Shelby County Schools



Introduction

In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these goals, as further described in our strategic plan, Destination 2025. By 2025,

▪ 80% of our students will graduate from high school college or career ready

▪ 90% of students will graduate on time

▪ 100% of our students who graduate college or career ready will enroll in a post-secondary opportunity.

In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundations for all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality balanced literacy approach to instruction that results in high levels of literacy learning for all students, across content areas. Destination 2025 and the CLIP establish common goals and expectations for student learning across schools and are the underpinning for the development of the English/Language Arts curriculum maps.

Designed with the teacher in mind, the English/Language Arts (ELA) curriculum maps focus on literacy teaching and learning, which include instruction in reading, writing, speaking and listening, and language. This map presents a framework for organizing instruction around the TN State Standards (CCRA) so that every student meets or exceeds requirements for college and career readiness. The standards define what to teach at specific grade levels, and this map provides guidelines and research-based approaches for implementing instruction to ensure students achieve their highest potentials.

A standards-based curriculum, performance-based learning and assessments, and high quality instruction are at the heart of the ELA Curriculum guides. Educators will use this guide and the standards as a road map for curriculum and instruction. Carefully crafted curricular sequences and quality instructional resources enable teachers to devote more time and energy in delivering instruction and assessing the effectiveness of instruction for all learners in their classrooms, including those with special learning needs.

How to Use the Literacy Curriculum Maps

Our collective goal is to ensure our students graduate ready for college and career. This will require a comprehensive, integrated approach to literacy instruction that ensures that students become college and career ready readers, writers, and communicators. To achieve this, students must receive literacy instruction aligned to each of the elements of effective literacy program seen in the figure to the right.

This curriculum map is designed to help teachers make effective decisions about what literacy content to teach and how to teach it so that, ultimately, our students can reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional practice in alignment the with the three College and Career Ready shifts in instruction for ELA/Literacy. We should see these three shifts in all SCS literacy classrooms:

(1) Regular practice with complex text and its academic language.

2) Reading, writing, and speaking grounded in evidence from text, both literary and informational.

3) Building knowledge through content-rich nonfiction.

Throughout this curriculum map, you will see high-quality texts that students should be reading, as well as some resources and tasks to support you in ensuring that students are able to reach the demands of the standards in your classroom. In addition to the resources embedded in the map, there are some high-leverage resources around each of the three shifts that teachers should consistently access:

|The TN Core Literacy Standards |

|The TN Core Literacy Standards (also known as the College and Career Ready Literacy Standards): |Teachers can access the TN Core standards, which are featured throughout this curriculum map and |

| |represent college and career ready student learning at each respective grade level. |

|Shift 1: Regular Practice with Complex Text and its Academic Language |

|Student Achievement Partners Text Complexity Collection: |Teachers can learn more about how to select complex texts (using quantitative, qualitative, and |

| |reader/task measures) using the resources in this collection. |

|Student Achievement Partners Academic Work Finder: |Teachers can copy and paste a text into this tool, which then generates the most significant Tier 2|

|Links to Support Vocabulary Instruction & Development |academic vocabulary contained within the text. |

| | |

| | |

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|r-3-Terms-for-ELA-and-Math.pdf | |

|Shift 2: Reading, Writing and Speaking Grounded in Evidence from the Text |

|Student Achievement Partners Text-Dependent Questions Resources: |Teachers can use the resources in this set of resources to craft their own text-dependent questions|

| |based on their qualitative and reader/task measures text complexity analysis. |

|Shift 3: Building Knowledge through Content-Rich Non-fiction |

|Student Achievement Partners Text Set Projects Sequenced: |Teachers can use this resource to learn about how to sequence texts into “expert packs” to build |

| |student knowledge of the world. |

Using the Curriculum Maps, Grades 6-8

• Begin by examining the text(s) selected for the week. Read them carefully and become familiar with both the text(s) and the “big idea.”

• Locate the TDOE Standards in the left column. Analyze the language of the standards, and match each standard to an evidence statement in the center column.

• Consult your Pearson Literature Teachers’ Edition (TE) and other cited references to map out your week(s) of instruction.

• Plan your weekly and daily objectives, using the evidence statements to help.

• Study the suggested writing prompts/performance assessments in the right-hand column, and match them to your objectives.

• Plan the questions you will ask each day using these three types of questions: those that derive general understanding, those that address craft and structure, and those that elicit an overall meaning of the text. Be sure that the questions you ask will lead students to success on your selected performance assessments.

• Examine the other standards and skills you will need to address—writing, vocabulary, language, and speaking and listening skills.

• Using your Pearson TE and other resources cited in the curriculum map, plan your week using the SCS lesson plan template. Remember to include differentiated activities for teacher-led small group instruction and literacy stations.

Using the WIDA MPIs

WIDA English Language Development (ELD) standards and example Model Performance Indicator (MPI) strands appear within this document to provide teachers with appropriate scaffolding examples for ELLs and struggling readers. Strands of MPIs related to the domain of Reading are provided and linked to the corresponding set of CCR standards. By referencing the provided MPIs and those MPIs within the given links, teachers can craft "I can" statements that are appropriately leveled for ELLs (and struggling readers) in their classrooms. Additionally, MPIs can be referenced for designing new and/or modifying existing assessments.

|Second Quarter |TN State Standards | |SPIs, GLEs, Evidence Statements |Content |

|Weeks 1-3 | | | |

|Reading Selections |

|Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski (informational), You Are Drinking What? by Paul Kix (informational) and Desalination (informational) |

|“from This Land Was Made for You and Me” (Lexile 1020) and “from Zlata’s Diary” (non-fiction) |

|Hard as Nails (Lexile 910; autobiographical narrative) OR |

|The Shutout (Lexile 1200) |

| |

|Big Question: What is important to Know? (Unit 3) |

| |Informational |Informational |Prentice Hall Literature – Reading Selections |

|Reading Complex Texts | | | |

| |RI6.2 |Evidence Statements |Analyzing Text |

| |Determine a central idea of a text and how it is conveyed |Provides a statement of the central idea(s) of a text. |Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski |

| |through particular details; provide a summary of the text |Provides an objective summary of the text distinct from |RI6.2, RI6.3 |

| |distinct from personal opinions or judgments. |personal opinions or judgments. RI6.2 |

| |RI 6.3 | |st3.pdf |

| |Analyze in detail how a key individual, event, or idea is |Provides detailed analysis of how a key individual, event or |You Are Drinking What? by Paul Kix RI6.2, RI6.3 |

| |introduced, illustrated, and elaborated in a text (e.g., |idea is introduced in a text (e.g., through examples and |

| |through examples or anecdotes). |anecdotes). |kingWhat3.pdf |

| |RI 6.4 |Provides detailed analysis of how a key individual, event or |Desalination RI6.2, RI6.3 |

| |Determine the meaning of words and phrases as they are |idea is illustrated in a text (e.g., through examples and |

| |used in a text, including figurative, connotative, and |anecdotes). RI 6.3 |lination3.pdf |

| |technical meanings. | |Tasks |

| |RI 6.5 |Demonstrates the ability to determine the meaning of words and|

| |Analyze how a particular sentence, paragraph, chapter, or |phrases as they are used in a text (e.g., figurative, |pdf |

| |section fits into the overall structure of a text and |connotative, technical). RI 6.4 |Skill focus: |

| |contributes to the development of the ideas. | |analyze, cite evidence, central idea, compare and contrast, |

| |RI 6.6 |Provides an analysis of how a particular sentence, paragraph, |argument, claim, reasoning, counter-claim |

