Literacy has always been a collection of cultural and
communicative practices shared among members of
particular groups. As society and technology change, so
does literacy. Because technology has increased the
intensity and complexity of literate environments, the
Twenty-First Century demands that a literate person
possess a wide range of abilities and competencies, many
literacies. These literacies—from reading online
newspapers to participating in virtual classrooms—are
multiple, dynamic, and malleable. As in the past, they are
Grade 6
inextricably linked with particular histories, life possibilities,
and social trajectories of individuals and groups. Twentyfirst century readers and writers need to:
• Develop proficiency with the tools of technology
• Build relationships with others to pose and solve problems
collaboratively and cross-culturally
• Design and share information for global communities to
meet a variety of purposes
• Manage, analyze, and synthesize multiple streams of
simultaneous information
• Create, critique, analyze, and evaluate multimedia texts
• Attend to the ethical responsibilities required by these
complex environment
Adopted by the NCTE Executive Committee, February 15, 2008
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 1
Portrait of Students Who are College andCareer Ready in Reading, Writing, Speaking, Viewing, Listening, and Media Literacy and Language
The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards of South Washington County. As students advance through the grades and
master the standards in reading, writing, speaking, viewing, listening, and media literacy and language, they are able to exhibit these capacities of the literate individual.
They demonstrate independence.
Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or
multifaceted information. Likewise, students are able independently to discern a speaker’s key points, request clarification, and ask relevant questions. They build on others’ ideas, articulate their
own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they
become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.
They build strong content knowledge.
Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study.
They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.
They respond to the varying demands of audience, task, purpose, and discipline.
Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by
the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different
disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).
They comprehend as well as critique.
Students are engaged and open-minded—but discerning—readers, listeners and viewers. They work diligently to understand precisely what an author or speaker is saying, but they also question an
author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.
They value evidence.
Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their
reasoning clear to the reader or listener, and they constructively evaluate others’ use of evidence.
They use technology and digital media strategically and capably.
Students employ technology thoughtfully to enhance their reading, writing, speaking, viewing, listening, and media literacy and language use. They tailor their searches online to acquire useful
information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and
mediums and can select and use those best suited to their communication goals.
They come to understand other perspectives and cultures.
Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and
perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with
people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of
periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 2
Table of Contents
Portrait of Students Who are College andCareer Ready in Reading, Writing, Speaking, Viewing, Listening, and Media Literacy and Language………………………
Page 2
These are derived from the College and Career Readiness standards and are the expectations for graduating seniors in South Washington County Schools.
Language Arts Instructional Continuum/Instructional Framework……………………………………………………………………………………………………………………………………………… Page 4-5
These pages outline the instructional format for all ELA classrooms. This type of structure allows us to personalize instruction for students.
What is Curriculum…………………..………………………………………………………………………………………………………………………………………………………………………………………………….. Page 6
This page outlines District 833 definition of curriculum along with notes on Lexile and NAEP reading and writing guidelines.
Curricular Framework/Year Long View………………………………………………………………………………………………………………………………………………………………………………………… Page 7
This page outlines the entire curricular year. It includes the essential questions for Language Arts as well as essential questions that make connections to social studies and Science. It is
organized with a narrative focus in the fall, expository focus in the winter and poetry, drama and persuasion focus in the spring. It’s important for teachers to remember that Language
Arts require a spiral approach and skills should be revisited often.
Learning Targets ………………………………………………………………………………………………………………………………………………………………………………………………………………………..
Page 8- 15
The learning targets were created based on the State Standards and Benchmarks. Sometimes these are rewritten word for word, and other times they have a South Washington County
twist. Either way, these are the learning targets that must be taught at this grade level.
Common Writing Assessments…………………………………………………………………………………………………………………………………………………………………………………………………..
Page 16-17
Included in this section are the common writing assessments that are expected at this grade level.
District 833 Elements – Reading Fiction (narrative), Reading Nonfiction (informational), Persuasive, Speech, Writing, other ………………………………………………… Page 18-36
These sections are reference pages for teachers when teaching the different literary elements. These pages will be in continuous improvement as we continue to have discussions around
alignment by grade level.
Word Study…………………………………..…………………………………………………………………………………………………………………………………………………………………………………………..
Page 37
Word Analysis/Vocabulary and Spelling Patterns are outlined by grade level in this section. These are exit skills required for this grade level.
The Big 6 Research Model…………………………………………………………………………………………………………………………………………………………………………………………………………..
Page 38
The Big6 is the inquiry based research model for students in Grades 3-12.
Depth of Knowledge ……………….………………………………………………………………………………………………………………………………………………………………………………………………..
Page 39-40
Use this framework as you develop lessons. Understand that ALL students benefit from higher order questioning techniques.
Marzano’s Strategies Proved to Raise Student Achievement…………………………………………………………………………………………………………………………………………………….
Page 41
Richard Marzano has done extensive research on what strategies have been proven to raise student achievement. As teachers write lessons, it’s advisable to find ways to include these
into your daily lessons.
How to Help Your Readers…Even Your Struggling Readers…………………………………………………………………………………………………………………………………………………………
Page 42
This section outlines some specific strategies teachers can use to help their struggling readers.
How to Help Your Readers…Even Your Talented Readers…………………………………………………………………………………………………………………………………………………………
Page 43-44
The SEM-R (School Wide Enrichment Model – Reading) was developed to increase reading challenge and enjoyment in all students, but one important goal of this approach is to
challenge talented readers. This section outlines some specific strategies teachers can use to help their talented readers.
Differentiation Checklist…………………………………………………………………………………………………………………………………………………………………………………………………………….
Page 45
The Differentiation Checklist was included to help teachers self assess themselves on the level of Differentiation understanding.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 3
In the fall of 2009, all South Washington County middle schools introduced the Reader’s and Writer’s Workshop methodology into all language
arts classrooms. This approach puts every child at the center and provides an education for every child that is tailored to each child’s learning
needs at any given moment. It promotes:
1.
2.
3.
4.
5.
Personalized instruction
Student centered instruction – encourages choice and engagement
Data driven decision making based on on-going formative assessments
Explicit teaching of skills, strategies and concepts
Independence
Language Arts Instructional Continuum
Traditional Model
Workshop Model
Teacher decides pacing of curriculum
Data driven instructional decisions – move at a personalized, rigorous pace
Students practice skills and memorize facts
Students actively construct concepts and meanings
Content is broken down into discrete, sequential skills
Content is presented as a whole (through essential questions)
Products are of primary importance (answers on tests, etc.)
Process is valued as a means to acceptable outcomes
Avoiding mistakes is important
Taking risks is a sign of learning
Performance on tests is valued highly
Meaningful tasks are emphasized
Teachers do the evaluating and grading
Students learn to assess their own progress by goal setting
Learning is expected to be uniform
Focuses attention on what to learn
Learning is personalized and unique. Evaluation is orientated toward growth
Focuses attention on how to learn
Promotes genre and skill-based teaching
Promotes concept-based or interdisciplinary teaching
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 4
South Washington County
E-8 Literacy Instructional Framework:
Read aloud
Teacher reads aloud from multiple texts for a variety of purposes to support learning. Read aloud provides students with a model of how fluent
readers sound and proficient readers think, exposes students to a variety of different genre, builds vocabulary, and helps support curriculum in a whole
group setting.
Mini lesson/Shared Reading/Focus Lesson
Teacher provides interactive, whole group, explicit instruction at grade level. These lessons present essential grade level reading and
writing skills to all learners.
Guided Practice (Reading and Writing):
Reading:
The teacher uses a Gradual Release model to guide students’ use of appropriate reading strategies and skills.
The teacher uses a variety of grouping strategies and/or one-on-one conferencing to provide support as students develop critical
thinking skills. Students are reading books at their instructional level and learning strategies to navigate through challenging text.
Writing:
The teacher uses a Gradual Release model to guide students through the writing process while asking students to
write for a variety of audiences and purposes.
Independent Practice (Reading and Writing):
Reading:
Students read a variety of different genres for a variety of different purposes. Students read on their own or with
partners and read for pleasure or practice the skills learned. Students read books at their independent level and are offered selfselected and/or teacher-guided choice.
Writing:
Students write a variety of different genres for a variety of different purposes. Students write on their own or
with partners and write for pleasure or practice the skills learned. Students are offered self-selected and/or teacher-guided choice.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 5
What is Curriculum?
Curriculum is defined in the South Washington County School District as an instructional framework guided by the Minnesota state standards and benchmarks while creating critical readers,
writers, speakers, listeners and thinkers. Curriculum is everything that impacts learning - stated or unstated, within our school community. You can find the MN State Standards document
here: http://education.state.mn.us/MDE/Academic_Excellence/Academic_Standards/Language_Arts/index.html
Curriculum in the South Washington County School District consists of:
Lexile levels Consideration
Students in the first year(s) of a given
band are expected by the end of the year
to read and comprehend proficiently
within the band, with scaffolding as
needed at the high end of the range.
Students in the last year of a band are
expected by the end of the year to read
and comprehend independently and
proficiently within the band. (Taken from
Standards and District 833 Essential Questions and Outcomes
Content/ Instructional resources that support the instructional agenda of the school community
Classroom and school environment
Life experiences
Inclusive relationships between families, teachers, students and community that respect all individuals
Instructional strategies proven to raise student achievement
Common Core standards, appendix A, p. 8)
Notes:
The reading benchmarks that are assessed using the MCA lll test are highlighted, bolded and underlined in the following
pages. You can find more details for each of the assessed standards in the MCA lll Test Specifications located at
http://education.state.mn.us/mdeprod/groups/Assessment/documents/Report/021517.pdf
To measure students’ growth toward college and career readiness, assessments aligned with the standard should adhere to
the distribution of texts across grades as cited in the NAEP framework:
Distribution of Literary and Informational
Passages by Grade (NAEP guidelines)
Grade
Literary
Informational
4
50%
50%
8
45%
55%
12
30%
70%
K-1
N/A
2-3
450-790
4-5
780-980
6-8
955-1155
9-10
1080-1305
11-12
1215-1355
Distribution of Communicative Purposes by Grade
(NAEP guidelines)
Grade
To
Persuade
To
Explain
To Convey
Experience
4
30%
35%
35%
8
35%
35%
30%
12
40%
40%
20%
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 6
Curricular Framework:
In an effort to ensure all learners’ proficiency in the language arts, a Curriculum Framework was created to align curriculum, instruction and assessment and provide a comprehensive structure for Language Arts. This
framework serves as a guide; individual schools should align these standards based on the needs of their community of learners. This Framework includes a connection among interdisciplinary concepts and provides a
means for all content areas to make connections to student learning across each grade level. While teaching all learning targets, teachers should structure their classroom to include at least two literature circles and
three Inquiry-based lessons from our Junior Great Books collection in conjunction with weekly independent reading.
