ELD Quarter 1
Week 1, 2, and 3
Learning Targets:
Prepare for CELDT
Evidence Based Claims
Weeks 1, 2 and 3 CELDT Prep
6th Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions asking relevant questions, affirming other, and adding relevant information
2.Listening actively
Listening to others and asking detailed questions with moderate support
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters, setting) using key details based on understanding
of a select set of grade‐level texts and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by identifying the phrases or words in the text that provide
evidence) with prompting and substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence or
knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of sentences and add details about ideas, people,
things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause, etc.) about a
familiar activity or process (e.g., They walked to the soccer field.).
6. Connecting Ideas
Combine clauses with compound and complex sentences.
Tasks

Quick Write (5 to 10 minutes depending of the following lessons) These are suggestions for daily lessons mixing up the tasks throughout a week.
 Expand a sentence

Begin with a subject and verb and build into complex sentences with adjectives, adverbs, prepositional phrases, specific verbs and complex sentences. This
could be a single lesson or one that is built upon each day until a vigorous complex sentence is developed.
o
The girl rode her bike.
o
The young girl rode her bike down the road.
o
The blonde young girl raced her brand new bike down the winding road.
 Explain a picture
 Provide a picture to students and ask them to write about that picture – this lesson can be edited, added to, and changed making the sentences and imagery
stronger.
 Multiple meaning words
 Teach and ask for examples of words that look the same, sound the same, and have different meanings. These words can be placed into sentences to show
the meanings.
 Context clues
 Make a choice and give 2 reasons
 Provide 2 pictures or choices and have students write what they choose and provide reasons for their choice (ex: Which would you rather do more, play on a
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6th Grade
sports team or become a member of the school band? Tell me why and give at least 2 reasons.)
This can be used for Speaking and Writing with a concentration on sentence structure.
Discussion
Should be met discussing the quick-write in pairs, small groups, and class settings
Should be met discussing comprehension lessons and writing pieces
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Vocabulary – classmate, friend, request, schedule, describe, description, permanent, details, support, persuade, adjective, adverb, preposition, compare and contrast
Comprehension
Oral directions: Provide pictures of objects, students need to be able to identify objects and explain how they are used.
Listening/Reading: Listen to/and or read stories and answer 3 questions **
Speaking/Writing: Retell stories in greater detail by including the characters, setting, and plot. 4-pic narrative – partners share orally with one another, one shares
with the class, teacher points out what was good (details, sequence,…), you could also expand into a writing task**
 Speaking/Speech Functions: Actively participate in social conversations with peers and adults on familiar topics by asking and answering questions and soliciting
information *
 Speech Functions: Teach the difference between *

Asking for information

Asking for an opinion

Give an explanation

Making a request

Ask permission
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Grammar/Writing
Writing: Writing to build sentences: Subject + verb, then add adjectives, then adverbs and prepositions
Writing: Short composition – Using topic sentences, supporting sentences, transitions, complex and compound sentences, conclusions or concluding sentences,
strong vocabulary*
 Possible Prompts: Describe your favorite holiday, tell about your favorite subject in school and give reasons that tell why you like this subject, compare and contrast
two sports.
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*Possible resources for questions and rubrics - CELDT released test questions (http://www.cde.ca.gov/ta/tg/el/resources.asp), ELD proficiency tests -6th grade red book
** Picture Books - (http://www.lebanon.k12.mo.us/profdev/picturethis_20050406.pdf or http://kgcs.k12.va.us/instruction/books_compr_skills.pdf
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ELD Quarter 1
Evidence Based Claims
Week 4
6th Grade
Week 4
Learning Targets:
ELD Standards:
Part 1: Interacting in meaningful ways
CELDT testing this week 1. Exchanging information/ideas
Contribute to class, group, and partner discussions asking relevant questions, affirming other, and adding relevant information
2.Listening actively
Listening to others and asking detailed questions with moderate support
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters, setting) using key details based on
understanding of a select set of grade‐level texts and viewing of multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by identifying the phrases or words in the text
that provide evidence) with prompting and substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge (e.g., referring to textual evidence
or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of sentences and add details about
ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g., time, manner, place, cause,
etc.) about a familiar activity or process (e.g., They walked to the soccer field.).
6. Connecting Ideas
Combine clauses with compound and complex sentences.
Tasks: CELDT testing this week
Speaking is assessed individually. Check school site’s schedule.
Day 1 – Listening 20-30 minutes
Day 2 – Reading 50-60 minutes
Day 3 – Writing - Multiple choice 20-30 minutes
Day 4 – Writing - Sentences and Short Compositions 20-30 minutes
Day 5 – Begin teaching the discussion routine listed below.
As time permits, directly teach a routine for holding a discussion. This routine will be used every day to build student-to-student interaction and increase their use of
academic vocabulary.