| |Determine an author’s point of view or purpose in a text |chapter or section fits into the overall structure of a text. |List of Tier 3 Domain Specific Words |

| |and explain how it is conveyed in the text. |Provides an analysis of how a particular sentence, paragraph, |

| | |chapter or section contributes to the development of the |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and|

| |These standards are constant and should be taught |ideas. RI 6.5 |-Math.pdf |

| |throughout each quarter. | |See pages 26-71 for ELA Tier 3 |

| |Cite Evidence: RL1, RI1 |Provides a statement of an author’s point of view in a text. |Next Generation Glossary of Informational and Literary terms |

| |Analyze Content: RL/RI.6.2-9 |Provides a statement of an author’s purpose in a text. |See scsliteracy. |

| | |Provides an explanation of how the author’s point of view or |(found on the middle school page) |

| | |purpose is conveyed in the text. RI 6.6 | |

| | | |Text Dependent Questions |

| | | |Level 1 |

| | | |What is the claim and what textual evidence is cited about the |

| | | |claim? |

| | | |Level 2 |

| | | |How is the text crafted to show explicit meaning (in relationship |

| | | |to the claim)? |

| | | |Level 3 |

| | | |What does the text infer (about the claim)? |

| | | |Do textual inferences change the meaning of this text? |

| | | | |

| | | |Resources for Analyzing Text |

| | | |See weebly. |

| | | |scsliteracy. |

| | | |Strategies for analyzing text |

| | | |Unit 3 – Types of Nonfiction |

| | | |Literary Analysis Workshop (RI6.3, RI6.4, RI6.5, RI6.6) |

| | | |“from This Land Was Made” (nonfiction) and “from Zlata’s Diary” |

| | | |(narrative essay) |

| | | |Skill Focus: author’s purpose, point of view, forms of nonfiction, |

| | | |word choice, key ideas, types of support, figurative language, tone|

| | | |List of Tier 3 Domain Specific Words |

| | | |

| | | |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA-and|

| | | |-Math.pdf |

| | | |See pages 26-71 for ELA Tier 3 |

| | | |Next Generation Glossary of Informational and Literary terms |

| | | |See scsliteracy. |

| | | |(found on the middle school page) |

| | | | |

| | | |After You Read |

| | | |Text Dependent Questions: |

| | | |(Key ideas and details) What hardships did Zlata and her family |

| | | |endure during the war? (Infer) How did these hardships change |

| | | |Zlata’s life? (Analyze) Why did Zlata have mixed feelings about |

| | | |leaving Sarajevo? |

| | | |(Craft and Structure) What makes this diary an example of |

| | | |nonfiction? What makes this diary a type of autobiography? |

| | | | |

| | | |Hard as Nails (Lexile 910; autobiographical narrative) (RI6.6) |

| | | |Skill Focus: author’s purpose, autobiographical essay, point of |

| | | |view, forms of nonfiction, word choice, key ideas, types of |

| | | |support, figurative language, tone |

| | | |Before You Read |

| | | |Critical Thinking - Hard As Nails |

| | | |Text Dependent Questions: |

| | | |(Key Ideas and Details) At the beginning of the selection, what |

| | | |does Baker’s mother want him to do? (Compare and Contrast) How are |

| | | |Baker’s dreams for himself similar to and different from his |

| | | |mother’s dreams for him? |

| | | |(Integration of Knowledge and Ideas) Explain what these words tell |

| | | |us about Baker’s attitude: “No matter how awful it got, and it |

| | | |sometimes got terrible, I never quit believing it was a great |

| | | |life.” (Connect to the Big Question: What is important to know?) |

| | | |After You Read |

| | | |OR |

| | | |The Shutout (Lexile 1200; expository essay) (RI6.6) |

| | | |Skill Focus: author’s purpose, expository essay, point of view, |

| | | |forms of nonfiction, word choice, key ideas, types of support, |

| | | |figurative language, tone |

| | | |Before You Read |

| | | |Critical Thinking – Text Dependent Questions |

| | | |(Key Ideas and Details) – When did baseball become popular, and who|

| | | |created the playing rules? (Analyze): Give specific examples of the|

| | | |changes that occurred following the creation of baseball as a |

| | | |professional sport. |

| | | |(Key Ideas and Details) – What were the team owners’ reasons for |

| | | |not letting African Americans play? (Identify cause and effect) – |

| | | |What effect did this exclusion have on the history of baseball? |

| | | |After You Read |

| | | | |

| | | |Other Resources |

| | | |Unit Resources Workbook |

| | | | |

| | | |Hard as Nails by Russell Baker resources |

| | | | |

| | | | |

| | | |Hard As Nails Literary Analysis.doc |

| | | |Reading Strategies and graphic organizers |

| | | | |

| | | | |

| | | |

| | | |“ |

| | | |District’s Weebly |

| | | |scsliteracy. |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |

| |Level 1: Entering |Level 2: Emerging |Level 3: Developing |Level 4: Expanding |Level 5: Bridging |

| |Identify words in a text that support |Identify words or phrases in a text |Identify details in a text that |Determine the theme or central idea of|Determine the theme or central |

| |the theme or central idea of a text |that support the theme or central idea|support the theme or central idea of a|a text citing details to support the |idea of a text citing details to |

| |citing details to support the theme, |of a text citing details to support |text citing details to support the |theme, using a highlighted text. |support the theme. |

| |using a visually supported text with a|the theme, using a visually supported |theme, using a highlighted text with a| | |

| |partner. |text with a partner. |partner. | | |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L. 6.4d |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Verify the preliminary determination of the meaning of a |Demonstrates the ability to use context (e.g., the overall | |

| |word or phrase (e.g., by checking the inferred meaning in |meaning of a sentence or paragraph; a word’s position or function|Analyzing Text and Task |

| |context or in a dictionary). |in a sentence) as a clue to the meaning of a word or phrase. |Beyond Thirst: The Global Water Crisis by Kathiann M. Kowalski |

| |L. 6.6 |Provides a statement demonstrating accurate meaning and use of |You Are Drinking What? by Paul Kix |

| |Acquire and use accurately grade-appropriate general |grade-appropriate general academic words and phrases. |Desalination |

| |academic and domain-specific words and phrases; gather | |Graphic Organizers for Analyzing Tasks |

| |vocabulary knowledge when considering a word or phrase |Reviewed throughout the quarter: |scsliteracy. |

| |important to comprehension or expression. |Synonyms/antonyms | |

| | |Affixes- Latin roots |Tier 2 Academic Vocabulary – analyze, elaborate, introduce, |

| | |Context clues |determine, contribute, explain, delineate |

| |These standards are constant and should be taught |Analogy and word relationships |List of Tier 2 Academic Vocabulary (referred to as Tier 2 |

| |throughout each quarter. |Word parts and families |Academic Terms  by Marzano) |

