•19, UR•21
TE 5: 215c, 216–217, 222–223, 226–
227, 232–233, 239h, 239l, UR•18,
UR•19, UR•39
TE 6: SG•18, SG•23, SG•50, SG•55,
SG•60, SG•66, SG•68, SG•73, SG•78
16.
trace and evaluate the argument and specific claims in an informational text,
distinguishing claims that are supported by reasons and evidence from claims
that are not. (CCSS RI.6.8)
74
SE 1: 135, 199, 320
SE 2: 173, 318–319
TE 2: 190c, 192–193, 199a, 254–255,
SG•42, 314–315, 320–321, 321a,
SG•74, UR•11, UR•23
TE 3: 387a, 408–409
TE 4: 38–39, 68–69, 100–101, 164–
165
TE 5: 211a, 230–231, 278–279, 312–
313, 318–319, 319a
TE 6: 374–375, 431a, 438–439, 462–
463, UR•39
17.
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) in informational
text. (CCSS RI.6.9)
Writing to Sources:
Unit 1: 20-21, 24-25
Unit 2: 40–41, 44–45, 48–49, 58–59,
60–61, 62–65
Unit 3: 76–77, 80–81
Unit 4: 104-105, 108-109, 120-121,
126–129
Unit 5: 148-149, 158–161
Unit 6: 172–173, 184–185
75
Range of Reading and Level of Text Complexity
SE 1: 23, 25, 48, 52, 55, 170, 290,
294, 324, 444, 446, 478, 480
SE 2: 140, 176, 212, 236, 322, 352,
416
TE 1: 21c, 22–23, 26–27, 27a, 30–31,
31a, 32–33, 33a, 34–35, 35a, 36–37,
37a, 38–39, 39a, 41b, 48–49, 49j–
49k, SG•2–SG•3, SG•4, SG•8–SG•9,
SG•12–SG•13, SG•14, 51c, 52–53,
57a, 58–59, 60–61, 61a, 62–63, 63a,
64c–64d, 64–65, 65a, 66–67, 67a,
68–69, 69a, 70–71, 71a, 73b, 78–79,
79j–79k, SG•18–SG•19, SG•22–
SG•23, SG•28–SG•29, 81c–81d, 84e,
84–85, 86–87, 87a, 88–89, 89a, 90–
91, 91a, 92–93, 93a, 94c–94d, 94–95,
95a, 96–97, 97a, 98–99, 99a, 101b–
101c, 106–107, 107j–107k, SG•34–
35, SG•36, 170–171, 171a, 172–173,
173a, UR•8–UR•9, UR•10–UR•11,
UR•12–UR•13, UR•18–UR•19,
UR•20–UR•21, UR•28–UR•29,
UR•30–UR•31
TE 2: 268–269, 273a, 274–275, 275a,
276–277, 277a, 278–279, 279a, 280–
281, 281a, 282c–282d, 282–283,
283a, 284–285, 285a, 287b, 290–291,
291a, 293a, 294–295, SG•52–SG•53,
SG•58–SG•59, 323j–323k, 324–325,
325a, 326–327, 327a, SG•66, SG•70–
SG•71, SG•76, UR•38–UR•39,
UR•40–41
TE 3: 332–333, 334–335, 337a, 338–
339, 339a, 340–341, 341a, 342–343,
343a, 344–345, 345a, 346c–346d,
346–347, 347a, 348–349, 349a, 350–
351, 351a, 351b, 358–359, 359j–
359k, 361c–361d, 391c, 392–393,
421c–421d, 424f, 427a, 428–429,
18.
by the end of the year, read and comprehend literature, including stories,
dramas, and poems, in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range. (CCSS RL.6.10)
76
429a, 430–431, 431a, 432–433, 433a,
433b, 434a–434b, 434c–434d, 434–
435, 435a, 436–437, 437a, 438–439,
439a, 440–441, 441a, 441b, 445a,
446–447, SG•50–SG•51, SG•54–
SG•55, SG•56–SG•57, SG•60–
SG•61, SG•62–SG•63, 449c–449d,
452f, 455a, 456–457, 457a, 458–459,
459a, 462c–462d, 462–463, 463a,
464–465, 465a, 466–467, 467a, 468–
469, 469a, 470–471, 471a, 473b,
478–479, 479j–479k, 480–481, 481a,
482–483, 483a, UR•8–UR•9, UR•10–
UR•11, UR•12–UR•13, UR•38–
UR•39, UR•40–UR•41, UR•42–
UR•43, UR•48–UR•49, UR•52–
UR•53
TE 4: 106–107, 107a, 109j–109k,
111c, 117a, 118–119, 119a, 120–121,
121a, 124–125, 125a, 126c–126d,
126–127, 127a, 128–129, 129a, 130–
131, 131a, 133b, 140–141, SG•51,
SG•61, 176–177, 177a, 178–179,
179a, UR•32–UR•33, UR•38–UR•39,
UR•40–UR•41, UR•42–UR•43
TE 5: 186–187, 188–189, 189a, 190–
191, 191a, 192–193, 193a, 194–195,
195a, 196–197, 197a, 198–199, 199a,
200c, 200d, 200–201, 201a, 202–203,
203a, 204–205, 205a, 207b, 212–213,
213j, SG•8, SG•9, 236–237, 237a,
239j, SG•21, SG•31, 242–243, 246–
247, 247a, 248–249, 249a, 250–251,
251a, 251b, 252c, 252d, 252–253,
253a, 254–255, 255a, 257b, 260–261,
261a, 262–263, SG•46, SG•47,291c,
292–293, 294–295, 322–323, 323a,
324–325, 325a, UR•8, UR•9, UR•11,
UR•12, UR•13, UR•22, UR•23,
UR•28, UR•29, UR•31, UR•32,
UR•33,
TE 6: 330–331, 335a, 336–337, 337a,
77
338–339, 339a, 340–341, 341a, 342c,
342d, 342–343, 343a, 344–345, 345a,
347b, 352–353, 353a, 353j, SG•2,
SG•3, SG•7, SG•8, SG•9, SG•12,
SG•13, 385j, 388–389, 390–391,
393a, 394–395, 395a, 396–397, 397a,
398–399, 399a, 402c, 402d, 402–403,
403a, 404–405, 405a, 406–407, 407a,
409b, 416–417, SG•34, SG•39,
SG•44,449j, 475j, 476–477, 477a,
478–479, 479a, UR•8, UR•9, UR•11,
UR•13, UR•29, UR•31, UR•42,
UR•43
SE 1: 104, 136, 168, 264, 320, 418–
419, 476–477
SE 2: 74, 80, 108, 174, 210, 216–
217, 238, 284, 288, 380, 384, 412,
444, 448, 468, 474
TE 1: 24e, 24–25, 46–47, 47a, 54e,
54–55, 76–77, 77a, 104–105, 105a,
SG•47, 112–113, 115a, 116–117,
117a, 118–119, 119a, 120–121, 121a,
122c–122d, 122–123, 123a, 124–125,
125a, 126–127, 127a, 129b, 136–137,
132–133, 133a, 134–135, 135a, 137j–
137k, SG•50–SG•51, SG•58–SG•59,
144–145, 145a, 146–147, 147a, 148–
149, 149a, 152–153, 153a, 154–155,
155a, 156–157, 157a, 158–159, 159a,
161b, 166–167, 167a, 168–169, 169j–
169k, SG•66–SG•67, SG•71, SG•76–
SG•77, UR•32–UR•33, UR•38–
UR•39, UR•40–UR•41, UR•42–
UR•43, UR•48–UR•49, UR•50–
UR•51
TE 2: 178–179, 180–181, 183a, 184–
185, 185a, 186–187, 187a, 190c–
190d, 190–191, 191a, 192–193, 193a,
195b, 199a, 200–201, 201j–201k,
19.
by the end of the year, read and comprehend literary nonfiction and other
informational text in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range. (CCSS RI.6.10)
78
204–205, 206–207, 209a, 210–211,
211a, 212–213, 213a, 214c–214d,
214–215, 215a, 216–217, 217a, 218–
219, 219a, 220–221, 221a, 222–223,
223a, 225b, 229a, 230–231, 231j–
231k, SG•26–SG•27, 234–235, 239a,
240–241, 241a, 242–243, 243a, 244–
245, 245a, 246c–246d, 246–247,
247a, 248–249, 249a, 250–251, 251a,
253–254, 254a, 254–255, 255a, 257b,
263a, 264–265, 265j–265k, 270–271,
295j–295k, 298–299, 300–301, 303a,
304–305, 305a, 306–307, 307a, 308–
309, 309a, 310d, 310–311, 311a,
312–313, 313a, 314–315, 315a, 317b,
312a, 322–323, SG•66, SG•77,
UR•18–UR•19, UR•22–UR•23,
UR•28–UR•29, UR•30–UR•31,
UR•32–UR•33, UR•48–UR•49,
UR•52–UR•53
TE 3: 356–357, 357a, 364f, 367a,
370–371, 371a, 372c–372d, 374–375,
375a, 376–377, 377a, 378–379, 379a,
381b, 384–385, 385a, 387a, 388–389,
389j–389k, 394f, 397a, 398–399,
399a, 400–401, 401a, 402–403, 403a,
404c–404d, 404–405, 405c, 406–407,
407a, 408–409, 409a, 411b, 418–419,
419j–419k, SG•34–SG•35, SG•36–
SG•37, SG•38–SG•39, SG•42–
SG•43, SG•44–SG•45, 447j–447k,
476–477, 477a, UR•18–UR•19,
UR•20–UR•21, UR•22–UR•23,
UR•28–UR•29, UR•30–UR•31,
UR•32–UR•33
TE 4: 21c–21d, 24f, 27a, 28–29, 29a,
30–31, 31a, 32–33, 33a, 34–35, 35a,
36c–36d, 36–37, 37a, 38–39, 39a,
41b, 46–47, 47a, 48–49, 49j–49k,
51c–51d, 57a, 58–59, 59a, 60–61,
61a, 62–63, 63a, 64c–64d, 64–65,
79
65a, 66–67, 67a, 68–69, 69a, 71b,
74–75, 75a, 76–77, 77a, 78–79, 79a,
80–81, 81j–81k, 83c, 86f, 88–89, 89a,
90–91, 91a, 92–93, 93a, 94–95, 95a,
96c–96d, 98–99, 99a, 100–101, 101a,
103b, 108–109, 141j–141k, SG•52,
SG•54–SG•55, SG•58–SG•59,
SG•63, SG•64, 143c, 148–149, 149a,
150–151, 151a, 152–153, 153a, 154–
155, 155a, 156–157, 157a, 158c–
158d, 160–161, 161a, 162–163, 163a,
164–165, 165a, 167b, 170–171, 171a,
174–175, 175j–175k, SG•66–SG•67,
SG•70–SG•71, SG•74–SG•75,
SG•76–SG•77, SG•78–SG•79, UR•8–
UR•9, UR•10–UR•11, UR•12–
UR•13, UR•18–UR•19, UR•20–
UR•21, UR•22–UR•23, UR•28–
UR•29, UR•30–UR•31, UR•50–
UR•51, UR•52–UR•53
TE 5: SG•5, SG•10, SG•15, 210–211,
211a, 216–217, 218–219, 220–221,
221a, 222–223, 223a, 224–225, 225a,
226–227, 227a, 228c, 228d, 228–229,
229a, 230–231, 231a, 233b, 238–239,
SG•20, SG•30, 244–245, 263j, 266–
267, 268–269, 270–271, 271a, 272–
273, 273a, 274–275, 275a, 276c,
276d, 276–277, 277a, 278–279, 279a,
281b, 284–285, 285a, 286–287, 287a,
288–289, 289j, 296–297, 297a, 298–
299, 299a, 300–301, 301a, 302–303,
303a, 304–305, 305a, 306c, 306d,
306–307, 307a, 308–309, 309a, 310–
311, 312–313, 313a, 315b, 320–321,
321j, SG•69, SG•74, SG•79, UR•18,
UR•19, UR•20, UR•21, UR•38,
UR•39, UR•40, UR•41, UR•42,
UR•43, UR•48, UR•49, UR•50,
UR•51, UR•52, UR•53
TE 6: 332–333, 351a, 356–357, 358–
80
359, 361a, 362–363, 363a, 364–365,
365a, 366–367, 367a, 368c, 368d,
370–371, 371a, 372–373, 373a, 374–
375, 375a, 377b, 380–381, 381a,
382–383, 383a, 384–385, 385a,
SG•20, SG•21, SG•25, SG•26,
SG•30, SG•31, 412–413, 413a, 415a,
420–421, 422–423, 424–425, 425a,
426–427, 427a, 428–429, 429a, 430–
431, 431a, 432c, 432d, 432–433,
433a, 441b, 444–445, 447a, 448–449,
SG•50, SG•55, SG•60, 452–453,
454–455, 457a, 458–459, 459a, 460c,
460d, 460–461, 461a, 462–463, 463a,
465b, 468–469, 469a, 471a, 473a,
474–475, SG•66, SG•69, SG•71,
SG•74, SG•76, SG•79, UR•19,
UR•21, UR•23, UR•33, UR•38,
UR•39, UR•41, UR•48, UR•49,
UR•51, UR•52, UR•53
81
WRITING
Text Types and Purposes
20.
write arguments to support
claims with clear reasons and
relevant evidence.
SE 2: 208–209, 234–235, 466–467
TE 1: SG•64, SG•54–SG•55, SG•58–
SG•59, SG•64
TE 2: 179e–179f, 189d, 196–197,
197a, SG•54–SG•55, SG•58–SG•59,
SG•64, 309d–309e, 318–319, 319a,
323d
TE 3: SG•34, SG•38, SG•43, SG•44,
SG•48, 445a, SG•70, SG•75, SG•80
TE 4: 81a
TE 5: 185e, 185f, 199d, 208–209,
209a, 209b, 213d, 213p, 217e, 217f,
227d, 227e, 234–235, 235a, 235b,
239d, WP•2, WP•3, WP•4, WP•5,
WP•6, WP•7, WP•8
TE 6: SG•22, SG•27, SG•32. 453e,
453f, 459d, 466–467, 467b, 475d,
475p
Writing to Sources:
Unit 1: 198-199, 210-211
Unit 2: 38-39, 40-41, 42-43, 44-45,
46-47, 48-49, 50-51, 52-53, 54-55,
56-57, 58-59, 60-61, 62-65, 66-67,
202-203
Unit 3: 204-205, 216-217
Unit 4: 200-201, 212-213, 214-215
Unit 5: 134-135, 136-137, 138-139,
140-141, 142-143, 144-145, 146-147,
148-149, 150-151, 152-153, 154-155,
156-157, 158-161, 206-207, 218-219
Unit 6: 208-209
20.
write arguments to support claims with clear reasons and relevant evidence.