EU
Literacies
are
influenced
by a
person’s
beliefs,
values and
traditions
as they
shape
his/her
view and
interactions
with the
surrounding
world.
Interdisciplinary
Concept
Social Studies
Connection
Language Arts Content Questions
Possible Resources
Survival
Migration and Land Use
Essential Questions
Unit Questions
Reading and Literature
What strategies do good readers use in order to understand
text?
Why is it important to read?
What are the elements of a fictional story?
True Confessions of Charlotte Doyle (740L)
Hatchet (1020L)
Flying Solo (590L)
Heart of a Chief (750L
Jason’s Gold (860L)
Junior Great Books – Series 6
What characteristics do
human beings have that
help them survive?
How do survival tools
vary in time, person and
place?
What criteria might
people use when they
choose where to live?
What features affect
growth patterns?
How has land use
changed over time?
Bravery
Essential Questions
How do beliefs and
values influence
perceptions of bravery?
What inspires acts of
bravery?
Conflict
Unit Questions
How was MN impacted
by the Civil War?
How was MN impacted
by The Great Depression?
How was MN impacted
by WWll?
Exploring Differences
Legacy
Essential Questions
Unit Questions
How did movements
shape MN?
What criteria might make
someone a historical figure?
MN History
What is culture?
How do I perceive my
culture?
How do cultures
influence one another?
Writing and Language
What are the key steps in the writing process?
How do writers develop elements of a fictional story?
21st Century Skills
What is my role in our workshop community?
How do I become a life-long reader and writer?
Reading and Literature
When one encounters unknown words, what can one do?
What are the elements of nonfiction?
How does fiction compare to nonfiction?
Writing and Language
Why is it important to continually build vocabulary?
How can one deepen analysis of one’s writing?
Why is it important to produce a quality piece of writing?
21st Century Skills
How can one communicate effectively with others?
What questioning techniques are most effective to gain
information?
Reading and Literature
What are the elements of poetry and drama?
How can I develop into a better reader?
Writing and Language
How can figurative language enhance one’s writing?
21st Century Skills
How does persuasion affect the information presented in a
text?
How can one make informed evaluations of different media?
This I believe 1 and 2
NY Times Learning blogs
Original documents and
pamphlets
Dakota Conflict
Coolies – Picture Book
That Summer – Picture Book
Tea with Milk – Picture Book
New Boy
In the Footsteps of Little Crow
Undaunted Courage
Bearstone (780)
Touching Spirit Bear (670)
Nothing But the Truth (830)
Life in an Anishinabe Camp
Trickster
When Legends Die
Education of Little Tree
Kipling’s Choice(820L)
Without Warning – Ellen’s Story(710L)
The Foreshadowing (690L)
Biographies of MN famous
persons
Henry Sibley
Alexander Ramsey
Little Crow
Activities
Inquiry project – MN
business
Create your own county,
city, etc.
The Revealers (580L)
City of Ember (680L)
Among the Hidden (800L)
My Name is Not Easy
Long Walk to Water
The Children’s Blizzard
Wear Warm Clothes
Faithful Elephants – Picture Book
Home of the Brave – Picture Book
Hoot (760L)
The Pinballs (600L)
Crash (560L)
Bud, not Buddy, Curtis (950L)
The Watsons go to Birmingham (1000L)
Skin I’m In, Flake (670L)
Esperanza Rising, Ryan (750L)
JGB – Series 6
Mississippi Morning – Picture Book
The Other Side – Picture Book
Freedom Summer – Picture Book
Cheyenne Again – Picture Book
Tangled Threads
Of Beetles and Angles
Flying with the Eagle
Racing with the Great Bear
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 7
Learning Targets by Trimester
Below are the learning targets separated by trimester (or by Fall, Winter, Spring) that align with the essential questions. As teachers consider creating formative assessments, they should be created based off of
learning targets. The pacing that is expected each trimester consists of Narrative elements in the Fall, Informative elements in the Winter and Persuasion, Poetry and Drama elements in the Spring. However, as
always, a good ELA is spiraled.
Essential Question
Learning Target
Benchmark
Reading and Literature
Fall – Tri 1
What strategies do
good readers use in
order to understand
text?
Students will integrate examples from the text to support their ideas and opinions using a
FICTIONAL piece of text.
Students will identify the theme or central idea using details from the text and summarize, in
written form, the details objectively and without personal opinions or judgments.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text. (6.4.1.1)
See Page 39 of Test Specifications – MDE website
See Page 39 of Test Specifications - MAC
Determine a theme or central idea of a text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
(6.4.2.2)
See Page 39-40 of Test Specifications – MDE website
See Page 39-40 of Test Specifications - MAC
When reading text, students will choose one or more of the following strategies to
understand a piece of text:
Set a purpose for reading
Make predictions
Determine Importance
Visualize
Question
Monitor Comprehension
Inference
Summarize
Students will explore how certain words and phrases (including figurative language) are used
to impact the meaning in a FICTIONAL piece of text and analyze how that word choice affects
the tone of the text.
Why is it important to
read?
Students will work toward reading 20 or more books by the end of the school year, at the 6-8
text complexity band, interest level, and subject level, across a variety of genres and from
multiple perspectives and authors (This includes books used for independent reading,
literature circles, content area classes, read alouds, etc.)
These shall include:
Fiction
Nonfiction
Poetry
Drama
Set a purpose for reading
Make predictions
Determine Importance
Visualize
Question
Monitor Comprehension
Inference
Summarize
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and
tone. (6.4.4.4)
See Page 41-42 of Test Specifications – MDE website
See Page 41-42 of Test Specifications - MAC
By the end of the year, read and comprehend literature and other texts including stories,
dramas, and poems, in the grades 6–8 text complexity band proficiently and independently
with appropriate scaffolding for texts at the high end of the range. (6.4.10.10)
a.
Self select text for personal enjoyment and other purposes.
b.
Read widely to understand multiple perspectives and pluralistic viewpoints.
Students will independently read in class, for a sustained period of time, at least 3-5 days per
week, self selecting text for personal enjoyment, interest or academic tasks.
Students will trace how the same theme is presented in different texts or genres, by
Compare and contrast texts in different forms or genres, including those by and about
Minnesota American Indians (e.g., stories and poems; historical novels and fantasy stories) in
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 8
comparing and contrasting, including text from Minnesota American Indians.
terms of their approaches to similar themes and topics. (6.4.9.9)
Essential Question
Learning Target
Benchmark
What are the
elements of a fictional
story?
Students will chart the plotline of a story and describe how the plot unfolds throughout the
story.
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. (6.4.3.3)
Students will analyze a character’s growth throughout a story and discuss the changes that
occurred as the plot moved toward resolution.
Students will identify and be able to evaluate the following in a fictional story:
Plot – exposition, rising action, climax, falling action, resolution
Character - Understand the difference between major and minor characters
Setting – describe the setting in a novel
Conflict – understand the difference between internal and external conflict
Point of View - Determine difference between 1st person, 3rd person and omniscient
See Page 40-41 of Test Specifications – MDE website
See Page 40-41 of Test Specifications - MAC
Students will identify and be able to evaluate the following in a fictional story
Plot – exposition, rising action, climax, falling action, resolution
Character - Understand the difference between major and minor characters
Setting – describe the setting in a novel
Conflict – understand the difference between internal and external conflict
Point of View - Determine difference between 1st person, 3rd person and omniscient
(833 standard)
Writing and Language
Fall – Tri 1
What are the key
steps in the writing
process?
Students improve their writing product while using the writing process throughout the year:
Plan
Draft
Revise
Edit
Rewrite
Students will draw evidence from literary or informational texts to support their analysis,
reflection and research.
With some guidance and support from peers and adults, use a writing process to develop and
strengthen writing as needed by planning, drafting, revising, editing, rewriting, or trying a new
approach. (Editing for conventions should demonstrate command of Language standards 1–3
up to and including grade 6.) (6.7.5.5)
Draw evidence from literary or informational texts to support analysis, reflection, and
research. (6.7.9.9)
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in
different forms or genres including those by and about Minnesota American Indians [e.g.,
stories and poems; historical novels and fantasy stories] in terms of their approaches to
similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the
argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not”).
How do writers
develop elements of a
fictional story?
Students will explain the steps an author took to develop point of view in a piece of text
including those used by or about Minnesota American Indians.
Explain how an author develops the point of view of the narrator or speaker in a text,
including those by or about Minnesota American Indians. (6.4.6.6)
See Page 43-44 of Test Specifications – MDE website
See Page 43-44 of Test Specifications - MAC
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 9
Essential Question
Learning Target
Benchmark
Students will write narratives and other creative texts to develop real or imagined experiences Write narratives and other creative texts to develop real or imagined experiences or events
or events using effective technique, relevant descriptive details, and well-structured event
using effective technique, relevant descriptive details, and well-structured event sequences.
sequences.
(6.7.3.3)
a. 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.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm and description,
to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, figurative and sensory
language to convey experiences and events.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated
experiences or events.
Students will follow the District 833 district wide common rubric and demonstrate the use of
the following elements when creating and enhancing pieces of writing. These include:
a. 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.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm and description, to
develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts
from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, figurative and sensory
language to convey experiences and events.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated
experiences or events.
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
21st Century Literacies
Fall – Tri 1
What is my role in our
workshop
community?
Students will engage in collaborative discussions, with diverse partners, by:
How do I become a
life-long reader and
Students will independently write in class, for a sustained period of time, at least 3-5 days per
week, self selecting formats for personal enjoyment, interest or academic tasks.
