Kindergarten



|Grade |

|6 |

|Sixth Grade – I. Phonemic Awareness, Word Recognition and Fluency Standard |

|Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol |

|match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of third grade, they demonstrate |

|fluent oral reading, varying their intonation and timing as appropriate for the text. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

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| | |Choral reading Poems For Two Voices by Paul Fleischman |

| |Fluency continues to develop past the primary | |

| |grades. | |

|This standard is a K-3 standard. | | |

|Therefore, there are no benchmarks |Readers… | |

|beyond third grade. | | |

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|Instruction in fluency continues in | | |

|the intermediate grades. |increase rate of oral reading to near | |

| |conversational pace; | |

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| |show appropriate use of pauses, pitch, stress and | |

| |intonation while reading in clauses and sentence | |

| |units to support comprehension; | |

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| |gain control over a wider, complex sight | |

| |vocabulary and over longer syntactic structures, | |

| |in order to read progressively more demanding | |

| |texts with greater ease; and | |

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| |read silently considerably faster than orally. | |

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| |Silent reading becomes the preferred, more | |

| |efficient way to process everyday texts. | |

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|Sixth Grade – II. Acquisition of Vocabulary Standard |

|Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations|

|provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying |

|their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Use context clues and text structures |Contextual Understanding |Graphic Organizer such as web, semantic map (1) |

|to |Define the meaning of unknown words by using | |

|determine the meaning |context |Word Sorts (1) |

|of new vocabulary. (A) |clues and the author’s use of definition, |Prepare sets of about 20 word cards. Students are instructed to “Put these into groups that make sense to you. Be |

| |restatement and |ready to give your reason.” |

| |example. (1) | |

| | |word families by topics |

| | |synonyms |

| | |antonyms |

| | |meanings |

| | |categories |

| | |parts of speech |

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| | |Students categorize new words according to level of familiarity then predict the meanings of the most unfamiliar |

| | |words using context clues and confirm with dictionary. (1) |

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| |Conceptual Understanding |Write own similes and metaphors or complete partial comparisons. (4) |

| |Identify analogies and other word relationships, | |

| |including synonyms and antonyms, to determine the |Describe comparisons and how they relate to the author’s purpose. (4) |

| |meaning of words. (3) | |

|Infer word meaning | |Discuss prior knowledge and experience with words/topics, then contrast with denotative definition. (2) |

|through identification |Interpret metaphors and similes to understand new | |

|and analysis of |uses of words and phrases in text. (4) |Using free association, list 5 words associated with given words, then share responses to compare connotation and |

|analogies and other | |multiple viewpoints. (2) |

|word relationships. (B) | | |

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| |Conceptual Understanding | |

| |Apply knowledge of connotation and denotation to | |

| |determine the meaning of words. (2) | |

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|Apply knowledge of | | |

|connotation and denotation to learn | | |

|the meanings of words. (C) | | |

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|Use knowledge of symbols, acronyms, |Conceptual Understanding | |

|word origins and derivations to |Recognize and use words from other languages that | |

|determine the meanings of unknown |have been adopted into the English language. (5) | |

|words. (D) | | |

| |Structural Understanding | |

| |Identify symbols and acronyms and connect them to |Go on an “acronym hunt” for a few days in search of acronyms used around us. (7) |

| |whole words. (7) |Create own acronyms by generating a lists of words symbolic of a holiday or season. (7) |

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|Use knowledge of roots and affixes to | |Affix Square (6) |

|determine the meanings of complex | | |

|words. (E) | | |

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| |Structural Understanding | |

|Use multiple resources to enhance |Apply the knowledge of prefixes, suffixes and | |

|comprehension of vocabulary. (F) |roots and their various inflections to analyze the| |

| |meanings of words. (6) | |

| | |Definition Definition |

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| | |Definition Definition |

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| | |Charades (act out meanings) to class or small group. (8) |