Discussion - Routine:
Pose a question or statement that requires students to choose a side. (Example: All kids should have a pet.)
Use a t-chart to record the reasons for “yes” on one side and the reasons for “no” on the other side. Discuss the responses using sentence frames such as “One
opinion in our class is that all kids should have a pet because _________.” (example: it’s fun)
 Academic vocabulary building:
 Teacher provides a two-column anchor chart with a list of everyday words and academic synonyms.
 Teacher models choosing a statement from the t-chart and replacing one or more everyday words with academic language. “I selected the synonym _______
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Evidence Based Claims
6th Grade
to replace _____.” (Examples: I selected the synonym students to replace kids. I selected the synonym enjoyable to replace fun.)
Partners think of academic synonyms for everyday words on the chart. Partners report to the class using a frame such as:
We selected the synonym ______ to replace ________.
Students individually choose a response and write it.
Choose a student to come to the front of the class with you to model how to restate a partner’s idea.
(Student reads his/her statement. The teacher responds with, “So what you are saying is ________.”)

Students practice with their partners.
 Partners read their sentences to each other several times.
 Students restate partner’s idea to verify understanding.
 So what you are saying is ______
 In other words, you think ______
 Choose a student to share with the class. Tell the class to listen carefully to see if their ideas are similar or different. Provide sentence frames for the
students to respond:
 My idea is similar to _____’s idea. I think __________ because ________.
 I disagree with _____’s idea. I think _____ because ____________.
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Continue calling on students to share in this manner, prompting them to elaborate on their reasons.
Summarize the students’ responses. (Several students shared the opinion that _______. However, others shared that _______.)
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ELD Quarter 1
Weeks 5
Learning Targets:
RL 1: Orally and in writing, students will differentiate between
quoting directly from a text and paraphrasing the author’s purpose
as they use several citations to support what a text says explicitly as
well as make inferences.
RL 2: Orally and in writing, students will determine a theme or
central idea of a literary text and describe how the theme is
conveyed through particular details (characters, setting, events)
W1: With the use of a graphic organizer, students will write a
formal, argumentative, multiple paragraph piece to support a claim.
Students will support their argument with clear and relevant reasons
and evidence. Students will introduce a claim in the introductory
paragraph. In the body of the paper, students will support claims
with credible and relevant evidence and reasons.
Students will use transition words and phrases to support the
relationships between claims and reasons/evidence. Students will
write a concluding paragraph.
Evidence Based Claims
Week 5
6th Grade
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information/ideas
Contribute to class, group, and partner discussions asking relevant questions, affirming other, and adding
relevant information
2.Listening actively
Listening to others and asking detailed questions with moderate support
6. Reading/viewing closely
Describe ideas, phenomena (e.g., insect metamorphosis), and text elements (e.g., main idea, characters,
setting) using key details based on understanding of a select set of grade‐level texts and viewing of
multimedia with substantial support.
7. Evaluating language choices
Describe the language writers or speakers use to support an opinion or present an idea (e.g., by identifying
the phrases or words in the text that provide evidence) with prompting and substantial support.
11. Supporting opinions
Support opinions by providing good reasons and some textual evidence or relevant background knowledge
(e.g., referring to textual evidence or knowledge of content).
Part II: Learning About How English Works
4. Using nouns and noun phrases
Expand noun phrases in simple ways (e.g., adding an adjective to a noun) in order to enrich the meaning of
sentences and add details about ideas, people, things, etc.
5. Modifying to add details
Expand sentences with adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details
(e.g., time, manner, place, cause, etc.) about a familiar activity or process (e.g., They walked to the soccer
field.).
6. Connecting Ideas
Combine clauses with compound and complex sentences.
This week will be about recognizing and writing different levels of questions to show understanding of content. Master Level 1/Right There
questions in Week 5 and introduce Level 2/Think and Search or Author and Me questions. Use the questioning technique agreed upon at
your school site. (AVID, Costa’s Levels of Thinking and Questioning, or QAR)
Tasks