| |Study and apply vocabulary - L.6.4-6 | |

| | | |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA|

| | | |-and-Math.pdf |

| | | |See pages 1-25 for Tier 2 |

| | | | |

| | | |Literary Analysis Workshop - “from This Land Was Made” |

| | | |(nonfiction) and “from Zlata’s Diary” (narrative essay) |

| | | |Introducing the Big Question: Learning Big Question Vocabulary |

| | | |pg. 377 |

| | | | |

| | | |Hard as Nails (autobiographical narrative) |

| | | |Latin suffix - ance |

| | | |Making Connections: Vocabulary pg. 404 |

| | | |Vocabulary Development pgs. 404, 406,410,412 |

| | | |After You Read: Vocabulary pg. 415 |

| | | |OR |

| | | | |

| | | |The Shutout (expository essay) |

| | | |Latin prefix sub- or super- |

| | | |Making Connections: Vocabulary pg.426 |

| | | |Vocabulary Development pgs. pg. 426, 428, 430 |

| | | |After You Read: Vocabulary pg. 433 |

| | | | |

| | | |Pearson Online Resources |

| | | | |

| | | |Benchmark and Unit Assessments |

| | | |Unit Resources |

| | | |Common Core Companion |

| | | |Other resources |

| | | | - Vocabulary central |

| | | |Word Benches pg. 57-61 (Greek and Latin affixes) |

| | | |

| | | |Online Dictionary |

| | | | |

| | | |. |

| | | |Unit Resources Workbook |

| | | |Downloads: Editable Presentations and Editable Worksheets |

| | | |Vocabulary Strategies and graphic organizers |

| | | | |

| | | |

| | | |zers.htm |

| | | |Hard as Nails by Russell Baker resources |

| | | |

| | | |cards/ |

|Writing to Texts |Writing |Writing |Writing |

| | | | |

| |Argumentative Writing |Evidence Statements: |The Argumentative Rubric |

| |W.6.1 |Development of Ideas |

| |Write arguments to support claims with clear reasons and |The student response addresses the prompt and provides effective |6-8.pdf |

| |relevant evidence. |and comprehensive development of the claim, topic and/or | |

| |W.6.1a |narrative elements by using clear and convincing reasoning, |Teaching the Argumentative Rubric’s Traits |

| |Introduce claim(s) and organize the reasons and evidence |details, text-based evidence, and/or description. |The Scoring Guides and Sample Student Responses |

| |clearly. |The development is consistently appropriate to the task, purpose,|

| |W.6.1b |and audience. |ces/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68 |

| |Support claim(s) with clear reasons and relevant evidence,|Organization |Explanation of terms per trait |

| |using credible sources and demonstrating an understanding |The student response demonstrates purposeful coherence, clarity, |Writing Institute Resources |

| |of the topic or text. |and cohesion |scsliteracy. |

| |W.6.1c |Includes a strong introduction, conclusion, and a logical, | |

| |Use words, phrases, and clauses to clarify the |well-executed progression of ideas, making it easy to follow the |Argumentative Writing Resources |

| |relationships among claim(s) and reasons. |writer’s progression of ideas. |(How to write an argumentative essay) |

| |W.6.1e |Clarity of Language |

| |Provide a concluding statement or section that follows |The student response establishes and maintains an effective |s/argumentativeessay.pdf |

| |from the argument presented. |style, while attending to the norms and conventions of the |(How to write an argumentative essay) |

| | |discipline. | |

| | |The response uses precise language consistently, including |(How to write an argumentative essay) |

| | |descriptive words and phrases, sensory details, linking and |

| |Informational/Explanatory |transitional words, words to indicate tone, and/or |0Format.pdf |

| |W 6.2 |domain-specific vocabulary. |(argumentative essay frame) |

| |Write informative/explanatory texts to examine a topic and|Knowledge of Language and Conventions | |

| |convey ideas, concepts, and information through the |The student response demonstrates command of the conventions of | |

| |selection, organization, and analysis of relevant content.|standard English consistent with effectively edited writing. |Assessment Performance Task |

| |W.6.2a |Though there may be a few minor errors in grammar and usage, |Analysis (Focus on Argument) |

| |Introduce a topic; organize ideas, concepts, and |meaning is clear throughout the response. |“Beyond Thirst: The Global Water Crisis”, “You Are Drinking |

| |information, using strategies such as definition, | |What?”, and “Desalination” |

| |classification, comparison/ contrast, and cause/effect; |Reviewed throughout the quarter: |Analysis |

| |include formatting (e.g., headings), graphics (e.g., |Writing Sentences, Essay organization and structure |You have read three texts about ways to address the shortage of |

| |charts, tables), and multimedia when useful to aiding |Thesis statement, Topic sentences and supporting details, Writing|clean water, which is a problem for many communities in the |

| |comprehension. |paragraphs, Performance tasks |world. Write an essay that argues for what you think are the |

| | | |three most important factors to consider when choosing a possible|

| |W. 6.2b | |solution for providing clean water. Be sure to support your |

| |Develop the topic with relevant facts, definitions, | |argument with claims that are developed with clear reasons and |

| |concrete details, quotations, or other information and | |relevant evidence from the three texts. Be sure to follow the |

| |examples. | |conventions of standard written English. |

| | | | |

| |W.6.2d | |Prentice Hall Literature- Pearson Publishing |

| |Use precise language and domain-specific vocabulary to | | |

| |inform about or explain the topic. | |Routine Writing (text-dependent): |

| | | |Writing About the Big Question |

| |W.6.2e | |After You Read, Journal entries, Summaries, Daily Language |

| |Establish and maintain a formal style. | |Practice, Graphic Organizers |

| | | | |

| |W 6.4 | |Analysis (focus on informing and explaining) |

| |Produce clear and coherent writing in which the | |Performance Task #1 pg. 542- Determine the Author’s Point of |

| |development, organization, and style are appropriate to | |View- Write an essay in which you determine the author’s point of|

| |task, purpose, and audience. | |view in a nonfiction text from this unit. |

| | | |Performance Task #2 pg. 542- Analyze the Structure of a Text- |

| |W 6.9 | |Write an essay in which you analyze how a paragraph or section |

| |Draw evidence from literary or informational texts to | |helps to develop ideas in a nonfiction work from this unit. |

| |support analysis, reflection, and research. | | |

| | | |Narrative |

| |W 6.3 | |Narrative text pg. 417 (Hard as Nails) Write a letter from the |

| |Write narratives to develop real or imagined | |point of view of a main character in the selection you read. In |

| |experiences or events using effective technique, | |your letter, describe an event that happened in the narrative. |

| |relevant descriptive details, and well-structured | | |

| |event sequences. | | |

| |a. Engage and orient the reader by establishing | |Other Resources |

| |a context and introducing a narrator and/or | |The Informational/Explanatory Rubric |

| |characters; organize an event sequence that | |

| |unfolds naturally and logically. | |r6-8.pdf |

| |b. Use narrative techniques, such as dialogue, | | |

| |pacing, and description, to develop | |Narrative resource |

| |experiences, events, and/or characters. | |

| |c. Use a variety of transition words, phrases, and | |-w-6-3-write-narratives-to-develop-real-or-imagined-experiences-o|

| |clauses to convey sequence and signal shifts | |r-events-using-effective-technique-relevant-de |

| |from one time frame or setting to another. | | |

| |d. Use precise words and phrases, relevant | |Annotation |

| |descriptive details, and sensory language to | |

| |convey experiences and events. | |n1132/AnnotationGuide.pdf |

| |e. Provide a conclusion that follows from the | |

| |narrated experiences or events. | |n1132/EJ0964Have.pdf |

| | | |

| | | |aching-student-annotation-constructing-1132.html?tab=3#tabs |

| | | |

| | | |d%20the%20Yellow%20Highlighter.pdf |

| |Language |Language |Conventions |

| | | | |

| |L6.1c |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Recognize and correct inappropriate shifts in pronoun |Distinguish inappropriate shifts in pronouns usage (i.e., number | |

| |number and person. |and person) and make corrections as necessary. |Hard as Nails (autobiographical narrative) |

| | |Identify and correctly use adjectives in context (i.e., articles,|Integrated Language Arts: Adjectives and Articles |