Come to discussions prepared having read or studied required material; explicitly
draw on that preparation by referring to evidence on the topic, text, or issue to
probe and reflect on ideas under discussion.
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.
Cooperate, mediate, and problem solve to make decisions as appropriate for
productive group discussion.
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
expressing their own clearly. (6.9.1.1)
a.
Come to discussions prepared having read or studied required material; explicitly draw
on that preparation by referring to evidence on the topic, text, or issue to probe and
reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define
individual roles as needed.
c.
Pose and respond to specific questions with elaboration and detail by making comments
that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives
through reflection and paraphrasing.
e. Cooperate, mediate, and problem solve to make decisions as appropriate for productive
group discussion.
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,
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 10
writer?
Essential Question
purposes, and audiences. (6.7.10.10)
Learning Target
Benchmark
Students will interpret the vocabulary used in a text and articulate its meanings (including
figurative, connotative and technical meanings).
Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings. (6.5.4.4)
See Page 41-42 of Test Specifications – MDE website
See Page 41-42 of Test Specifications - MAC
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based
on grade 6 reading and content, choosing flexibly from a range of strategies. (6.11.4.4)
a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning
of a word (e.g., audience, auditory, audible.
c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and
digital, to find the pronunciation of a word or determine or clarify its precise meaning or
its part of speech.
d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by
checking the inferred meaning in context or in a dictionary.
Reading and Literature
Winter– Tri 2
When one encounters
unknown words, what
can one do?
Students will use different strategies to clarify the meaning of unknown words, including
using:
Context clues to estimate the meaning of unknown words.
Greek and Latin affixes and roots to infer the meaning of unknown words.
Reference materials, print or digital (dictionaries, glossaries, thesauruses) to
uncover the meaning of unknown words.
Guess and check
What are the
elements of
nonfiction?
Students will outline the main idea and important supporting details in nonfiction piece of
text and explain how these ideas are elaborated throughout the text.
Students will examine how portions of a text (sentence, paragraph, chapter, etc) affect the
overall meaning and contribute to the development of ideas.
Students will identify and explain the author’s point of view and purpose while reading a text
in the 6-8 text complexity band.
Students will use details from a nonfiction piece of text to help identify the theme or central
idea and provide a written summary that is free from personal opinions.
How does fiction
compare to
nonfiction?
Students will self select and read nonfiction books throughout the school year for
independent reading time.
Students will read and comprehend at least 3 pieces of nonfiction text in the 6-8 text
complexity band.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or anecdotes). (6.5.3.3)
See Page 40-41 of Test Specifications – MDE website
See Page 40-41 of Test Specifications- MAC
Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas. (6.5.5.5)
See Page 42-43 of Test Specifications – MDE website
See Page 42-43 of Test Specifications - MAC
Determine an author’s point of view or purpose in a text and explain how it is conveyed in
the text. (6.5.6.6)
See Page 43-44 of Test Specifications – MDE website
See Page 43-44 of Test Specifications - MAC
Determine a central idea of a text and how it is conveyed through particular details; provide
a summary of the text distinct from personal opinions or judgments. (6.5.2.2)
See Page 39-40 of Test Specifications – MDE website
See Page 39-40 of Test Specifications - MAC
By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text
complexity band proficiently, with scaffolding as needed at t he high end of the range.
(6.5.10.10)
a.
Self-select texts for personal enjoyment, interest, and academic tasks.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 11
Students will explore how the same events are presented in different nonfiction texts or
genres, by different authors, using at least one Minnesota American Indian text.
Compare and contrast one author’s presentation of events, including events related to
Minnesota American Indians, with that of another (e.g., a memoir written by and a biography
on the same person). (6.5.9.9)
Learning Target
Benchmark
Why is it important to
continually build
vocabulary?
Students will apply and understand new vocabulary terms (including domain specific words)
and show evidence of vocabulary growth.
Acquire and use accurately grade-appropriate general academic and domain-specific words
and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression. (6.11.6.6)
How can one deepen
one’s analysis of one’s
writing?
Students will write informative/explanatory texts to examine a topic and convey ideas,
concepts, and information through the selection, organization, and analysis of relevant
content. Students will:
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (6.7.2.2)
Essential Question
Writing and Language
Winter – Tri 2
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.
a. 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.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other
information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or
explanation presented.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information
or explanation presented.
Students will follow the District 833 district wide common rubric and demonstrate the use of
the following elements when creating and enhancing pieces of writing. These include:
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Students will use the common district wide writing rubric to improve their writing.
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience (Grade specific excitations for writing types are
defined in standards 1-3) (6.7.4.4)
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 12
When editing writing, students will:
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.
Essential Question
Learning Target
Why is it important to
produce a quality
piece of writing?
When producing a final draft of a writing product, students will
a.
b.
c.
Vary sentence patterns for meaning, reader/listener interest, and style.
Maintain consistency in style and tone.
Show evidence of correct spelling, capitalization and spelling
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking. (6.11.1.1)
a.
b.
c.
d.
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).*
e. Recognize variations from standard English in their own and others' writing and
speaking, and identify and use strategies to improve expression in conventional
language.
Benchmark
Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. (6.11.2.2)
a.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical
elements.*
b. Spell correctly.
Use knowledge of language and its conventions when writing, speaking, reading, or listening
(6.11.3.3)
d. Vary sentence patterns for meaning, reader/listener interest, and style.*
e. Maintain consistency in style and tone.*
21st Century Literacies
Winter – Tri 2
Students will collect and integrate information from a variety of media and sources and
integrate, either orally or written, in order to share information and opinion with others.
Students will work with others to use technology, including the internet, to produce and
publish their writing.
Students will show evidence of “typing fluency” by typing at a minimum of three pages in one
sitting.
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. (6.5.7.7)
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. (6.7.6.6)
As students learn effective oral communicate, they will:
Present claims and findings, respect intellectual properties, sequence ideas logically and using
pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate
eye contact, adequate volume, and clear pronunciation. (6.9.4.4)
Present claims and findings effectively
Respect intellectual properties when speaking
Sequence ideas logically
Use sufficient descriptions, facts, and details to accentuate main ideas or themes
Use appropriate eye contact, adequate volume and clear pronunciation.
During an oral presentation, students will consider the context, audience, and purpose for
communicating, and adjust their speech, language, and other forms of expression
appropriately.
Adapt speech to a variety of contexts, audience, tasks, and feedback from self and others,
demonstrating command of formal English when indicated or appropriate. (See grade 6
Language standards 1 and 3 for specific expectations.) (6.9.6.6)
Students will create an informative multimedia work or a piece of digital communication or
contribute to an online collaboration for a specific purpose by:
As an individual or in collaboration, create an informative multimedia work or a piece of digital
communication or contribute to an online collaboration for a specific purpose. (6.9.8.8)
a. Demonstrating a developmentally appropriate understanding of copyright, attribution,
a. Demonstrate a developmentally appropriate understanding of copyright, attribution,
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 13
principles of Fair Use, Creative Commons licenses and the effect of genre on conventions
of attribution and citation.
principles of Fair Use, Creative Commons licenses and the effect of genre on conventions
of attribution and citation.
b. Publishing the work and share with an audience.
b. Publish the work and share with an audience.
Essential Question
Learning Target
Benchmark
What questioning
techniques are most
effective to gain
information?
Students will use the “The Big 6” Research and Problem Solving Model to conduct short
research that:
Draws on several sources and refocuses the inquiry when appropriate.
(Work collaboratively with your Media Specialist on research questions).
Students will collect, evaluate and organize information from a variety of sources, and
evaluate the credibility of each source while quoting and paraphrase without plagiarizing.
Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate. (6.7.7.7)
What are the
elements of poetry
and drama?
Students will examine how a part of the poem or drama fits into the overall structure of the
text and how it contributes to the development of the theme, setting or plot.
How can I develop
into a better reader?
Students will meet with teacher to discuss plan for summer reading. Discussion items include:
Number of books to read independently
Time spent reading
Specific genre/title/or choice
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
a text and contributes to the development of the theme, setting, or plot. (6.4.5.5)
See Page 42-43 of Test Specifications – MDE website
See Page 42-43 of Test Specifications - MAC
By the end of the year, read and comprehend literature and other texts including stories,
dramas, and poems, in the grades 6–8 text complexity band proficiently and independently
with appropriate scaffolding for texts at the high end of the range. (6.4.10.10)
a.
Self select text for personal enjoyment and other purposes.
b.
Read widely to understand multiple perspectives and pluralistic viewpoints.
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. (6.7.8.8)
Reading and Literature
Spring – Tri 3
Writing and Language
Spring – Tri 3
How can figurative
language enhance
one’s writing?
How does persuasion
affect the information
presented in a text?
When working with words, students will:
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, thrifty).
Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings to extend word consciousness. (6.11.5.5)
a.
Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole,
item/category) to better understand each of the words.
c.
Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., stingy, scrimping, economical,, thrifty).
Students will write arguments to support claims with clear reasons and relevant evidence. They Write arguments to support claims with clear reasons and relevant evidence. (6.7.1.1)
will:
a.
Introduce claim(s) and organize the reasons and evidence clearly.
Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and
Support claim(s) with clear reasons and relevant evidence, using credible sources and
demonstrating an understanding of the topic or text.
demonstrating an understanding of the topic or text.
c.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style.
Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.
Provide a concluding statement or section that follows from the argument presented.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 14
Students will follow the District 833 district wide common rubric and demonstrate the use of
the following elements when creating and enhancing pieces of writing. These include:
Ideas
Organization
Voice
Word Choice
Sentence Fluency
Conventions
Students will trace and evaluate the arguments in both a text and a speaker’s presentation
and identify the claims that are supported by reasons and evidence and those that are not.
Essential Question
Students will delineate a speakers argument, distinguishing claims that are supported by
reasons and evidence from claims that are not.
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. (6.5.8.8)
See Page 44-45 of Test Specifications – MDE website
See Page 44-45 of Test Specifications - MAC
Delineate a speaker’s argument, specific claims, and intended audience, distinguishing claims
that are supported by reasons and evidence from claims that are not. (6.9.3.3)
Students will include multimedia components and visual displays as a way to clarify
information in an oral presentation.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information. (6.9.5.5)
Learning Target
Benchmark
Students will compare and contrast their experience of a performance to their experience
with the written version of the same text, noting the differences of what they “see” and
“hear” to what they perceive when they “listen and watch”.
Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text, including contrasting what they “see” and
“hear” when reading the text to what they perceive when they listen or watch. (6.4.7.7)
Students will use examples from the text to support their ideas and opinions using a NON
FICTION piece of text at the 6-8 text complexity band.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text. (6.5.1.1)
Students will examine how information from alternative forms of media contributes to
understanding.
See Page 39 of Test Specifications – MDE website
See Page 39 of Test Specifications - MAC
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. (6.9.2.2)
Students will understand, analyze, and use different types of print and electronic media and:
Understand, analyze, and use different types of print and electronic media. (6.9.7.7)
21st Century Literacies
Spring – Tri 3
How can one make
informed evaluations
of different media?
Evaluate mass media with regard to quality of production (e.g., film, television, radio,
advertisements).
Evaluate mass media with regard to accuracy of information, bias, stereotype, purpose,
message and target audience (e.g. film, television, radio, video games, print and digital
media, advertisements).
Recognize ethical standards and safe practices in social and personal media
communications.
a.
b.
c.
Evaluate mass media with regard to quality of production (e.g., film, television, radio,
advertisements).
Evaluate mass media with regard to accuracy of information, bias, stereotype, purpose,
message and target audience (e.g. film, television, radio, video games, print and digital
media, advertisements).
Recognize ethical standards and safe practices in social and personal media
communications.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 15
District-Wide Common Writing Assessments with Digital Enhancements
Grade 6 students will write:
Narrative – 1st person
See “District Wide Common
Assessment Rubric” on
Sharepoint
Informational/Sequential
See “District Wide Common
Assessment Rubric” on
Sharepoint
Persuasive
See “District Wide Common
Assessment Rubric” on
Sharepoint
Description
Possible Digital format
Benchmark
After final paper is completed,
student may present this paper in a
digital format.
PowerPoint that includes multimedia video clips,
sounds and design tools.
Write Narratives and other creative texts to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and well structured event
sequences. (6.7.3.3)
After final paper is completed,
students may present this paper in a
digital format.
Students might create a documentary outlining
and sequencing events
a. 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.
b. Use literary and narrative techniques, such as dialogue, pacing, rhythm and
description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal
shifts from on time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, figurative and sensory
language to convey experiences and events.
e. Provide a conclusion (when appropriate to the genre) that follows from the narrated
experiences or events
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content. (6.7.2.2)
a.
After final paper is completed,
student may present this letter in a
digital format.
Podcast exchanges between an author or other
students about book read
Introduce a topic; organize ideas, concepts, and information, using strategies such as
definition, classification comparison/contrast and cause/effect; including formatting
(e.g. headlines), graphics (e.g. charts, tables,) and multimedia when useful to aiding
comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations or other
information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic
e. Establish and maintain a formal style
f. Provide a concluding statement or sections that follows from the information or
explanation presented.
Write arguments to support claims with clear reasons and relevant evidence. (6.7.1.1)
a.
b.
c.
d.
e.
Introduce claim (s) and organize the reasons and evidence clearly.
Support claim (s) with clear reasons and relevant evidence, using credible sources
and demonstrating and 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.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 16
On Demand – writing to a
prompt – 30
minutes
Students write a response to
prompt and then may present this
writing in a digital format.
Students make web pages of the writing,
hyperlinking key words in the paper to
photographs, illustrations, explanations, or other
texts that enhance or explain the meaning.
Students select three of their classmates’
websites to link to on their site. Each link has a
brief review of the page explaining why it was
linked to.
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. (6.7.10.10))
Possible 21st Century Tools
Webpage
Films
Ipods
E-Books
Webcasts from
live sites
www.bigskylearning.
com
Email exchanges
Moodle
Wordle
Webquest
Online Courses
Web simulators
E-games
Online journals
Other…
E-Interviews
Web-design tools
Electronic Field
trips
Documentaries
Video podcasts
Photoshop
Blogs
Email accounts
Digital musical
compositions
Laptops
Webcams
Wikipedia
Podcasts
Screenplays
Flip cameras
Skype
Digital cameras
Video Conferencing
Twitter
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Updated January 2013
Page 17
Reading Fiction: Narrative Elements
th
5th
6
Character
Major characters
Minor characters
th
Character
8th
9th
Character
Character
Character
Protagonist
Antagonist
Major characters
Minor characters
Characterization
Analyze Character Traits
Compare/contrast
characters
Interactions between
characters
Characterization
Plot
Plot
Rising action
Climax
Problem
Falling action
Resolution
7
Characterization
Author Description
Plot
Point of View
Setting
Where? When?
How is setting important to
the story?
Setting
st
1 person
rd
3 person
o Omniscient
Inciting Incident
Turning point
Subplot
Point of View
st
1 person
rd
3 person
o limited
Character revelation
How the character matches
and perceives the setting
Foil
Nemesis
Archetype
Caricature
Characterization
Other character’s actions,
thoughts and deeds
o Direct
o Indirect
o Anthropomorphis
m
o Persona
Plot
Setting
Descriptive
revelation/narration
use sensory details
show vs tell
Characterization
Characters actions, thoughts
and deeds
Stereotype
Rising action
Climax
Falling action
Resolution
Point of View
st
1 person
rd
3 person
* Omniscient
Round character
Flat character
Dynamic character
Static character
Indirect characterization
methods
Narrator description
Character’s
words/thoughts
Character’s actions
Other characters’
words, thoughts, and
actions
Plot
Identify conflict in texts
independently
Resolution (Denouement)
Climax
Suspense
Point of View
nd
2 person
rd
3 person
Limited
Objective
Omniscient
Omniscient narrator
Setting
As developed in drama’s
elements
Context
Explain relationship
between conflict and other
plot elements
Point of View
----
Setting
Introduction of culture as
an element of setting
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 18
Reading Fiction: Narrative Elements
th
5th
6
7
8th
9th
Symbol
Symbol
Symbol
Symbol
th
Symbol
Object, mark, action or
sign that stands for
another object or an idea
Object, mark, action or sign
that stands for another
object or an idea
Conventional (i.e. heart,
colors, weather, etc)
Personal (student-identified
symbols)
----
Literary Lenses
Literary Lenses
Literary Lenses
Literary Lenses
Literary Lenses
---
---
-----
-----
Application of historical and
biographical lenses
Conflict
Conflict
Conflict
person vs person
person vs nature
person vs society
person vs him/ herself
Theme
Conflict
External
Internal
Message/theme
Conflict
Character vs. self
Character vs. nature
Character vs. character
Theme/Central Message
Character vs. society
Character vs. supernatural
Theme
Theme
Moral
Moral
Tone
Tone
Tone
Definition of…
Examples of…
Mood
Feeling/Mood
Definition of…
Examples of…
Author’s purpose
Inform
Persuade
Entertain
Perception
Definition of…
Examples of…
Author’s purpose
Explain
Inform
Persuade
Entertain
Stated
Implied
Universal
Tone
Playful-Humorous
Sincere
Serious
Mood/Atmosphere
Definition of…
Examples of…
Author’s Purpose
Character portrayal
Creative license
Analyze common themes in
works
Develop thematic
statements
Tone
Ironic
Sarcastic
Mood
Identify in texts
independently
Mood
Sensory detail
Application to literature and
writing
Author’s purpose
Explain
Inform
Persuade
Entertain
Identify in texts
independently
Explain relationship
between tone and mood
Author’s purpose
Identify author’s purpose in
writing
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 19
Reading Fiction: Narrative Elements
th
5th
6
7
8th
9th
Foreshadowing
Foreshadowing
Foreshadowing
Foreshadowing
th
Foreshadowing
---
Definition of…
Making predictions
In read-aloud
Flashback
---
Flashback
Flashback
Definition of…
Making predictions
In read-aloud
Elements of Narrative
Building the paragraph
Develops the character
Develops the setting
Show vs. Tell
Dialogue
Writes with voice
Creates mood
Figurative language
Multiple events
leading to problem
and/or resolution
Interesting lead
Adjectives
Vigorous verbs
Simile
Metaphor
Personification
Conclusion
(5-6 paragraphs)
In short story
In novel
In short story
In drama
In novel
Flashback
In short story
In novel
----
Flashback
Used for exposition and
theme development
In short story
In drama
In novel
----
Elements of Narrative
Elements of Narrative
Elements of Narrative
Elements of Narrative
Represents a 3 on the District wide
common rubric:
Represents a 4 on the District wide
common rubric:
Represents a 5 on the District wide
common rubric:
---
Point of view: Is clear and consistent
throughout the story.
Point of view: Is well-suited to the
plotline; is clear and consistent
throughout the story.
Setting: Engages and orients the
reader; effective.
Point of view: Is seamlessly crafted in
the story; is clear and consistent
throughout the story.
Setting: Adequately situates the
reader in time and place.
Setting: Engages and orients the
reader; fascinating.
Plot: Develops and resolves a conflict Plot: Conflict is carefully developed and
while following a plot line.
Plot: Plotline and conflict are riveting
engages reader in plotline and
and emotionally engaging to reader.
resolution.
Characterization: Main characters
are developed but need complexity. Characterization: Main characters are
Characterization: Main characters are
dynamic, complex and well-developed.
well-developed.
Dialogue: Develops story events.
Dialogue: Advances the plot and
Dialogue: Develops depth in both
Theme: Has a clear message.
enriches characterization.
character and story events.
Theme: Has an insightful message.
