ENGLISH LANGUAGE ARTS / READING
ELEMENTARY CURRICULUM
GRADE: 6
1st Nine-Week Period
Essential Understanding (Big Ideas):
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Writing
Stories (Big Piece) Literary Emphasis
Writers create imaginary stories using plot development.
Writers use dialect, stylistic elements, and figurative language to
help create imaginary stories
Poetic techniques, figurative language, and graphic elements
bring meaning to the piece
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Reading
Literary Text: Imaginary Stories Emphasis
Readers can use discover plot development to help summarize what
they’ve read
Authors create meaning through stylistic elements and figurative
language.
Guiding Questions:
What does the author use to help predict future events or foreshadowing?
How do stylistic elements and figurative language help create the setting and other distinctive features of individual stories?
How do conversations (dialect) help to move a story?
How does an author use language to impact the meaning of a story?
How can I use what I know from reading to help me write an imaginary story?
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5.
ELAR 6th Grade updated Sept. 2013
1st Nine Weeks At-A-Glance
Reading
Fluency & Comprehension (6.1)
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Vocabulary (6.2BE) Knowsys SAT vocabulary 
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Establish purposes for reading (Fig 19A)
Monitor & adjust comprehension (Fig. 19C)
Make inferences/ use textual (Fig 19D)
Literary Text/Theme & Genre (imaginary
stories)
 Infer implicit theme (6.3A)
 Stylistic elements (6.3B)
 Compare/contrast historical & cultural
settings of two literary works (6.3C)
Literary Text/Fiction
 Summarize elements of plot development in
various works (6.6A)
 Dialect and conversational voice/how it
1st Nine
conveys character (6.6B)
Weeks  Forms of point-of-view (6.6C)
 Summarize information within and across
texts-fiction (Fig. 19E)
Literary Text/Sensory
 Evaluate impact of stylistic elements &
figurative language (6.8)
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Writing Process (6.14 ABCDE)
Write responses to texts (6.17C)
Use resources to spell correctly (6.21BC)
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Writing/Oral & Written Conventions
(OWC)
Assessments
Vocabulary Quizzes (1 per week=1
major grade per nine weeks) (6.2AD)
Listen/interpret, follow/give,
paraphrase/support
(6.26ABC)
Speak clearly (6.27)
Participate productively in
teams (6.28)
Research and
Listening & Speaking
Writing/Literary Text
Research
 Write stories (real or imagined) using the  Brainstorm topics and
required listed TEKS (6.15Ai,ii,iii)
open-ended questions
(6.22A)
 Write literary responses-focus on implicit
theme, stylistic elements, and comparing
Listening & Speaking
settings (6.17C)
 Peer and teacher
conferences for revisions
OWC/Conventions
to drafts and reading
 Irregular verbs (6.19Ai)
conferences and responses
 Non-count nouns (rice, paper) (6.19Aii)
(6.26ABC; 6.27; 6.28)
 Complete simple & compound sentences
with subject-verb agreement (6.19C)
 Use commas in compound sentences
(6.20Bi)
 Use proper punctuation and spacing for
quotations (6.20Bii)
Common Assessments
Writing:

Use the writing process to write
stories (real or imagined) (6.15Aiiii); Grade for the development of
drafts and building on ideas to
create a focused, organized, and
coherent piece of writing (6.14B)

Collection of literary responses in
WRN that focus on implicit
theme, stylistic elements, and
comparing settings (6.17C)
Reading:
 Cold read of imaginary story and

ELPS &
CCRS
ELPS
(3E);(4K);(5D);(5G)
infer
implicit theme
Academic stylistic elements
vocabulary historical & cultural
settings
ELAR 6th Grade updated Sept. 2013
dialect
conversational voice
forms of point –of-view
figurative language
write an essay that explains how
the author created meaning
through stylistic elements and
figurative language (6.8A)
Plot summary; synthesize, and
theme in literary text (6.6A; 6.3A;
& fig. 19E) or teacher created
reading passage with questions
that cover the TEKS listed
CCRS
(IA1).;(IA5);(IIC3); (IIIB2)
Make connections with the reading
vocabulary within the writing of the stories.