| |L6.1e |common, and proper). |pg. 416 |

| |Recognize variations from standard English in their own |Construct sentences with the correct use of common and proper |Reading Application |

| |and others’ writing and speaking, and identify and use |adjectives. |Writing Application |

| |strategies to improve expression in conventional language.| |Prentice Hall Writing Coach |

| | | | |

| |L6.3b | |The Shutout (expository essay) |

| | | |Integrated Language Arts: Comparisons with Adjectives |

| |Maintain consistency in style and tone | |(comparative/ superlative) pg. 434 |

| | | |Reading Application |

| |These standards are constant and should be taught | |Writing Application |

| |throughout each quarter. | |Prentice Hall Writing Coach |

| |Study and apply grammar - L.6.1-3 | | |

| | | | |

| | | |Elements of Language- Holt Publishing |

| | | |Adjectives and Articles |

| | | |Comparisons with Adjectives (comparative/ superlative) |

| | | | |

| | | |Other resources |

| | | | (online teacher’s manual) |

| | | | (pacing guides and curriculum |

| | | |documents) |

| | | | (background |

| | | |knowledge for the teacher) |

| | | |

| | | |_1d_l6.html (Correcting pronoun shifts in number) |

| | | |

| | | |_1d_l7.html (Correcting pronoun shifts in person) |

| | | | |

| | | |(pronouns shift worksheet) |

| | | |

| | | |int.of.View.pdf (pronouns shift worksheet) |

| | | |

| | | |ves (multiple worksheets for all adjective skills) |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

| | | | |

| |SL. 6.1 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Engage effectively in a range of collaborative discussions|Select the most appropriate behaviors for participating | |

| |(one-on-one, in groups, and teacher-led) with diverse |productively in a team (e.g., contribute appropriate and useful |Activities |

| |partners on grade 6 topics, texts, and issues, building on|information and ideas, understand the purpose for working as a |Comprehension and Collaboration pg. 435- Invite a coach to |

| |others’ ideas and expressing their own clearly. |team, and understand the responsibilities of various roles within|discuss baseball basics. Then, in a small group, prepare an |

| |SL. 6.6 |the team). |instructional presentation for younger students. |

| |Adapt speech to a variety of contexts and tasks, |Identify the functions and responsibilities of individual roles | |

| |demonstrating command of formal English when indicated or |within an organized group (i.e., reporter, recorder, information |Other Resources |

| |appropriate. |gatherer, leader, and timekeeper). |

| | | |6402&parent=5013 |

| |These standards are constant and should be taught |Possible Suggestions throughout the quarter: |

| |throughout each quarter. |Group roles and responsibility, Accountable talk, Classroom |6413&parent=5013 |

| |Analyze Content: SL.6.2-3 |routines and procedures, Group behaviors and discussions, Target |

| |Study and apply grammar: SL.6.6 |audience, Oral presentation, Informal Debate, News Story, |urces&keywords=SL.6.6 |

| |Conduct Discussions: SL.6.1 |Delivering an Oral Summary, Dramatic Readings | |

| |Report Findings: SL.6.4-6 | | |

|Weeks 4-6 | | | |

|Reading Selections |

|La Lena Buena ( Lexile 1110; narrative essay) |

|Reading for Information: Race to the End of the Earth (expository text) and Gold Rush: Journey by Land (annotated map) |

|Comparing Literary Works: Becky and the Wheels-and-Brake Boys and The Southpaw (short story) |

| |

|Big Question: What is important to Know? (Unit 3) and Is Conflict Always Bad? (Unit 2) |

| |Informational and Literature |Informational and Literature |Prentice Hall Literature – Reading Selections |

|Reading Complex Texts | | | |

| |RI6.2 |Evidence Statements |Unit 3- Types of Nonfiction |

| |Determine a central idea of a text and how it is conveyed |Provides a statement of the central idea(s) of a text. |La Lena Buena (lexile 1110; narrative essay) (RI6.2, RI6.4) |

| |through particular details; provide a summary of the text |Provides a statement of how the central idea is conveyed through |Skill Focus: main idea and supporting details, mood, author’s |

| |distinct from personal opinions or judgments. |particular details. |influences, forms of nonfiction, word choice, key ideas, types of|

| | |Provides an objective summary of the text distinct from personal |support, figurative language, tone |

| |RI6.3 |opinions or judgments. RI6.2 |List of Tier 3 Domain Specific Words |

| |Analyze in detail how a key individual, event, or idea is | |

| |introduced, illustrated, and elaborated in a text (e.g., |Provides detailed analysis of how a key individual, event or idea|media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA|

| |through examples or anecdotes). |is elaborated in a text (e.g., through examples and anecdotes). |-and-Math.pdf |

| | |RI6.3 |See pages 26-71 for ELA Tier 3 |

| |RI6.4 | |Next Generation Glossary of Informational and Literary terms |

| |Determine the meaning of words and phrases as they are |Demonstrates the ability to determine the meaning of words and |See scsliteracy. |

| |used in a text, including figurative, connotative, and |phrases as they are used in a text (e.g., figurative, |(found on the middle school page) |

| |technical meanings. |connotative, technical). RI6.4 | |

| | | |Before You Read |

| |RI6.5 |Provides an analysis of how a particular sentence, paragraph, |Critical Thinking – Text Dependent Questions |

| |Analyze how a particular sentence, paragraph, chapter, or |chapter or section fits into the overall structure of a text. |(Key ideas and details) – How does Tio Abran earn his living in |

| |section fits into the overall structure of a text and |Provides an analysis of how a particular sentence, paragraph, |Mexico? What are the “treacheries” that the author mentions in |

| |contributes to the development of the ideas. |chapter or section contributes to the development of the ideas. |this work? (Infer)Why do you think the revolutionaries take Tio |

| | |RI6.5 |Abran’s wood? |

| | | |What role do trees play in Tio Abran’s decision to stay and then |

| |RL.6.3 |Provides a description of how a particular story’s or drama’s |to leave Mexico? |

| |Describe how a particular story’s or drama’s plot unfolds |plot unfolds in a series of episodes towards a resolution. |After You Read |

| |in a series of episodes as well as how the characters |Provides a description of how the characters respond or change as| |

| |respond or change as the plot moves toward a resolution. |the plot moves towards a resolution. RL.6.3 |Analyze Compare-and-Contrast Organization |