•
introduce claim(s) and organize the reasons and evidence clearly.
•
support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text.
•
use words, phrases and clauses to clarify the relationships among
claim(s) and reasons.
•
establish and maintain a formal style.
•
provide a concluding statement or section that follows from the argument
presented. (CCSS W.6.1)
82
•
introduce claim(s) and organize
the reasons and evidence
clearly.
SE 1: 196
SE 2: 234–235, 466–467
TE 2: 179e–179f, 189d, 196–197,
197a, 197b–197c, 201d–201e, 299e–
299f, 309e, 318–319, 319a, 319b,
323d
TE 3: SG•70, SG•75, SG•80
TE 4: 81a
TE 5: 185e, 185f, 199d, 208–209,
209a, 209b, 213d, 217e, 227e, 234–
235, 235a, 235b, 235c, 239d, 321a,
WP•2, WP•3, WP•5, WP•6, WP•8
TE 6: SG•22, SG•27, SG•32, 453e,
453f, 459d, 466–467, 475d
Writing to Sources:
Unit 2: 42–43, 46–47, 48–49, 50–51,
54–55, 58–59, 62–65, 66–67
Unit 5: 134–135, 136–137, 138–139,
140–141, 142–143, 146–147, 148–
149, 150–151, 154–155, 158–161,
162–163
•
support claim(s) with clear
reasons and relevant evidence,
using credible sources and
demonstrating an understanding
of the topic or text.
SE 1: 130–131
SE 2: 208–209, 234–235
TE 1: 121d–121e, 130–131, 131a,
131b, SG•54–SG•55, SG•58–SG•59,
SG•64
TE 2: 196–197, 197a, 197b–197c,
201d–201e, SG•54–SG•55, SG•59,
SG•64299e–299f, 309e, 318–319,
83
319a, 323b
TE 3: SG•70, SG•75, SG•80
TE 4: 81a
TE 5: 185e, 185f, 199d, 208–209,
209a, 209b, 213d, 217e, 217f, 227e,
234–235, 235a, 235b, 239d, 321a,
WP•5, WP•6, WP•8
TE 6: SG•22, SG•27, SG•32, 453e,
453f, 459d, 475d
Writing to Sources:
Unit 2: 40–41, 42–43, 44–45, 46–47,
48–49, 50–51, 52–53, 54–55, 56–57,
58–59, 62–65, 66–67, 202–203
Unit 5: 134–135, 136–137, 138–139,
140–141, 142–143, 144–145, 146–
147, 148–149, 150–151, 152–153,
154–155, 156–157, 158–161, 162–
163
•
use words, phrases and clauses
to clarify the relationships among
claim(s) and reasons.
SE 2: 234–235, 466–467
TE 2: 197b–197c, 299e–299f, 309e,
318–319, 319a, 319b
TE 3: SG•38, SG•43, SG•48
TE 4: 81a
TE 5: 185e, 185f, 209a, 209b, 213d,
217e, 234–235, 235a, 235b, 321a,
WP•6, WP•7, WP•8
TE 6: SG•22, SG•27, SG•32, 453e,
459d, 459e, 466–467, 475d, 475p
Writing to Sources:
Unit 2: 38–39, 42–43, 46–47, 50–51,
54–55, 58–59, 66–67
Unit 5: 138–139, 142–143, 144–145,
146–147, 154–155, 162–163
WV 21st Century Writing Projects
(online): Argument Essay
84
•
establish and maintain a formal
style.
SE 1: 196–197, 318–319
SE 2: 234–235, 466–467
TE 3: SG•38, SG•43, SG•48
TE 5: 217e, 217f, 227e, 234–235,
235a, 235b, 239d, WP•5, WP•8
TE 6: 453e, 453f, 466–467, 475d,
SG•22, SG•27, SG•32
Writing to Sources:
Unit 2: 56–57, 58–59, 66–67
Unit 5: 148–149, 154–155, 162–163
•
provide a concluding statement
or section that follows from the
argument presented. (CCSS
W.6.1)
SE 1: 130–131
SE 2: 208–209, 234–235
TE 1: 121d–121e, 130–131, 131a
TE 2: 201d, 299f
TE 3: SG•75
TE 4: 81e
TE 5: 185f, 199d, 208–209, 209a,
209b, 213d, 217e, 234–235, 235a,
235b, 321a, WP•8
TE 6: SG•22, SG•27, SG•32, 453e,
475d
Writing to Sources:
Unit 2: 58–59
Unit 5: 134–135, 136–137, 148–149,
150–151, 154–155
WV 21st Century Writing Projects
(online): Argument Essay
85
21.
write informative/explanatory
texts to examine a topic and
convey ideas, concepts and
information through the
selection organization and
analysis of relevant content.
SE 1: 130–131, 352–353, 382–383,
412–413
SE 2: 168–169, 208–209, 282–283,
316–317, 378–379, 442–443
TE 1: SG•6, SG•11, SG•16, SG•22–
SG•23, SG•26–SG•27, SG•32,
SG•38–SG•39, SG•43, SG•48, 121d–
121e, 130–131, 131a, 131b, 137d
TE 2: SG•6, SG•10, SG•16, WP•2–
WP•3, WP•8–WP•9, WP•10
TE 3: SG•6, SG•11, SG•16, 333e–
333f, 345d–345e, 351c, 352–353,
353a, 353b–353c, 359d–359c, 363e–
363f, 371d–371e, 382–383, 383a,
383b, WP•2–WP•3, WP•8–WP•9
TE 4: SG•6–SG•7, SG•11, SG•16,
SG•22–SG•23, SG•26, SG•32,85e–
85f, 95d–95e, 105b–105c, 141b,
SG•54–SG•55, SG•58, SG•64, 145e–
145f, 157d–157e, 168–169, 169a,
169b, SG•70, SG•74, SG•80
TE 5: 239b, SG•22, SG•27, SG•32,
SG•38, SG•43, SG•48, 267e, 267f,
275d, 275e, 282–283, 283a, 283b,
289a, SG•54, SG•59, SG•64, 293e,
305d, 316–317, 317a, 317b, 321d,
SG•70, SG•75, SG•80
TE 6: 357e, 379a, 421e, SG•38,
SG•43, SG•48, 421f, 431d, 431e,
443a, 443b, 449d, 449e, SG•54,
SG•59, SG•64, SG•70, SG•75,
SG•80, WP•2, WP•3, WP•8, WP•9
21.
write informative/explanatory texts to examine a topic and convey ideas,
concepts and information through the selection organization and analysis of
relevant content.
•
introduce a topic; organize ideas, concepts and information, using
strategies such as definition, classification, comparison/contrast and
cause/effect; include formatting (e.g., headings), graphics (e.g., charts,
tables) and multimedia when useful to aiding comprehension.
•
develop the topic with relevant facts, definitions, concrete details,
quotations or other information and examples.
•
use appropriate transitions to clarify the relationships among ideas and
concepts.
•
use precise language and domain-specific vocabulary to inform about or
explain the topic.
•
establish and maintain a formal style.
•
provide a concluding statement or section that follows from the
information or explanation presented. (CCSS W.6.2)
86
Writing to Sources:
Unit 1: 220-221
Unit 3: 70-71, 72-73, 74-75, 76-77,
78-79, 80-81, 82-83, 84-85, 86-87,
88-89, 90-91, 92-93, 94-97, 98-99,
224-225
Unit 5: 226-227
Unit 6: 166-167, 168-169, 170-171,
172-173, 174-175, 176-177, 178-179,
180-181, 182-183, 184-185, 186-187,
188-189, 190-193, 194-195
•
introduce a topic; organize ideas,
concepts and information, using
strategies such as definition,
classification,
comparison/contrast and
cause/effect; include formatting
(e.g., headings), graphics (e.g.,
charts, tables) and multimedia
when useful to aiding
comprehension.
SE 1: 130–131
SE 2: 168–169, 282–283, 316–317,
378–379, 442–443
TE 1: 121d–121e, 130–131, 131b
TE 2: WP•2–WP•3, WP•8–WP•9
TE 3: 333e–333f, 345d–345e, 352–
353, 353a, 353b–353c, 371d–371e,
382–383, 383a, 383b, 441c, WP•2–
WP•3, WP•4–WP•5, WP•6–WP•7,
WP•8
TE 4: SG•6–SG•7, SG•11,
SG•16,85e–85f, 104–105, 105a,
105b, 145e–145f, 168–169, 169a
TE 5: 199d, 209a, 209b, 213b, 213d,
SG•22, SG•27, SG•32, SG•38,
SG•43, SG•48, 267e, 267f, 282–283,
283a, 283b, SG•54, SG•59, SG•64,
293e, 305d, 316–317, 317a, 317b,
321d, SG•70, SG•75, SG•80
TE 6: 357e, 357f, 367d, 367e, 379a,
87
379b, SG•38, SG•43, SG•48, 421e,
421f, 431d, 431e, 442–443, 443a,
443b, SG•70, SG•75, SG•80, WP•2,
WP•3, WP•4, WP•5, WP•6, WP•8,
WP•9
Writing to Sources:
Unit 3: 70–71, 74–75, 78–79, 86–87,
90–91, 94–97, 98–99
Unit 6: 166–167, 168–169, 170–171,
174–175, 176–177, 178–179, 180–
181, 182–183, 186–187, 190–193,
194–195
•
develop the topic with relevant
facts, definitions, concrete
details, quotations or other
information and examples.
SE 1: 352–353, 382–383
SE 2: 104–105, 168–169, 282–283,
316–317, 442–443
TE 1: 111e–111f
TE 2: SG•6, SG•11, SG•16, WP•4–
WP•5, WP•6
TE 3: 333e–333f, 345d–345e, 351d,
352–353, 353a, 353b–353c, 359d–
359e, 359p–359q, SG•6, SG•11,
SG•16, 363e–363f, 371d–371e, 382–
383, 383a, 383b, 441c, WP•4–WP•5
TE 4: SG•22, SG•27, SG•32, 95d–
95e, 104–105, 105a, 105b, 145e–
145f, 168–169, 169a, 169b–169c,
SG•70, SG•74, SG•80
TE 5: 235a, 235b, SG•22, SG•27,
SG•32, SG•38, SG•43, SG•48, 267e,
267f, 275e, 282–283, 283a, 283b,
SG•54, SG•59, SG•64, 316–317,
317a, 317b
TE 6: 378–379, 379a, 379b, 389e,
389f, 401d, 401e, 411a, 411b, 421e,
421f, 431d, 431e, 442–443, 443a,
88
443b, SG•54, SG•59, SG•64, SG•70,
SG•75, SG•80, WP•4, WP•5, WP•6,
WP7, WP•8
Writing to Sources:
Unit 3: 70–71, 72–73, 74–75, 76–77,
80–81, 82–83, 84–85, 86–87, 88–89,
90–91, 92–93, 94–97, 98–99
Unit 6: 166–167, 168–169, 170–171,
172–173, 174–175, 176–177, 178–
179, 180–181, 182–183, 184–185,
186–187, 188–189, 190–193, 194–
195
•
use appropriate transitions to
clarify the relationships among
ideas and concepts.
SE 2: 234–235, 466–467
TE 1: 47a
TE 2: WP•5, WP•6–WP•7, WP•8
TE 3: 359p–359q, 382–383, 383a,
383b, WP•2, WP•5, WP•6–WP•7,
WP•8
TE 4: 105a, 105b
TE 5: 234–235, 235a, 293e, SG•28,
317a
TE 6: 417d, SG•38, SG•43, SG•48,
443a, 466–467, WP•6
Writing to Sources:
Unit 3: 74–75, 76–77, 78–79, 82–83,
90–91, 98–99
Unit 6: 172–173, 174–175, 186–187
•
use precise language and
domain-specific vocabulary to
inform about or explain the topic.
TE 1: SG•38–SG•39, SG•43, SG•48
TE 2: SG•6, SG•16, WP•7, WP•8
TE 3: 345d–345e, 352–353, 353a,
353b–353c, 359d–359e, 359p–359q,
89
382–383, 383a, 383b, WP•5, WP•7,
WP•8
TE 4: 85e–85f, 95d–95e, 105a,
105b–105c, 109d–109e, SG•54,
SG•64, SG•70, SG•74, SG•80
TE 5: 275d, 283a, 283b, 289d,
SG•54, SG•59, SG•64, 317a, 321d,
SG•70, SG•75, SG•80
TE 6: 411a, 411b, 417d, 443a,
SG•70, SG•75, SG•80, WP•6, WP•8
Writing to Sources:
Unit 3: 70–71, 78–79, 84–85, 86–87,
88–89, 90–91, 98–99
Unit 6: 166–167, 170–171, 172–173,
178–179, 180–181, 182–183, 184–
185, 186–187, 194–195
•
establish and maintain a formal
style.
SE 1: 130–131, 352–353, 382–383
SE 2: 168–169, 282–283, 316–317,
442–443
TE 1: 130–131, 131a
TE 2: WP•8–WP•9
TE 3: WP•8
TE 4: SG•54, SG•59, SG•64, 168–
169, 169a
TE 5: SG•38, SG•43, SG•48, SG•54,
SG•59, SG•64, 321d, SG•70, SG•75,
SG•80
TE 6: 389e, 389f, 411b, WP•8
Writing to Sources:
Unit 3: 90–91, 98–99
Unit 6: 186–187
90
•
provide a concluding statement
or section that follows from the
information or explanation
presented. (CCSS W.6.2)
SE 2: 316–317
TE 1: 111e–111f
TE 2: WP•4–WP•5, WP•6, WP•8
TE 3: 389d, WP•2, WP•10
TE 5: SG•22, SG•27, SG•32, 317a
Writing to Sources:
Unit 3: 90–91
Unit 6: 186–187
91
22.
write narratives to develop real
or imagined experiences or
events using effective
technique, relevant descriptive
details and well-structured
event sequences.