irregular verbs
non-count nouns
complete simple & compound sentence
2
Reading
Listening & Speaking
Page
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Ongoing 
TEKS 
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Writing/OWC
++ Readiness Standards
+ Supporting Standards
(3) Reading/Comprehension of Literary
Text/Theme and Genre. Students analyze,
make inferences and draw conclusions about
theme and genre in different cultural,
historical, and contemporary contexts and
provide evidence from the text to support
their understanding. Students are expected to:
+ (A) infer the implicit theme of a work of
fiction, distinguishing theme from the topic;
+ (B) analyze the function of stylistic
elements (e.g., magic helper, rule of three) in
traditional and classical literature from
various cultures; and
(C) compare and contrast the historical and
cultural settings of two literary works.
+ (4) Reading/Comprehension of Literary
Text/Poetry. Students understand, make
inferences and draw conclusions about the
structure and elements of poetry and provide
ELAR 6th Grade updated Sept. 2013
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The Workshop Model:
MINILESSON: student exposure of the TEKS/skills to be addressed
SMALL GROUPS: Guided Reading/Literature Groups
INDEPENDENT READING & WRITING: Practicing skill through the 9 weeks
CONFERENCING: Peer and teacher conferences in Reading-discuss what they are reading and address reading skills; in Writing-discuss what
they are writing and revising and editing
WORD STUDY: spelling conventions and decoding words; word meanings
*At this grade level spelling patterns are more of a review. The focus should be more on vocabulary development through the use of
reading and writing. Grades will come from a combination of spelling and grammar in revising and editing.
SMALL GROUPS & LITERATURE GROUPS
Guided Reading uses leveled readers to address the supported skills taught during each three week period. Tier II intervention is the
place to address gaps in student ELAR skills. Literature Circles can be done during this time for more advanced readers. It is
recommended that teachers meet with Guided Reading Groups daily and to monitor Literature groups (meeting with them at least once
a week). The Tier I students still need the teacher, but that comes through conferencing and mini-lesson times. It is vital the teacher
sees theses students weekly, as well.
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INDEPENDENT READING & WRITING
Students will incorporate the skills addressed this nine weeks in their literacy notebooks: this includes reading responses, word
work activities, writing – free-writes, writing piece, grammar and conventions, etc.
This is a good time to meet in small groups, and participate in both teacher and peer conferences
Daily 5, Debbie Diller workstations, or other routine structures can be implemented during this time.
WORD STUDY (WORD-WALL)
Unfamiliar words that students need in order to build their own repertoire of vocabulary. They address word meaning in context,
spelling patterns and decoding skills (patterns & abstract combinations), and proper use of the words. Vocabulary is taught in context
and word study techniques. A word wall that posts a few, but not every word addressed is valuable if students are directed to revisit the
words in application throughout the workshop style, (I do, We do, You do) cycle of each day.
Writer/Reader Notebook (WRN)
A composition notebook, spiral, or some type of journal is used to keep literacy notes, findings, prewrites, reading responses, and other
literacy notes. This is a vital part of the workshop. Ralph Fletcher has a suggested way of setting this up. Another suggestion: IDEAS
(10 pages); Prewrites/Quickwrites (25); Reader Responses (25 pages); Grammar & Word-work (25 pages); Free-writes (to the end)
SUGGESTED Instructional Strategies & Activities
Assessment
Resources
3
(2) Reading/Vocabulary Development.
Students understand new vocabulary and use
it when reading and writing. Students are
expected to:
++ (A) determine the meaning of gradelevel academic English words derived from
Latin, Greek, or other linguistic roots and
affixes;
(E) use a dictionary, a glossary, or a
thesaurus (printed or electronic) to determine
the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of
words.
*Notice the reading and writing connections. It is vital to make those connections throughout the language arts block.
The workshop model is suggested to provide a concise structure for delivering instruction and student centered
learning.
Page
TEKS / ELPS / CCRS
(1) Reading/Fluency. Students read gradelevel text with fluency and comprehension.