Quick Write - http://kids.nationalgeographic.com/kids/photos/, and http://www.sciencekids.co.nz/pictures/animals.html
1. Using a picture from one of the above websites, or from your own resources. Write on the board “Describe what you see in the picture using a variety of simple
sentences.”
2. Show yesterday’s photo to the class. Write on the board “Using the picture and sentences from yesterday, add more descriptive words such as adjectives and
adverbs and/or prepositional phrases as well as adding add time, manner, place, and cause to the sentence to make it richer. ”
3. Use the same picture (or another if you feel it necessary). Write on the board “Write three Level 1 or Right There questions about the picture.”
4. Use the same picture from yesterday. Write on the board “Write three Level 2 or Think and Search or Author and Me questions about the picture.”
5. Use the same picture from yesterday. Write on the board “Write three Level 1 or Right There questions about the picture two Level 2 or Think and Search or
Author and Me questions about the picture.”
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6th Grade
Discussion
Students read their sentences to a partner and discuss the parts of speech (subject, predicate, noun, article, verb) for each sentence. Select some student samples to
discuss as a class. Use the document camera or put them on the board for all students to work with.
 Students explain the progression of their sentences from simple to more complex to their groups. Ask for student volunteers to share their sentences on the board or
document camera for whole group discussion.

The girl rode her bike.

The young girl rode her bike down the road.

The blonde young girl raced her brand new bike down the winding road.
 Each day the students write questions. Have them discuss the questions in a small group to determine if the questions fit the level and picture. Begin with Level 1 and
continue with this level until mastered. Then move onto Level 2.
 Students discuss the questions and choose a question or two that is read to the class, allowing other classmates to listen to, think about, and answer a variety of
questions.


Vocabulary (you can use the Stanford University Commencement Address by Steve Jobs, a picture book, or EL readers and create your own questions, depending on
your class and levels of differentiation) Students will learn to recognize leveled questions.
 Level 1 or Right There Questions These are basic recall questions. The answer is in one place and often the words from the question and the answer are in the same
sentence. For example: Where does this person live?
 Read the question “Where did Steve Jobs go to school? Explain that this is a Level 1 or Right There Question because you can find the answer in the text.
Ask and answer a few more Level 1 questions.
 Ask students to orally with a partner express a Level 1 answer; ex: Steve Jobs went to Reed College.
o Complete the sentence frame. “________________is a Level 1 or Right There question because _____________.”
 Level 2 or Think and Search & Author and Me These answers can be found in the text, but involve higher level thinking like comparing/contrasting, drawing
inferences, describing the mood, setting, or symbolism. Students must think about what they learned from the text and what they know to generate an answer. For
example: What are the important ideas in this text? What are the character traits that you see in the main character? What does this person look like?
 Read the question Why does Steve Jobs say that dropping out of college was “one of the best decisions I ever made? Or Why was the calligraphy class
important to the success of the McIntosh computer and Steve Jobs? Explain to the students that this is a Level 2 question because the answer is not explicitly
in the text but when they think about the text they can come up with an answer.
 Ask students to orally with a partner state a Level 2 answer to your question and then have students share with the class. More details and thoughts are going
to need to be stated in these answers.
 Complete the sentence frame. “ _______________ is a Level 2 or Think and Search or Author and Me Question because _____________.”

Comprehension (asking questions) (You can use the Stanford University Commencement Address by Steve Jobs, a picture book, or EL readers and create your own
questions, depending on your class and levels of differentiation – You may want to use something different than you use to teach the vocabulary and skills of the leveled
questions depending on your students and their level of understanding.) Students create the questions and answers.
 Level 1 or Right There Questions These are basic recall questions. The answer is in one place and often the words from the question and the answer are in the same
sentence. For example: Where does this person live?
 Have students write 3 Level 1/ Right There questions to go with the text you are working with on their own. Students then meet as groups to choose one
question from each person in the group that are good examples of Level 1/ Right There questions to share with the class. Have students then ask and answer
their Level 1 questions in complete sentences as a class or using another cooperative learning strategy.
 Some examples of Level 1/Right There questions be:
o Why did Steve Jobs drop out of college?
o What companies did Steve Jobs start?
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Evidence Based Claims
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6th Grade
What kind of advice does Steve Jobs give to the graduates?