SE 1: 42–43, 162–163, 226–227,
288–289, 412–413, 474–475
SE 2: 72–73, 134–135, 258–259,
348–349
TE 1: 23e–23f, 31d–31e, 42–43, 43a,
43b–43c, 49d–49e, 83e–83f, 141e–
141f, 151d–151e, SG•70, SG•74–
SG•75, SG•80
TE 2: 205e–205f, 213d–213e, 226–
227, 227a, 227b–227c, 231d–231e,
235e–235f, 259b–259c, SG•38,
SG•43, SG•48, 269e–269f, 281d–
281e, 288–289, 289a, 289b–289c,
295d–295e, 295p–295q, SG•70,
SG•75, SG•80
TE 3: 371d–371e, 382–383, 383a,
383b, SG•22, SG•26, SG•32, 393e–
393f, 403d–403e, 412–413, 413a,
413b–413c, 419d–419e, 423e–423f,
433d–433e, 443b–443c, 447d–447e,
SG•54, SG•58, SG•64, 451e–451f,
461d–461e, 474–475, 475a, 475b–
475c, 475d–475e
TE 4: 23e–23f, 35d–35e, 43b–43c,
49d–49e, 53e–53f, 63d–63e, 72–73,
73a, 73b–73c, 81d–81e, SG•38,
SG•43, SG•48, 113e–113f, 134–135,
135a, 135b–135c, WP•2–WP•3
TE 5: SG•6, SG•11, SG•16243e,
243f, 251d, 251e, 258–259, 259a,
259b, 263a, 263d
TE 6: 331e, 331f, 341d, 341e, 349a,
349b, 353d, 353e, SG•6, SG•11,
SG•16, 443a
22.
write narratives to develop real or imagined experiences or events using
effective technique, relevant descriptive details and well-structured event
sequences.
•
engage and orient the reader by establishing a context and introducing a
narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
•
use narrative techniques, such as dialogue, pacing and description, to
develop experiences, events and/or characters.
•
use a variety of transition words, phrases and clauses to convey
sequence and signal shifts from one time frame or setting to another.
•
use precise words and phrases, relevant descriptive details and sensory
language to convey experiences and events.
•
provide a conclusion that follows from the narrated experiences or
events. (CCSS W.6.3)
92
Writing to Sources:
Unit 1: 6-7, 8-9, 10-11, 12-13, 14-15,
16-17, 18-19, 20-21, 22-23, 24-25,
26-27, 30-33, 34-35
Unit 4: 102-103, 103-105, 106-107,
108-109, 110-111, 112-113, 114-115,
116-117, 118-119, 120-121, 122-123,
124-125, 126-129, 130-131
•
engage and orient the reader by
establishing a context and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally
and logically.
SE 1: 42–43, 162–163, 412–413,
474–475
SE 2: 42–43, 72–73, 134–135, 258–
259
TE 1: 23e–23f, 31d–31e, 42–43, 43a,
141e–141f, 162–163, 163a,WP•2–
WP•3, WP•4–WP•5, WP•8
TE 2: 205e–205f, 213d–213e, 226–
227, 227a, 227b–227c, 231d–231e,
269e–269f, 289a, 289b, 295d–295e,
295p–295q
TE 3: 393e–393f, 403d–403e, 412–
413, 413a, 413b, 423e–423f, 433d–
433e, 442–443, 443a, 443b–443c,
SG•54, SG•58, SG•64
451e–451f, 461d–461e, 474–475,
475a, 475b–475c
TE 4: 23e, 35d–35e, 42–43, 43a,
53e–53f, 63d–63e, 72–73, 73a, 73b,
81d–81e, SG•38, SG•43, SG•48,
113e–113f, 125d–125e, 134–135,
135a, 135b, WP•2–WP•3, WP•4–
WP•5, WP•6–WP•7, WP•8–WP•9
TE 5: SG•6, SG•11, SG•16, 243e,
251d, 251e, 259a, 259b
TE 6: 341d, 341e, 349a, 349b, SG•6,
93
SG•11, SG•16, 443a
Writing to Sources:
Unit 1: 10–11, 14–15, 18–19, 22–23,
26–27, 30–33, 34–35
Unit 4: 102–103, 122–123, 126–129,
130–131
•
use narrative techniques, such
as dialogue, pacing and
description, to develop
experiences, events and/or
characters.
SE 1: 42–43, 162–163, 288–289,
442–443, 474–475
SE 2: 104–105, 134–135, 258–259,
348–349
TE 1: 43–43, 43a, 43b–43c, 49d,
93d–93e, 141e–141f, 162–163, 163a,
WP•4–WP•5, WP•8
TE 2: 205e–205f, 213d–213e, 227b–
227c, 231d–213e, 269e–269f, 288–
289, 289a, 289b, 295d–295e, 295p–
295q, SG•70, SG•75, SG•80
TE 3: 393e–393f, 413a, 413b, 419d–
419e, 423e–423f, 433e, 442–443,
443a, 443b, 447d–447e, 474–475,
475a, 475b–475c
TE 4: 63d–63e, 72–73, 73a, 73b,
95d–95e, 104–105, 105a, 105b,
SG•38, SG•43, SG•48, 113e–113f,
134–135, 135a, 135b, 141d–141e,
WP•5, WP•6–WP•7, WP•8–WP•9
TE 5: SG•6, SG•11, SG•16, 243e,
243f, 251d, 251e, 258–259, 259a,
259b, 259c, 263d
TE 6: 341d, 341e, 348–349, 349a,
349b
94
Writing to Sources:
Unit 1: 6–7, 8–9, 18–19, 20–21, 26–
27, 30–33, 34–35
Unit 4: 102–103, 122–123, 126–129,
130–131
•
use a variety of transition words,
phrases and clauses to convey
sequence and signal shifts from
one time frame or setting to
another.
SE 2: 72–73
TE 1: 43a, WP•5
TE 2: 213d–231e, 295d–295e, 295p–
295q
TE 3: 403e, 413a, 413b, 443b,
SG•54, 475a, 475b–475c
TE 4: 63d–63e, 73a, 73b, 81d–81e,
WP•5, WP•6–WP•7, WP•8–WP•9
Writing to Sources:
Unit 1: 6–7, 14–15, 18–19, 22–23,
26–27
Unit 4: 122–123
•
use precise words and phrases,
relevant descriptive details and
sensory language to convey
experiences and events.
SE 1: 42–43, 102–103, 288–289,
474–475
SE 2: 42–43, 72–73, 258–259
TE 1: 23e–23f, 43a, 43b–43c, 49d,
83e–83f, 93d–93e, 102–103, 103a,
103b, 107d, 141e–141f, 173a, SG•70,
SG•74–SG•75, SG•80, WP•4, WP•6–
WP•7, WP•8
TE 2: 205e–205f, 226–227, 227a,
231d–231e, 259a, 265d–265e, SG•38,
SG•43, SG•48, 281d–281e, 289a,
289b–289c, 295d–295e, 295p–295q,
95
SG•70, SG•75, SG•80
TE 3: 382–383, 383a, 383b–383c,
389d–389e, SG•22, SG•26, SG•32,
413a, 413b, 419d–419e, 433d–433e,
443a, 443b, 447d–447e, SG•58,
SG•64, 451e–451f, 461d–461e, 474–
475, 476d, 475b–475c, 475d–475e,
483a
TE 4: 23e–23f, 35d, 42–43, 43a, 43b,
49d–49e, 63d–63e, 72–73, 73a, 73b,
85e–85f, 95d–95e, 104–105, 105a,
105b–105c, 109d–109e, 135a, 135b,
141d–141e, WP•5, WP•6–WP•7,
WP•8–WP•9
TE 5: SG•6, SG•11, SG•16, 243e,
251e, 258–259, 259a, 259b, 263d
TE 6: 349a, 349b, 353d, SG•6,
SG•11, SG•16
Writing to Sources:
Unit 1: 6–7, 8–9, 10–11, 12–13, 14–
15, 16–17, 20–21, 22–23, 24–25, 26–
27, 28–29, 30–33, 34–35
Unit 4: 122–123, 124–125, 130–131
•
provide a conclusion that follows
from the narrated experiences or
events. (CCSS W.6.3)
SE 2: 72–73
TE 1: WP•8
TE 2: 205e–205f, 227b–227c, 231d–
231e, SG•38–SG•39, SG•43, SG•48,
289a
TE 3: 389d, 413a, 413b, 423e, 443b,
475a, 475b–475c
TE 4: 63d–63e, 72–73, 73a, 73b,
135a, 135b, WP•5, WP•8–WP•9
TE 5: 251e, 259a, 259b
Writing to Sources:
Unit 1: 26–27
Unit 4: 122–123
96
Production and Distribution of Writing
SE 1: 74–75, 102–103, 162–163,
196–197, 226–227, 258–259, 318–
319, 352–353, 382–383, 442–443,
474–475
SE 2: 42–43, 72–73, 134–135, 168–
169, 208–209, 234–235, 348–349,
378–379, 410–411, 466–467
TE 1: 53e–53f, 63d–63e, 74–75, 75a,
75b, 83e–83f, 93d–93e, 102–103,
103a, 103b, 107p–107q, SG•48,
111e–111f, 137d–137e, 137p–137q,
151d–151e, 162–163, 163a, 163b,
169d–169e, SG•62–SG•63, SG•64,
SG•78–SG•79, UR•15, UR•25,
UR•35, UR•45, UR•55
TE 2: 189d–189e, 197a, 197b, 201d–
201e, 213d–213e, 226–227, 227a,
SG•31, 235e–235f, 245d–245e, 258–
259, 259a, 259b–259c, 265p–265q,
SG•47, SG•48, 281d–281e, 288–289,
289a, SG•63, 309d–309e, 318–319,
319a, 323d–323e, 323p–323q,
UR•15, UR•25, UR•35, UR•45,
UR•55
TE 3: 333e–333f, 345d–345e, 351d,
352–353, 353a, 353b–353c, 359d–
359e, 359p–359q, SG•15, 371d–371e,
382–383, 389d–389e, 389p–389q,
403d–403e, 412–413, 413a, 419d–
419e, 419p–419q, SG•44, SG•48,
433d–433e, 442–443, 443a, 443b–
443c, 447p–447q, SG•60, SG•63,
SG•64, 474–475, 475a, 475b–475c,
479p–479q, UR•15, UR•25, UR•35,
UR•45, UR•54, WP•10
TE 4: 35d–35e, 42–43, 43a, 43b,
49p–49q, SG•16, 63d–63e, 72–73,
73a, 73b–73c, 81p–81q, 109d–109e,
109p–109q, 125d–125e, 134–135,
23.
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 objectives in Text Types and
Purposes.) (CCSS W.6.4)
97
135a, 135b–135c, 141p–141q, 157d–
157e, 168–169, 169a, 175d–175e,
175p–175q, UR•15, UR•25, UR•35,
UR•45, UR•55
TE 5: 185e, 185f, 199d, 208–209,
209a, 209b, 213d, 213p, 217e, 227e,
233c, 234–235, 235a, 235b, 239d,
239p, 251d, 251e, 259b, 263d, 263p,
267e, 267f, 289p, 305d, 317b, 321p,
UR•15, UR•25, UR•35, UR•45,
UR•55
TE 6: 331e, 331f, 341d, 341e, 348–
349, 349a, 349b, 353d, 353e, 378–
379, 379a, 385p, 389e, 389f, 401d,
401e, 410–411, 411a, 411b, 417p,
431d, 431e, 449d, 449e, 449p, 449q,
459d, 459e, 466–467, 467b, 475d,
475e, 475p, 475q, UR•15, UR•25,
UR•35, UR•45, UR•55
Writing to Sources:
Unit 1: 8-9, 12-13, 16-17, 20-21, 2627, 30-33, 34-35, 198–199, 210–211,
220–221
Unit 2: 40-41, 44-45, 48-49, 52-53,
58-59, 62-65, 66-67, 202–203, 222–
223
Unit 3: 72-73, 76-77, 80-81, 84-85,
94-97, 98-99, 204–205, 216–217,
224–225
Unit 4: 104-105, 108-109, 112-113,
116-117, 122-123, 126-127, 130-131,
200–201, 212–213, 214–215
Unit 5: 136-137, 140-141, 144-145,
148-149, 154-155, 158-161, 162-163,
206–207, 218–219, 226–227
Unit 6: 168-169, 172-173, 176-177,
180-181, 190-193, 194-195, 208–209
98
TE 1: 41d, 49b, 49d–49e, 49p–49q,
63d–63e, 74–75, 75a, 75b, 79d–79e,
79p–79q, 101d, 102–103, 103a, 103b,
107d–107e, 129d, 137d–137e, 151d–
151e, 163b, 169d–169e, 169p–169q,
WP•2–WP•3, WP•4–WP•5, WP•7,
WP•8–WP•9, WP•10
TE 2: 189d–189e, 201d–201e, 201p–
201o, 245d–245e, 259a, 259b–259c,
265d–265e, 265p–265q, 295p–295q,
323d–323e, 323p–323q, WP•2–
WP•3, WP•4–WP•5, WP•6–WP•7,
WP•8–WP•9
TE 3: 351d, 359p–359q, 371d–371e,
389d–389e, 403d–403e, 419d–419e,
443d–443e, 441c, 447d–447e, 447p–
447q, 461d–461e, 479d–479e, 479p–
479q, SG•78–SG•79, WP•2–WP•3,
WP•4–WP•5, WP•6–WP•7, WP•8–
WP•9
TE 4: 35d–35e, 49d–49e, 95d–95e,
109d–109e, 125d–125e, 141d–141e,
157d–157e, 175d–175e, WP•2–
WP•3, WP•4–WP•5, WP•6–WP•7
TE 5: 199d, 227d, 227e, 239d, 239e,
239p, 251d, 251e, 263d, 263e, 275d,
275e, 289d, 289e, 305d, 305e, 321d,
321e, WP•3, WP•4, WP•5, WP•6,
WP•7, WP•8, WP•9
TE 6: 341d, 341e, 353d, 353e, 367d,
367e, 385d, 385e, 401d, 401e, 417d,
417e, 431d, 431e, 449d, 449e, 459d,
459e, WP•2, WP•3, WP•4, WP•5,
WP•6, WP•7, WP•8, WP•9
24.
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 Language
objectives up to and including grade 6.) (CCSS W.6.5)
Writing to Sources:
Unit 1: 30–33, 34–35, 198–199, 210–
211, 220–221
Unit 2: 62–65, 66–67, 202–203, 222–
223
Unit 3: 94–97, 98–99, 204–205, 216–
217, 224–225
99
Unit 4: 124–129, 130–131, 200–201,
212–213, 214–215
Unit 5: 158–161, 162–163, 206–207,
218–219, 226–227
Unit 6: 190–193, 194–195, 208–209
SE 1: 104–105, 260–263, 414–417
SE 2: 136–139
TE 1: 31b, 49b, 63b, 79b, 93b, 104c–
104d, 104–105, 107b, 121b, 137b,
151b, 161d, 169b
TE 2: 189b, 225d, 245b, 257d, 260c–
260d, 260–261, 261a, 262–263, 263a,
281b, 295b, 309b, 317d, 323b,
WP•10
TE 3: 345b, 351d, 371b, 403b, 411d,
414–415, 415a, 416–417, 433b, 441d,
447b, 461b, WP•10
TE 4: 35b, 49b, 63b, 71c, 95b, 125b,
133d, 136c–136d, 136–137, 137a,
138–139, 139a, 141b, 157b, 167d–
167e, WP•9, WP•10
TE 5: 199b, 213b, 227b, 233c, 251b,
263b, 275b, 284c, 284d, 289b, 305b,
WP•9, WP•10
TE 6: 341b, 347d, 353b, 367b, 385b,
401b, 417b, 431b, 444c, 445a, 447a,
449b, 449p, 449q, 459b, 475b, WP•8,
WP•9, WP•10
25.