Theme: Has one or more compelling
messages.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 20
Reading Fiction: Narrative Elements
th
5th
6
7
8th
9th
Elements of Poetry
Elements of Poetry
Elements of Poetry
Elements of Poetry
th
Elements of Poetry
Rhythm
Rhyme
Stanza
Repetition
Rhythm
Rhyme
Stanza
Repetition
Styles of Poetry
Styles of Poetry
Free verse
Cinquain
Limericks
Diamante
Figurative Language
Haiku
Cinquain
Quatrain
Narrative poem
Figurative Language
Alliteration
Metaphor
Simile
Onomatopoeia
Personification
Hyperbole
Oxymoron
Idioms
Style
----
Alliteration
Metaphor
Simile
Onomatopoeia
Style
----
Free Verse
Rhyme scheme
Voice
Symbol
Styles of Poetry
Iamb
Iambic pentameter
Blank verse
Meter
Style
Styles of Poetry
Tanka
Ballad
Narrative poem
Figurative Language
Styles of Poetry
Lyric
Ode
Figurative Language
Hyperbole
Understatement
Paradox
Oxymoron
Style
----
Identify sound devices (e.g.
alliteration)
Epic
Sonnet
Figurative Language
Irony
Pun
Style
----
Verbal, situational, and
dramatic irony
Style
Identify different styles of
writing
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 21
Reading Fiction: Narrative Elements
th
5th
6
7
8th
9th
Play/Drama
Play/Drama
Drama
Drama Devices
th
Play/Drama
Narrator
Act
Scene
Dialogue
Tone/Mood
Stage Directions
Act
Scene
Dialogue
Shakespeare
Shakespeare
---
---
Diction
Monologue
Identification of (teacher-driven):
tragedy
comedy
monologue
dialogue
soliloquy
aside
characterization
stage directions
symbolism
theme
conflict
rhyme
comic relief
tone
Shakespeare
Shakespeare
Shakespeare
Introduce Shakespeare
elements of a
Shakespearean tragedy
biography
importance
allusions
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 22
Reading Nonfiction – Informational/Expository Elements
th
5th
6
Describe Overall Text Structure
Organizational Structures
in two texts
Chronology
Cause/Effect
Comparison
Problem/Solution
th
7
8th
9th
Organizational Structures
Organizational Structures
Organizational Structures
----
Main Idea/Details
Central Ideas – 2 or more
Explain which reasons and
evidence support which
point
Summarize text
Fact/opinion (provide
evidence to support
conclusions)
Problem/solution
Cause/effect
Main Idea/Details
Central Ideas – analyze
Explain which reasons and
evidence support which
point
Summarize text
Research
Research
Research
Sequence
Description
Cause/effect
Compare/contrast (from
multiple sources
Main Idea/Details
Main Idea – 2 or more
Key Details
Explain which reasons and
evidence support which
point
Summarize text
Research
Main Idea/Details
Central Idea
Key Details
Explain which reasons and
evidence support which
point
Summarize text
Research
American History
People, places, events,
landmarks
Biographies
American History
Inventors
Media/Digital Media
Paraphrase
Topic
Bibliography
Viewpoint
Main Idea
Source
Media/Digital Media
Media/Digital Media
Media/Digital Media
Make informed judgments
about messages:
Film
TV
Radio
Magazines
Advertisements
Newspapers
Digital sources:
Make informed judgments about
messages:
Film
TV
Radio
Magazines
Advertisements
Newspapers
Digital sources:
Evaluate Accuracy of
digital sources
Evaluate Credibility of
digital sources
Make informed judgments about
messages:
Film
TV
Radio
Magazines
Advertisements
Newspapers
Digital sources:
Evaluate Accuracy of digital
sources
Evaluate Credibility of digital
sources
Make informed judgments about
messages:
Film
TV
Radio
Magazines
Advertisements
Newspapers
Digital sources:
Evaluate Accuracy of digital
sources
Evaluate Credibility of digital
sources
Evaluate Accuracy of digital
sources
Evaluate Credibility of
digital sources
Thesis
Footnote
Assertion
Outline
Lead
Main Idea/Details
----
Thesis/Antithesis
Internal citation
Parallel Structure
Rhetorical devices
Inversion
Media / Digital Media
Credibility of evidence
Research located and cited
Digital sources:
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 23
Reading Nonfiction – Informational/Expository Elements
th
5th
6
Online Safety:
Online Safety:
Recognize ethical standards
and safe practices in social
and personal media
communications
Informative
Sticks to topic
Uses multiple sources
Uses topic sentences
Groups related information
logically; include formatting
(e.g. headings),
illustrations, and
multimedia when useful to
aiding comprehension
Provide a concluding
paragraph
Sounds like the student
Appropriate for audience
Factual information (no
opinion)
Uses rich and interesting
language
Vocabulary appropriate to
content
Develop the topic with
facts, definitions, details,
quotations, or other
information related to the
topic
Uses transitions and links
ideas correctly
Provides a list of sources
(bibliography)
th
7
8th
9th
Online Safety:
Online Safety:
Online Safety:
Recognize ethical
standards and safe
practices in social and
personal media
communications
Informative
Recognize ethical standards
and safe practices in social
and personal media
communications
Recognize ethical standards
and safe practices in social
and personal media
communications
Informative
Informative
Represents a 3 on the District Wide
Common Rubric:
Represents a 4 on the District-Wide
Common Assessment
Represents a 5 on the District-Wide
Common Assessment
Text Structure: Student clearly
demonstrates knowledge of the
assigned text structure.
Text Structure: Student clearly
demonstrates proficiency and
experiments with sophisticated use of
assigned text structure.
Text Structure: Student adopts and
employs a sophisticated version of the
assigned text structure as his/her own.
Informative
---
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 24
Persuasion
5th
6
7
8th
9th
Persuasion
Persuasion
Persuasion
Persuasion
Persuasion/Rhetorical Appeals
5 paragraph letter
Audience
Neutral statement
Position statement
Strong/weak argument
Fact/opinion
Transitions
Strong language
Bandwagon
Restatement of position in
the conclusion
Emotional plea
Opposing view and answer
th
th
Bias
Loaded words
Fact/opinion
Objectivity
Persuasion techniques
o
Bandwagon
o
Name Calling
o
Glittering
Generalities
Refute
Rebuttal
Inductive Reasoning
Deductive Reasoning
Persuasion techniques
o Appeal to ignorance
o Testimonials
o Plain Folks
o Card Stacking
Refute
Rebuttal
Represents a 3 on the District Wide
Common Assessment:
Represents a 4 on the District Wide
Common Assessment:
Persuasive technique: Student
effectively employs one persuasive
technique.
Persuasive technique: Student
effectively employs one persuasive
technique to create an engaging
argument.
Opposing view: Acknowledges and
refutes opposing view.
Support: uses clear reasons and
relevant evidence
Sources: uses source(s) that are
accurate and credible.
Opposing view: Demonstrates
proficiency while acknowledging more
than one opposing position and
skillfully refutes them.
Support: uses logical reasoning and
relevant evidence to create cohesion
and clarify relationships
Sources: uses source(s) that are
accurate, credible and timely.
Persuasion techniques
o Transfer
o Circular Thinking
Ethos
Logos (Fallacies)
Pathos
Refute
Rebuttal
Understand authors use
appeals to make arguments
Understand that authors
use evidence to strengthen
argument
Introduce the impact of
personal bias when writing
and reading
Represents a 5 on the District Wide
Common Assessment:
Persuasive technique: Student
successfully chooses an effective
persuasive technique for an engaging
argument.
Opposing view: Demonstrates
proficiency while acknowledging
multiple opposing positions and
skillfully refutes them all.
Support: Engages the reader with
logical reasoning and relevant evidence
to create cohesion and clarify
relationships.
Sources: uses source(s) that are
accurate, credible, timely and
unbiased.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 25
Speech Elements
5th
6th
7th
8th
9th
Speech/Audience Awareness
Speech/Audience Awareness
Speech/Audience Awareness
Speech/Audience Awareness
Speech/Audience Awareness
Speech/Interpersonal Comm..
Target Audience
Introduction
Speech/Interpersonal Comm.
Speech/Interpersonal Comm.
Speech/Interpersonal Comm..
Speech/Interpersonal Comm..
Group Social Roles
Effective Listening Skills:
Introduction
Speech/Intrapersonal Comm.
Speech/Nonverbal Comm.
Formal Speeches
Speech/Intrapersonal Comm.
Speech/Nonverbal Comm.
Formal Speeches
Speech/Intrapersonal Comm.
Speech/Nonverbal Comm.
Formal Speeches
Speech/Intrapersonal Comm.
Speech/Intrapersonal Comm.
Speech/Nonverbal Comm.
Introduce behavior selfreflection
Speech/Nonverbal Comm.
Formal Speeches
Introduction to good formal
speech nonverbal
communication
Formal Speeches
Oral Interpretation (e.g.
Children’s Literature or
Mythology)
Impromptu
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 26
Writing Elements
5th
6
7
8th
9th
Citation
Citation
Citation
Citation
Citation
th
th
Differentiate between
paraphrasing and direct
quotations
MLA
Use of Sources
Organization





Uses pre-write effectively
Develops a B/M/E
Uses logical sequence
Uses transitions correctly
5+ paragraphs with two
events, problems and
resolution (conclusion)
developed
Voice
 Writes with voice (writer’s
personality is evident)
 Uses effective dialogue to
develop characters traits and
describe events
 Creates mood (is it humorous,
scary, serious, light, lively, etc.)
Sentence Fluency
 Uses a variety of sentence
structures
 Varies sentence beginnings
MLA
Use of Sources
Organization
Organization - routine
introduction and conclusion;
logical sequencing; adequate
flow
Voice
Voice – sounds like the student;
pleasing yet safe; occasionally
engaging; appropriate for
audience
Sentence Fluency
Sentence Fluency - attempts
compound and complex
sentences; adequate transitions;
some sentence variety
MLA
Use of Sources
Organization
Organization - routine
introduction and conclusion;
logical sequencing; adequate flow
Voice
Voice – sounds like the student;
pleasing yet safe; occasionally
engaging; appropriate for
audience
Sentence Fluency
Sentence Fluency - attempts
compound and complex
sentences; adequate transitions ;
some sentence variety
MLA
MLA
Use of Sources
Introduce purpose of works cited
page
Use of Sources
Organization
Understand source credibility
Organization
Organization - routine
introduction and conclusion;
logical sequencing; adequate flow
Voice
Voice – sounds like the student;
pleasing yet safe; occasionally
engaging; appropriate for
audience
Sentence Fluency
Sentence Fluency - attempts
compound and complex sentences;
adequate transitions ; some
sentence variety
5 Paragraph Essay
introduction
body
conclusion
thesis statements
Voice
Introduce writers to various
perspectives, styles, formalness,
etc.