Some Level 1 answers might include:
o Steve Jobs dropped out of college so he could take classes he was interested in.
o Steve Jobs started Apple, NeXT, and Pixar.
o Steve Jobs advised the graduates to never settle, have the courage to follow your heart and do stay hungry and stay foolish.

Complete the exercise by having students complete the following sentence frame. “____is a Level 1 or Right There question because ________.”
Level 2 or Think and Search or Author and Me These answers can be found in the text, but involve higher level thinking like comparing/contrasting, drawing
inferences, describing the mood, setting, or symbolism. Students must think about what they learned from the text and what they know to generate an answer.
 Have students write two Level 2/Think and Search or Author and Me questions are relevant to the text you are working with a partner. Students need to
justify that their questions are Level 2/Think and Search & Author and Me questions with proof.
” ____is a Level 2 or Think and Search or Author and
Me question because ________.”
 Students should then exchange questions with another pair of students; students need to answer the questions using more in-depth answers and then justify
the type of question by completing the sentence frame. “_________is a Level 2 or Think and Search or Author and Me question because ________.”
 Some examples of Level 2/Think and Search or Author and Me questions might be:
o Why was losing his job, one of the best things that happened to Steve Jobs?
o Why does Steve Jobs respect death?

Some Level 2/Think and Search or Author and Me answers might include:
o Losing his job was one of the best things that could happen to Steve Jobs because it freed his up his creativity. It allowed him the opportunity to
create NeXT and Pixar.
o Steve Jobs respects death because it reminded him to live. It was the one thing that put everything else into perspective and left him to make the
most important decisions.

Complete the exercise by making sure students know and understand how to ask and answer a Level 2/Think and Search or Author question.
“_______________ is a Level 2 or Think and Search or Author and Me question because _____________.”
Grammar/Writing (Writing has been met in comprehension and quick write)
Rewrite the student created questions adding more precise wording including verb and noun phrases.
Rewriting the answers from the student created questions adding more precise descriptive language. Connect ideas in compound sentences, complex sentences and
condense ideas where necessary.
 As a class, find evidence and develop a claim about Steve Jobs’ success outside of Apple. Use quotations, citations, paraphrasing and inference to support your claim.
If students are ready, as a class develop the claim and evidence into a paragraph.
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Resources and teachers and students
QAR Questions stems: http://jenjonesportfolio.weebly.com/uploads/2/1/6/0/2160537/qar_question_stems.pdf
AVID Costa’s Levels of Questioning: http://www.santeefalcons.org/ourpages/auto/2010/1/27/42486859/Costa_s%20Levels%20of%20Questions%20house.pdf
This lesson will be revisited many times throughout the year. As students become more comfortable asking and answering the Level 1/Right There Questions move onto
Level 2/Think and Search or Author and Me, increase the difficulty and add new vocabulary and question starters. This questioning skills shows understanding of text,
complete sentences and use of academic language all while building vocabulary, thinking, and supporting answers with evidence.
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ELD Quarter 1
Evidence Based Claims
6th Grade
Week 6
Week 6
Learning Targets:
RL 1: Orally and in writing, students will differentiate between
quoting directly from a text and paraphrasing the author’s purpose
as they use several citations to support what a text says explicitly as
well as make inferences.
RL 2: Orally and in writing, students will determine a theme or
central idea of a literary text and describe how the theme is
conveyed through particular details (characters, setting, events)
RL 3: Using a graphic organizer, students will sequence episodes
of a story or drama and identify the elements of a plot (exposition,
rising action, climax, falling action, resolution).
W1: With the use of a graphic organizer, students will write a
formal, argumentative, multiple paragraph piece to support a claim.
Students will support their argument with clear and relevant reasons
and evidence.
ELD Standards:
Part 1: Interacting in meaningful ways
1. Exchanging information/ideas
2.Listening actively
6. Reading/viewing closely
7. Evaluating language choices
11. Supporting opinions
Part II: Learning About How English Works
4. Using nouns and noun phrases
5. Modifying to add details
6. Connecting Ideas
This week will be about recognizing and writing different levels of questions to show understanding of content. Review Level 1/Right There
questions, master Level 2/Think and Search & Author and Me questions and introduce Level 3/Author and Me or On My Own questions. Use
the questioning technique agreed upon at your school site. (AVID, Costa’s Levels of Thinking and Questioning, or QAR)
Tasks