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.
(CCSS W.6.6)
Writing to Sources:
Unit 1: 34–35, 198–199
Unit 2: 66–67, 202–203, 222–223
Unit 3: 98–99, 216–217, 224–225
Unit 4: 130–131
Unit 5: 162–163
Unit 6: 194–195
WV 21st Century Writing Projects
(online): Argument Essay
100
Research to Build and Present Knowledge
TE 1: 23b, 31b, 41d, 49b, 53a–53b,
63b, 73d, 79b, 83a–83b, 93b, 101d,
107b, 111b, 121b, 129d, 137b, 141b,
151b, 161d, 169b, SG•44–SG•45,
SG•60–SG•61, SG•76–SG•77,
SG•78–SG•79
TE 2: 179b, 189b, 195d, 201b, 201n,
SG•12–SG•13, SG•14–SG•15, 205b,
213b, 225d, 231b, SG•28–SG•29,
SG•30–SG•31, 235b, 245b, 257d,
265b, 265n, SG•44–SG•45, 269b,
281b, 287d, 295b, 299b, 309b, 317d,
323b, SG•76–SG•77
TE 3: 333b, 345b, 351d, 359b,
SG•12–SG•13, 363b, 371b, 389b,
SG•28–SG•29, SG•30–SG•31, 393b,
403b, 411d, 419b, 423b, 433b, 441d,
447b, SG•46–SG•47, SG•62–SG•63,
451a, 461b, 473c, 473d, 479b
TE 4: 23b, 35b, 41d, 49b, SG•12–
SG•13, SG•14–SG•15, 53b, 63b, 71d,
81b, SG•30–SG•31, 85b, 95b, 103d,
109b, SG•46–SG•47, 113b, 125b,
133d, 141b, SG•60–SG•61, SG•62–
SG•63, 145b, 167d, 175b, SG•76–
SG•77, SG•78–SG•79
TE 5: 185b, 199b, 207d, 213b,
SG•12, SG•13, SG•14, SG•15, 217b,
227b, 233d, 239b, SG•28, SG•30,
SG•31, 243b, 251b, 257d, 263b,
SG•44, SG•46, SG•47, 267b, 275b,
281d, 289b, SG•60, SG•62, SG•63,
293b, 305b, 315d, 321b, SG•76,
SG•78, SG•79
TE 6: 331b, 341b, 347d, 353b,
SG•12, SG•13, SG•14, SG•15, 357b,
367b, 377d, 385b, SG•28, SG•29,
SG•30, SG•31, 389a, 401b, 409c,
417b, SG•44, SG•45, SG•46, SG•47,
421b, 431b, 441d, 449b, SG•60,
26.
conduct short research projects to answer a question, drawing on several
sources and refocusing the inquiry when appropriate. (CCSS W.6.7)
101
SG•61, SG•62, SG•63, 459b, 465d,
475b, SG•76, SG•77, SG•78, SG•79,
WP•2, WP•3
Writing to Sources:
Unit 1: 20-21, 24-25
Unit 2: 40–41, 44–45, 48–49, 58–59,
60–61, 62–65, 222-223
Unit 3: 76–77, 80–81
Unit 4: 104-105, 108-109, 120-121,
126–129
Unit 5: 148-149, 158–161
Unit 6: 172–173, 184–185
102
SE 2: 136–139, 284–287, 444–447
TE 1: 31b, 41b, 63b, 93b, 101d,
SG•44–SG•45, 121b, 151b, 161c,
161d, 169b, SG•60–SG•61
TE 2: 180c, 189b, SG•12–SG•13,
213b, SG•28–SG•29, SG•44–SG•45,
281b, 295b, SG•60, SG•61, 309b,
323b, SG•76–SG•77, SG•78–SG•79
TE 3: 345b, 351d, SG•12–SG•13,
371b, 371d–371e, 383a, 403b,
SG•28–SG•29, SG•32, SG•44–
SG•45, 443b, SG•60–SG•61, 461b,
473c, SG•76–SG•77
TE 4: 35b, SG•12–SG•13, 63b, 71d,
81b, SG•28–SG•29, 95b, 103c,
SG•44–SG•45, 125b, 133d, 136c–
136d, 136–137, 137a, 138–139, 139a,
SG•60–SG•61, SG•76–SG•77
TE 5: 199b, 213b, 227b, 239b,
SG•29, 251b, 257d, SG•45,275b,
284d, 284–285, 285a, 287a, SG•61,
305b, 315c, SG•77, WP•6
TE 6: 341b, 347d, 353b, SG•13,
357e, 357f, 367b, 379a, 379b, 385b,
SG•29, 401b, SG•45, 431b, 441d,
444–445, 445a, 446–447, 447a,
SG•61, 459b, SG•77, WP•6
27.
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. (CCSS W.6.8)
Writing to Sources:
Unit 1: 20-21, 24-25, 28–29
Unit 2: 40–41, 44–45, 48–49, 58–59,
60–61, 62-65, 222–223
Unit 3: 76–77, 80–81, 92–93
Unit 4: 104-105, 108-109, 120-121,
124–125, 126-129
Unit 5: 148-149, 156–157, 158-161
Unit 6: 172–173, 184–185, 188–189
WV 21st Century Writing Projects
(online): Argument Essay
103
28.
draw evidence from literary or
informational texts to support
analysis, reflection and
research.
SE 1: 40, 44–47, 72, 74–75, 76–77,
100, 128, 160, 194, 198–199, 224,
256, 286, 316, 350, 380, 410, 440,
472
SE 2: 44–45, 70, 102, 132, 166, 206,
256, 280, 314, 346, 408, 440–441,
464
TE 1: 40–41, 41a, 46–47, 47a, 72–73,
73a, 74–75, 75a, 76–77, 77a, 100–
101, 101a, 101d, 128–129, 129a,
130–131, 131a, 134–135, 135a, 160–
161, 161a, SG•46–SG•47, SG•62–
SG•63
TE 2: 194–195, 195a, 195d, 198–
199, 199a, SG•14, 224–225, 225a,
225d, 229a, SG•22–SG•23, SG•27,
SG•32, 256–257, 257a, 286–287,
287a, 287d, 292–293, 293a, 316–317,
317a
TE 3: 350–351, 351a, 356–357, 357a,
SG•14–SG•15, 371b, 380–381, 410–
411, 411a, 411d, 440–441, 441a,
441d, 447b, 472–473, 473a, 476–477,
477a, WP•4–WP•5, WP•6–WP•7
TE 4: 40–41, 41b, 46–47, 47a, SG•6–
SG•7, SG•11, SG•16,70–71, 71a, 78–
79, 79a, 81a, SG•22–SG•23, SG•27,
SG•32,102–103, 103a, 103d, 132–
133, 133a, 166–167, 167a, 173a
TE 5: 199d, 206–207, 207a, 208–
209, 209a, 209b, 213d, 233a, 233d,
237a, 251b, 256–257, 257a, 280–281,
281a, 281d, 314–315, 315a, 321a
TE 6: 346–347, 347a, 351a, 357e,
357f, 367d, 367e, 377a, 379a, 379b,
383a, 408–409, 409a, 415a, 440–441,
28.
draw evidence from literary or informational texts to support analysis, reflection
and research.
•
apply grade 6 Reading objectives 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”).
•
apply grade 6 Reading objectives to literary nonfiction and other
informational text (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”). (CCSS W.6.9)
104
441a, 464–465, 465a
Writing to Sources:
Unit 1: 28-29, 30-33, 198-199, 210211, 220-221
Unit 2: 60-61, 62-65, 202-203, 222223
Unit 3: 92-93, 94-97, 204-205
Unit 4: 124-125, 126-129, 200-201,
212-213, 214-215
Unit 5: 140-141, 156-157, 158-161,
206-207, 218-219, 226-227
Unit 6: 188-189, 190-193, 208-209
•
apply grade 6 Reading
objectives 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”).
SE 1: 77, 293, 387, 445, 477
TE 3: WP•3, WP•4, WP•6, WP•7
TE 4: 133a, 157d–157e, 169a, 169b,
175d
TE 5: 199d, 209a, 209b, 213d, 237a,
257a, 257d, 263b
TE 6: 341d, 341e, 347a, 349a, 353a,
353b, 353d
Writing to Sources:
Unit 1: 6–7, 8–9, 10–11, 12–13, 14–
15, 16–17, 20–21, 22–23, 24–25
Unit 2: 50–51, 52–53
Unit 3: 70–71, 72–73, 82–83, 84–85,
86–87, 88–89
Unit 4: 112–113, 114–115, 116–117
Unit 5: 134–135, 136–137, 140–141,
142–143, 144–145
Unit 6: 166–167, 168–169, 174–175,
176–177
105
•
apply grade 6 Reading
objectives to literary nonfiction
and other informational text (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”). (CCSS W.6.9)
SE 2: 40, 232, 376, 440
TE 3: 380–381, 381a, SG•38, SG•48,
WP•3, WP•4, WP•6, WP•7
TE 4: 138–139, 139a, 157d–157e,
169a, 169b, 175d
TE 6: 357e, 367d, 367e, 377a, 379a,
379b, 385d, 441a, 465a
Writing to Sources:
Unit 1: 8–9, 12–13, 16–17, 18–19,
24–25
Unit 2: 38–39, 40–41, 42–43, 44–45,
46–47, 48–49, 54–55, 56–57
Unit 3: 72–73, 74–75, 76–77, 78–79,
80–81, 88–89
Unit 4: 102–103, 104–105, 106–107,
108–109, 110–111, 112–113, 116–
117, 118–119, 120–121, 126–129
Unit 5: 136–137, 138–139, 140–141,
146–147, 148–149, 150–151, 152–
153, 158–161
Unit 6: 168–169, 170–171, 172–173,
176–177, 178–179, 180–181, 182–
183, 184–185
106
Range of Writing
TE 1: 23e–23f, 31d–31e, 40–41, 42–
43, 43a, 49d–49e, 49p–49q, 53e–53f,
63e, 79d–79e, 103b–103c, 107d–
107e, 137e, 169d–169e, WP•2–WP•3,
WP•8–WP•9
TE 2: 179f, 189d–189e, 197b–197c,
201d–201e, 201p–201q, 213d–213e,
227b–227c, 229a, 231d–231e, 231p–
231q, 235e–235f, 245d–245e, 259b–
259c, 264d–265e, 265p–265q, 281d–
281e, 295b, 295d–295e, 295p–295q,
309e, 319b–319c, 323b, 323d–323e,
323p–323q, WP•2–WP•3, WP•8–
WP•9
TE 3: 333e–333f, 345d–345e, 353b–
353c, 359d–359e, 359p–359q, 363e–
363f, 371d–371e, 383b–383c, 389d–
389e, 389p–389q, 393e–393f, 403d–
403e, 413b–413c, 419d–419e, 419p–
419q, 423e–423f, 433d–433e, 443b–
443c, 447d–447e, 447p–447q, 451e–
451f, 461d–461e, 475b–475c, 479d–
479e, 479p–479q, WP•2–WP•3,
WP•8–WP•9, WP•10
TE 4: 23e–23f, 35d–35e, 43b–43c,
49d–49e, 49p–49q, 53e–53f, 63d–
63e, 73b–73c, 81d–81e, 81p–81q,
85e–85f, 95d–95e, 105b–105c, 109d–
109e, 109p–109q, 113e–113f, 125d–
125e, 134–135, 135a, 135b–135c,
141d–141e, 141p–141q, 175d–175e,
175p–175q, WP•2–WP•3
TE 5: 199e, 213e, SG•6, SG•11,
227d, 227e, 235b, 235c, 239b, 239d,
239e, 239p, 239q, 243e, 243f, 251d,
251e, 259b, 259c, 263d, 263e, 263p,
263q, SG•38, SG•43, SG•48, 267e,
267f, 275d, 275e, 283c, 289e, 289q,
SG•54, SG•59, SG•64,293f, 305e,
317c, 319a, 321e, 321q, WP•2, WP•3,
29.
write routinely over extended time frames (time for research, reflection and
revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes and audiences. (CCSS W.6.10)
107
UR•15, UR•25, UR•35, UR•45,
UR•55
TE 6: 331f, 341e, 349c, 353b, 353e,
353q, 357f, 367e, 379c, 385e, 385q,
389f, 401e, 411c, 417e, 417p, 421f,
431e, 443c, 449e, 449q, 459e, 475e,
475q, 479a, WP•2, WP•3
Writing to Sources:
Unit 1: 30–33
Unit 2: 62–65, 202–203
Unit 3: 94–97, 204–205, 216–217,
224–225
Unit 4: 126–129
Unit 5: 158–161
Unit 6: 190–193
108
SPEAKING AND LISTENING
Comprehension and Collaboration
30. engage effectively in a range of
collaborative discussions (oneon-one, in groups and teacherled) with diverse partners on
grade 6 topics, texts and issues,
building on others’ ideas and
expressing their own clearly.
SE 1: 80–81, 176–177, 202–203,
232–233, 265, 266–267, 296–297,
447
SE 2: 20–21, 50–51, 82–83, 110–
111, 142–143, 182–183, 214–215,
240–241, 264–265, 290–291, 328–
329, 354–355, 386–387, 418–419,
450–451
TE 1: 21a–21b, 24a–24b, 32a–32b,
44a–44b, 49a, SG•2–SG•3, SG•6–
SG•7, SG•10–SG•11, SG•12–SG•13,
SG•16, 51a, 54a–54b, 64a–64b, 76a–
76b, 78–79, 79a, SG•18–SG•19,
SG•22–SG•23, SG•26–SG•27,
SG•28–SG•29, SG•32, 81a, 84a–84b,
94a–94b, 104a–104b, 107n–107o,
SG•34–SG•35, SG•37, SG•38–
SG•39, SG•42–SG•43, SG•44–
SG•45, SG•48, 109a, 112a–112b,
122a–122b, 132a–132b, 137a,
SG•50–SG•51, SG•54–SG•55,
SG•58–SG•59, SG•61–SG•62,
SG•64, 139a, 142a–142b, 152a–152b,
163c, 164a–164b, 169a, SG•66–
SG•67, SG•70–SG•71, SG•74–
SG•75, SG•76–SG•77, SG•80, UR•6–
UR•7, UR•26–UR•27, UR•36–
UR•37, UR•46–UR•47
30. 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.