Students are expected to adjust fluency when
reading aloud grade-level text based on the
reading purpose and the nature of the text.
++ (8) Reading/Comprehension of Literary
Text/Sensory Language. Students understand,
make inferences and draw conclusions about
how an author's sensory language creates
imagery in literary text and provide evidence
from text to support their understanding.
Students are expected to explain how authors
create meaning through stylistic elements and
figurative language emphasizing the use of
personification, hyperbole, and refrains.
(14) Writing/Writing Process. Students use
elements of the writing process (planning,
drafting, revising, editing, and publishing) to
compose text. Students are expected to:
(A) plan a first draft by selecting a genre
appropriate for conveying the intended
meaning to an audience, determining
appropriate topics through a range of
strategies (e.g., discussion, background
reading, personal interests, interviews), and
developing a thesis or controlling idea;
(B) develop drafts by choosing an
appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compareELAR 6th Grade updated Sept. 2013
Introduce Knowsys Vocabulary System – Group 1 and 2
Students will use imaginative stories and a novel to help with the following activities:
Literary Text/Fiction
Summarize elements of plot development (6.6A)
 Review story elements (character, setting, main events, problem, resolution)
 Introduce terms for a plot summary: rising action, turning point, climax,
falling action, denouement (students will write these in their WRN)
 While reading mentor texts (picture books) with clear plot development,
students will chart the parts of a plot summary for each story (teacher model,
students do together, students do independently); give multiple opportunities
to experience plot development.
 Students will write plot summaries in their WRN response sections; these
can be used as models for their own writing, for class discussions, and for a
compiled major grade on plot summary (6.6A)
Recognize and explain effect of dialect and conversational voice (6.6B & Fig. 19E))
 Using the mentor text for plot summary, point out when characters are
talking and discuss the effects of the dialect. How did using conversation at
See attachments in
the first nine weeks
in Forethought for
resources linked to
the skills for this
nine weeks
Gates: weeks 3 & 4
Cheryl Kelley-Tomball
ISD ELA Content
Specialist Grades 3-6
http://teacherweb.com/
TX/TomballCurriculu
mInstruction/Kelley
Website with resources
for the various skills in
this nine week period
Everyday Spelling:
Lessons 1 – 2
Write Source
Articles/books
Grammar Resource:
http://writingfix.com
/classroom_tools/wri
ters_notebooks.htm
Apples 4 the
Teacher Website
with various types of
genre pieces with
questions and
various activities to
go with each piecespecifically for short
stories this nine
weeks
http://www.apples4t
heteacher.com/
4
(6) Reading/Comprehension of Literary
Text/Fiction. Students understand, make
inferences and draw conclusions about the
structure and elements of fiction and provide
evidence from text to support their
understanding. Students are expected to:
++ (A) summarize the elements of plot
development (e.g., rising action, turning
point, climax, falling action, denouement) in
various works of fiction;
+ (B) recognize dialect and conversational
voice and explain how authors use dialect to
convey character; and
(C) describe different forms of point-ofview, including first- and third-person.
Connections
WEEK 1 - 3
Reading
 Begin daily Read Aloud / Think Together modeling comprehension
strategies (Note: Teacher read-aloud is limited to 10 minutes.); set up a
readers notebook that will be used for reflection and response through the
year; work on reading workshop routines and expectations
 Introduce Word Wall
 Begin Word Work and Vocabulary Development (continue 3-4 times per
weeks) word ladders, making words, word sorts, word wall games; roots,
prefix and suffix games; context clues; multiple-meaning words; finding
synonyms, antonyms using a dictionary and/or thesaurus (6.2A, 6.2B, 6.2C,
6.2E). Can be done during independent reading and writing/workstations
 Pull unfamiliar words from student reading and determine meaning through
context of a sentence. Create a chart with the following vocab. word/what I
think it means through context/what clues I used/dictionary definition.