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| |Tools and Resources | |

| |Determine the meanings and pronunciations of | |

| |unknown | |

| |words by using dictionaries, thesauruses, | |

| |glossaries, | |

| |technology and textual features, such as | |

| |definitional | |

| |footnotes or sidebars. (8) | |

|Sixth Grade – III. Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard |

|Students develop and learn to apply strategies, such as predicting and recalling, that help them to comprehend and interpret informational and literary texts. Reading and learning to read are |

|problem-solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds |

|meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to |

|self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and|

|self-selected texts read in and out of the classroom. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Determine a purpose for reading and |Comprehension Strategies |KWL (1) |

|use a range of reading comprehension |Establish and adjust purposes for reading, |Repeated readings guided by teacher prompts of a short selection in which readers assume various reasons for |

|strategies to better understand text.|including to find out, to understand, to |reading. Example: Read a selection of an amusement park alternating perspectives during each reading, i.e. such as|

|(A) |interpret, to enjoy and to solve problems. (1) |employee, child, and first-time visitor. (1) |

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| |Select, create and use graphic organizers to | |

| |interpret textual information. (5) | |

|Apply effective reading comprehension | | |

|strategies, including summarizing and |Comprehension Strategies | |

|making predictions, and comparisons, |Predict or hypothesize as appropriate from | |

|using information in text, between |information in the text, substantiating with | |

|text and across subject areas. (B) |specific references to textual examples that may |Predictions that are logical are good predictions. Avoid,, “Let’s see if you are right.” Instead ask, “Does that |

| |be in widely separated sections of text. (2) |make sense?” “Could that happen?” (2) |

| | |Pre-vocabulary (2) |

| |Make critical comparisons across texts, noting |Prior to reading the text, give students about 20 strips of paper with words or short phrases from the text. Ask |

| |author’s style as well as literal and implied |them to sort into groups. |

| |content of text. (3) |(Some possibilities) |

| | |words that suggest conflict |

| |Summarize the information in texts, recognizing |words that suggest overcoming conflict |

| |important ideas and supporting details, and noting|words that refer to characters |

| |gaps or contradictions. (4) |words that provide a clue to the setting |

| | |unusual or interesting words |

| | |Discuss rationale for where words were placed. Write short paragraph predicting what the story could be about. |

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| | |DRTA (2) |

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| | |David Letterman’s top ten list of most important ideas (4) |

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| | |Use symbols as you read, such as (, (, ?, ! to help summarize and recognize important ideas for discussion after |

| | |reading (Use post- it notes) (4) |

| | |SWBS (somebody-wanted-but this happened-so this occurred next) (4) |

| | |Record specific number of important ideas after each third of a novel is read. Condense ideas by |

| | |combining/deleting into 10 most important ideas which are used as captions for a picture book. (4) |

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|Make meaning through asking and |Comprehension Strategies |Teacher think-aloud to model specific strategies. (6) |

|responding to a variety of questions |Answer literal, inferential and evaluative and |Have questions posted so kids can practice. Sample questions for genres can be found in Mosaic of Thought and |

|related to text. (C) |synthesizing questions to demonstrate |Teaching Reading in the Middle Grades (6) |

| |comprehension of grade-appropriate print texts and|Classroom Poster (6) |

| |electronic and visual media. (6) |Where are answers found? |

| | |Right there (literal) |

| | |Think and search (inferential) |

| | |On your own (evaluative applied) |

| | |[pic][pic] [pic] |

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|Apply self-monitoring strategies to |Self-Monitoring Strategies |Teach students to make literacy connections |

|clarify confusion about text and to |Monitor own comprehension by adjusting speed to |Text-to-self: Make connections between personal experiences and the text |

|monitor comprehension. (D) |fit the purpose, or by skimming, scanning, reading|Text-to text: Discuss other texts in relation to the text just read |

| |on, looking back, note taking or summarizing what |Text-to-world: Link what is read to what is already known about the world |

| |has been read so far in text. (7) |Place sticky note on page where connection is made with TS, TT, TW indicated. (7) |

| | |For note taking, use audio or video selections as students record significant ideas heard or seen and compare notes|

| |List questions and search for answers within the |in groups. (7) |

| |text to construct meaning. (8) | |

| | |Divide a sheet in half and mark one column, “What the text says,” and the next column, “What I say and think about |

| | |the text,” to generate deeper thinking. (8) |

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|No Benchmark | |Brainstorm (whole group) what criteria currently are being used to select a book; separate into categories |

| | |(inside/outside book). Using the library, select three books that appeal to you as a reader, explain why based on|

| | |the generated list. (9) |

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| | |Students keep a book log to graphically organize books read independently using a checklist for purpose. (10) |