| | | |Reading for Information: Race to the End of the Earth (expository|

| | | |text) and Gold Rush: Journey by Land (annotated map) pg. 334 |

| |These standards are constant and should be taught | |(RI6.3, RI6.5) |

| |throughout each quarter. | |Skill Focus: Compare and Contrast organization |

| |Cite Evidence: RL1, RI1 | |After You Read |

| |Analyze Content: RL/RI.6.2-9 | |Text Dependent Questions |

| | | |(Craft and Structure) What different |

| | | |features do the article and the map |

| | | |use to present comparisons about the events they cover? |

| | | |2. On page 337,what information does the |

| | | |section titled “The Race Is On!” add to |

| | | |the central idea of a competition? Analyze one more detail from |

| | | |each of the texts and explain what it illustrates about the |

| | | |central idea. |

| | | | |

| | | |Comparing Characters’ Motives |

| | | |Comparing Literary Works: Becky and the Wheels-and-Brake Boys and|

| | | |The Southpaw (short story) pg. 252 (RL6.3) |

| | | |Skill Focus: character traits, plot, character |

| | | |motives, internal and external factors, setting, conflict |

| | | |Becky and the Wheels and Brake Boys |

| | | |Text Dependent Questions |

| | | |(Key Ideas and Details) – Why don’t Becky’s mother and |

| | | |grandmother want her to join the Wheels and Brake Boys? (Analyze)|

| | | |– What other reasons keep Becky from getting a bike? |

| | | |The Southpaw – Text Dependent Questions |

| | | |What position does Janet want to play? (Infer) What agreement do|

| | | |Janet and Richard reach? (Evaluate) – Does the agreement suit |

| | | |both of them? Explain. |

| | | |After You Read |

| | | | |

| | | |Other resources |

| | | |Selection audio “ Interactive Digital Path” |

| | | | |

| | | |Unit 3 Resources/Workbook |

| | | |. |

| | | |Reader’s Notebook “ La Lena Buena” selection in an interactive |

| | | |format) |

| | | |Common Core Companion ( additional instruction and practice for |

| | | |each CCSS |

| | | |Reading: Graphic Organizer B, pg. 102 |

| | | |Literary Analysis: Graphic Organizer B, p. 105 (Mood) |

| | | |Skill Development/Extension: Literary Analysis: Mood, pgs. 171,|

| | | |189 |

| | | | |

| | | |“Becky and the Wheels-and-Brake Boys” Unit (text dependent |

| | | |questions and culminating writing prompt |

| | | |

| | | |boys |

| | | |Reading Strategies and graphic organizers |

| | | |

| | | |df“ |

| | | |(Thinking Strategies for teaching comprehension skills) |

| | | |oldham.k12.ky.us/files/intervention_resources/Reading/Compreh|

| | | |ension.pdf |

| | | |(Instructional strategies, powerpoints, and text dependent |

| | | |questions for the Skill Focus) |

| | | | (reading worksheets – skills) |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |

| |Level 1: Entering |Level 2: Emerging |Level 3: Developing |Level 4: Expanding |Level 5: Bridging |

| |Identify words in a text that support |Identify words or phrases in a text |Identify details in a text that |Determine the theme or central idea of|Determine the theme or central |

| |the theme or central idea of a text |that support the theme or central idea|support the theme or central idea of a|a text citing details to support the |idea of a text citing details to |

| |citing details to support the theme, |of a text citing details to support |text citing details to support the |theme, using a highlighted text. |support the theme. |

| |using a visually supported text with a|the theme, using a visually supported |theme, using a highlighted text with a| | |

| |partner. |text with a partner. |partner. | | |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L. 6.4d |Evidence Statements |Tier 2 Academic Vocabulary – convey, examine, verify, develop, |

| |Verify the preliminary determination of the meaning of a |Demonstrates the ability to use context (e.g., the overall |acquire |

| |word or phrase (e.g., by checking the inferred meaning in |meaning of a sentence or paragraph; a word’s position or function|List of Tier 2 Academic Vocabulary (referred to as Tier 2 |

| |context or in a dictionary). |in a sentence) as a clue to the meaning of a word or phrase. |Academic Terms  by Marzano) |

| |L. 6.6 |Provides a statement demonstrating accurate meaning and use of |

| |Acquire and use accurately grade-appropriate general |grade-appropriate general academic words and phrases. |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA|

| |academic and domain-specific words and phrases; gather | |-and-Math.pdf |

| |vocabulary knowledge when considering a word or phrase |Reviewed throughout the quarter: |See pages 1-25 for Tier 2 |

| |important to comprehension or expression. |Synonyms/antonyms | |

| | |Affixes- Latin roots |Prentice Hall Literature- Pearson Publishing |

| |These standards are constant and should be taught |Context clues | |

| |throughout each quarter. |Analogy and word relationships |La Lena Buena (narrative essay) |

| |Study and apply vocabulary – L.6.4-6 |Word parts and families |Making Connections: Vocabulary pg. 490 |

| | | |Vocabulary Development pgs. 490, 492 |

| | | |After You Read: Vocabulary pg. 495 |

| | | | |

| | | |Reading for Information: Race to the End of the Earth (expository|

| | | |text) and Gold Rush: Journey by Land (annotated map) pg. 334 |

| | | |Academic Language: Compare and Contrast organization |

| | | |Reading for Information: Content Area Vocabulary pg. 334 |

| | | |Vocabulary Development pg. 334, 336 |

| | | |After You Read: Content Area Vocabulary pg. 341 |

| | | | |

| | | |Comparing Literary Works: Becky and the Wheels-and-Brake Boy s |

| | | |and The Southpaw (short story) pg. 252 |

| | | |Academic Language: character traits, plot, character motives, |

| | | |internal and external factors, setting, conflict |

| | | |Vocabulary Development pgs. 250, 254, 256 (Think Aloud –Using |

| | | |Context), 262 |

| | | | |

| | | |Other resources |

| | | | - Vocabulary central |

| | | |Word Benches pg. 57-61 (Greek and Latin affixes) |

| | | |

| | | |PHLit Online! Vocabulary Central ( tools, |

| | | |activities, and songs for studying vocabulary) |

| | | |Vocabulary Strategies and graphic organizers |

| | | | |

| | | |Graphic and Thinking Organizers |

| | | |

| | | |zers.htm |

| | | |ELA weebly |

| | | |scslitercy. |

|Writing to Texts |Writing |Writing |Writing |

| | | | |

| |Argumentative Writing |Evidence Statements: |Prentice Hall Literature- Pearson Publishing |

| |W.6.1 |Development of Ideas | |

| |Write arguments to support claims with clear reasons and |The student response addresses the prompt and provides effective |Routine Writing (text dependent questions) |

| |relevant evidence. |and comprehensive development of the claim, topic and/or |Writing About the Big Question |

| |W6.1a |narrative elements by using clear and convincing reasoning, |After You Read |

| |Support claim(s) and organize the reasons and evidence |details, text-based evidence, and/or description. |Journal entries |

| |clearly. |The development is consistently appropriate to the task, purpose,|Analytic Summaries |

| |W.6.1b |and audience. |Daily Language Practice |

| |Support Claim(s) with clear reasons and relevant evidence,|Organization |Graphic Organizers |

| |using credible sources and demonstrating an understanding |The student response demonstrates purposeful coherence, clarity, |Other Resources |

| |of the topic or text. |and cohesion | |

| |W.6.1c |Includes a strong introduction, conclusion, and a logical, |Writing Workshop: Writing an argument pg. 264 |

| |Use words, phrases, and clauses to clarify the |well-executed progression of ideas, making it easy to follow the | |

| |relationships among claim(s) and reasons. |writer’s progression of ideas. |Analysis ( Argumentation) |

| |W.6.1e |Clarity of Language |Did gender play a role in the characters achieving their dream? |

| |Provide a concluding statement or section that follows |The student response establishes and maintains an effective |After reading Becky and the Wheels-and the Brake Boys and The |

| |from the argument presented. |style, while attending to the norms and conventions of the |Southpaw, write an essay that compares how gender hindered or did|

| | |discipline. |not hinder the characters achieving their dream. Be sure to |

| |Informational/Explanatory Writing |The response uses precise language consistently, including |support your position with evidence from the texts. |

| |W 6.2 |descriptive words and phrases, sensory details, linking and | |

| |Write informative/explanatory texts to examine a topic and|transitional words, words to indicate tone, and/or |Analysis (focus on informing and explaining) |

| |convey ideas, concepts, and information through the |domain-specific vocabulary. |(La Lena Buena pg. 509) Write a problem-and-solution essay based |

| |selection, organization, and analysis of relevant content.|Knowledge of Language and Conventions |on the selection you read. Your essay should help a newcomer |