•
come to discussions prepared, having read or studied required materials;
explicitly draw on that preparation by referring to evidence on the topic,
text, or issue to probe and reflect on ideas under discussion.
•
follow rules for collegial discussions, set specific goals and deadlines,
and define individual roles as needed.
•
pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under
discussion.
•
review the key ideas expressed and demonstrate understanding of
multiple perspectives through reflection and paraphrasing.
(CCSS SL.6.1)
109
TE 2: 176–177, 177a, 180a–180b,
190a–190b, 198b, 201a, SG•2–SG•3,
SG•6–SG•7, SG•10–SG•11, SG•12–
SG•13, SG•16, 202–203, 203a–203b,
206a–206b, 214a–214b, 228a–228b,
231a, SG•22–SG•23, SG•28–SG•29,
232–233, 233a–233b, 236a–236b,
246a–246b, 260a–260b, 264–265,
265a, SG•34–SG•35, SG•38–SG•39,
SG•42–SG•43, SG•44–SG•45,
SG•48, 267a–267b, 270a–270b,
282a–282b, 290a–290b, SG•50–
SG•51, SG•54–SG•55, SG•60–
SG•61, 296–297, 297a–297b, 300a–
300b, 310a–310b, 320a–320b, 323a,
SG•66–SG•67, SG•70–SG•71,
SG•74–SG•75, SG•76–SG•77,
SG•80, UR•6–UR•7, UR•16–UR•17,
UR•26–UR•27, UR•36–UR•37,
UR•46–UR•47
TE 3: 331a–331b, 334a–334b, 346a–
346b, 354a–354b, SG•2–SG•3,
SG•6–SG•7, SG•12–SG•13, 361a–
361b, 364a–364b, 372a–372b, 384a–
384b, 389a, SG•18–SG•19, SG•22–
SG•23, SG•28–SG•29, 391a–391b,
394a–394b, 404a–404b, 414a–414b,
SG•34–SG•35, SG•38–SG•39,
SG•44–SG•45, 421a–421b, 424a–
424b, 434a–434b, 444a–444b, 446–
447, 447a, SG•50–SG•51, SG•54–
SG•55, SG•60–SG•61,449a–449b,
452a–452b, 462a–462b, 476a–476b,
479a, SG•66–SG•67, SG•70–SG•71,
SG•76–SG•77, UR•6–UR•7, UR•16–
UR•17, UR•26–UR•27, UR•36–
UR•37, UR•46–UR•47
TE 4: 20–21, 21a, 24a–24b, 36a–36b,
44a–44b, 49a, SG•2–SG•3, SG•6–
SG•7, SG•12–SG•13, 50–51, 51a–
51b, 54a–54b, 64a–64b, 74a–74b,
SG•18–SG•19, SG•22–SG•23,
110
SG•28–SG•29, 82–83, 83a–83b, 86a–
86b, 96a–96b, 106a–106b, SG•34–
SG•35, SG•38–SG•39, SG•44–
SG•45, 110–111, 111a, 114a–114b,
126a–126b, 136a–136b, SG•50–
SG•51, SG•54–SG•55, SG•58–
SG•59, SG•60–SG•61, SG•61, 142–
143, 143a, 146a–146b, 158a–158b,
170a–170b, SG•66–SG•67, SG•70–
SG•71, SG•76–SG•77, UR•6–UR•7,
UR•16–UR•17, UR•26–UR•27,
UR•36–UR•37, UR•46–UR•47
TE 5: 182–183, 183a, 186a, 186b,
200a, 200b, 210a, 210b, SG•2, SG•6,
SG•7, SG•12, 214–215, 215a, 218a,
218b, 228a, 228b, 236a, 236b, SG•18,
SG•23, SG•28, 240–241, 241a, 244b,
252a, 252b, 260a, 260b, SG•34,
SG•39, SG•44, 264–265, 265a, 268a,
268b, 276a, 276b, 284a, 284b, SG•50,
SG•55, SG•59, SG•60, SG•64, 290–
291, 291a, 294a, 294b, 306a, 306b,
318a, 318b, UR•47, SG•66, SG•71,
SG•76, UR•6, UR•7, UR•16, UR•17,
UR•26, UR•27, UR•36, UR•37,
UR•46
TE 6: 328–329, 329a, 332a, 332b,
342a, 342b, 350a, 350b, 353a, SG•2,
SG•6, SG•7, SG•12, 354–355, 355a,
358a, 358b, 368a, 368b, 380a, 380b,
SG•18, SG•23, SG•28, 387a, 390a,
390b, 402a, 402b, 412a, 412b, SG•34,
SG•39, SG•44, 419a, 422a, 422b,
432a, 432b, 444a, 444b, SG•50,
SG•55, SG•60, 451a, 454a, 454b,
460a, 460b, 468a, 468b, 475a, SG•66,
SG•71, SG•76, UR•6, UR•7, UR•16,
UR•17, UR•26, UR•27, UR•36,
UR•37, UR•46, UR•47
111
Writing to Sources:
Unit 1: 26-27, 30-33
Unit 2: 58-59, 64-67
Unit 3: 90-91, 94-97
Unit 4: 122-123, 126-129
Unit 5: 154-155, 158-161
Unit 6: 186-187, 190-193
•
come to discussions prepared,
having read or studied required
materials; explicitly draw on that
preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on
ideas under discussion.
SE 1: 49, 79, 137, 169, 201, 231, 359
SE 2: 49, 109, 213, 239, 263, 289,
353, 385, 449, 475
TE 1: 136–137, 168–169
TE 2: 200–201, 201a, 230–231, 231a,
265a
TE 3: 358–359, 359a, SG•66, SG•70
TE 4: 49a
TE 5: 212–213, 213a, 238–239, 239a,
262–263, 263a
TE 6: 352–353, 353a, 384–385, 385a,
448–449, 449a, 475a
•
follow rules for collegial
discussions, set specific goals
and deadlines, and define
individual roles as needed.
SE 1: 137, 169, 201, 230, 323, 478
SE 2: 213, 239, 353, 385, 449
TE 1: SG•6–SG•7
TE 2: 230–231, 231a, 265a, 322–323,
SG•66, SG•71, SG•76
TE 3: 389b, 478–479
TE 4: 49a
TE 5: WP•8
TE 6: 353a
112
Writing to Sources:
Unit 1: 34–35
Unit 2: 66–67
Unit 3: 98–99
Unit 4: 130–131
Unit 5: 162–163
Unit 6: 194-195
•
pose and respond to specific
questions with elaboration and
detail by making comments that
contribute to the topic, text, or
issue under discussion.
SE 1: 20–21, 50–51, 79, 80–81, 137,
138–139, 169, 176–177, 202–203,
231, 232–233, 266–267, 296–297,
323, 330–331, 360–361, 390–391,
420–421, 448–449
SE 2: 20, 50–51, 82–83, 110–111,
142–143, 182–183, 213, 214–215,
240–241, 264–265, 290–291, 328–
329, 354–355, 386–387, 418–419,
450–451, 475
TE 1: SG•2–SG•3, SG•8, SG•12–
SG•13, SG•23, SG•29, SG•34–
SG•35, SG•38–SG•39, SG•45, 107n–
107o, SG•50–SG•51, SG•55, SG•61,
169a, SG•66–SG•67, SG•70–SG•71,
SG•76–SG•77
TE 2: 176–177, 201a, 202–203,
SG•2–SG•3, SG•6, 230–231, 231a,
231n, 232–233, SG•18–SG•19,
SG•22–SG•23, SG•28–SG•29, 265a,
265n, 266–267, SG•34–SG•35,
SG•38–SG•39, SG•44–SG•45, 295n,
296–297, SG•50–SG•51, SG•54–
SG•55, SG•60–SG•61, SG•66–
SG•67, SG•70–SG•71, SG•77
TE 3: SG•2–SG•3, SG•7, SG•12–
SG•13, 330–331, 360–361, 389n,
113
390–391, SG•18–SG•19, SG•22–
SG•23, SG•28–SG•29, SG•34–
SG•35, SG•38–SG•39, SG•44–
SG•45, 447n, 448–449, SG•50–
SG•51, SG•56, SG•60–SG•61, 479n,
SG•66–SG•67, SG•71, SG•76–SG•77
TE 4: 20–21, 49n, 50–51, SG•2–
SG•3, SG•7, SG•12–SG•13, 81n, 82–
83, SG•18–SG•19, SG•22–SG•23,
SG•28–SG•29, 109n, SG•34–SG•35,
SG•39, SG•44–SG•45, 141n, 142–
143, SG•50–SG•51, SG•55, SG•60–
SG•61, 175n, SG•66–SG•67, SG•71,
SG•76–SG•77
TE 5: 182–183, 212–213, 213a,
213n, 214–215, SG•2, SG•7, SG•12,
239n, 240–241, SG•18, SG•23,
SG•28, 263n, SG•34, SG•39, SG•44,
289n, 290–291, SG•50, SG•55,
SG•60, 321n, SG•66, SG•71, SG•76
TE 6: SG•2, SG•7, SG•12, 328–329,
354–355, 385n, 386–387, SG•18,
SG•23, SG•28, 417n, 418–419,
SG•34, SG•39, SG•44, 449n, SG•50,
SG•55, SG•60, 474–475, 475a, 475n,
SG•66, SG•71, SG•76
Writing to Sources:
Unit 1: 26–27, 34–35
Unit 2: 66–67
Unit 3: 90–91, 98–99
Unit 4: 130–131
Unit 5: 162–163
Unit 6: 194–195
•
review the key ideas expressed
and demonstrate understanding
of multiple perspectives through
reflection and paraphrasing.
(CCSS SL.6.1)
SE 1: 108–109
SE 2: 449
114
TE 1: 265a
TE 2: 108–109
TE 3: SG•75
TE 4: 49a, 49n, 81n, SG•22–SG•23,
SG•27, SG•32, 109n, 141n, 175n,
SG•51, SG•61
TE 5: 213n, 239n, 263n, 289n, 321n
TE 6: 353a, 353n, SG•6, SG•11,
SG•16, 385n, 417n, 449n, 475n
Writing to Sources:
Unit 3: 98–99
SE 1: 298–299
SE 2: 304, 439
TE 1: 129c
TE 2: 201a, 225c, SG•22, SG•27,
SG•32
TE 3: 359n, SG•6, SG•10–SG•11,
SG•16,389a, 389n, 419a, 419n, 447n,
479n
TE 4: 49a, 81n, SG•22, SG•27,
SG•32, 109n, 141n, 175n, SG•70,
SG•75, SG•80
TE 5: 213n, 239a, SG•22, SG•27,
SG•32, SG•38, SG•43, SG•48, 289n,
SG•54, SG•59, SG•64, 321n, SG•70,
SG•75, SG•80
TE 6: 385a, 385n, SG•22, SG•27,
SG•32, 417n, SG•38, SG•43, SG•48,
449n, SG•54, SG•59, SG•64, 475n,
SG•70, SG•75, SG•80
31. 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. (CCSS SL.6.2)
Writing to Sources:
Unit 6: 194–195
115
SE 1: 265
SE 2: 81, 109, 239
TE 2: SG•54–SG•55, SG•59, SG•64
TE 3: SG•38–SG•39, SG•43, SG•48,
SG•70–SG•71
TE 4: 80–81, 81a, 108–109, 109a
TE 5: 239a, 321a, WP•10
TE 6: 353a
32. delineate a speaker’s argument and specific claims, distinguishing claims that
are supported by reasons and evidence from claims that are not.
(CCSS SL.6.3)
Writing to Sources:
Unit 2: 66–67
Unit 5: 154–155, 162–163
116
Presentation of Knowledge and Ideas
SE 1: 49, 169, 359, 418, 447, 479
SE 2: 48, 109, 174, 262, 288, 321,
417
TE 1: 49n, SG•6–SG•7, SG•11,
SG•16, 49a, 79n, 106–107, 107a,
107n, SG•24, SG•26–SG•27, SG•48,
137a, 137n, SG•54, SG•59, SG•64,
169n, SG•80
TE 2: 201n, SG•16, 231b, 231n,
SG•32, 265n, SG•38–SG•39, SG•43,
SG•48, 295n, SG•54–SG•55, SG•59,
SG•64, 323a, 323n
TE 3: 358–359, 359a, 359n, SG•6–
SG•7, SG•11, SG•16, 389n, SG•22,
SG•26, SG•32, 418–419, 419a, 419n,
SG•38, SG•43, SG•48, 447a, 447n,
SG•50, SG•59, SG•60, SG•64, 479b,
479n, SG•70, SG•80
TE 4: 48–49, 49a, 49n, SG•6–SG•7,
SG•11, SG•16, 81a, 81n, 108–109,
109a, 109n, SG•32, SG•48, 141n,
SG•64, 175a, 175n, SG•80TE 5:
213n, SG•16, 239a, 239n, SG•32,
262–263, 263a, 263n, SG•48, 288–
289, 289a, 289n, SG•64, 320–321,
321a, 321n, SG•80
TE 6: 353a, 353n, 385n, 417a, 417n,
449a, 449n, SG•54, SG•59, SG•64,
475n
33. 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.
(CCSS SL.6.4)
Writing to Sources:
Unit 1: 34–35
Unit 2: 66–67
Unit 3: 98–99
Unit 4: 130–131
Unit 5: 162–163
117
SE 1: 107, 201, 389
SE 2: 109, 239, 385
TE 1: 79n, SG•22–SG•23, SG•26–
SG•27, SG•32, 106–107, 107a, 137n,
169n
TE 2: 201b, 201n, SG•6, SG•11,
SG•16, SG•22–SG•23, SG•27,
SG•32, 265b, 265n
TE 3: 359b, 359n, 389b, 389n, 419a,
419b, 419n, 447b, 447n, 479b, 479n
TE 4: SG•6–SG•7, SG•11, SG•16,
49b, 49n, 81b, 81n, SG•22–SG•23,
SG•27, SG•32, 109b, 109n, 141n,
175b, 175n, SG•70, SG•75, SG•80
TE 5: 213b, 213n, SG•22, SG•27,
SG•32, 263b, 263n, SG•38, SG•43,
SG•48, 289b, 289n, SG•54, SG•59,
SG•64, 321b, 321n
TE 6: 353n, 384–385, 385a, 385n,
SG•22, SG•27, SG•32, 417b, 417n,
SG•38, SG•43, SG•48, 449b, 449n,
475b, 475n, SG•70, SG•75, SG•80
34. include multimedia components (e.g., graphics, images, music, sound) and
visual displays in presentations to clarify information. (CCSS SL.6.5)
Writing to Sources:
Unit 4: 130–131
Unit 6: 194–195
118
SE 1: 49, 107, 137, 201, 295, 323,
359, 419, 447
SE 2: 81, 109, 141, 175, 289, 321,
417, 449
TE 1: 48–49, 49n, 79n, SG•22–
SG•23, SG•26–SG•27, SG•32,
SG•38–SG•39, SG•43, SG•48,
SG•70, SG•76, SG•80
TE 2: 201n, 294–295, 295a, 322–
323, 323a, SG•6, SG•11, SG•22,
SG•27, SG•32, SG•70, SG•75,
SG•80, SG•73, SG•78
TE 3: 447a, 447q, 479a
TE 4: 81a, 109a, SG•38, SG•43,
SG•48, 140–141, 141a, SG•54,
SG•59, SG•64
TE 5: SG•6, SG•11, SG•16, 263a,
288–289, 289a, 320–321, 321a,
SG•70, SG•75, SG•80
TE 6: SG•6, SG•11, SG•16, 416–417,
417a, 448–449, 449a
35. adapt speech to a variety of contexts and tasks, demonstrating command of
formal English when indicated or appropriate (See grade 6 Language objectives
for specific expectations.) (CCSS SL.6.6)
119
LANGUAGE
Conventions of Standard English
36.
demonstrate command of the
conventions of Standard
English grammar and usage
when writing or speaking.