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| |Independent Reading | |

| |Use criteria to choose independent reading | |

| |materials (e.g., personal interest, knowledge of | |

| |authors and genres or recommendations from | |

| |others). (9) | |

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| |Independently read books for various purposes | |

| |(e.g., for enjoyment, for literary experience, to | |

| |gain information or to perform a task). (10) | |

|Sixth Grade – IV. Reading Applications: Informational, Technical and Persuasive Text Standard |

|Students gain information from reading for the purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of |

|informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to |

|attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of |

|additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, |

|stereotyping and propaganda in informational text sources. |

|Benchmarks |Grade level Indicator |Strategies/Resources |

|Use text features and graphics to |Use text features, such as chapter titles, |Pre-reading Activities such as: preview the chapter & scavenger hunt. (1) |

|organize, inferences from content and |headings and | |

|to gain additional |subheadings; parts of books, including index, | |

|information. (A) |appendix, table | |

| |of contents and online tools (search engines) to | |

| |locate | |

| |information. (1) |Use a graphic organizer as note taking strategy during reading to record reasons and results. (2) |

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|Recognize the difference between cause|Analyze information found in maps, charts, tables,| |

|and effect and fact and opinion to |graphs, | |

|analyze text. (B) |diagrams and cutaways. (5) |Highlight key words in sentences that distinguish between fact and opinion. (2) |

| | |Semantic Feature Analysis (Vacca and Vacca) (3) |

| | |Characteristics |

| | |Categories |

| |Analyze examples of cause and effect and fact and |(events, |

| |opinion. (2) |historical |

|Explain how main ideas connect to each| |subjects) |

|other in a variety of sources. (C) | |Venn diagram (3) |

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| |Compare and contrast important details about a | |

| |topic, using different sources of information | |

| |including books, magazines, newspapers and online | |

| |resources. (3) | |

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|Identify arguments and persuasive |Identify an author’s argument or viewpoint and assess|Questions about point of view (6) |

|techniques used in informational text.|the adequacy and accuracy of details used. (6) |What was the point of view of the author? |

|(D) | |How could you tell the point of view? |

| |Identify and understand an author’s purpose for |What evidence does the author use to present this viewpoint? |

| |writing, including to explain, entertain, persuade or|Does the evidence sufficiently defend the author’s point of view? (why or why not) |

| |inform. (7) | |

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|Explain the treatment, scope and | |Questioning the Author (QTA) |

|organization of ideas from different | |What is the author trying to say? |

|texts to draw conclusions about a |Summarize information from informational text, |Why is the author telling us that? |

|topic. (E) |identifying the treatment, scope and organization of |Does the author explain this clearly? |

| |ideas. (8) |What would you say instead? (7) |

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|Determine the extent | | |

|to which a summary | | |

|accurately reflects the main idea, | |Use note cards to develop an outline or web. (8) |

|critical details and underlying |Compare original text to a summary to determine the |Reader’s Handbook/ Great Source (8) |

|meaning |extent to which the summary adequately reflects the | |

|of original text. (F) |main ideas and critical details of the original text.| |

| |(4) | |

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| | |Students evaluate peer’s summary to determine the effectiveness of the summary.(4) |

|Sixth Grade – V. Reading Applications: Literary Text Standard |

|Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of |

|literature, including fables, tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and |

|plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways.|

|Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Describe and analyze the | |Character sketches (Effective Reading Strategies, Rasinski & Padak) (1) |

|elements of character development. (A)|Analyze the techniques authors use to describe |Character map |

| |characters, including narrator or other | |

| |characters’ point of view; character’s own | |

| |thoughts, words or actions. (1) | |

|Analyze the importance of | | |

|setting. (B) | | |

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| |Identify the features of setting and explain their| |

| |importance in literary text. (2) | |

|Identify the elements of plot and | | |

|establish a | | |

|connection between an element and a | | |

|future event. (C) | | |

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| |Identify the main and minor events of the plot, | |

|Differentiate between the points of |and explain how each incident gives rise to the | |

|view in narrative |next. (3) | |

|text. (D) | |Discuss how story would be different in a different time or environment. (2) |