| |W.6.2a |The student response demonstrates command of the conventions of |adjust to either a new school or a new country. |

| |Introduce a topic; organize ideas, concepts, and |standard English consistent with effectively edited writing. |(Reading for Information pg. 341) Write an essay that describes |

| |information, using strategies such as definition, |Though there may be a few minor errors in grammar and usage, |the journeys of two teams of explorers in “Race to the End of the|

| |classification, comparison/ contrast, and cause/effect; |meaning is clear throughout the response. |Earth.” Compare the journey of the Norwegian team with the |

| |include formatting (e.g., headings), graphics (e.g., | |journey of the British team. |

| |charts, tables), and multimedia when useful to aiding |Reviewed throughout the quarter: |(Becky and the Wheels-and-Brake Boys and The Southpaw pg. 263) |

| |comprehension. |Writing Sentences, Essay organization and structure |Compare and Contrast the traits and motives of Becky and Janet. |

| |W. 6.2b |Thesis statement, Topic sentences and supporting details, Writing|In a brief essay, draw conclusions about how each girl’s |

| |Develop the topic with relevant facts, definitions, |paragraphs, Performance tasks |character traits support her motivation to get what she wants. |

| |concrete details, quotations, or other information and | | |

| |examples. | |Resources |

| |W.6.2d | |The Argumentative Rubric |

| |Use precise language and domain-specific vocabulary to | |

| |inform about or explain the topic. | |6-8.pdf |

| | | | |

| |W.6.2e | |Teaching the Argumentative Rubric’s Traits |

| |Establish and maintain a formal style. | |The Scoring Guides and Sample Student Responses |

| | | |

| | | |ces/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68 |

| | | |Explanation of terms per trait |

| | | |Writing Institute Resources |

| | | |scsliteracy. |

| | | | |

| | | |The Informational/Explanatory Rubric |

| | | |

| | | |r6-8.pdf |

| | | |The Argumentative Rubric |

| | | |

| | | |6-8.pdf |

| | | |Writing Prompt Templates |

| | | |scsliteracy. |

| | | |Unit 3 Resources/Support for Writing p. 193 |

| | | |. |

| | | |power point on annotation and example |

| | | |

| | | |__fisher_.pptx |

| | | |Strategy for teaching close reading and annotation |

| | | |

| | | |g/ |

| |Language | Language |Conventions |

| | | | |

| |L 6.1e |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| | |Identify and correctly use adverbs (i.e., comparative) in | |

| |Recognize variations from standard English in their own |context. |La Lena Buena (narrative essay) |

| |and others’ writing and speaking, and identify and use |Locate and formulate prepositional phrases and nouns (objects) in|Integrated Language Arts: Conjunctions and Interjections pg. 508 |

| |strategies to improve expression in conventional language.|the context of reading and writing. |Reading Application |

| |L.6.1 |Distinguish between coordinating and subordinating conjunctions |Writing Application |

| |Demonstrate command of the conventions of standard English|and use them to vary sentence patterns. |Prentice Hall Writing Coach |

| |grammar and usage when writing or speaking. | | |

| | |Review of: |Reading for Information: Race to the End of the Earth (expository|

| |These standards are constant and should be taught |Sentence parts- subject and predicate |text) and Gold Rush: Journey by Land (annotated map) pg. 334 |

| |throughout each quarter. |Writing sentences |Adverbs |

| |Study and apply grammar - L.6.1-3 |Verbs |Conjunctions and Interjections |

| | |Nouns | |

| | |Adjectives |Comparing Literary Works: Becky and the Wheels-and-Brake Boys and|

| | |Adverbs |The Southpaw (short story) pg. 252 |

| | | |Adverbs |

| | | |Conjunctions and Interjections |

| | | | |

| | | |Elements of Language- Holt Publishing |

| | | |Conjunctions |

| | | |Adverbs |

| | | | |

| | | |Other resources |

| | | | (online teacher’s manual) |

| | | | (pacing guides and curriculum |

| | | |documents) |

| | | |

| | | |bs/ad6.pdf (Comparative adverb worksheet) |

| | | |

| | | |bs/exercises (Comparative adverb worksheet) |

| | | | (Interactive preposition quiz)|

| | | | (Online preposition crossword |

| | | |puzzle) |

| | | | |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening |

| | | | |

| |SL. 6.1a |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Come to discussions prepared, having read or studied |Select the most appropriate behaviors for participating |Activities |

| |required material; explicitly draw on that preparation by |productively in a team. |Comprehension and Collaboration pg. 509- In a small group hold an|

| |referring to evidence on the topic, text, or issue to |Contribute appropriate and useful information and ideas. |informal discussion based on the selection you read. |

| |probe and reflect on ideas under discussion. |Explain the purpose for working as a team. | |

| |SL. 6.1b |Demonstrate an understanding of the responsibilities of various |Other resources |

| |Follow rules for collegial discussions, set specific goals|roles within the team. |(cooperative learning teaching strategy guide and assessment) |

| |and deadlines, and define individual roles as needed. |Identify the functions and responsibilities of individual roles |serc.carelton.edu/introgeo/cooperative/whatis.html |

| |SL. 6.1d |within an organized group (i.e., reporter, recorder, information |(work-shop: cooperative and collaborative learning) |

| |Review the key ideas expressed and demonstrate |gatherer, leader, and timekeeper). |

| |understanding of multiple perspectives through reflection | |tml |

| |and paraphrasing. |Possible Suggestions throughout the quarter: |(How to write dialogue in a story) |

| | |Group roles and responsibility, Accountable talk, Classroom |

| |These standards are constant and should be taught |routines and procedures, Group behaviors and discussions, Target |est-ways- |

| |throughout each quarter. |audience, Oral presentation, Informal Debate, News Story, |(creative writing techniques for writing dialogue) |

| |Analyze Content: SL.6.2-3 |Delivering an Oral Summary, Dramatic Readings | |

| |Study and apply grammar: SL.6.6 | | |

| |Conduct Discussions: SL.6.1 | | |

| |Report Findings: SL.6.4-6 | | |

|Weeks 7-9 | | | |

|Reading Selections |

|Leon’s Story by Walter Tillage (Lexile 960; autobiography; exemplar) |

|Caged Bird by Alicia Keys (song) |

|I Know Why the Caged Bird Sings by Maya Angelou (Lexile 1070; memoir) |

| |

|Big Question: What is important to Know? (Unit 3) |

| |Informational |Informational |Extended Text – Informational |

|Reading Complex Texts | | | |

| |RI 6.3 |Evidence Statements |Types, Elements, Determining Author’s Purpose and Point of View, |

| |Analyze in detail how a key individual, event, or idea is |Provides detailed analysis of how a key individual, event or idea|and Analyzing the Development of Key Ideas in Nonfiction |

| |introduced, illustrated, and elaborated in a text (e.g., |is introduced in a text (e.g., through examples and anecdotes). | |

| |through examples or anecdotes). |Provides detailed analysis of how a key individual, event or idea|“Leon’s Story” (Lexile 960; autobiography; exemplar) (RI6.3, |

| |RI 6.4 |is illustrated in a text (e.g., through examples and anecdotes). |RI6.4, RI6.5, RI6.6) |

| |Determine the meaning of words and phrases as they are |Provides detailed analysis of how a key individual, event or idea|Skills focus: author’s purpose, mood, tone, autobiographical|

| |used in a text, including figurative, connotative, and |is elaborated in a text (e.g., through examples and anecdotes). |essay, main idea, key ideas, supporting details, word choice, |

