Specialized Support 6th Grade Reading Scope and Sequence
4th Nine Weeks Period
Units of Study: Justice and Fairness
Essential Questions / Desired Outcomes
1. Is my vocabulary developed to the point that I can communicate effectively in most environments and/or situations?
2. Do I have the strategies needed to understand texts that I may come across in a day?
3. Am I able to understand figurative language and what it means exactly?
4. Can I organize information presented to me either visually, or written and understand its meaning?
5. Why have people always valued fairness (or “justice”)?
6. Who determines what is just? Who determines what is fair?
7. What does it mean to say that something is “fair” or “just”?
8. How is it possible that what appears fair to one person or group may appear unfair to another person or group?
9. Why is it often difficult to stand up for what you consider to be fair or just?
10. Can fairness be enforced? How?
11. What are appropriate and inappropriate responses to situations you consider unfair/unjust?
Classroom Elements
(part of every 6th grade
SS Reading classroom
district wide)
Use this timeline as a
guide. Implement the
elements on the chart by
the weeks indicated, but
no later than. Your
students’ progress and
readiness should
determine if things can
begin sooner.
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-
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Group 1
Literary Text: Fiction
identify the literary language
and devices used in memoirs
and personal narratives and
compare their characteristics
with those of an autobiography
summarize the elements of
plot development (e.g., rising
action, turning point, climax,
falling action, denouement) in
various works of fiction
make inferences
draw conclusions about the
varied structural patterns and
features of literary nonfiction
provide evidence from text to
support their understanding
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Group 2
Informational Text
summarize the main ideas and
supporting details in text
interpret factual, quantitative, or
technical information presented in
maps, charts, illustrations, graphs,
timelines, tables, and diagrams.
make inferences
draw conclusions about expository
text
provide evidence from text to support
their understanding
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Group 3
Reading/Media & Poetry
evaluate how different media
forms influence and inform
create a poem
critique persuasive techniques
(e.g., testimonials, bandwagon
appeal) used in media messages
recognize how various
techniques influence viewers'
emotions
explain messages conveyed in
various forms of media
North East Independent School District
Specialized Support 6th Grade Reading Scope and Sequence
Key Vocabulary
Terms
fiction, non-fiction, climax, turning
point, inferences, rising action,
falling action
conclusion, inference
Stations
Procedures to teach, model & implement:
§ Visual tools/systems to organize student
rotation
§ Care and use of materials
§ Self-managing behaviors
§ How to request assistance
§ How to share materials
§ Clean-up and storage
§ Sharing of accomplishments
Key stations to implement:
§ Writing Station: journaling, graphing, webbing, illustrating, projects
§ Literacy Station: books, books on tape, vocabulary development, Book Worm, Step by Step,
Big Mack
§ Experiment Station: manipulative activities, lab,
§ Computer Station: web links, Start-to-Finish books, United Streaming Video, PowerPoint,
web quest
§ Independent Station: structured activities, extension activities
Communication
testimonial, bandwagon, media,
poetry
This section needs to be completed based on the individualized communication needs of the students in your class.
Websites
Assessments
Data collection: work samples, anecdotal records, video tape, photographs, teacher made checklist
North East Independent School District