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| | |Story map(3) |

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| |Explain first, third and omniscient points of | |

| |view, and explain how voice affects the text. (4) | |

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| | |Retell familiar tales from the alternate (antagonistic) point of view, i.e. the wolf in the Three Little Pigs. (4) |

|Demonstrate comprehension by inferring|Identify recurring themes, patterns and symbols | |

|themes, patterns and symbols. (E) |found in literature from different eras and | |

| |cultures. (5) |Using multicultural folklore, students identify common themes after reading myths, compare patterns using fairy |

| | |tales, and choose symbols to represent legendary figures. (5) |

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|Identify similarities and differences | |Keep a reading log of genres read (6) |

|of various literary forms and genres. | | |

|(F) | | |

| |Explain the defining characteristics of literary |Read excerpts of selections from various genres. Analyze traits of each genre and record on a genre chart along |

| |forms and genres, including poetry, drama, myths, |with examples of familiar works from each genre. (6) |

| |biographies, autobiographies, fiction and | |

|Explain how figurative language |non-fiction. (6) | |

|expresses ideas and conveys mood. (G) | | |

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| |Distinguish how an author establishes mood and |Color code figurative language using colored pencils, highlighters, or post-its.(7) |

| |meaning through word choice, figurative language | |

| |and syntax. (7) |Create bookmarks printed with names of various figures of speech and place in text when one is noted and discuss. |

| | |(7) |

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| | |Share and model examples of reader’s reactions to author’s words. (7) |

|Sixth Grade – VI. Writing Process Standard |

|Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. |

|They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective|

|word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.|

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Generate writing topics and establish |Prewriting | |

|a purpose appropriate for the |Generate writing ideas through discussions with |Keep an ongoing “Idea List”. When children share stories from home or school encourage them to add a phrase to |

|audience. (A) |others and from printed material, and keep a list |their idealist. This avoids, “I don’t know what |

| |of writing ideas. (1) |to write about,” later. (1) |

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| |Conduct background reading, interviews or surveys | |

| |when appropriate. (2) |Teacher or student generated questionnaires: |

| | |Ask, “What do I need to know to write about my chosen topic?” |

| |Establish a thesis statement for informational |“How can I best obtain the information I need to write about this topic?” |

| |writing or a plan for narrative writing. (3) |Then follow plan based on ideas generated from answers to above questions.(2) |

|Determine audience and purpose for | | |

|self-selected and assigned writing | | |

|tasks. (B) |Prewriting |Provide a variety of examples, frequent conferencing with students during development of thesis or plan. (3) |

| |Determine a purpose and audience. (4) | |

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| | |Why am I writing this? |

|Clarify ideas for writing assignments | |Who is my audience? |

|by using graphics or other organizers.| |How does my purpose affect how I will write? |

|(C) | |How does my audience affect how I will write?(4) |

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| |Prewriting |Inspiration software allows students to create, update, and work with visual organizers, concept maps, idea maps, |

| |Use organizational strategies (e.g., rough |webs, and other visual diagrams. (5) |

| |outlines, diagrams, maps, webs and Venn diagrams) | |

| |to plan writing. (5) | |

|Use revision strategies to improve the|Drafting, Revising and Editing |Questions for teacher-student writing conference. (6) |

|overall organization, the clarity and |Organize writing beginning with an introduction, |Did you run into any stumbling blocks? |

|consistency of ideas |body and a resolution of plot, followed by a |How is it going? |

|within and among |closing statement or a summary of important ideas |Have you spoken with anyone about it? |

|paragraphs and the logic and |and details. (6) |What will you write next? |

|effectiveness of | |How do you think it will end? |

|word choices. (D) |Vary simple, compound and complex sentence |What will you do with it when you finish? |

| |structures. (7) | |

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| |Group related ideas into paragraphs, including |Sentence Relay- In classroom rows, students compose a sentence on the paper by adding words in turn to a one word |

| |topic sentences following paragraph form, and |beginning prompt. Vary sentence structure and complexity by altering the prompt. (7) |

| |maintain a consistent focus across paragraphs. (8)| |

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| |Vary language and style as appropriate to audience|Mini lessons for skill development (7-13) |