Sentence Fluency
Sentence correctness
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 27
Writing Elements
5th
6th
7th
8th
9th
Word Choice
Word Choice
Word Choice
Word Choice
Word Choice
 Uses synonyms for word
variety
 Uses rich adjectives
 Uses strong verbs
 Uses other words for said
 Maintains consistent point of
view
 Describes actions, thoughts
and feelings to develop
experiences and events
 Uses figurative language
 Creates sensory imagery
Writing Process
Writing Process
Writing Process
Writing Process
Writing Process
Prewriting: utilize given outline;
draft, revise, proofread, and pub
Grammar/Usage
Prewriting: utilize given outline;
draft, revise, proofread, and publish
Grammar/Usage
Prewriting: utilize given outline; draft,
revise, proofread, and publish
Grammar/Usage
Prewriting: utilize given outline; draft,
revise, proofread, and publish
Grammar/Usage
Prewriting: utilize given outline; draft,
revise, proofread, and publish
Grammar/Usage
Explain function of:
Conjunctions
Prepositions
Interjections
Pronouns:
Phrases and Clauses:
Verbs:
Mastery of Parts of Speech
Form and use:
The perfect verb tense (I
had walked, I have walked, I
will have walked)
Verb tense to convey
various times, sequences,
states, and conditions and
recognize and correct
inappropriate shifts in verb
tense.
Correlative conjunctions
(either./or, neither/nor)
Word Choice – some lively,
figurative language;
experiments with meaningful
words; uses vocabulary
appropriate to content
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.
Word Choice – some lively,
figurative language;
experiments with meaningful
words; uses vocabulary
appropriate to content
Explain the function of phrases
and clauses in general and
their function in specific
sentences.
Choose among simple,
compound, complex, and
compound-complex sentences
to signal differing relationships
among ideas.
Place phrases and clauses
within a sentence, recognizing
and correcting misplaced and
dangling modifiers.*
Word Choice – some lively,
figurative language;
experiments with meaningful
words; uses vocabulary
appropriate to content
Explain the function of verbals
(gerunds, participles,
infinitives) in general and their
function in particular
sentences.
Form and use verbs in the
active and passive voice.
Form and use verbs in the
indicative, imperative,
interrogative, conditional, and
subjunctive mood.
Recognize and correct
inappropriate shifts in verb
voice and mood.*
Build vocabulary
Connotative meaning
Denotative meaning
Sentence Parts and Patterns,
including:
subject
predicate
verbs (linking, helping,
action)
complements (direct
object, indirect object,
predicate adjective,
predicate nominative)
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 28
Writing Elements
5th
6th
7th
8th
Grammar/Usage (continued)
Grammar/Usage (continued)
Grammar/Usage (continued)
Use conjunctive adverbs or
phrases to show time
relationships in simple
narrative essays (e.g. then, this
time).
Grammar/Usage (continued)
Expand, combine, and
reduce sentences for
meaning, reader/listener
interest, and style.
Compare and contrast the
varieties of English (e.g.,
dialects, registers) used in
stories, dramas, or poems
Use conjunctions or
punctuation to join simple
clauses
Grammar/Usage (continued)
Vary sentence patterns for
meaning, reader/listener
interest, and style.*
Use conjunctive adverbs or
phrases to express straightforward
logical relationships
Solve basic grammatical problems
as how to form the past and past
participle of irregular but
commonly used verbs and how to
form comparative and superlative
adjectives
Grammar/Usage (continued)
Choose language that expresses
ideas precisely and concisely,
recognizing and eliminating
wordiness and redundancy.*
Maintain consistency in style
and tone.*
9th
Identify the basic purpose or
role of a specified phrase or
sentence (adverbial, etc.)
Determine the clearest and
most logical conjunction to link
clauses
Grammar/Usage (continued)
Use verbs in the active and
passive voice and in the
conditional and subjunctive mood
to achieve particular effects (e.g.,
emphasizing the actor or the
action; expressing uncertainty or
describing a state contrary to
fact).
Grammar/Usage (continued)
Common usage errors
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 29
Writing Elements
5th
6th
7th
8th
Grammar/Usage (continued)
Grammar/Usage (continued)
Grammar/Usage (continued)
Revise sentences to correct
awkward and confusing
arrangements of sentence
elements
Revise shifts in verb tense
between simple clauses in a
sentence or between simple
adjoining sentences
Add a sentence that introduces
a simple paragraph
Ensure that a pronoun agrees
with its antecedent when the
two occur in separate clauses or
sentences
Recognize and use the
appropriate word in frequently
confused pairs such as there and
their, past and passed, and led
and lead.
Identify the central idea or main
topic of a straightforward piece
of writing
Delete redundant material when
information is repeated in
different parts of speech (e.g.
“alarmingly startled”)
Ensure that a verb agrees with its
subject when there is some text
between the two
Ensure that a verb agrees with its
subject when a phrase or clause
between the two suggests a
different number for the verb.
Add a sentence to accomplish a
fairly straightforward purpose such
as illustrating a given statement
Delete material primarily because
it disturbs the flow and
development of the paragraph
Delete obviously synonymous and
wordy material in a sentence
Correctly use reflexive pronouns,
the possessive pronouns its and
your, and the relative pronouns
who and whom
9th
Delete redundant material that
involved subtle concepts or that is
redundant in terms of the
paragraph as a whole
Ensure that a verb agrees with its
subject in unusual situations (e.g.
when the subject-verb order is
inverted or when the subject is an
indefinite pronoun).
Maintain consistent verb tense
and pronoun person on the basis
of the preceding clause or
sentence
Add a sentence to introduce or
conclude the essay or to provide a
transition between paragraphs
when the essay is fairly
straightforward.
Identify and correct ambiguous
pronoun references
Delete a clause or sentence
because it is obviously irrelevant
to the essay
Use the word or phrase most
appropriate in terms of the
content of the sentence and tone
of the essay (loaded words)
Revise vague nouns and pronouns
that create obvious logic problems
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 30
Writing Elements
5th
Mechanics
Use punctuation to separate
items in a series.
Use commas to separate an
introductory element from the
rest of the sentence.
Use a comma to set off the
words yes and no (e.g., Yes,
thank you), to set off a tag
question from the rest of the
sentence (e.g., It’s true, isn’t
it?), and to indicate direct
address (e.g., Is that you,
Steve?).
Spell grade-appropriate words
correctly, consulting references
as needed.
Use underlining, quotation
marks, or italics to indicate
titles of works.
6th
Mechanics
Use punctuation (commas,
parentheses, dashes) to set
off nonrestrictive/
parenthetical elements.*
Spell correctly.
7th
8th
9th
Mechanics
Mechanics
Mechanics
Use a comma to separate
coordinate adjectives (e.g., It
was a fascinating, enjoyable
movie but not He wore an old
(green shirt).
Spell correctly.
Use punctuation (comma,
ellipsis, dash) to indicate a pause
or break.
Use an ellipsis to indicate an
omission
Spell correctly.
capitalization
commas
dialogue
Spell correctly.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 31
Other
5th
th
Genre Exposure
Realistic Fiction
Historical fiction
Science Fiction
Graphic Novel
Nonfiction
Fantasy
Fables
Folktales
Mythology
Legends
Biography
Periodicals
Poetry
Genre Study
Historical Fiction
Reading Strategies
Visualizing
Summarizing
Questioning (literal,
inferential, interpretive,
evaluative,
Inferring/Draw
Conclusions
Connections
Determining Importance
Monitor comprehension
Compare and contrast stories in the
same genre (e.g. mysteries and
adventure stories) on their approach
to similar themes and topics
th
6
7
8th
Genre
Genre
Genre
Definition of…
Perception that there are
different genres
Fiction review
Biography/ Autobiography
Photography
Travel Writing
Identifying elements of a
genre
Documentaries
Histories
Journalism
Poetry
Prose
9th
Genre
Evaluating elements of a
genre
Essays
Scientific papers
Technical Documents
----
Genre Study/Theme
Genre Study/Theme
Genre Study/Theme
Genre Study/Theme
Tri 1 – Survival
Tri 2 – Bravery
Tri 3 – Exploring Differences
Tri 1 – Discovery
Tri 2 – Choices and Consequences
Tri 3 - Communication
Tri 1 – Responsibility to Self
Tri 2 – Responsibility to Community
Tri 3 – Responsibility to Society
----
Reading Strategies
Reading Strategies
Reading Strategies
Reading Strategies
Use strategies to deepen
understanding of text.
Compare and contrast stories in
different forms or genres including those
by and about Minnesota American
Indians in terms of their approaches to
similar themes and topics.
Use strategies to deepen
understanding of text.
Compare and contrast a fictional portrayal,
including those in stories, poems, and
historical novels of Minnesota American
Indians, of a time, place, or character and a
historical account of the same period as a
means of understanding how authors of
fiction use or alter history.
Use strategies to deepen
understanding of text.
Analyze how a modern work of fiction
draws on themes, patterns of events or
character types from myths, traditional
stories, including stories, poems and
historical novels of Minnesota American
Indians, or religious works such as the
Bible, including describing how the material
is rendered new.
Use strategies to deepen
understanding of text.
Analyze how an author draws on and
transforms source material in a
specific work (i.e. Minnesota
American Indian author uses oral
tradition to create works of
literature).
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 32
District 833
Reading and Literature – Reference Page
Use the following general processing strategies when comprehending text:
Set a purpose for reading
Recognizing attributes
Determining reality and fantasy
Make Predictions
Identifying Characteristics
Judging essential and incidental evidence
Monitor Comprehension
Ranking, prioritizing, and sequencing
Identifying missing information
Main Idea
Supporting Details
Questioning – generate and answer
Judging the accuracy of information
Visualizing
Making Observations
Make Connections
Discriminating between similarities and differences
Seeing relationships
Making analogies
Inferencing
Drawing conclusions
Identifying exaggeration
Recognizing assumptions
Determining Importance
Identifying fact and opinion
Determining the strength of an argument
Determining bias
Trace the development of an argument
Synthesizing/Summarizing Information
Problem solving
Generalizing
Finding patterns
Paraphrasing
Categorizing and Classifying
Identify the following Patterns of Organization (text structures) and summarize content area texts
Within the INFORMATIVE pattern, there are an additional SIX patterns that authors tend to use:
Cause/Effect
Compare and Contrast
Topical
Chronological
Technical
Sequence
With the PERSUASIVE pattern, there are an additional three patterns:
Problem/Solution
Thesis/Proof
Opinion/Reason
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 6th
Page 33
District 833
Writing and Language – Reference Page
Create informative, expressive and persuasive writing.