SE 1: 42–43, 74–75, 102–103, 130–
131, 162–163, 196–197, 206–207,
258–259, 288–289, 318–319, 352–
353, 382–383, 412–413, 442–443,
474–475
SE 2: 42–43, 72–73, 134–135, 168–
169, 258–259, 282–283, 316–317,
348–349, 378–379, 410–411, 442–
443
TE 1: 23d, 24c, 31b, 31c, 42–43, 49b,
49c, 49n, 49o, 49p, SG•6, SG•10–
SG•11, SG•16, 53d, 63c, 73d–73e,
74–75, 75a, 79b, 79n–79o, 79p–79q,
83d, 93c, 101e, 102–103, 103a, 104c,
104–105, 105a, 107b–107c, 107o,
107p, 111d, 121b, 129e, 130–131,
137c, 137o, 137p, 141d, 151c, 161e,
162–163, 163a, 169c, 169o, 169p–
169q, UR•14–UR•15, UR•24–UR•25,
UR•34–UR•35, UR•44–UR•45,
UR•54–UR•55, WP•5, WP•9
TE 2: 179d, 189c, 195e, 196–197,
197a, 201b–201c, 201n–201o, 201p–
201q, 206–207, 235d, 245c, 257e,
258–259, 259a, 265c, 265o, 265p,
269d, 281c, 287d, 288–289, 289a,
295c, 295o, 299d, 309c, 317e, 318–
319, 319a, 323c, 323o, 323p–323q,
UR•14–UR•15, UR•24–UR•25,
UR•34–UR•35, UR•44–UR•45,
UR•54–UR•55, WP•8–WP•9
36. demonstrate command of the conventions of Standard English grammar and
usage when writing or speaking.
• ensure that pronouns are in the proper case (subjective, objective,
possessive).
• use intensive pronouns (e.g., myself, ourselves).
• recognize and correct inappropriate shifts in pronoun number and person.
• recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).
• recognize variations from standard English in their own and others' writing
and speaking, and identify and use strategies to improve expression in
conventional language. (CCSS L.6.1)
120
TE 3: 333d, 345c, 351e, 352–352,
353a, 353b–353c, 359b–359c, 359n–
359o, 363c, 371c, 381e, 382–383,
383a, 389b, 389n, 389p–389q, 393d,
403c, 411e, 412–413, 413a, 419c,
419n–419o, 419p–419q, 423d, 433c,
441e, 442–443, 443a, 447b, 447n,
447p–447q, 451d, 461c, 473e, 474–
475, 475a, 479b, 479o, 479p–479q,
UR•14–UR•15, UR•24–UR•25,
UR•34–UR•35, UR•44–UR•45,
UR•54–UR•55, WP•4, WP•6–WP•7,
WP•8–WP•9
TE 4: 72–73, 85d, 95b, 109c, 109p–
109q, 113c, 125c, 133e, 141c, 141p–
141q, 145d, 157c, 167e, 168–169,
169a, 175c, 175n, 175p–175q,
UR•24–UR•25, UR•44–UR•45,
UR•54–UR•55, UR•14–UR•15,
WP•5, WP•8–WP•9
TE 5: 185d, 199c, 207e, 209b, 213c,
213o, 213p, 217d, 227c, 233e, 234–
235, 235a, 239c, 239o, 239p, 243d,
251c, 257e, 258–259, 263c, 263o,
263p, 267d, 275c, 281e, 282–283,
283a, 289c, 289o, 289p, 293d, 305c,
315e, 316–317, 317a, 321c, 321d,
321o, 321p, UR•14, UR•24, UR•34,
UR•44, UR•54, WP•5, WP•8, WP•9
TE 6: 331d, 341c, 347e, 348–349,
353c, 353o, 353p, 357d, 367c, 377e,
378–379, 379a, 385c, 385o, 385p,
389d, 401c, 417c, 417o, 417p, 421d,
431c, 449c, 449o, 449p, 453d, 459c,
475c, 475o, 475p, UR•14, UR•24,
UR•34, UR•44, UR•54, WP•8, WP•9
Writing to Sources:
Unit 1: 6-7, 10-11, 14-15, 18-19, 2223, 34-35
Unit 2: 38-39, 42-43, 46-47, 50-51,
54-55, 62-65
121
Unit 3: 70-71, 74-75, 82-83, 86-87,
94-97, 98-99
Unit 4: 102-103, 106-107, 114-115,
118-119, 126-129, 130-131
Unit 5: 134-135, 138-139, 142-143,
146-147, 150-151, 158-161, 162-163
Unit 6: 166-167, 170-171, 174-175,
178-179, 182-183, 190-193, 194-195
•
ensure that pronouns are in the
proper case (subjective,
objective, possessive).
SE 2: 43, 73, 105
TE 4: SG•6, SG•11, SG•16, 85c, 95c,
104e, 104–105, 105a, 109c, 109o,
109p–109q, SG•38, SG•43, SG•48,
145c, 157c, 167e, 175c, 175o, 175p–
175q, SG•70, SG•75, SG•80, UR•14–
UR•15, UR•34–UR•35, UR•54–
UR•55
•
use intensive pronouns (e.g.,
myself, ourselves).
SE 2: 135
TE 4: 113d, 125c, 133e, 134–135,
135a, 135c, 141c, 141o, 141p–141q,
SG•54, SG•59, SG•64, UR•44
•
recognize and correct
inappropriate shifts in pronoun
number and person.
SE 2: 73
TE 4: 85c, 109c, 109p–109q, 113d,
133e, 141o, 141p–141q, UR•24–
UR•25, UR•34–UR•35
TE 5: 243d, 263o, 263p
WV 21st Century Writing Projects
(online): Argument Essay
122
•
recognize and correct vague
pronouns (i.e., ones with unclear
or ambiguous antecedents).
SE 2: 135
TE 4: 81p, 109p, 141o, 141p
TE 5: 263p
WV 21st Century Writing Projects
(online): Argument Essay
•
recognize variations from
standard English in their own
and others' writing and speaking,
and identify and use strategies to
improve expression in
conventional language. (CCSS
L.6.1)
TE 2: WP•8–WP•9
TE 3: WP•8
TE 5: 239d, 321d, WP•9
TE 6: 475d, WP•8
WV 21st Century Writing Projects
(online): Argument Essay
123
37.
demonstrate command of the
conventions of Standard
English capitalization,
punctuation, and spelling when
writing.
SE 1: 42–43
SE 2: 317, 410, 442
TE 1: 23c, 31b, 31c, 41d, 41e, 42–43,
49b, 49c, 49n, 49o, 49p, 53c, 63c,
73e, 79c, 79p–79q, 83c, 93e–93f,
101d, 101e, 107p, 111c, 137o, 137p–
137q, 141c–141d, 151c, 161e, 169o,
169c, 169p–169q, UR•14–UR•15
TE 2: 179c–179d, 195e, 201c, 201p–
201q, 205c–205d, 213c, 225e, 231c,
231o, 231p–231q, 235c, 245c, 257e,
265c, 265p–265q, 269c, 281c, 287e,
295c, 299c, 309c, 317e, 323o, 323p–
323q, WP•8–WP•9
TE 3: 333c, 345b, 351e, 359b, 359n,
363c, 371c, 381e, 389c, 389p–389q,
393c, 403c, 411e, 419c, 419o, 419p–
419q, 423c, 433c, 441e, 447c, 447p–
447q, 451c, 461c, 473e, 479c, 479p–
479q, WP•9
TE 4: 23c, 35c, 49c, 49p, 53c, 63c,
71e, 81b, 81p–81q, 85c, 95c, 103e,
109c, 109p–109q, 113c, 125c, 133e,
141c, 141p–141q, 145c, 157c, 167e,
175c, 175p–175q, WP•8–WP•9
TE 5: 185c, 199c, 207e, 209b, 213c,
213o, 213p, 217c, 227c, 239c, 239o,
239p, 243c, 251c, 257e, 263c, 263o,
263p, 267c, 275c, 281e, 289c, 289o,
289p, 293d, 305c, 315e, 316–317,
317a, 321c, 321d, 321o, 321p,
UR•14, UR•24, WP•5, WP•8, WP•9
TE 6: 331c, 331d, 341c, 347e, 353c,
353o, 353p, 357d, 367c, 377e, 385c,
385o, 385p, 389c, 389d, 401c, 409d,
37.
demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing.
• use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements
• spell correctly. (CCSS L.6.2)
124
410–411, 411a, 417c, 417o, 417p,
SG•48, 421d, 431c, 441e, 442–443,
449c, 449o, 449p, 453c, 453d, 459c,
465e, 466–467, 467c, 475c, 475o,
475p, WP•9
Writing to Sources:
Unit 1: 34–35
Unit 2: 66–67
Unit 3: 98–99
Unit 4: 130–131
Unit 5: 162–163
Unit 6: 194–195
•
use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements
SE 2: 466–467
TE 4: 141d, WP•9
TE 5: WP•9
TE 6: 389d, 401c, 409d, 417c, 453d,
459c, 465e, 466–467, 475c, 475o,
UR•34
WV 21st Century Writing Projects
(online): Argument Essay
•
spell correctly. (CCSS L.6.2)
TE 1: 41d, 41e, 49c, 49n, 49o, 53c,
63b, 63c, 73d–73e, 79b, 79c, 79n,
79o, 83c, 93b, 93c, 101d, 101e, 104c,
105a, 107b, 107c, 107n–107o, 107p,
111c, 121c, 129e, 137c, 137o, 137p–
137q, 141c, 151c, 169c, 169o, 169p–
169q, UR•14–UR•15, UR•24–UR•25,
UR•34–UR•35, UR•40–UR•41,
UR•43, UR•44–UR•45, UR•54–
UR•55
TE 2: 179c–179d, 189c, 195e, 201c,
201o, 201p–201q, 205c, 213c, 225e,
125
231c, 231o, 231p, 235c, 245c, 257e,
265c, 265o, 265p–265q, 269c, 281c,
287e, 295c, 295o, 299c, 309c, 317e,
323c, 323p–323q, UR•14–UR•15,
UR•24–UR•25, UR•34–UR•35,
UR•44–UR•45, UR•54–UR•55
TE 3: 333c, 345b, 351e, 359b, 359n,
363c, 371c, 381e, 389c, 389o, 389p–
389q, 393c, 403c, 411e, 419c, 419p–
419q, 423c, 433c, 441e, 447c, 447o,
447p–447q, 451c, 461c, 473e, 479c,
479o, 479p–479q, UR•10, UR•14–
UR•15, UR•24–UR•25, UR•34–
UR•35, UR•44–UR•45, UR•54–
UR•55
TE 4: 23c, 35c, 41d, 49b, 49c, 49o,
49p, 53c, 63c, 71e, 81b, 81o, 81p–
81q, 85c, 95c, 103e, 109c, 109o,
109p–109q, 113c, 125c, 133e, 141c,
141n, 141p–141q, 145c, 157c, 175c,
175o, 175p–175q, UR•14–UR•15,
UR•24–UR•25, UR•34–UR•35,
UR•44–UR•45, UR•54–UR•55
TE 5: 185c, 199c, 207e, 213c, 213o,
213p, 217c, 227c, 233e, 239c, 239o,
239p, 243c, 251c, 257e, 263c, 263o,
263p, 267c, 275c, 281e, 289c, 289o,
289p, 293c, 305c, 315e, 321c, 321o,
321p, UR•14, UR•24, UR•34, UR•44,
UR•54, WP•9
TE 6: 331c, 331d, 341c, 347e, 353c,
353o, 353p, 357c, 357d, 367c, 377e,
385c, 385o, 385p, 389c, 389d, 401c,
409d, 417c, 417o, 417p, 421c, 421d,
431c, 441e, 449c, 449o, 449p, 453c,
453d, 459c, 465e, 475c, 475o, 475p,
UR•14, UR•24, UR•34, UR•44,
UR•54
126
Knowledge of Language
38.
use knowledge of language and
its conventions when writing,
speaking, reading, or listening.
SE 1: 42–43, 102–103, 112–113,
442–443, 474–475
SE 2: 104–105, 410–411
TE 1: 41d, 41e, 42–43, 43a, 43b–43c,
SG•6–SG•7, SG•10–SG•11, SG•16,
54d, 73d–73e, 79n–79o, SG•22–
SG•23, SG•26–SG•27, 93d–93e,
102–103, 103a, 112a–112b, 112e,
112–113, 151d–151e, 169p–169q,
WP•5, WP•9
TE 2: 189d–189e, 196–197, 197a,
201p–201q, 227a, 227c, 246a–246b,
258–259, 259a, 259b–259c, 274–275,
275a, 281d–281e, 282–283, 283a,
288–289, 289a, 289b–289c, 300c,
318–319, 319a, 319b–319c, 323h–
323i, SG•54–SG•55, SG•58–SG•59,
SG•64, WP•4–WP•5, WP•8–WP•9
TE 3: 334a–334b, 338–339, 339a,
352–353, 353a, 353b–353c, 359p–
359q, 382–383, 383a, 383b–383c,
394c, 404–405, 405a, 412–413, 413a,
413b–413c, 419d–419e, 419h–419i,
443d–443e, 442–443, 443a, 443b–
443c, 461d–461e, 474–475, 475a,
475b–475c, WP•5, WP•6–WP•7,
WP•8–WP•9
TE 4: 35d–35e, 42–43, 43a, 43c, 54c,
63d–63e, 73a–73b, 86c, 100–101,
101a, 104–105, 105a, 105b–105c,
108–109, 109a, 114c, 126a–126b,
134–135, 135a, WP•5, WP•6–WP•7,
WP•9
TE 5: 208–209, 209a, 209b, 209c,
213d, SG•6, SG•11, SG•16, 218d,
38.
use knowledge of language and its conventions when writing, speaking,
reading, or listening.
