Grade 6 Reading
Month
Content/Essential Questions
Skills/Activities
Resources
Assessments Standards/Anchors
September
How does interaction with text provoke
thinking and response?
How can the knowledge of language help
us to communicate and understand? Unit
1
Narrator / Author
Main Idea – relevant/ irrelevant details
Comprehension
Protagonist/ Antagonist
Character Traits
Elements of Plot
Genre
Active Reading
● Predicting
● Visualizing
● Connecting
● Questioning
Fact/ opinion
Synonyms/ antonyms
Affixes
Vocabulary programAbravocabra by
Cottonwood Press
Powerpoints
Teacher created
resources
Active Reading
Reading Surveys
Student selected
chapter books
Prentice Hall Unit 1
Scholastic Magazines
Quizzes,
Tests,
Vocab. Tests,
Observation,
Discussion
Informal/
Formal
Assessments
1.3.6.A-F
1.2.6.K
October
How does interaction with text provoke
thinking and response?
How can the knowledge of language help
us to communicate and understand? Unit
1
Narrator / Author
Context Clues
Conflict
Theme
Point of view
Character Traits
Setting
Genre
Active Reading
● Predicting
● Visualizing
● Connecting
● Questioning
Fact/ opinion
Synonyms/ antonyms
Affixes
Vocabulary programAbravocabra by
Cottonwood Press
Powerpoints
Teacher created
resources
Active Reading
Student selected
chapter books
Prentice Hall Unit 1
Quizzes,
Tests,
Vocab. Tests,
Observation,
Discussion
Informal/
Formal
Assessments
1.3.6.A-F
November
How does interaction with text provoke
Inferences
Vocabulary program-
Quizzes,
May 2015
Grade 6 Reading
thinking and response?
How can the knowledge of language help
us to communicate and understand? Unit
1-2
December
How does interaction with text provoke
thinking and response?
How can the knowledge of language help
us to communicate and understand? Unit
2
January
How does interaction with text provoke
thinking and response?
How can the knowledge of language help
us to communicate and understand? Unit
2
February
How does interaction with text provoke
thinking and response?
How can the knowledge of language help
us to communicate and understand?
Unit 3
Drawing Conclusions
Conflict/Theme
Fact/ opinion
Synonyms/ antonyms
Multiple meaning words
Affixes
Functional Text
Open – Ended Responses/Evidence
based writing
Inferences
Drawing Conclusions
Summarizing
Main Idea – relevant/ irrelevant details
Context Clues
Theme
Plot elements
Point of ViewMultiple meaning words
Affixes
TDA/Evidence based writing
Inferences
Drawing Conclusions
Summarizing
Context Clues
Symbolism
Conflict
Theme
Point of ViewOpen – Ended
Responses/TDA/Evidence based writing
C/C video to text
Inferences
Drawing Conclusions
Summarizing
Main Idea – relevant/ irrelevant details
Nonfiction Text Organization
May 2015
Abravocabra by
Cottonwood Press
Powerpoints
Teacher created
resources
Student selected
chapter books
Prentice Hall Unit 1
Scholastic Magazine
Vocabulary programAbravocabra by
Cottonwood Press
Powerpoints
Teacher created
resources
Student selected
chapter books
Prentice Hall Unit 2
Tests,
Vocab. Tests,
Observation,
Discussion
Informal/
Formal
Assessments
1.3.6A-F
1.3.6.K
Quizzes,
Tests,
Vocab. Tests,
Observation,
Discussion
Informal/
Formal
Assessments
1.3.6.A-F
Vocabulary programAbravocabra by
Cottonwood Press
Powerpoints
Teacher created
resources
Active Reading
Poetry
Student selected
chapter books
Quizzes,
Tests,
Vocab. Tests,
Observation,
Discussion
Informal/
Formal
Assessments
Journals
1.3.6.A-F
1.3.6.K
Vocabulary programAbravocabra by
Cottonwood Press
Powerpoints
Teacher created
resources
Active Reading
Quizzes,
Tests,
Vocab. Tests,
Observation,
Discussion
Informal/
Formal
1.3.6.A-F
1.3.6.K
Grade 6 Reading
Point of View-
March
How does interaction with text provoke
thinking and response?
How can the knowledge of language help
us to communicate and understand? Unit
3
April
How does interaction with text provoke
thinking and response?
How can the knowledge of language help
us to communicate and understand?
Review of Units 1-3
May
How does interaction with text provoke
May 2015
Bias/ exaggeration
Fact/ opinion
Synonyms/ antonyms
Multiple meaning words
Affixes
Open – Ended Responses
Inferences
Drawing Conclusions
Summarizing
Main Idea – relevant/ irrelevant details
Context Clues
Comprehension
Sequencing
Text Organization
Point of View
Multiple meaning words
Affixes
Nonfiction text organization
Open – Ended Responses/TDA/Essay
Inferences
Drawing Conclusions
Main Idea – relevant/ irrelevant details
Context Clues
Comprehension
Sequencing
Conflict
Character Traits
Theme
Genre
Author’s Purpose
Plot Development
Point of ViewMultiple meaning words
Affixes
Open – Ended Responses/TDA
Inferences
Student selected
chapter books
Prentice Hall Unit 2
Nonfiction text
selections
Assessments
Study Island
Benchmarkin
g
Journals
Vocabulary programAbravocabra by
Cottonwood Press
Powerpoints
Teacher created
resources
Student selected
chapter books
‘A Coal Miner’s Bride”
Prentice Hall Unit
2/selected nonfiction
text
Scholastic magazines
Vocabulary programAbravocabra by
Cottonwood Press
Powerpoints
Teacher created
resources
Active Reading
Student selected
chapter books
Drama- Readers
Theater, How the
Peacock Got His Tail
Coal Miner’s Bride
(read aloud/shared
reading)
Quizzes,
Tests,
Vocab. Tests,
Observation,
Discussion
Informal/
Formal
Assessments
Journals
1.3.6.A-K
Quizzes,
Tests,
Vocab. Tests,
Observation,
Discussion
Informal/
Formal
Assessments
Vocab.
Connections
Journals
1.3.6.A-K
Wounded Wolf, The
1.2.6.A-1.3.6
Grade 6 Reading
thinking and response?
How can the knowledge of language help
us to communicate and understand? Unit
3
June
May 2015
Drawing Conclusions
Summarizing
Main Idea – relevant/ irrelevant details
Theme
Context Clues
Sequencing
Genre
Active Reading
Point of ViewAffixes
TDA/ Evidence Writing
Tail,
Drama- Plays and
Readers Theatre
Selected Fairy Tales
and Folktales
Prentice Hall Unit 6
selected stories