Quick Write - http://kids.nationalgeographic.com/kids/photos/, and http://www.sciencekids.co.nz/pictures/animals.html
1. Using a picture from one of the above websites or your own resources. Write on the board “Describe what you see in the picture using a variety of simple
sentences.”
2. Show yesterday’s photo to the class. Write on the board “Using the picture and sentences from yesterday, add more descriptive words such as adjectives and
adverbs and/or prepositional phrases as well as adding add time, manner, place, and cause to the sentence to make it richer. ”
3. Use the same picture (or another if you feel it necessary). Write on the board “Write three Level 1 or Right There questions about the picture.”
4. Use the same picture from yesterday. Write on the board “Write three Level 2 or Think and Search questions about the picture.”
5. Use the same picture from yesterday. Write on the board “Write three Level 3 or Author and Me or On My Own questions about the picture.”
Discussion
Students read their sentences to a partner and discuss the parts of speech (subject, predicate, noun, article, verb) for each sentence. Select some student samples to
discuss as a class. Use the document camera or put them on the board for all students.
 Students explain the progression of their sentences from simple to more complex to their groups. Ask for student volunteers to share their sentences on the board or
document camera for whole group discussion.

The boy kicked the ball.

The athletic youngster scissor kicked the soccer ball.

With 2 seconds left in the game, the teenage athletic youngster scissor kicked the soccer ball into the goal.
 Each day the students write questions. Have them discuss the questions in a small group to determine if the questions fit the level and picture. Begin with Level 1 and
continue with this level until mastered. Then move onto Levels 2 and 3.
 Students discuss the questions and choose a question or two that is read to the class, allowing other classmates to hear, think about, and answer a variety of questions.

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Evidence Based Claims
6th Grade

Vocabulary (you can use the Stanford University Commencement Address by Steve Jobs, a picture book , or EL readers and create your own questions, depending on
your class and levels of differentiation)
 Level 1 or Right There Questions This should be a very short review (5 or 10 minutes)
These are basic recall questions. The answer is in one place and often the words from the question and the answer are in the same sentence. For example: Where does
this person live?
 Read the question “What famous movie did Pixar make? Explain that this is a Level 1 or Right There Question because you can find the answer in the text.
Ask a few more Level 1 questions.
 Ask students to orally with a partner express a Level 1 answer; ex: Pixar created Toy Story.
o Complete the sentence frame. “________________is a Level 1 or Right There question because _____________.”
 Level 2 or Think and Search/ Author and Me These answers can be found in the text, but involve higher level thinking like comparing/contrasting, drawing
inferences, describing the mood, setting, or symbolism. Students must think about what they learned from the text and what they know to generate an answer. For
example: What are the important ideas in this text? What are the character traits that you see in the main character? What does this person look like?
 Read the question Why does Steve Jobs say that dropping out of college was “one of the best decisions I ever made? Or Why was the calligraphy class
important to the success of the McIntosh computer and Steve Jobs? Explain to the students that this is a Level 2 question because the answer is not explicitly
in the text but when they think about the text they can come up with an answer.
 Ask students to orally with a partner state a Level 2 answer to your question and then have students share with the class. More details and thoughts are going
to need to be stated in these answers.
 Complete the sentence frame. “_______________ is a Level 2 or Think and Search Question because _____________.”
 Level 3 or Author and Me and/or On My Own The answer is not in the text. Students must rely solely on their own interpretation or experience to answer the
question. For example: Have you ever… (done something brave, in sports, climbed a mountain, etc.)? What was it? When have you (felt proud, rode your bike for the
first time, felt ashamed, etc.)?
 Read the question Predict what would have happened to Apple if Steve Jobs had never been fired or had not returned? Or How can you apply Steve Jobs
speech and advice to your own life. Explain to the students that this is a Level 3 or Author and Me or On My Own question because the answer is not in the
text and students must use their own experience and thoughts to answer the question.
 Complete the sentence frame. “_______________ is a Level 3 or Author and Me/On My Own Question because _____________.”