| |and purpose. (9) | |

| | |Peer sharing (7-13) |

| |Use available technology to compose text. (10) | |

| | |Write Source 2000 by Patrick Sebranek, Dave Kemper, Vern Meyer, publisher Write Source (7-13) |

| |Reread and analyze clarity of writing. (11) | |

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| |Add and delete information and details to better | |

| |elaborate on a stated central idea and to more | |

| |effectively accomplish purpose. (12) | |

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| |Rearrange words, sentences and paragraphs, and add| |

| |transitional words and phrases to clarify meaning.| |

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|Select more effective vocabulary when |Drafting, Revising and Editing | |

|editing by using a variety of |Use resources and reference materials (e.g., | |

|resources and |dictionaries and thesauruses) to select more | |

|reference materials. (E) |effective vocabulary. (14) | |

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|Edit to improve fluency, grammar and | | |

|usage. (F) | |Introduce consistent use of editing symbols. (15) |

| |Drafting, Revising and Editing | |

| |Proofread writing, edit to improve conventions | |

| |(e.g., grammar, spelling, punctuation and | |

| |capitalization) and identify and correct fragments| |

| |and run-ons. (15) | |

|Apply tools to judge | | |

|the quality of writing. (G) | | |

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| |Drafting, Revising and Editing | |

| |Apply tools such as rubric, checklist and feedback| |

| |to judge the quality of writing. (16) | |

|Prepare writing for | |Various rubrics are available on the Internet. click on “rubrics”. (16) |

|publication that is legible, follows | | |

|an appropriate format and uses | |Student generated rubric (16) |

|techniques such as electronic | | |

|resources and | | |

|graphics. (H) | | |

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| |Publishing | |

| |Prepare for publication (e.g., for display or for | |

| |sharing with others) writing that follows a format| |

| |appropriate to the purpose, using techniques such | |

| |as electronic resources, principles of design | |

| |(e.g., margins, tables, spacing and columns) and | |

| |graphics (e.g., drawings, charts and graphs) to | |

| |enhance the final product. (17) | |

|Sixth Grade – VII. Writing Applications Standard |

|Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. |

|Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and |

|audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control |

|effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Use narrative strategies such as, |Write narratives that maintain a clear focus and |Mini lessons to develop awareness of literary elements and practice skills. (1) |

|dialogue and action to develop |point of view and use sensory details and dialogue| |

|characters, plot and setting and |to develop plot, characters, and a specific | |

|maintain a consistent point of view. |setting. (1) |Students post their writings and receive feedback from teachers and other students around the world.(1) |

|(A) | | (1) |

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|Write responses to literature that | | |

|extend beyond the summary | | |

|and support judgments |Write responses to novels, stories, poems and | |

|through references to the |plays that provide an interpretation, critique or |Mosaic of Thought and Teaching Reading in the Middle Grades give Journaling questions for each genre. (2) |

|text. (B) |reflection and support judgments with specific |Gem Journal- Students record passages they consider valuable to them and explain why they chose them. (2) |

| |references to the text. (2) |Choral reading- After reading, students compose choral readings for class presentations that relate to the plot. |

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|Produce letters such as, business, | | |

|letters to the editor, job | | |

|applications that address audience | |Write to authors with opinions of novels or requests for sequel. (3) |

|needs, stated purpose and context in a| |Students use business letter format to compose a fictional letter from a fairy tale character to a make-believe |

|clear |Write letters that state the purpose, make |business. (3) |

|and efficient manner. (C) |requests or give compliments and use business | |

| |letter format. (3) | |

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|Produce informational essays or |Write informational essay or reports, including |For each source read, add information in a different colored ink , pencil or note card to aid in seeing what |

|reports that |research, that present a literal understanding of |different texts have to offer for each subtopic. (4) |

|convey a clear and accurate |the topic, include specific facts, details and |Mini lessons - introduce MLA as a style of citing sources. (4) |

|perspective |examples from multiple sources and create an | |

|and support the main ideas with facts,|organizing structure appropriate to the purpose, | |

|details, examples and explanations. |audience and context. (4) | |

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| |Write persuasive essays that establish a clear | |

|Use persuasive strategies including |position and include organized and relevant |Brainstorm transitional words for persuasion; examples- mainly, strongest, better, greatest, as a result, |

|establishing a clear position in |information to support ideas. (5) |therefore, consequently. (5) |