Continue to add to this chart throughout the nine weeks and refer to it in
class discussions and in student writing. (Teachers must model this first in a
short read aloud to help students understand the process of context clues and
dictionary use. A mini lesson on dictionary use may need to take place first)
(6.2B & 6.2E)
 Discussion about characteristics of a good reader and list on an anchor chart;
discuss workshop procedures
Page
evidence from text to support their
understanding. Students are expected to
explain how figurative language (e.g.,
personification, metaphors, similes,
hyperbole) contributes to the meaning of a
poem.
(17) Writing/Expository and Procedural
Texts. Students write expository and
procedural or work-related texts to
communicate ideas and information to
specific audiences for specific purposes.
Students are expected to:
(C) write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding; and
(18) Writing/Persuasive Texts. Students
write persuasive texts to influence the
attitudes or actions of a specific audience on
specific issues. Students are expected to write
ELAR 6th Grade updated Sept. 2013

Describe different forms of point-of-view (6.6C)
 Review first person and third person point of view (this is a concept taught
in the lower grades)
 Take the student created stories in the dialect lesson and have students work
with a partner to rewrite their stories to be in first person. How would the
dialect change? Describe how the different points of view will be read
differently and how the reader must recognize who is doing the
talking/presenting of the story
Literary Text/Theme & Genre
Infer implicit theme (6.3A) This may need to be moved to weeks 4-6; watch the
pacing.
 Read a short story with an implicit theme; discuss the theme and the events that
help the reader know what the theme is by explaining that often we must use the
events and actions in the story to help us infer the theme.
Writing
 Writer/Reader Notebook Prepare and set up the WRN with your students.
(Possible table of contents: Response Section, Notes Section, Vocabulary
Section, Spelling Matters Section; see resource below “Keeping Your
Writer’s Reader’s Notebook” from Ralph Fletcher). This is a tool that will
be used throughout the year to reflect and respond on reading, demonstrate
understanding of the writing processes, practice grammar, conventions, and
spelling, and expand vocabulary. This notebook allows students to connect
reading, writing, and thinking. Students should decorate the notebook so that
it reflect s their personalities.
 Participate in quick-writes and pre-write activities: Using the mentor text, in
the Ideas section of WRN begin listing ideas for stories with the rising
action, turning point, climax, falling action, denouement notes the students
are compiling from reading. Participate in several quick-writes of made up
stories with clear problems leading to rising actions….
 Continue to establish writer workshop routines and expectations using read
alouds and responses to literature in quick-writes and literary responses.
Make sure to use the
word theme for
fiction, not main
idea
TISD Smart Content
folder on the TISD
Computer Desktop
Imaginative stories
website:
http://writingclasses.
co.uk/StoryFrameset
.html
A list of imaginary
story titles:
http://www.helium.c
om/knowledge/1270
70-short-storiesstories-aboutimaginary-placesfor-children
Writer/Reader
Notebook (WRN)
Resources:
A Writer’s Notebook
by Ralph Fletcher
http://www.ralphflet
cher.com/teacher.ht
ml
http://corbettharrison
.com/writers_notebo
oks.html
5
(15) Writing/Literary Texts. Students write
literary texts to express their ideas and
feelings about real or imagined people,
events, and ideas. Students are expected to:
(A) write imaginative stories that include:
(i) a clearly defined focus, plot, and point of
view;
(ii) a specific, believable setting created
through the use of sensory details; and
(iii) dialogue that develops the story; and
(B) write poems using:
(i) poetic techniques (e.g., alliteration,
onomatopoeia);
(ii) figurative language (e.g., similes,
metaphors); and
(iii) graphic elements (e.g., capital letters,
line length).

that point in the story help move the story?
In WRN, have students write a quick-write story using a character from one
of the read alouds, giving the character a dialect in parts of their story. Share
with a partner and critique the use of dialect. Discuss as a group.
In a two column chart in WRN, have students continue to write quotes of
characters in one column and explain the effect on the story of that dialect in
the second column. How does it help the reader know the character better?