Comprehension (asking questions) (You can use the Stanford University Commencement Address by Steve Jobs, a picture book, or EL readers and create your own
questions, depending on your class and levels of differentiation – You may want to use something different than you use to teach the vocabulary and skills of the leveled
questions depending on your students and their level of understanding.) Students create the questions and answers.
 Level 1 or Right There Questions Review but move through the lesson quickly if the students master understanding of the concept.
These are basic recall questions. The answer is in one place and often the words from the question and the answer are in the same sentence. For example: Where does
this person live?
 Have students write 3 Level 1/ Right There questions to go with the text you are working with on their own. Students then meet as groups to choose one
question from each person in the group that are good examples of Level 1/ Right There questions to share with the class. Have students then ask and answer
their Level 1 questions in complete sentences as a class or use another cooperative learning strategy.
 Some examples of Level 1/Right There questions be:
o What kind of cancer did Steve Jobs have?
o Where is the speech being delivered?

Some Level 1 answers might include:
o Steve Jobs had pancreatic cancer.
o The speech was given at Stanford University.
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6th Grade
Complete the exercise by having students complete the following sentence frame. “________is a Level 1 or Right There question because ________.”
Level 2 or Think and Search or Author and Me These answers can be found in the text, but involve higher level thinking like comparing/contrasting, drawing
inferences, describing the mood, setting, or symbolism. Students must think about what they learned from the text and what they know to generate an answer.
 Have students write two Level 2/Think and Search or Author and Me questions are relevant to the text you are working with a partner. Students need to
justify that their questions are Level 2/Think and Search & Author and Me questions with proof.” ____is a Level 2 or Think and Search or Author and Me
question because ________.”
 Students should then exchange questions with another pair of students; students need to answer the questions using more in-depth answers and then justify
the type of question by completing the sentence frame. “____is a Level 2 or Think and Search or Author and Me question because ________.”
 Some examples of Level 2/Think and Search or Author and Me questions might be:
o Why was losing his job, one of the best things that happened to Steve Jobs?
o Why does Steve Jobs respect death?

Some Level 2/Think and Search or Author and Me answers might include:
o Losing his job was one of the best things that could happen to Steve Jobs because it freed his up his creativity. It allowed him the opportunity to
create NeXT and Pixar.
o Steve Jobs respects death because it reminded him to live. It was the one thing that put everything else into perspective and left him to make the
most important decisions.

Complete the exercise by making sure students know and understand how to ask and answer a Level 2/Think and Search or Author question.
“_______________ is a Level 2 or Think and Search or Author and Me question because _____________.”
Level 3 or Author and Me and/or On My Own The answer is not in the text. Students must rely solely on their own interpretation or experience to answer the
question.
 Have students write three Level 3 or Author and Me and/or On My Own questions that are relevant to the text you are working with as a group of 3 or 4
students. Students need to justify that their questions are Level 3 or Author and Me and/or On My Own with proof. “____is a Level 3 or Author and Me
and/or On My Own question because ________.”
 Students should then exchange questions with another group of students; students need to choose one or two questions to answer depending on the length
and complexity using more in-depth answers and then justify the type of question by completing the sentence frame. “____is a Level 3 or Author and Me
and/or On My Own question because ________.”
 Some examples of Level 3 or Author and Me and/or On My Own questions might be:
o What are the pros and cons of living with cancer?
o Would Bill Gates be as successful without the competition of Steve Jobs and Apple?


Some examples of Level 3 or Author and Me and/or On My Own answers might be:
o Living with cancer would be bad because you would have to face death and see your loved ones suffer, but it could be freeing in that you give
yourself the opportunity to live without worrying about the unimportant things in life.
o I think that Bill Gates wouldn’t have been as successful because the competition between the two men made them work harder and strive to be
better.
Complete the task by making sure students know and understand how to ask and answer a Level 3 or Author and Me and/or On My Own question.
“_______________ is a Level 3 or Author and Me/On My Own question because _____________.”
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ELD Quarter 1

Evidence Based Claims
6th Grade
Grammar/Writing (Writing has been met in comprehension and quick write)
Rewrite the student created questions adding more precise wording including verb and noun phrases.
Rewriting the answers from the student created questions adding more precise descriptive language. Connect ideas in compound sentences, complex sentences and
condense ideas where necessary.
 As a class, find evidence and develop a claim about how the topic “Death” motivated Steve Jobs. Use quotations, citations, paraphrasing and inference to support
your claim. If students are ready, as a class develop the claim and evidence into a paragraph.