•
vary sentence patterns for meaning, reader/listener interest, and style.
•
maintain consistency in style and tone. (CCSS L.6.3)
127
223a, 227e, 234–235, 235a, 235b,
235c, 239d, 239i, 239p, 243e, 251d,
251e, 259a, 259b, 259c, 263d, 283a,
283b, 315b, 316–317, 317a, 321d,
WP•8, WP•9
TE 6: 349a, 390d, 410–411, 411a,
411b, 417i, 422d, 427a, 428–429,
429a, 431a, 443b, 449i, 453e, 453f,
459d, 459e, 467a, 467b, 475d, 475e,
WP•4, WP•5, WP•8, WP•9
Writing to Sources:
Unit 1: 6-7, 10-11, 14-15, 18-19, 2223, 34-35
Unit 2: 38-39, 42-43, 46-47, 50-51,
54-55, 62-65
Unit 3: 70-71, 74-75, 82-83, 86-87,
94-97, 98-99
Unit 4: 102-103, 106-107, 114-115,
118-119, 126-129, 130-131
Unit 5: 134-135, 138-139, 142-143,
146-147, 150-151, 158-161, 162-163
Unit 6: 166-167, 170-171, 174-175,
178-179, 182-183, 190-193, 194-195
•
vary sentence patterns for
meaning, reader/listener interest,
and style.
SE 1: 412
SE 2: 282–283
TE 1: 42–43, 137o, WP•5
TE 2: 197a, 258–258, 259a, 259b,
265d–265e, 289a, 318–319, 319a,
323d–323e, WP•5
TE 3: 333e, 352–353, 353a, 353b–
353c, 383a, 403e, 412–413, 413a,
413b–413c, 419d–419e, 443a, 475a,
WP•5
TE 4: 63d–63e, 73a, 73b–73c, 105a,
135a, WP•5, WP•8
TE 5: 209a, 209b, 235a, 259a, 282–
128
283, 283a, 283b, 289d, 289e, 317a,
WP•5, WP•8, WP•9
TE 6: 349a, 467a, WP•5
•
maintain consistency in style and
tone. (CCSS L.6.3)
SE 1: 42–43, 318–319, 474–475
TE 1: 42–43
TE 2: 179f, 189d–189e, 197a, 318–
319, 319a, 319b–319c, WP•8–WP•9
TE 3: 352–353, 353b–353c, 413b,
443a, 475a, WP•8
TE 4: 63d–63e, 73b, 105a, WP•8–
WP•9
TE 5: 218d, 223a, 235a, 235b, 239d,
251d, 251e, 259a, 259b, 263d, 321d,
SG•6, SG•11, SG•16, WP•5, WP•8
TE 6: 331e, 331f, 349a, 349b, 353d,
SG•6, SG•11, SG•16
129
Vocabulary Acquisition and Use
39.
determine or clarify the
meaning of unknown and
multiple-meaning words and
phrases based on grade 6
reading and content, choosing
flexibly from an array of
strategies.
SE 1: 24–25, 48, 78, 84–85, 106,
142–143, 168, 180–181, 200, 206–
207, 230, 236–237, 264, 270–271,
294, 300–301, 364–365, 388, 394–
395, 418, 424–425, 446, 452–453,
478
SE 2: 24–25, 48, 54–55, 80, 86–87,
108, 114–115, 140, 146–147, 174,
186–187, 212, 218–219, 238, 244–
245, 262, 268–269, 288, 294–295,
320, 332–333, 352, 358–359, 384,
390–391, 416, 422–423, 448, 454–
455, 474
TE 1: 21a, 23a, 24c, 24e, 24–25, 48,
49h–49i, SG•2–SG•3, SG•8–SG•9,
51a–51b, 53a, 54c, 54e, 64a, 69a,
76a–76b, 78–79, 79a, SG•18–SG•19,
SG•24–SG•25, SG•26, SG•28–
SG•29, SG•30, 81a–81b, 83a, 84a–
84b, 84c, 84e, 84–85, 106–107,
107h–107i, SG•44–SG•45, 109a–
109b, 111a, SG•50–SG•51, SG•52,
SG•56–SG•57, 139a–139b, 141a,
150–151, 154–155, SG•68–SG•69
TE 2: 177a–177b, 179a, 180e, 183a,
198a–198b, 203a–203b, 205a, 206c,
206e, 216–217, 217a, 231a, SG•31,
233a–233b, 235a, 236c, 236e, 267a–
267b, 269a, 270a–270b, 270e, 273a,
278–279, 279a, 297a–297b, 299a,
300c, 300e, 310–311, 311a, UR•30,
39. determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from an array
of strategies.
•
•
•
•
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.
use common, grade-appropriate Greek or Latin affixes and roots as
clues to the meaning of a word (e.g., audience, auditory, audible).
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.
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).
(CCSS L.6.4)
130
UR•40–UR•41
TE 3: 331a–331b, 333a, 334e, 361a–
361b, 363a, 364e, 376–377, 377a,
391a, 393a, 394a–394b, 394e, 404–
405, 405a, 421a–421b, 423a, 424c,
424e, 449a, 451a, 452a–452b, 452e,
462a–462b, 476a–476b, UR•10–
UR•11, UR•13, UR•20–UR•21,
UR•53
TE 4: 21a–21b, 23a, 24e, 24–25, 32–
33, 33a, 36a–36b, 48–49, 49a, 49h–
49i, 51a–51b, 53a, 54e, 54–55, 57a,
64–65, 65a, 75a, 80–81, 81a, SG•20–
SG•21, 83a–83b, 85a, 86e, 106a–
106b, SG•46, 111a–111b, 113a,
126a–126b, 136a–136b, 143a–143b,
145a, 146e, UR•13, UR•43, UR•53
TE 5: 183a, 185a, 186e, 200b, 215a,
217a, 218e, 241a, 243a, 244b, 244e,
252a, 252b, 265a, 267a, 268e, 276a,
276b, 284a, 289a, 291a, 293a, 294a,
294b, 294c, 294e, SG•74, UR•43,
UR•53
TE 6: 329a, 331a, 332e, 335a, 342–
343, 343a, 350a, 350b, 355a, 357a,
358a, 358b, 358e, 387a, 389b, 390a,
390b, 390c, 390d, 390–391, 398–399,
399a, 416–417, 417a, 419a, 421a,
422a, 422b, 422c, 422d, 422e, 422–
423, 432a, 432b, 434–435, 435a,
448–449, 449a, 449h, 451a, 453b,
454a, 454b, 454e, 460a, 460b, UR•43
•
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.
SE 1: 84–85, 106, 112–113, 136,
142–143, 168, 180–181, 200, 236–
237, 264, 270–271, 294, 300–301,
131
334–335, 358, 364–365, 388, 394–
395, 418, 424–425, 446, 452–453,
478
SE 2: 24–25, 48, 86–87, 108, 114–
115, 140, 186–187, 212, 218–219,
238, 244–245, 262, 268–269, 288,
294, 320, 332–333, 352, 358–359,
384, 390–391, 416, 454–455, 474
TE 1: 24c, 26–27, 27a, 30–31, 31a,
33a, 44a–44b, 62–63, 65a, 76a–76b,
SG•20, 84e, 84–85, 90–91, 91a, 94a–
94b, 104a–104b, 106–107, 107h,
SG•36, 112a–112b, 112e, 112–113,
122a–122b, 122–123, 122a, 132a,
136–137, 137a, 137h–137i, SG•52,
SG•57, SG•62, 142a–142b, 142c,
142e, 142–143, 152a–152b, 168–169,
169a, 169h–169i, SG•68, SG•72–
SG•73, SG•78, UR•30–UR•31,
UR•33
TE 2: 180a–180b, 180e, 180–181,
190a–190b, 198a–198b, 200–201,
201a, SG•4, SG•10, SG•14, 206a–
206b, 214a–214b, 221a, 228a–228b,
SG•20, SG•24–SG•25, SG•30, 236a–
236b, 236e, 236–237, 242–243, 244–
245, 246a–246b, 247a, 248–249,
252–253, 254–255, 260a–260b, 264–
265, 265a, 265h, SG•36, SG•41,
SG•42, SG•46, 270–271, 270e, 282a–
282b, 282–283, 283a, 294–295, 295a,
295h, SG•52, SG•56–SG•57, SG•62,
300a–300b, 300–301, 304–305,
310a–310b, 315a, 320a–320b,
UR•11, UR•10, UR•12, UR•43
TE 3: 334a–334b, 334e, 334–335,
340–341, 346a–346b, 354a–354b,
358–359, 359a, 359h, SG•4, SG•8–
SG•9, SG•14, 364a–364b, 364e,
389a, 389h–389i, SG•20, SG•24–
SG•25, SG•30, 394e, 394–395, 404a–
132
404b, 404–405, 405a, 418–419, 419a,
419h, SG•36, SG•40–SG•41, SG•46,
424a–424b, 424c, 424e, 424–425,
427a, 428–429, 434a–434b, 434–435,
435a, 444a–444b, 445a, 447a, 447h–
447i, SG•52, SG•55, SG•56–SG•57,
SG•62, 452a–452b, 452e, 452–453,
455a, 460–461, 476a–476b, 478–479,
479a, 479h, SG•68, SG•72–SG•73,
SG•78, UR•30–UR•31, UR•33,
UR•50–UR•51
TE 4: 24e, 24–25, 27a, 32–33, 33a,
44a–44b, 45a, 48–49, 49a, 49h, SG•4,
SG•9, SG•14, 67a, 74a–74b, 75a, 81a,
81h, SG•20, SG•24, SG•30, 86a–86b,
89a, 96c, 96–97, 97a, 99a, 106a–
106b, 108–109, 109a, 109h, SG•36,
SG•41, 114a–114b, 114e, 114–115,
117a, 120–121, 121a, 122–123, 123a,
140–141, 141a, 141h, SG•52, SG•56,
SG•62, 146a–146b, 146e, 156–157,
158a–158b, 158–159, SG•68, SG•73,
SG•78, UR•10–UR•11, UR•13,
UR•20, UR•30–UR•31, UR•33,
UR•40–UR•41, UR•43
TE 5: 186a, 186b, 186e, 186–187,
189a, 200–201, 201a, 210a, 210b,
213a, 213h, SG•4, SG•9, SG•14,
218e, 218–219, 221a, 223a, 224–225,
225a, 228c, 238–239, 239a, 239h,
SG•20, SG•25, SG•30, 244e, 244–
245, 247a, 253a, 260a, 262–263,
263a, 263h, SG•36, SG•41, SG•46,
268e, 268–269, 271a, 277a, 278–279,
284a, 288–289, 289a, 289h, SG•52,
SG•57, SG•62, 294e, 294–295, 298–
299, 299a, 300–301, 303a, 311a,
318a, 320–321, 321a, 321h, SG•68,
SG•73, SG•74, SG•78, UR•10,
UR•11, UR•13, UR•20, UR•21,
UR•23, UR•30, UR•31, UR•40,
UR•41, UR•43, UR•53
133
TE 6: 332e, 350a, 352–353, 353a,
SG•4, SG•9, SG•14, 358e, 358–359,
361a, 368–369, 369a, 384–385, 385a,
385h, SG•20, SG•25, SG•30, 390d,
390–391, 393a, 396–397, 397a, 398–
399, 399a, 412a, 416–417, 417a,
417h, SG•36, SG•41, SG•46, 422e,
432–433, 436–437, 444a, 449a, 449h,
SG•52, SG•57, SG•62, 454e, 454–
455, 457a, 460c, 461a, 462–463,
468a, 474–475, 475a, 475h, SG•68,
SG•73, SG•78, UR•20, UR•21,
UR•23, UR•30, UR•31
•
use common, grade-appropriate
Greek or Latin affixes and roots
as clues to the meaning of a
word (e.g., audience, auditory,
audible).
SE 1: 54–55, 78, 142, 168, 180–181,
200, 300–301, 322
SE 2: 146, 174, 332, 352
TE 1: 54e, 54–55, 57a, 58–59, 59a,
63a, 65a, 66–67, 78–79, 79a, 79h,
112c–112d, 112e, 137i, 142e, 142–
143, 168–169, UR•20–UR•21,
UR•23, UR•50–UR•51, UR•53
TE 2: 180c, 180e, 180–181, 183a,
188–189, 189a, 200–201, 201a, 201h,
205c, 206c, 206e, 213c, 214a, 216–
217, 217a, 231a, 231h–231i, 260a,
299c, 300c, 300e, 300–301, 308–309,
310–311, 311a, 322–323, 323a,
323h–323i, UR•13, UR•20–UR•21,
UR•23, UR•50–UR•51, UR•53
TE 3: 334c, 364c–364d, 364e, 367a,
372–373, 376–377, 377a, 384a, 389a,
389h–389i, 394c, 419i, 424e, 427a,
434–435, 435a, 447a, 447h, 452c–
452d, 479i, UR•23, UR•40–UR•41,
UR•42–UR•43
134
TE 4: 23c, 35c, 54c, 81i, 109h, 114c,
141i, 146e, 146–147, 154–155, 158–
159, 159a, 170a, 174–175, 175a,
175h, UR•50–UR•51, UR•53
TE 5: 186c, 213i, 244c, 263i, 294c,
321i
TE 6: 332c, 332e, 332–333, 342–343,
343a, 352–353, 353a, 353h, 353i,
358c, 361a, 368a, 385i, 417i, 449a,
UR•10, UR•13
•
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.
SE 1: 24–25, 48, 236–237, 264
SE 2: 54–55, 80, 186–187, 212, 294–
295, 320, 358–359, 384, 422–423,
448
TE 1: 24c, 24e, 24–25, 30–31, 31a,
48–49, 49a, 49h, 67a, 73c, 76a,
SG•20, 107i, 107p, SG•36, SG•40,
122a, SG•52, SG•56, 142c, SG•68,
UR•10–UR•11, UR•20, UR•10–
UR•11
TE 2: 180c, 180e, 188–189, 198a,
206c, 206e, 214a, 231a, 236c, 236e,
239a, 242–243, 243a, 247a, 248–249,
249a, 252–253, 265a, 270c, 287c,
SG•52, SG•57 UR•12, UR•21,
UR•31, UR•33
TE 3: SG•9, 424c, SG•68, SG•72,
UR•21
TE 4: 24c, 49i, 54e, 54–55, 64–65,
65a, 75a, 80–81, 81h, 106a, 114e,
UR•20–UR•21, UR•23, UR•41
TE 5: 186e, 186–187, 218c, 218e,
224–225, 225a, 233e, 239i, 294e,
135
294–295, 297a, 300–301, 301a, 306–
307, 307a, 311a, 320–321, 321a,
SG•74, UR•50, UR•51
TE 6: 340–341, 358c, 358e, 380a,
384–385, 385a, 422c, 422e, 425a,
434–435, 435a, 449a, 449h, 454c,
UR•33, UR•40, UR•41
•
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).