Engage in the writing process - attention to context, organization, focus, quality of ideas and purpose
Apply standard English conventions when writing
Write legibly and demonstrate effective keyboarding skills.
The learner will:
Create pieces, while considering audience, in the following forms: expressive, informative and persuasive (II.A.1), including: poetry, stories, essays, editorials, letters, directions and research
reports.
Conduct peer conferences for editing and reactionary purposes.
Share original writings with others
Demonstrate the ability to communicate in writing in ways inclusive to all groups and cultures.
Understand the importance attached to writing skills and understand its importance in preparing for societal and career demands and obligations.
Understand the difference between revising and editing
Use word processing programs and present information in a readable format, integrating graphics, bullets, illustrations, diagrams, and definition of terms
Understand that writing is a process - thinking, planning, and becoming ready to write are part of the process and in order to generate writing topics good writers write about
topics with which they are familiar.
Descriptive writing
Narrative writing
On Demand writing
Persuasive writing
Expository writing
Summary writing
Poetry
Learn process writing through application of the writing process
Prewriting/Gathering information
Writing/Drafting
Responding
Revising
Editing
Publishing
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 34
Write selections (using legible handwriting) that demonstrate the
following effective uses of:
Idea Development
Focus and development of theme
Point of view
Clear ideas
Conflict development
Character development
Setting
Word Choice
Precise and rich vocabulary with a focus on verb,
adjectives and adverbs suited to the audience and
purpose
Nominative/reflexive/objective/possessive pronouns
Adjectives and adverbs
Provide definition of terms
Conventions
Capitalization of proper nouns
Punctuation –
(apostrophes, semicolon, commas, quotation marks
(dialogue) quotes, abbreviations)
Use of dialogue
Correct spelling
Complete sentences
Subjunctive mood
Sentence Fluency
Sentence construction
Subject/verb agreement with simple and compound
subjects
Subject/ verb agreement interrupted by a phrase
Pronoun/antecedent agreement
Variation in sentence structure and length
Voice
Consistent voice
Active/passive voice
Organization
Consistent verb tense
Paragraph construction
Appropriate shifts in time and place
Transitional words and phrases
Introductions/Engaging Openings
Conclusions/Satisfying Endings
Details and descriptions
Use of diagrams
The right amount of detail
Paragraph and multi-paragraph formation
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 35
District 833
Speaking and Listening – Reference Page
The learner will:
Listen for a speaker’s verifiable facts and opinions, comprehend messages and analyze credibility of presentation
Perform expressive oral readings using correct pronunciation and inflection
Work in groups and practice conversations in small group and large group discussions using agreed upon pronunciation and inflection
Participate in and follow agreed-upon rules for conversation and formal discussions in large and small groups
Apply self-assessment criteria to prepare and give oral presentations
Participate effectively in group meetings
Follow a speaker’s presentation and represent it in notes
Orally communicate information, opinions and ideas effectively to different audiences, adjusting delivery and language for intended audience and purpose
Write one formal speech per year
Perform an oral presentation and be instructed to pay attention to:
Articulation
Word Choice
Eye Contact
Body Movement
Presence
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 36
District 833
Word Study Exit Skills
6th Grade Words Their Way Calendar - updated
Dates
Unit
Sort Lesson
September
1
Prefixes in-, un-, dis-, mis-
September
2
Prefixes pre-, fore-, post-, after-
October
6
Comparative Suffixes –er, -est, -ier, -iest
October
7
Noun Suffixes –er, -or, -ian, -ist
November
8
Suffixes –ment, -less, -ness
November
18
Consonant Alternation
December
19
Vowel Alternation: Long to Short
December
25
Greek and Latin Number Prefixes: mono-, uni-, bi-, tri-
January
26
More Number Prefixes
February
31
Latin Roots: dic, aud, vis
February
34
Latin Roots: man, scrib/script, cred, fac
March
40
Latin Roots: gen, mort, bio
April
42
Latin Roots: jud, leg, mod, biblio
April
50
Suffixes: -ent/-ence, -ant/-ance
May
51
Suffixes: -ent/-ence/-ency, -ant/-ance/-ancy
May
52
Suffixes: -able/-ible
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 37
The Big6™ Skills (Grades 3-12 Reference Page)
The Big6 is a process model of how people of all ages solve an information problem.
1. Task Definition
1.1 Define the information problem
1.2 Identify information needed (to solve the information problem)
What is my current task?
What are some topics or questions I need to answer?
What information will I need?
2. Information Seeking Strategies
2.1 Determine all possible sources (brainstorm)
2.2 Select the best sources
What are all the possible sources to check?
What are the best sources of information for this task?
3. Location and Access
3.1 Locate sources (intellectually and physically)
3.2 Find information within sources
Where can I find these sources?
Where can I find the information in the source?
4. Use of Information
4.1 Engage (e.g., read, hear, view, touch)
4.2 Extract relevant information
What information do I expect to find in this source?
What information from the source is useful?
5. Synthesis
5.1 Organize from multiple sources
5.2 Present the information
How will I organize my information
How should I present my information?
6. Evaluation
The "Big6™" is copyright © (1987) Michael B. Eisenberg and Robert
E. Berkowitz. For more information, visit: www.big6.com
Handout created by: Barbara J. Shoemaker, School Media Specialist,
Mill Road Elementary, K-2
Red Hook Central School District, Red Hook, NY
6.1 Judge the product (effectiveness)
6.2 Judge the process (efficiency)
Did I do what was required?
Did I complete each of the Big6 Stages efficiently?
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 38
What is DOK or
Depth of Knowledge?
Depth of Knowledge is the degree of depth or complexity of knowledge standards and assessments require; this criterion is met if the assessment is as
demanding cognitively as the expectations standards are set for students.
DOK is NOT.....
about verbs Verbs are not always used appropriately.
about "difficulty" - It is not about the student or level of difficulty for the student - it requires looking at the assessment item not student
work in order to determine the level. DOK is about the item/standard - not the student.
DOK is....
about what FOLLOWS the verb. What comes after the verb is more important than the verb itself.
about the complexity of mental processing that must occur to answer a question.
There are four levels of DOK...
DOK 1: (recall) Recall - Recall or recognition of a fact, information, concept, or procedure..
Identify : Who , What, When, Where,
Why
Use a variety of tools
Describe
Measure
Identify : Who , What, When, Where,
Why
Recall facts, terms, concepts, trends, generalizations and
theories
Recognize or identify specific information contained in graphics
Identify purposes
Illustrate
Recall facts, terms, concepts, trends, generalizations and
theories
Recall elements and details of story structure such
as sequence of events, character, plot and setting
Define
Label
Repeat, quote, recite, name, tell, match, state, use
Recall elements and details of story structure such as
sequence of events, character, plot and setting
DOK 2: (skill/concept) Basic application of Skills and Concepts - Use of information, conceptual knowledge, following or selecting appropriate procedures, two
or more steps with decision points along the way, routine problems, organizing/displaying data.
Graph
Cause/Effect
Observe,
Show
Use Context Clues
Classify, Organize, Categorize, Construct
Estimate
Interpret
Infer
Describe how or why
Separate
Compare
Distinguish
Relate
Give an example
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 39
DOK 3: (strategic thinking) Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach a problem; requires some decision
making and justification; abstract and complex; often having more than one possible answer.
Revise, critique, formulate, draw conclusions
Cite Evidence
Recognize and explain misconceptions
Revise, critique, formulate, draw conclusions
Cite Evidence
Investigate, construct
Assess
Investigate, construct
Assess
Hypothesize,
Make and support decisions
DOK 4: (extended thinking) Extended Thinking - An investigation or application to real work; requires time to research, think, and process multiple
conditions of the problem or task non-routine manipulations, across disciplines/content areas/multiple sources, requires complex reasoning, planning, developing
most usually over an extended period of time.
Design
Analyze
Apply and adapt information to real-world situations
Design
Complex reasoning with planning, investigating or developing a
product that will most likely require an extended period of timemust require applying significant conceptual understanding and
higher-order thinking
Synthesize
Create
Prove
Synthesize
Create
Critique
Prove
Analyze
Critique
Why is DOK important?
Teachers can no longer rely solely on "tell-me-what-I told-you" assessments; new assessments must be created requiring students to demonstrate and apply what they have
learned.
Should DOK change the way I teach?
Instruction, assignments, and classroom assessment must incorporate the same expectations. DOK levels for a targeted objective must mirror the DOK level for the
assessment.
Teachers need to examine if their required student work and activities are keeping students engaged in activity or engaged in learning. Not all activities help students learn.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 40
Researched Based Instructional Strategies – Reference
Based on the book, Classroom Instruction that Works by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock, and decades of research, the following strategies have been
proven to raise student achievement and should be considered when developing lessons.
Identifying Similarities and Differences - This strategy focuses on the mental processes that students can use to restructure and understand information. Classroom
activities that ask students to identify similarities and differences include comparison tasks, classifying tasks, and the use of metaphors and analogies. These strategies result in
understanding content at a deeper level (proven to raise student achievement by 45%).
Summarizing and Note taking - Summarizing is restating the essence of text or an experience in as few words as possible in a new, yet concise form. Summarizing and note
taking requires the ability to synthesize information. Students must be able to analyze information and organize it in a way that captures the main ideas and supporting details
that is stated in their own words. Students can summarize information in different ways, including deleting information that isn't important to the overall meaning of the text,
substituting some information, and keeping some information. As students practice these strategies, it enhances their ability to understand specific content for learning
(proven to raise student achievement by 34%).