Resources and teachers and students
QAR Questions stems: http://jenjonesportfolio.weebly.com/uploads/2/1/6/0/2160537/qar_question_stems.pdf
AVID Costa’s Levels of Questioning: http://www.santeefalcons.org/ourpages/auto/2010/1/27/42486859/Costa_s%20Levels%20of%20Questions%20house.pdf
This lesson will be revisited many times through the year. As students become more comfortable asking and answering the Level 2/Think and Search and Level 3/Author
and Me/On My Own questions, increase the difficulty and add new vocabulary and question starters. This questioning skills shows understanding of text, complete
sentences and use of academic language all while building vocabulary, thinking, and supporting answers with evidence.
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ELD Quarter 1
Week 7
Reading Informational Text
Standards:
RI 1 Cite Textual Evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the
text.
RI2 Determine a central idea of a text
and how it is conveyed through
particular details; provide a summary
of the text distinct from personal
opinions and judgments.
RI3 Analyze in detail how a key
individual event, or idea is introduced,
illustrated, and elaborated in a text
W4 Produce clear and coherent writing
in which the development,
organization, and style are appropriate
to task, purpose, and audience.
W9b Apply grade 6 Reading standards
to literary nonfiction
Evidence Based Claims
6th Grade
ELD Standards:
Part 1: Interacting in meaningful ways
5. Listening Actively
Demonstrate active listening in oral presentation activities by asking and answering detailed questions
6. Reading/viewing closely
a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution)
based on close reading of a variety of grade‐level texts and viewing of multimedia with substantial support.
b) Express inferences and conclusions drawn based on close reading of grade‐level texts and viewing of multimedia
using some frequently used verbs (e.g., shows that, based on).
c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to
determine the meaning of unknown and multiple‐meaning words on familiar topics.
7. Evaluating language choices
Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g.,
identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) with
substantial support.
9.Presenting
Plan and deliver longer oral informational texts independently using appropriate text organization.
12. Selecting language resources
Use a growing set of academic words to show precision and shades of meaning.
Part II: Learning About How English Works
5. Modifying to add details
Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g.,
time, manner, place, cause) about a familiar activity or process.
6.Connecting Ideas
Combine clauses in an increasing variety of ways (creating compound and complex sentences) to make connections
between and join ideas. (He stayed at home on Sunday to study for Monday’s exam.)
Tasks
Informational text
Recommended Reading – “The Gettysburg Address” Houghton Mifflin p.522–524 and http://www.teachertube.com/viewVideo.php?video_id=258717

Quick write 5 to 10 minutes daily
1. Name as many words as possible with the prefix “re”. What does the prefix mean? Write a complete sentence using 2 of those words.
2. Name as many nouns as you can. Write a sentence using as least one regular noun and one proper noun.
3. Identify the figurative language in this sentence. “I move fast like a cheetah.” Give me as many examples as you can using this particular figurative
language. (simile)
4. Provide words and sketches that show the shades of meaning for “talk”. example: whisper, talk, shout, yell
5. Provide 2-3 synonyms and antonyms for the word “good”. Choose one synonym and one antonym and use them in a sentence.
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ELD Quarter 1
Evidence Based Claims
6th Grade

Discussion (this will also be addressed during comprehension discussions)
 Students should discuss with a partner their inferences and supporting reasons, details and evidence to the quick writes.
 Have one student share what another student said and why to either another student or the class. “(Name) ___________ thought __________
because...”
 After reading the speech orally, make inferences, draw conclusions, and support with evidence from text. Discuss the author’s point of view and
purpose.
 Explain ideas: main idea, supporting details, conclusion or opinion
 How is the text structured – why?
“The main idea of ______ is ________.”
“The key details that support the main idea are _________ and _________.”
 Watch the video http://www.teachertube.com/viewVideo.php?video_id=258717 and discuss the context of the speech and analyze the speech
patterns and presentation.