| |technical meanings. | |author’s influences, forms of nonfiction, types of support, |

| | |Demonstrates the ability to determine the meaning of words and |figurative language |

| |RI 6.5 |phrases as they are used in a text (e.g., figurative, |List of Tier 3 Domain Specific Words |

| |Analyze how a particular sentence, paragraph, chapter, or |connotative, technical). |

| |section fits into the overall structure of a text and | |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA|

| |contributes to the development of the ideas. |Provides an analysis of how a particular sentence, paragraph, |-and-Math.pdf |

| | |chapter or section fits into the overall structure of a text. |See pages 26-71 for ELA Tier 3 |

| |RI 6.6 |Provides an analysis of how a particular sentence, paragraph, |Next Generation Glossary of Informational and Literary terms |

| |Determine an author’s point of view or purpose in a text |chapter or section contributes to the development of the ideas. |See scsliteracy. |

| |and explain how it is conveyed in the text. | |(found on the middle school page) |

| | |Provides a statement of an author’s point of view in a text. | |

| |These standards are constant and should be taught |Provides a statement of an author’s purpose in a text. |See Leon’s Story Unit scsliteracy. |

| |throughout each quarter. |Provides an explanation of how the author’s point of view or |

| |Cite Evidence: RL1, RI1 |purpose is conveyed in the text. |ssessment-pages.pdf |

| |Analyze Content: RL/RI.6.2-9 | |(Literature and Vocabulary Test, Selection Review – Leon’s Story)|

| | | | |

| | | |

| | | |20Story.pdf/180676493/Leon%27s%20Story.pdf |

| | | |(Leon’s Story graphic organizer) |

| | | | |

| | | |

| | | |ments/guided-reading-lesson-plans-1/level-t-1/2332-leon-s-story-l|

| | | |evel-t-1/file |

| | | |(Guided Reading Lesson Plan for Leon’s Story) |

| | | | |

| | | | |

| | | |Resource(s): |

| | | | (There are units for the selections found |

| | | |in the textbook.) |

| | | |. |

| | | | (Instructional strategies, |

| | | |powerpoints, and text dependent questions for the Skill Focus) |

| | | |oldham.k12.ky.us/files/intervention_resources/Reading/Compreh|

| | | |ension.pdf (Instructional strategies) |

| | | |scslitercy. |

| | | |Curriculum and pacing guide |

| |WIDA Standard 2 - English language learners communicate information, ideas and concepts necessary for academic success in the content area of Language Arts. |

| |Model Performance Indicator for RL6.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). |

| |Level 1: Entering |Level 2: Emerging |Level 3: Developing |Level 4: Expanding |Level 5: Bridging |

| |Identify words in a text that support |Identify words or phrases in a text |Identify details in a text that |Determine the theme or central idea of|Determine the theme or central |

| |the theme or central idea of a text |that support the theme or central idea|support the theme or central idea of a|a text citing details to support the |idea of a text citing details to |

| |citing details to support the theme, |of a text citing details to support |text citing details to support the |theme, using a highlighted text. |support the theme. |

| |using a visually supported text with a|the theme, using a visually supported |theme, using a highlighted text with a| | |

| |partner. |text with a partner. |partner. | | |

| |Language – Vocabulary |Language – Vocabulary |Vocabulary |

| | | | |

| |L. 6.4d |Evidence Statements |Extended Text- Types, Elements, Determining Author’s Purpose and |

| |Verify the preliminary determination of the meaning of a |Demonstrates the ability to use context (e.g., the overall |Point of View, and Analyzing the Development of Key Ideas in |

| |word or phrase (e.g., by checking the inferred meaning in |meaning of a sentence or paragraph; a word’s position or function|Nonfiction |

| |context or in a dictionary). |in a sentence) as a clue to the meaning of a word or phrase. |Leon’s Story (autobiography) |

| |L. 6.6 |Provides a statement demonstrating accurate meaning and use of |See Unit |

| |Acquire and use accurately grade-appropriate general |grade-appropriate general academic words and phrases. |scsliteracy. |

| |academic and domain-specific words and phrases; gather | |(found under 6th grade ELA Curriculum) |

| |vocabulary knowledge when considering a word or phrase |Reviewed throughout the quarter: | |

| |important to comprehension or expression. |Synonyms/antonyms |Tier 2 Academic Vocabulary – organize, establish, recognize, |

| | |Affixes- Latin roots |engage, adapt |

| | |Context clues |List of Tier 2 Academic Vocabulary (referred to as Tier 2 |

| | |Analogy and word relationships |Academic Terms  by Marzano) |

| | |Word parts and families |

| | | |media/documents/List-of-Tier-2-and-Tier-3-Terms-for-ELA|

| | | |-and-Math.pdf |

| | | |See pages 1-25 for Tier 2 |

| | | | |

| | | |Resource(s): |

| | | | |

| | | |- Leon’s Story Vocabulary (audio speller test, online test, |

| | | |flashcard, scatter & space race game) |

| | | | (Instructional strategies, |

| | | |powerpoints, and text dependent questions for the Skill Focus) |

| | | | |

| | | |oldham.k12.ky.us/files/intervention_resources/Reading/Compreh|

| | | |ension.pdf (Instructional strategies) |

| | | |scslitercy. |

| | | |Curriculum documents |

|Writing to Texts |Writing |Writing |Writing See Unit |

| | | |scsliteracy. |

| |Argumentative Writing |Evidence Statements |(found under 6th grade ELA Curriculum) |

| |W.6.1 |Development of Ideas | |

| |Write arguments to support claims with clear reasons and |The student response addresses the prompt and provides effective |Routine Writing (text-dependent): |

| |relevant evidence. |and comprehensive development of the claim, topic and/or |After You Read , Journal entries, Summaries |

| |W6.1a |narrative elements by using clear and convincing reasoning, |Daily Language Practice, Graphic Organizers |

| |Support claim(s) and organize the reasons and evidence |details, text-based evidence, and/or description. |Other Resources |

| |clearly. |The development is consistently appropriate to the task, purpose,| |

| |W.6.1b |and audience. |Argumentative Writing |

| |Support Claim(s) with clear reasons and relevant evidence,|Organization |Write a response in which you assume the role of Leon, from |

| |using credible sources and demonstrating an understanding |The student response demonstrates purposeful coherence, clarity, |“Leon’s Story” by Leon Tillage. The purpose of the speech is |

| |of the topic or text. |and cohesion |convincing the court to seek justice for his father. You must |

| |W.6.1c |Includes a strong introduction, conclusion, and a logical, |decide what you think he and his family was thinking and feeling |

| |Use words, phrases, and clauses to clarify the |well-executed progression of ideas, making it easy to follow the |during the time of his father’s death and then write a speech |

| |relationships among claim(s) and reasons. |writer’s progression of ideas. |asking the court for justice for his father. You should argue |

| |W.6.1e |Clarity of Language |your position and use specific references (details) from the |

| |Provide a concluding statement or section that follows |The student response establishes and maintains an effective |text. You should have at least three references to the text. |

| |from the argument presented. |style, while attending to the norms and conventions of the | |

| | |discipline. |The Argumentative Rubric |

| |Informational/Explanatory Rubric |The response uses precise language consistently, including |

| |W 6.2 |descriptive words and phrases, sensory details, linking and |6-8.pdf |

| |Write informative/explanatory texts to examine a topic and|transitional words, words to indicate tone, and/or | |

| |convey ideas, concepts, and information through the |domain-specific vocabulary. |Teaching the Argumentative Rubric’s Traits |