Reinforcing Effort and providing recognition - These strategies address students' attitudes and beliefs. Most students are not aware of the importance of believing that
their level of effort is related to their achievement. When students are rewarded or praised for achieving specific goals, their level of achievement is higher (proven to raise
student achievement by 29%).
Homework and practice - Homework and practice both provide opportunities for students practice, review, and apply knowledge. It also enhances a student's ability to
reach a level of expected proficiency for a skill or concept. Research referenced in Marzano, Pickering, and Pollock's book indicated students need to practice a skill 24 times to
reach 80% competency, with the first four practices yielding the greatest effect (proven to raise student achievement by 28%).
Cooperative Learning - When students are provided with opportunities to interact with each other in a variety of ways their learning is enhanced. These activities support
the ideas that there should be a variety of criteria to group students; that there should be formal, informal and base groups and that the size of learning groups should be
continually monitored (proven to raise student achievement by 27%).
Nonlinguistic representations - This strategy can enhance a student's ability to represent and elaborate on knowledge using mental images. When students elaborate on
knowledge, they are able to understand it in greater depth and be more successful at recalling it. Nonlinguistic representations can include graphic representations, mental
pictures, physical models, drawings, and kinesthetic activities. New knowledge is usually presented in a linguistic form. When students are also able to use imagery, the effects
on achievement can be significant (proven to raise student achievement by 27%).
Setting Objectives and Providing Feedback- Setting objectives establishes a direction for learning. Once students understand the parameters of an objective, they should
brainstorm to determine what they know and what they want to learn. Specific, timely, and regular feedback to students enhances their learning. Also, feedback should
include an explanation of why an item is correct or incorrect and be criterion referenced. In other words, students should understand where they stand relative to a specific
target of knowledge or skill (proven to raise student achievement by 23%).
Generating and Testing Hypotheses - The strategy of generating and testing hypotheses includes several processes including systems analysis, invention, experimental
inquiry, decision making, and problem solving. Students should be asked "what if?" as they plan and conduct simple investigations (e.g., formulate a testable question, make
systematic observations, and develop logical conclusions (proven to raise student achievement by 23%).
Cues, Questions and Advanced Organizers - Giving students a preview of what they are about to learn or experience helps them activate prior knowledge. This strategy
gives students the opportunity to connect what they already know to what they need to know. Questions should focus on what is central and most important. Advance
organizers are most useful for information that is not easily presented in a well-organized manner. For example, creating an advance organizer for a field trip can provide
students with information about what they are about to see and do (proven to raise student achievement by 22%)
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 41
Helping Struggling Readers be Successful
Are your students learning what you are asking them to learn?
Teachers should be following the SWC Framework provided by the district for Core Instruction. This includes a structure where students move between read
aloud, whole group, small group and independent reading and writing.
How do you know they’re learning it?
Formative assessments will help answer this question and is done continuously throughout the lesson.
What will you do if they aren’t learning it?
Regular Progress Monitoring is required for students who are not making adequate progress. Interventions include, but are not limited to: More time spent
reading, more explicit instruction on targeted skills, different teaching approach, small group instruction, etc. In addition,
Analyze your teaching. Are you providing consistent daily small group instruction? Have you emphasized one aspect of reading more than others?
Consult with your Literacy Coach.
Analyze your student assessments. As you analyze the data, describe on paper what your student does well, and the skills the student ignores.
Ask a colleague (another teacher or the Literacy Coach) to observe the student in the classroom and record observations.
(See Next Steps in Guided Reading, by Jan Richardson, chapter 7, for specific behaviors to observe with struggling readers.)
What will you do if they exceed your expectations? See next page
Monitoring Flowchart
Benchmark Assessment
Outcome
Assessment
Progress Monitoring
At Risk
Diagnose and provide
intensive Intervention based
on need
Benchmark
screening
At or
Above
Continue high quality
differentiated instruction
asplanned
NO
Is this student
making the
progress you
expect?
If student is progressing,
continue with intervention, if
not, re-diagnose, and change
intervention.
On Target!
YES
Continue high quality
differentiated instruction
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 42
Helping Talented Readers Be Successful
Current research indicates that many talented readers have already mastered the majority of comprehension skills but are often required to study them again as part of the regular
curriculum. The SEM-R (School Wide Enrichment Model – Reading) was developed to increase reading challenge and enjoyment in all students, but one important goal of this
approach is to challenge talented readers. For more information, go to http://www.gifted.uconn.edu/SEMR/about/talented-readers.html
Characteristics of Talented Readers
As a group, talented readers are characterized by
reading earlier than their peers,
spending more time reading,
reading a greater variety of literature, even into adulthood (Collins & Kortner, 1995; Halsted, 1990).
reading at least two grade levels above their chronological grade placement,
demonstrating advanced understanding of language,
having an expansive vocabulary,
perceiving relationships between and among characters,
grasping complex ideas (Catron & Wingenbach, 1986; Dooley, 1993; Levande, 1999)
having skills are advanced in relation to their peers,
possibly not profiting from conventional instruction in reading (Levande, 1999)
benefiting from diagnostically based instruction to ensure that their skills continually improve.
Needs of Talented Readers
Researchers who have examined practices for talented readers agree that regular reading instruction is often too easy for talented readers (Collins & Aiex, 1995; Dole & Adams,
1983; Reis & Renzulli, 1989; Shrenker, 1997) and that talented readers need different reading instruction. The appropriate match between a learner's abilities and the difficulty
of the instructional work must be sought, and the optimal match should be instruction that is slightly above the learner's current level of functioning. As Chall and Conrad (1991)
state, when the match is optimal, learning is enhanced; however, "if the match is not optimal [i.e., the match is below or above the child's level of understanding and knowledge],
learning is less efficient and development may be halted" (p. 19).
Talented readers have responded well to
high interest literature geared toward the students' reading levels rather than age (Renzulli, 1977),
instruction geared toward the students' strengths (Renzulli & Reis, 1985; 1997)
focus on developing higher level comprehension skills (Collins & Kortner, 1995)
use of higher level questioning and opportunities to incorporate prior knowledge in reading experiences
book discussions can also provide talented readers with the opportunity to interact with intellectual peers and to discuss their ideas in greater depth
reading conferences facilitated by a teacher and focused on themes and ideas rather than on facts and plot summaries (Halsted, 1990).
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 43
Unfortunately, using textbooks, basal readers, or even self-selected reading material that may be several years below students' reading level may create both halted development
as well as motivational problems for talented readers. Some of your most talented readers may have learned to be lazy readers and may not react well to your attempts to
challenge them to read at higher levels. The emphasis in school, however, must be on finding books that challenge and help talented readers to make continuous progress.
The following strategies can be used to challenge talented readers in your reading classroom and are an
integral part of SEM-R:
Modification of the regular curriculum to eliminate skills and work that talented readers have already mastered
Acceleration of content
Substitution of regular reading material with more advanced trade books
Use of technology and the web
More complex assigned reading and writing
Challenging group novels assigned for discussion to two or more talented readers
Independent reading and writing choices
Reading on-line from some of the advanced choices provided in the SEM-R intervention
Independent study opportunities in an area of interest
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 44
Differentiation Practices and Strategies - Reference
1= never/almost
Consider where you are on this checklist of Differentiation Practices. Continue to grow along with your students.
2 = seldom
3=sometimes
4= frequently/consistently
Differentiation Practices
Curriculum
1. I review my state’s academic standards before I determine a curriculum unit’s goals or goals for a lesson.
2. I determine the assessments that I will use before I plan my unit activities so that there is alignment between curriculum, assessment,
and instruction.
3. I ensure that all student tasks and products focus on clearly stated learning goals.
Instructional Planning
4. I pre-assess students to determine their readiness for each new unit or series of lessons.
5. I use ongoing (formative) assessment to adjust my instructional plans to respond to differing learning needs.
6. I use assessment data provided by my state or school to inform my instructional planning.
7. I gather information about my students’ interests in curriculum topics.
8. I know my students’ learning preferences (Multiple Intelligences)
Flexible Instruction
9. I use a variety of instructional strategies in my teaching.
10. I engage all my students in challenging learning experiences based on their specific needs.
11. I adjust the pace of instruction to students’ learning needs, not everyone is doing the same thing on the same day, every day.
12. I provide additional time, instructions, and support (e.g. scaffolding) to students based on their specific needs.
13. I adjust curricular topics and learning tasks to best meet my students’ needs and ensure a challenging learning experience.
14. I match resources to my students’ reading-readiness levels (e.g. Lexile scores).
15. I match resources to my students’ level of knowledge about a curricular topic.
16. I use choice in topics, processes, or products to motivate my students.
17. I use a variety of formats with my students including such activities as tic-tac-toe boards/menus, cubing, and RAFTS
(Role/Audience/Format/Topics)
18. I use tiered assignments to match students with “just right, right now” tasks based on their learning needs.
19. I offer tasks reflecting my students’ interests.
20. I design tasks based on student readiness; some students need more time, instruction, practice; others are “there” early.
21. I design tasks reflecting different learning preferences (Multiple Intelligences)
22. If I use centers or stations, I either assign particular students to particular centers or match students with particular activities in each
center based on their learning needs.
26. I plan and use flexible groupings in my classroom to organize students by their instructional needs.
27. I use a variety of ways to group my students (e.g. by interest, readiness, learning preference).
1
1
2
2
3
3
4
4
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
3
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
4
1
1
1
1
1
2
2
2
2
2
3
3
3
3
3
4
4
4
4
4
1
1
2
2
3
3
4
4
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 45
Notes:
Draft three ready by August of 2011) – New Standards and new curriculum to be in place by August of 2012
Need to create an “easy friendly parent guide” for the skills taught at each level
Embed ELL Standards and differentiation
Continue to Align – once work is completed K-12, Framework committee will realign again.
Ultimate goal is to show evidence of student work for each of the essential questions/learning targets.
Common wide assessments are in place for writing. Reading to come next.
o Formative writing assessments should be done along the way (using parts of the rubric). Entire Rubric should be used for summative assessment.
Suggestions for Refinement
Suggestions will be reviewed by the Framework committee throughout the year. Be sure to share with your literacy coach.
My documents/K-8 literacy/district/curriculum/secondary curriculum work/MS with Common Core 8th Draft 3
Page 46