|support of a proposition or proposal | |Make a 2-column list of pros and cons for one issue, then chose either the pros or cons to develop an essay. (5) |

|with organized and relevant evidence. | |Defend a position using written work in a class debate with a student choosing the opposing view to determine if |

|(E) |Produce informal writings (e.g., journals, notes |further revision is necessary. (5) |

| |and poems) for various purposes. (6) | |

| | | |

| | |Daily learning logs: |

| | |What did I understand about today’s lesson? |

| | |What was the point of the lesson? |

| | |What didn’t I understand? |

| | |Where in the lesson did I get confused? |

| | |What did I like/dislike about today’s lesson? |

| | |How would I explain what I learned to a friend or younger brother or sister?(6) |

|Sixth Grade – VIII. Writing Conventions Standard |

|Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated |

|with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the |

|spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to |

|effectively communicate ideas in writing and to express themselves. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Use correct spelling |Spelling |Words Their Way by Bear, Ivernizzi, Tempelton (1) |

|conventions. (A) |Spell frequently misspelled and high-frequency words correctly. (1) | |

| | | |

| |Punctuation and Capitalization | |

| |Use commas, end marks, apostrophes and quotation marks | |

| |correctly. (2) | |

|Use conventions of punctuation and | | |

|capitalization in |Use semicolons, colons, hyphens, dashes and brackets. (3) | |

|written work. (B) | | |

| |Use correct capitalization. (4) | |

| | | |

| | | |

| | | |

|Use grammatical structures to | | |

|effectively communicate ideas in | | |

|writing. (C) | | |

| | | |

| | | |

| |Grammar and Usage | |

| |Use all eight parts of speech (e.g., noun, pronoun, verb, adverb, adjective, | |

| |conjunction, preposition, interjection). (5) | |

| | | |

| |Use verbs, including perfect tenses, transitive and intransitive verbs and | |

| |linking verbs. (6) | |

| | | |

| |Use nominative, objective, possessive, indefinite and relative pronouns. (7) | |

| | | |

| |Use subject-verb agreement with collective nouns, indefinite pronouns, compound | |

| |subjects and prepositional phrases. (8) | |

|Sixth Grade – IX. Research Standard |

|Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological |

|sources. Students use an appropriate form to communicate their findings. |

|Research is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Formulate open-ended research |Generate a topic, assigned or personal interest, and open-ended |Teacher generated questionnaires to develop research questions and plan. (1) |

|questions suitable for inquiry and |questions for research and develop a plan for gathering information. |Web organizer- Topic is the middle surrounded by sub topic circles. (1) |

|investigation and develop a plan for |(1) | |

|gathering information. (A) | | |

| | | |

| | | |

| | | |

|Locate and summarize important | | |

|information from multiple sources. (B)| | |

| | | |

| | | |

| | | |

| | | |

| | |Use color-coded or numbered note cards for various sub topics while gathering information. (4) |

| | | |

| | | |

| | | |

|Organize information in a systematic | | |

|way. (C) | | |

| | | |

| | | |

| | | |

| |Identify appropriate sources, and gather relevant information from | |

| |multiple sources (e.g., school library catalogs, online databases, | |

| |electronic resources and Internet-based resources). (2) | |

| | | |

| |Identify elements of validity in sources including publication date, | |

| |coverage, language, points of view, and discuss primary and secondary| |

| |sources. (3) | |

| | | |

| | | |

| | | |

| |Identify important information found in sources and paraphrase the | |

| |findings in a systematic way (e.g., notes, outlines, charts, tables, | |

| |graphic organizers). (4) | |

| | | |

| |Compare and contrast important findings and select sources to support| |

| |central ideas, concepts and themes. (5) | |

|Acknowledge quoted and |Use quotations to support ideas. (6) | |

|paraphrased information and document | |Use format to cite sources such as MLA. (7) |

|sources |Use an appropriate form of documentation, with teacher assistance, to| |

|used. (D) |acknowledge sources (e.g., bibliography, works cited). (7) | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| |Use a variety of communication techniques, including oral, visual, | |

|Communicate findings orally, visually |written or multimedia reports, to present information that supports a| |