| |selection, organization, and analysis of relevant content.|Knowledge of Language and Conventions |The Scoring Guides and Sample Student Responses |

| |W.6.2a |The student response demonstrates command of the conventions of |

| |Introduce a topic; organize ideas, concepts, and |standard English consistent with effectively edited writing. |ces/2013-14scoringresources/2013-14p3scoringmaterials.aspx#G68 |

| |information, using strategies such as definition, |Though there may be a few minor errors in grammar and usage, |Explanation of terms per trait |

| |classification, comparison/ contrast, and cause/effect; |meaning is clear throughout the response. |Writing Institute Resources |

| |include formatting (e.g., headings), graphics (e.g., | |scsliteracy. |

| |charts, tables), and multimedia when useful to aiding |Reviewed throughout the quarter: | |

| |comprehension. |Writing Sentences, Essay organization and structure |Informative and Explanatory Writing Resources: |

| |W. 6.2b |Thesis statement, Topic sentences and supporting details, Writing|page/504/common-core-informative-explanato|

| |Develop the topic with relevant facts, definitions, |paragraphs, Performance task |ry-writing |

| |concrete details, quotations, or other information and | |

| |examples. | |ypes-and-purposes/informational-writing/ (Informative/Explanatory|

| |W.6.2d | |writing samples) |

| |Use precise language and domain-specific vocabulary to | |genres/informative.htm (Model |

| |inform about or explain the topic. | |Expository/Informative Lessons and Interactive Writing prompts) |

| |W.6.2e | |kn.wired/fil/pages/listwritingma5.html (Writing |

| |Establish and maintain a formal style. | |Resources, Mechanics and Online Interactive activities) |

| |W 6.4 | | |

| |Produce clear and coherent writing in which the | |Analysis (focus on informing and explaining) |

| |development, organization, and style are appropriate to | |Leon said that white people kept black people down because they |

| |task, purpose, and audience. | |didn't educate black people. What does Leon mean? Do you agree |

| |W 6.9 | |with him? Support your answer with evidence from the text. |

| |Draw evidence from literary or informational texts to | |Leon is surprised when the National Guard arrests white men for |

| |support analysis, reflection, and research. | |abusing them. Why is he surprised? Explain your answer. |

| | | |Throughout the book Leon's parents encourage Leon and the other |

| | | |kids to just leave things alone and don't try to change things. |

| | | |They accepted the way they were treated and didn't think it would|

| | | |ever change. Why do you think they felt that way? Do you think |

| | | |they eventually changed their minds? Why or why not? Support |

| | | |your answer with evidence from the text. |

| | | |Describe what it was like for Leon to buy clothes. Do you think |

| | | |that he was treated fairly? Support your answer with evidence |

| | | |from the text. |

| | | |Why do you think Leon would want to buy a soda from a place that |

| | | |only sells to whites, when he could buy a soda anywhere else? |

| | | |Explain your answer. |

| | | |Leon said that many of the blacks loved the Clarks. Why do you |

| | | |think they did? Support your answer with evidence from the text. |

| |Language |Language |Conventions See Unit |

| | | |scsliteracy. |

| |L 6.3a |Evidence Statements |(found under 6th grade ELA Curriculum) |

| | |Recognize sentence types (i.e., simple, compound, complex) and | |

| |Vary sentence patterns for meaning, reader/listener |their role in varying sentence patterns. |Elements of Language- Holt Publishing |

| |interest, and style. |Effectively and consistently use commas in compound sentences and|Adjectives and Articles |

| |L6.2a |introductory words/phrases. |Comparisons with Adjectives (comparative/ superlative) |

| |Use punctuation (commas, parentheses, dashes) to set off | |Adverbs |

| |nonrestrictive/parenthetical elements. | |Conjunctions and Interjections |

| |These standards are constant and should be taught | | |

| |throughout each quarter. | |Prentice Hall Literature- Pearson Publishing |

| |Study and apply grammar - L.6.1-3 | |Prentice Hall Writing Coach |

| | | | |

| | | |Other Resources |

| | | | (online teacher’s manual) |

| | | | (pacing guides and curriculum |

| | | |documents) |

| | | |

| | | |ences-SimpleComplexCompound-MS.pdf (Types of sentences worksheet)|

| | | | (Sentence structure game) |

| | | |

| | | |sentences.pdf (Types of sentences and combining sentences |

| | | |worksheets) |

| | | | |

| | | |(Sentence type Jeopardy game) |

| | | | (Several |

| | | |comma usage worksheets) |

| | | |

| | | |/286/Comma%20Practice%20Packet.pdf (Commas with compound |

| | | |sentences worksheets) |

| | | | ( A game for commas with |

| | | |introductory words/phrases) |

| |Speaking and Listening |Speaking and Listening |Speaking and Listening See Unit |

| | | | |

| |SL.6.4 |Evidence Statements |Activities pg. 543 |

| |Present claims and findings, sequencing ideas logically |Determine the most effective methods for engaging an audience |Performance Task #5- Compare Presentations of Events – Give an |

| |and using pertinent descriptions, facts, and details to |during an oral presentation (e.g., making eye contact, adjusting |oral presentation of an essay in which you compare and contrast |

| |accentuate main ideas or themes; use appropriate eye |speaking rate). |one author’s presentation of events with that of another. |

| |contact, adequate volume, and clear pronunciation. |Organize ideas in the most effective order for an oral |Performance Task #6- Determine the Meaning of Connotative |

| |SL.6.5 |presentation. |Language-Create and present a graphic that illustrates an example|

| |Include multimedia components (e.g., graphics, images, |Choose the statement that best summarizes/communicates the |of connotative meaning in a work from this unit. |

| |music, and sound) and visual displays in presentations to |message presented by a medium. | |

| |clarify information. | | |

| |SL. 6.6 |Possible Suggestions throughout the quarter: | |

| |Adapt speech to a variety of contexts and tasks, |Group roles and responsibility, Accountable talk, Classroom | |

| |demonstrating command of formal English when indicated or |routines and procedures, Group behaviors and discussions, Target | |

| |appropriate. |audience, Oral presentation, Informal Debate, News Story, | |

| | |Delivering an Oral Summary, Dramatic Readings | |

| | | | |

| |These standards are constant and should be taught | | |

| |throughout each quarter. | | |

| |Analyze Content: SL.6.2-3 | | |

| |Study and apply grammar: SL.6.6 | | |

| |Conduct Discussions: SL.6.1 | | |

| |Report Findings: SL.6.4-6 | | |

|Research Project |Research |Research |Research See Unit |

| | | | |

| |W. 6.7 |Evidence Statements |Prentice Hall Literature- Pearson Publishing |

| |Conduct short research projects to answer a question, |Determine the most appropriate research source for a given | |

| |drawing on several sources and refocusing the inquiry when|research topic. |Activities |

| |appropriate. |Discern irrelevant research material from written text. |(Hard As Nails) Build and Present Knowledge pg. 417- In a small |

| | |Determine the most effective methods for engaging an audience |group, prepare a research project, such as a brochure, a poster, |

| | |during an oral presentation (e.g., making eye contact, adjusting |or a newspaper article. |

| | |speaking rate). | |

| | |Organize ideas in the most effective order for an oral |Resource(s): |

| | |presentation. |. |

| | | | (Instructional strategies, |

| | | |powerpoints, and text dependent questions for the Skill Focus) |

| | | |oldham.k12.ky.us/files/intervention_resources/Reading/Compreh|

| | | |ension.pdf (Instructional strategies) |

| | | |scslitercy. |

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