Page
contrast) and building on ideas to create a
focused, organized, and coherent piece of
writing;
++ (C) revise drafts to clarify meaning,
enhance style, include simple and compound
sentences, and improve transitions by adding,
deleting, combining, and rearranging
sentences or larger units of text after
rethinking how well questions of purpose,
audience, and genre have been addressed;
++ (D) edit drafts for grammar, mechanics,
and spelling; and
(E) revise final draft in response to feedback
from peers and teacher and publish written
work for appropriate audiences.
(20) Oral and Written
Conventions/Handwriting, Capitalization,
and Punctuation. Students write legibly and
use appropriate capitalization and
punctuation conventions in their
compositions. Students are expected to:
(B) recognize and use punctuation marks
including:
+ (i) commas in compound sentences;
+ (ii) proper punctuation and spacing for
quotations; and
(21) Oral and Written Conventions/Spelling.
Students spell correctly. Students are
expected to:
++ (B) use spelling patterns and rules and
print and electronic resources to determine
and check correct spellings; and
(26) Listening and Speaking/Listening.
Students will use comprehension skills to
listen attentively to others in formal and
informal settings. Students will continue to
apply earlier standards with greater
complexity. Students are expected to:
(A) listen to and interpret a speaker's
ELAR 6th Grade updated Sept. 2013
Oral/Written Convention & Word Study
 Use spelling patterns and rules to spell given words (6.21B)
 Complete word work activities, compile word lists in WRN/Literacy
notebooks; use words correctly in their writing.
 While reading, point out verbs (irregular), and list them in WRN and on a
chart or word wall to hang in the room. This should be ongoing throughout
the nine weeks and be an anchor chart throughout the year. Note: All
grammar is to be taught in context. (6.19Ai)
 Introduce/review quotation marks within the mentor text and have students
use the proper marks in their own writing ((6.19Aiii)
 Edit using convention skills listed with student quick-writes and peer/teacher
conferencing (6.14D)
 Revise using skills listed with student quick-writes and peer/teacher
conferencing (6.14C)

Everyday Spelling: Lessons 1 & 2
 Lesson 1
 Lesson 2
WEEK 4-6
Reading-Writing Connection
Writer/Reader Notebook: Continue using the notebook to allow students to connect
reading, writing, and thinking.
Reading
Students will continue to use imaginative stories and a novel to help with the
following activities:
Analyze function of stylistic elements (6.3B)
 In WRN, introduce vocabulary and have students write them in their WRN:
theme, stylistic elements (magic helper, rule of three, villain, hero…) and
figurative language (hyperbole, personification, and refrains) See ppt for
presenting these terms.
Explain how authors create meaning through stylistic elements and figurative
language (6.8)
 Complete activities that help students analyze stories for implicit theme and
stylistic elements and figurative language. See resource for examples and
passages.
Gates: weeks 3 & 4
Everyday Spelling:
Lessons 3, 4, 5
READING:
Major Grade
Cold read of an
imaginary story:
Students write a
response to the
following promptWrite an essay
explaining how the
author created
meaning through the
stylistic elements and
figurative language.
Recommended
imagery picture
book titles:
*Wilfrid Gordon
McDonal Partridge
*Have You Seen
Trees?
*Verdi
*My Mama Had a
Dancing Heart
*The Old Man and
His Door
6
(19) Oral and Written
Conventions/Conventions. Students
understand the function of and use the
conventions of academic language when
speaking and writing. Students will continue
to apply earlier standards with greater
complexity. Students are expected to:
+ (A) use and understand the function of the
following parts of speech in the context of
reading, writing, and speaking:
+ (i) verbs (irregular verbs and active and
passive voice);
+ (ii) non-count nouns (e.g., rice, paper);
++ (C) use complete simple and compound
sentences with correct subject-verb
agreement.
(6.17C)
Page
persuasive essays for appropriate audiences
that establish a position and include sound
reasoning, detailed and relevant evidence,
and consideration of alternatives.
(28) Listening and Speaking/Teamwork.
Students work productively with others in
teams. Students will continue to apply earlier
standards with greater complexity. Students
are expected to participate in student-led
discussions by eliciting and considering
suggestions from other group members and
by identifying points of agreement and
disagreement.