|and in |clear position with organized and relevant evidence about the topic | |

|writing or through |or research question. (8) | |

|multimedia. (E) | | |

|Sixth Grade – X. Communication: Oral and Visual Standard |

|Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their |

|communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control |

|language and deliberately choose vocabulary to clarify their points and adjust their presentations according to audience and purpose. |

|Communication is used in all content areas and should be incorporated within the instruction and assessment of the content-specific standards and benchmarks. |

|Benchmarks |Grade level Indicators |Strategies/Resources |

|Use effective listening strategies, |Listening and Viewing | |

|summarize major ideas and draw |Demonstrate active listening strategies (e.g., asking focused questions, | |

|logical inferences from presentations |responding to cues, making visual contact). (1) | |

|and visual media. (A) | | |

| |Summarize the main idea and draw conclusions from presentations and visual | |

| |media. (2) | |

|Explain a speaker’s | | |

|point of view and use of persuasive | | |

|techniques in | | |

|presentations and visual media. (B) | | |

| | | |

| | | |

| | | |

| | | |

| | |See standards book glossary for definitions of each persuasive technique. Locate |

| |Listening and Viewing |commercials and advertisements and classify which technique is used and why it |

| |Interpret the speaker’s purpose in presentations and visual media (e.g., to |works.(4) |

| |inform, to entertain, to persuade). (3) | |

| | | |

| |Identify the persuasive techniques (e.g., bandwagon, testimonial, glittering |Create a speaker’s checklist as a class; listeners evaluate peers during speaking |

| |generalities, emotional word repetition and bait and switch) used in |activity.(5-7) |

|Vary language choice and use effective|presentations and media messages. (4) | |

|presentation | | |

|techniques, including voice modulation| | |

|and |Speaking Skills and Strategies | |

|enunciation. (C) |Demonstrate an understanding of the rules of the English language and select | |

| |language appropriate to purpose and audience. (5) | |

| | | |

| |Use clear diction and tone, and adjust volume, phrasing and tempo to stress | |

| |important ideas. (6) | |

| | | |

| |Adjust speaking content and style according to the needs of the situation, | |

| |setting and audience. (7) | |

|Select an organizational |Speaking Applications |Use a-e in indicator column to develop rubric for evaluation of student |

|structure appropriate to the topic, |Deliver informational presentations (e.g., expository, research) that: |presentations. (8) |

|audience, setting and purpose. (D) |a. demonstrate an understanding of the topic and present events or ideas in a | |

| |logical sequence; | |

| | | |

| |b. support the controlling idea or thesis with relevant facts, details, | |

| |examples, quotations, statistics, stories and anecdotes; | |

| | | |

| |c. include an effective introduction and conclusion and use a conclusion and | |

| |use a consistent organizational structure (e.g., cause-effect, | |

|Present ideas in a logical sequence |compare-contrast); | |

|and use effective | | |

|introductions and conclusions that |d. use appropriate visual materials (e.g., diagrams, charts, illustrations) and| |

|guide and inform a listener’s |available technology; and | |

|understanding of key | | |

|ideas. (E) |e. draw from multiple sources and identify sources used. (8) | |

| | | |

| | | |

| | | |

| | | |

| | | |

| |Speaking Applications | |

| |Deliver formal and informal descriptive presentations that convey relevant | |

| |information and descriptive details. (9) | |

| | | |

|Give presentations using a variety of | | |

|delivery methods, | | |

|visual materials and technology. (F) |Deliver persuasive presentations that: |Additional resources can be found in the addendum. Suggested addendums are; A-4 , |

| |a. establish a clear position; |Content area Reading; A-5, Middle School; C- Literature Arts Website; D- Young |

| | |Adult Literature on the Internet; F-Publishers of Language Arts Resources; |

| |b. include relevant evidence to support position and to address potential |H-Children’s Literature ages 5-10 |

| |concerns of listeners; and | |

| | | |

| |c. follow common organizational structures when appropriate (e.g., | |

| |cause-effect, compare-contrast, problem- solution). (10) | |

-----------------------

adapted from the Ohio Department of Education

Ohio Academic Content Standards

Language Arts Curriculum Guide

Who are the main characters?

Characters

reaction

outcome

solution

problem

Setting

Beginning

Word Root

meaning

Words containing

a prefix and/or suffix.

effect

cause

effect

cause

cause

effect

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