(CCSS L.6.4)
SE 1: 84–85, 106, 236–237, 264,
270–271, 294
SE 2: 24–25, 48, 54–55, 80, 86–87,
108, 114–115, 140, 174, 186–187,
212, 218–219, 238, 268–269, 288,
390–391, 416, 422–423, 448, 454–
455, 474
TE 1: 24c, 54c, 54e, 65a, 67a, 76a,
84e, SG•36, 112a, 112c, 142c, 169i,
SG•72–SG•73, UR•13
TE 2: 188–189, 198a, 201a, 206c,
214a, 217a, 231a, 231h, 236c, 236e,
236–237, 242–243, 247a, 248–249,
254–255, 260a, 264–265, 265h–265i,
270e, 282a, 300a, 300e, 315a
TE 3: SG•4, 364d, 364e, 389a, 376–
377, 394c, 394e, 424c, 424e, 434a,
447a, 447h, 447c, 452c, 452e, 479a
TE 4: 24e, 32–33, 33a, 54e, 67a, 86c,
86e, 106a, SG•41, 114c, 174–175,
UR•11, UR•23
TE 5: 186c, 218e, 228c, 236a, 244e,
249a, 263a, 268e, 284a, 289a, SG•60,
294c, 298–299, 299a, 300–301, 303a,
321h, UR•40, UR•41
TE 6: 332c, 353a, 353i, 358e, 369a,
385a, 385h, 390d, 422c, 422e, 432–
136
433, 436–437, 444a, 449a, 449i,
454e, 461a, 468a
40.
demonstrate understanding of
figurative language, word
relationships and nuances in
word meanings.
SE 1: 24–25, 48, 418
SE 2: 114–115, 140, 244–245, 262,
454–455, 474
TE 1: 24e, 24–25, 31a, 48–49, 49h–
49i, 54c, 79h, 79i, 102–103, 103a,
170–171, 171a, 172–173, 173a
TE 2: 180c, 201i, 228a, 270a, 270c,
274–275, 275a, 280–281, 295i, 300d,
327a
TE 3: 334c–334d, 349a, 359i, 364d,
369a, 383b–383c, 394e, 414a–414b,
424c, 447i, SG•50–SG•51, SG•52–
SG•53, SG•54–SG•55, SG•56–
SG•57, SG•58–SG•59, SG•60–
SG•61, SG•62–SG•63, SG•64
TE 4: 23e–23f, 24d, 28–29, 35d, 43a,
43b, 159a
TE 5: 218e, 228–229, 233e, 239h,
SG•18, SG•20, SG•25, SG•32, 244d,
244e, 248–249, 249a, 252–253, 253a,
260a, 261a, 263h, 263i, SG•35,
SG•36, SG•40, SG•45, 268c, 289i,
306a, 306b, 321i, UR•10, UR•11,
UR•13, UR•20, UR•21
TE 6: 332d, 350a, 353i, 396–397,
402a, 428–429, 429a, 454c, 454e,
460a, 475h, 475i
40. demonstrate understanding of figurative language, word relationships and
nuances in word meanings.
•
•
interpret figures of speech (e.g., personification) in context.
use the relationship between particular words (e.g., cause/effect,
part/whole, item/category) to better understand each of the words.
•
distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrifty). (CCSS L.6.5)
137
•
interpret figures of speech (e.g.,
personification) in context.
TE 1: 112a, 170–171, 171a
TE 2: 274–275, 275a, 280–281, 282–
283, 290a
TE 3: 335d, 337a, 349a, 359i, 369a,
372a, 389i, 394d, 399a, 419i, 434a,
452a
TE 4: 24d, 49i, 146d, 159a, 175i
TE 5: 228–229, 236–237, 237a,
SG•32, 248–249, 249a, SG•35,
SG•40, SG•45, 325a
TE 6: 332d, 342a, 353i, 402a, 405a,
462–463
•
use the relationship between
particular words (e.g.,
cause/effect, part/whole,
item/category) to better
understand each of the words.
SE 1: 452–453, 478
SE 2: 114–115, 140, 218–219, 238
TE 1: 49h, 169h
TE 2: 214a
TE 3: 394e, 404–405, 405a, 419a,
419h, 452e, 460–461, 479a, 479h
TE 4: 44–45, 45a, 126a, UR•8–UR•9,
UR•12–UR•13
TE 5: 186e, 189a, 200–201, 201a,
213a, 213h, 244e, 247a, 253a, 263a,
263h, 294d, UR•10, UR•11, UR•13,
UR•43
TE 6: 454e, 462–463, 475a, 475h
138
•
distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty). (CCSS L.6.5)
SE 1: 394–395, 418
SE 2: 244–245, 262, 454–455, 474
TE 1: 24e, 30–31, 49h, 54c, 79h, 79i,
UR•10–UR•11, UR•13
TE 2: 270c, 295i, SG•62
TE 3: 334c, SG•12, 394e, 394–395,
418–419, 419a, SG•60, SG•77,
UR•30, UR•33
TE 4: 64a–64b, 146c, 175i, SG•28,
SG•44, SG•60, SG•76
TE 5: SG•12, SG•28, 244e, 244–245,
262–263, 263a, 268c, 289i, UR•43,
SG•76, UR•30, UR•31, UR•33
TE 6: SG•12, SG•28, 454c, 454e,
454–455, 474–475, 475a, 475h, 475i,
UR•50, UR•51, UR•53
139
SE 1: 20, 50, 80, 108, 138, 176, 202,
232, 266, 296, 330, 360, 390, 420,
448
SE 2: 20, 50, 82, 110, 142, 182, 214,
240, 264, 290, 328, 354, 386, 418,
450
TE 1: 21a–21b, 23a, 24a–24b, 32a–
32b, 44a–44b, SG•2–SG•3, SG•4–
SG•5, SG•7, SG•8–SG•9, SG•10,
SG•12–SG•13, SG•14–SG•15, 50–51,
51a–51b, 53a, 54a–54b, 64a–64b, 80–
81, 81a–81b, 83a, 84a–84b, 94a–94b,
104a–104b, 108–109, 109a–109b,
111a, 112a–112b, 122a–122b, 132a–
132b, 138–139, 139a–139b, 142a–
142b, 150–151, 152a–152b, 164a–
164b, SG•18–SG•19, SG•39, SG•50–
SG•51, SG•55, SG•56–SG•57,
SG•58, SG•60–SG•61, SG•62–
SG•63, SG•66–SG•67, SG•70–
SG•71, SG•72–SG•73, SG•74–
SG•75, SG•76–SG•77, UR•7, UR•17,
UR•27, UR•37, UR•47
TE 2: 176–177, 177a–177b, 179a,
180a–180b, 180e, 190a–190b, 198a–
198b, SG•2–SG•3, SG•4–SG•5,
SG•7, SG•8–SG•9, SG•10, SG•12–
SG•13, 202–203, 203a–203b, 205a,
206a–206b, 206c, 206e, 214a–214b,
228a–228b, SG•18–SG•19, SG•20–
SG•21, SG•23, SG•24–SG•25,
SG•26, SG•28–SG•29, SG•30–
SG•31, 232–233, 233a–233b, 235a,
236a–236b, 246a–246b, 260a–260b,
SG•34–SG•35, SG•36–SG•37,
SG•39, SG•40–SG•41, SG•42,
SG•44–SG•45, SG•46–SG•47, 267a–
267b, 269a, 270a–270b, 270e, 282a–
282b, 290a–290b, SG•50–SG•51,
SG•52–SG•53, SG•55, SG•56–
SG•57, SG•58, SG•60–SG•61,
41. acquire and use accurately grade-appropriate general academic and domainspecific words and phrases; gather vocabulary knowledge when considering a
word or phrase important to comprehension or expression. (CCSS L.6.6)
140
SG•62–SG•63, 296–297, 297a–297b,
299a, 300a–300b, 310a–310b, 320a–
320b, SG•66–SG•67, SG•68–SG•69,
SG•71, SG•72–SG•73, SG•74,
SG•76–SG•77, SG•78–SG•79, UR•6–
UR•7, UR•16–UR•17, UR•26–
UR•27, UR•36–UR•37, UR•46–
UR•47
TE 3: 330–331, 331a–331b, 333a,
334a–334b, 346a–346b, 354a–354b,
SG•2–SG•3, SG•4–SG•5, SG•6–
SG•7, SG•8–SG•9, SG•10–SG•11,
SG•12–SG•13, SG•14–SG•15,
SG•16, 360–361, 361a–361b, 363a,
364a–364b, 364e, 372a–372b, 384a–
384b, SG•18–SG•19, SG•22–SG•23,
SG•24–SG•25, SG•26–SG•27,
SG•28–SG•29, SG•30–SG•31,
SG•32, 390–391, 391a–391b, 393a,
394a–394b, 394e, 404a–404b, 414a–
414b, SG•34–SG•35, SG•36–SG•37,
SG•39, SG•40–SG•41, SG•42,
SG•44–SG•45, SG•46–SG•47, 420–
421, 421a–421b, 423a, 424a–424b,
424e, 434a–434b, 444a–444b, 448–
449, 449a–449b, 451a, 452a–452b,
452e, 462a–462b, 476a–476b,
SG•66–SG•67, SG•68–SG•69,
SG•70–SG•71, SG•72–SG•73,
SG•74–SG•75, SG•76–SG•77,
SG•78–SG•79, SG•80, UR•6–UR•7,
UR•16–UR•17, UR•26–UR•27,
UR•36–UR•37, UR•46–UR•47
TE 4: 21a, 23a, 24a–24b, 36a–36b,
41b, 44a–44b, SG•2–SG•3, SG•4–
SG•5, SG•7, SG•8–SG•9, SG•10,
SG•12–SG•13, SG•14–SG•15,
SG•16, 51a–51b, 53a, 54a–54b, 54e,
64a–64b, 74a–74b, SG•18–SG•19,
SG•20–SG•21, SG•23, SG•24–
SG•25, SG•26, SG•28–SG•29,
SG•30–SG•31, SG•32, 83a, 85a, 86a–
141
86b, 96a–96b, 106a–106b, SG•34–
SG•35, SG•36–37, SG•39, SG•40–
SG•41, SG•42, SG•44–SG•45,
SG•46–SG•47, SG•48, 110–111,
111a–111b, 113a, 114a–114b, 114c,
126a–126b, 136a–136b, 141h–141i,
SG•50–SG•51, SG•52–SG•53,
SG•55, SG•56–SG•57, SG•58,
SG•60–SG•61, SG•62–SG•63,
SG•64, 142–143, 143a–143b, 145a,
146a–146b, 146e, 158a–158b, 170a–
170b, SG•66–SG•67, SG•68–SG•69,
SG•71, SG•72–SG•73, SG•74,
SG•76–SG•77, SG•78–SG•79,
SG•80, UR•6–UR•7, UR•16–UR•17,
UR•26–UR•27, UR•36–UR•37,
UR•46–UR•47
TE 5: 182–183, 183a, 185a, 186a,
186b, 186e, 200b, 210a, 210b, SG•2,
SG•3, SG•4, SG•5, SG•6, SG•7,
SG•8, SG•9, SG•10, SG•11, SG•12,
SG•13, SG•14, SG•15, SG•16, 215a,
217a, 218b, 218e, 228a, 228b, 236a,
236b, SG•18, SG•19, SG•20, SG•21,
SG•22, SG•23, SG•24, SG•25,
SG•26, SG•27, SG•28, SG•29,
SG•30, SG•31, SG•32, 240–241,
241a, 243a, 244b, 244e, 252a, 252b,
260a, 260b, SG•34, SG•35, SG•36,
SG•37, SG•38, SG•39, SG•40,
SG•41, SG•42, SG•43, SG•44,
SG•45, SG•46, SG•47, SG•48, 264–
265, 265a, 267a, 268a, 268b, 268e,
276a, 276b, 284b, SG•50, SG•51,
SG•52, SG•53, SG•54, SG•55,
SG•56, SG•57, SG•58, SG•59,
SG•60, SG•61, SG•62, SG•63,
SG•64, 290–291, 291a, 293a, 294a,
294b, 294e, 306a, 306b, 318a, 318b,
SG•66, SG•67, SG•68, SG•69,
SG•70, SG•71, SG•72, SG•73,
SG•74, SG•75, SG•76, SG•77,
142
SG•78, SG•79, SG•80, UR•7, UR•17,
UR•27, UR•37, UR•47
TE 6: 328–329, 329a, 331a, 332a,
332b, 332e, 334–335, 335a, 342a,
342b, 350a, 350b, SG•2, SG•3, SG•4,
SG•5, SG•6, SG•7, SG•8, SG•9,
SG•10, SG•11, SG•12, SG•13,
SG•14, SG•15, SG•16, 354–355,
355a, 357a, 358a, 358b, 358e, 368a,
368b, 380a, 380b, SG•18, SG•19,
SG•20, SG•21, SG•22, SG•23,
SG•24, SG•25, SG•26, SG•27,
SG•28, SG•29, SG•30, SG•31,
SG•32, 386–387, 387a, 389b, 390a,
390b, 390d, 402a, 402b, 412a, 412b,
SG•34, SG•35, SG•36, SG•37,
SG•38, SG•39, SG•40, SG•41,
SG•42, SG•43, SG•44, SG•45,
SG•46, SG•47, 418–419, 419a, 421a,
422a, 422b, 422e, 432a, 432b, 444a,
444b, SG•50, SG•51, SG•52, SG•53,
SG•54, SG•55, SG•56, SG•57,
SG•58, SG•59, SG•60, SG•61,
SG•62, SG•63, SG•64, 450–451,
451a, 453b, 454a, 454b, 454e, 460a,
460b, 468a, 468b, SG•66, SG•67,
SG•68, SG•69, SG•70, SG•71,
SG•72, SG•73, SG•74, SG•75,
SG•76, SG•77, SG•78, SG•79,
SG•80, UR•6, UR•7, UR•16, UR•17,
UR•26, UR•27, UR•36, UR•37,
UR•46, UR•47
143