FIGURE 19
(C) Monitor and adjust comprehension
(e.g., using background knowledge;
creating sensory images; rereading a
portion aloud; generating questions);
(D) ++Make inferences about text and
use textual evidence to support
understanding;
(E) ++Summarize, paraphrase, and
synthesize texts in ways that
maintain meaning and logical order
within a text and across texts; and
(F) Make connections (e.g., thematic
links, author analysis) between and
ELAR 6th Grade updated Sept. 2013

Compare/contrast the settings of two literary works from the stylistic elements
and figurative language (6.3C Fig. 19F)
Explain how the stylistic elements and figurative language help create the setting
and give it the distinctive features of the particular stories. Help students
incorporate that in their own writing of imaginary stories
Knowsys Vocabulary System – Group 3 - 5
Writing
 Reading/Writing Connection: Use of stylistic elements, figurative languge,
dialogue, point-of-view in their own writing helps create the theme and can
be developed so that the readers can implicitly determine the theme
 Continue listing ideas from all the literature read so far. (6.14A) and plan an
imaginative story that will use what the students have learned in their
reading (14B)
 As students write drafts use peer and teacher conferencing (6.26A-C; 6.27;
& 6.28)
The student must
include the stylistic
elements and
figurative language the
author uses and
explain how they bring
meaning and what that
meaning is.
Great ideas for
lessons on imagery
words can be found
in Picture Books: An
Annotated
Bibliography with
Activities for
Teaching Writing by
Ruth Culham
Oral & Written Conventions-Word Study
In reading, writing, and speaking throughout the activities:
Use and understand complete simple and compound sentences with subject/verb
agreement (6.19C & 6.20Bi))
 Use the mentor text from reading minilessons to pull out models of simple
and compound sentences; have students point out subjects and verbs (review
from previous grades). Students will model sentences in a quick-write
exercise and look where they may be able to create more compound
sentences or add variety of simple and compound sentences. Discuss
commas in compound sentences. Revise and Edit in peer/teacher
conferences
 Word Work: Use spelling patterns and rules to spell given words (6.21B)
Everyday Spelling: Lessons 3, 4, 5
 Complete word work activities, compile word lists in WRN/Literacy
notebooks; use words correctly in their writing.
 Edit activities and peer/teacher conferencing
SPELLING: Text used Everyday Spelling
 Lesson 3
 Lesson 4
 Lesson 5
7
(27) Listening and Speaking/Speaking.
Students speak clearly and to the point, using
the conventions of language. Students will
continue to apply earlier standards with
greater complexity. Students are expected to
give an organized presentation with a specific
point of view, employing eye contact,
speaking rate, volume, enunciation, natural
gestures, and conventions of language to
communicate ideas effectively.

Page
messages (both verbal and nonverbal) and
ask questions to clarify the speaker's purpose
and perspective;
(B) follow and give oral instructions that
include multiple action steps; and
(C) paraphrase the major ideas and
supporting evidence in formal and informal
presentations.
CCRS
(IA1) Determine effective approaches, forms,
and rhetorical techniques that demonstrate
understanding of the writer’s purpose and
audience.
(IA5) Edit writing for proper voice, tense,
and syntax, assuring that it conforms to
standard English, when appropriate
(IIC3) Analyze works of literature for what
they suggest about the historical period and
cultural contexts in which they were written.
(IIIB2) Participate actively and effectively in
group discussions
ELAR 6th Grade updated Sept. 2013
Writing/Literary Text-poems (6.15B)
 Analyze Poetic techniques (i); Figurative language (ii); & Graphic elements (iii)
 Students will model the analysis by writing their own poems
 Share the poems and analyze one another’s poems for the effects (techniques,
language, and elements
Knowsys Vocabulary System – Group 6 - 9
Writing
Continue to write responses to the stories and independently (6.17)
Reading-Writing Connection
Writer/Reader Notebook: Continue using the notebook to allow students to connect
reading, writing, and thinking.
Continue lessons around the key concepts and transfer into the writing assignment
 Write an imaginary story (6.15A)
o Continue writing drafts of their imaginary stories
o Share in groups and have students look for use of stylistic elements,
figurative languge, dialogue, point-of-view in their own writing
helps create the theme and can be developed so that the readers can
implicitly determine the theme
o Continue working on imaginary stories during independent writing
Poetry Website
http://www.poetryte
achers.com/
WRITING:
Major Grade
Using the writing
process write a story
(real or imagined that
includes: focus, plot,
and point of view;
specific setting with
use of sensory details;
and dialogue that
moves the story
(6.15Ai, ii, iii)
Everyday Spelling:
Lessons 6, 7, 8
Major Grade
Using the revise and
edit parts of the
writing process grade
for use of:
 Revision: focus,
plot, and point of
view; specific
setting with use of
sensory details;
dialogue that
moves the story;
sentence variety
(simple and
compound
sentences)
http://www.funbrain.
com/brain/ReadingB
rain/ReadingBrain.ht
ml

Edit: use of
irregular verbs,
non—count
nouns; commas in
compound
sentences;
quotation marks
Other Resources
Strategies that Work
by Stephanie Harvey
– Use for strategies
such as
“connections.”
Great Author Index
http://www.tcrecord.
org/AuthorDisplay.a
sp?aid=14947
8
ELPS
(3E) share information in cooperative
learning interactions;
(4K) demonstrate English comprehension and
expand reading skills by employing
analytical skills such as evaluating written
information and performing critical analyses
commensurate with content area and gradelevel needs.
(5D) edit writing for standard grammar and
usage, including subject-verb agreement,
pronoun agreement, and appropriate verb
tenses commensurate with grade-level
expectations as more English is acquired;
(5G) narrate, describe, and explain with
increasing specificity and detail to fulfill
content area writing needs as more English is
acquired.
WEEK 7-9
Reading
Literary Text/Poetry
Infer about the structure and elements of poetry with text evidence (6.4)
 Share a poem with students that models several figurative language uses and
have students pull a line to write in their WRN; ask them to write what they think
it means and how they know. Discuss how figurative language is a craft poets
use to build imagery in the readers mind or to bring meaning without saying as
much as a story would.
 Discuss how figurative language contributes to meaning the meaning of the
poem. In their WRN, have students look at various poems and list lines that
stand out in their mind that make them think about what is going on. Share as a
group by have them write their line on a sentence strip. Students are to do 30
second quick-writes as to what they think that line means; have students draw
pictures to go with their line.
 Give students a poem and have them pull lines with figurative language; they
will write the meaning of that line and explain how the figurative language
contributes to the meaning of the poem
 In their WRN notebook, response section, students will write responses to poetry
Page
across multiple texts of various
genres, and provide textual
evidence.
time with teacher and peer conferences to preview and assist in the
writing process looking for structure, grammar and conventions
covered this nine weeks (6.14A-E)
Oral & Written Conventions-Word Study
In reading, writing, and speaking throughout the activities:
Use and understand punctuation and spacing for quotations (6.19C & 6.20Bii)
 Use the mentor text from reading mini-lessons to pull out models of proper
use of quotations. Students will model sentences in a quick-write exercise
and look where they may be able to create dialect or where they may need to
take some of the dialect out because it does not effectively move the story.
Too much dialect causes confusion to the reader. Revise and Edit in
peer/teacher conferences
 Word Work: Use spelling patterns and rules to spell given words (6.21B)
Everyday Spelling: Lessons 6, 7, 8)
 Complete word work activities, compile word lists in WRN/Literacy
notebooks; use words correctly in their writing.
 Edit activities and peer/teacher conferencing
Major Grade
Written Responses:
a collection of
responses to literary
text in their WRN
(Literacy Notebooks)
(6.17)
READING:
Major Grade
Read an imaginary
story and summarize
the elements of plot
development (6.6A);
use that summary to
explain how the author
arranged the text to
create a theme (Fig
19E) and convey the
theme (6.3A).
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9
SPELLING: Text used Everyday Spelling
 Lesson 6
 Lesson 7
 Lesson 8
in dialect
ELAR 6th Grade updated Sept. 2013