Vocabulary: (10 minutes daily) Score, conceived, proposition, endure, consecrate
 After the first reading of “The Gettysburg Address”, as a class, choose the words you need for vocabulary for the week.
 Provide the students with meaning and examples of your chosen vocabulary words.
 As a class create questions using the vocabulary words and discuss what types of answers would meet the criteria to answer the questions correctly.
 With a partner, students write questions using the vocabulary and determine how we might use those words in our new vocabulary.

Comprehension “The Gettysburg Address” p. 522 - 524
 Identify and discuss the informational text structures: title, headings, and captions and the purpose of each. Explain what audience means in the
context of a speech. Discuss the historical period and purpose of this type of speech. Was it meant to inform, persuade, entertain or a combination?
 Scan the article identifying the subject, the audience, and the purpose of the speech.
 With a partner have the students infer what the speech is about from the title and complete the following sentence frame.
o “From the title ____________, I can infer that the article is about ____________,because______________.”
o “I think the audience for this speech is ______________ because________________(supporting evidence)”
o “I think the purpose of this speech will be to _____________________ because _________(supporting evidence and inferences)”
 Show the students how the opening paragraph connects with the audience and establishes a theme. The theme is reinforced throughout the
speech and restated at the end to remind the audience of the speaker’s purpose.
o “The theme for this speech is __________, because________________.”
o “Evidence of the theme is exhibited in paragraph __________ line __________ when the President says __________________.”
o “The theme is wrapped up and restated at the end of the speech, when President Lincoln declares __________________.”
 How are the arguments developed and supported? What claim is the President Lincoln making in this speech? “The claim the author is
making is ______________. The evidence that supports this claim is ___________________. I also can infer that
______________________.”
o How do you determine if a claim is valid?
o Which of the evidence supporting the argument is most relevant and why?
 There are comprehension questions on page 524 of the Houghton Mifflin Teacher Edition to support comprehension for starter questions. Have the
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ELD Quarter 1
Evidence Based Claims
6th Grade
students create their own Costa’s level 2 and level 3questions together and use them to ask and answer each other while contributing to a class
discussion.
 Have the students read the speech each day to practice reading aloud, and getting comfortable reading in front of others. Work on delivery, clarity of
speech, enunciation and comfort.
 Watch “The Gettysburg Address” http://www.teachertube.com/viewVideo.php?video_id=258717 With a partner, have students score the President
Lincoln on his speech using the attached rubric (appendix A) [This is the same rubric the students will be using next week to give their own short
speech.] After students have scored the president, conduct a class discussion to come up with a class score.
Week 2 Preview
 Writing and Speaking
 Students write a one or two paragraph speech about their lives. (family, like, dislikes etc)
 All students write, revise, finalize, practice and deliver speeches to the class.
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3/23/2016
ELD Quarter 1
Week 8
Reading Informational Text
Standards:
RI 1 Cite Textual Evidence to support
analysis of what the text says explicitly
as well as inferences drawn from the
text.
RI2 Determine a central idea of a text
and how it is conveyed through
particular details; provide a summary
of the text distinct from personal
opinions and judgments.
RI3 Analyze in detail how a key
individual event, or idea is introduced,
illustrated, and elaborated in a text
W4 Produce clear and coherent writing
in which the development,
organization, and style are appropriate
to task, purpose, and audience.
W9b Apply grade 6 Reading standards
to literary nonfiction
Evidence Based Claims
6th Grade
ELD Standards:
Part 1: Interacting in meaningful ways
5. Listening Actively
Demonstrate active listening in oral presentation activities by asking and answering detailed questions
6. Reading/viewing closely
a) Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast, cause/effect, problem/solution)
based on close reading of a variety of grade‐level texts and viewing of multimedia with substantial support.
b) Express inferences and conclusions drawn based on close reading of grade‐level texts and viewing of multimedia
using some frequently used verbs (e.g., shows that, based on).
c) Use knowledge of morphology (e.g., affixes, roots, and base words), context, reference materials, and visual cues to
determine the meaning of unknown and multiple‐meaning words on familiar topics.
7. Evaluating language choices
Explain how well writers and speakers use language to support ideas and arguments with detailed evidence (e.g.,
identifying the precise vocabulary used to present evidence, or the phrasing used to signal a shift in meaning) with
substantial support.
9.Presenting
Plan and deliver longer oral informational texts independently using appropriate text organization.
12. Selecting language resources
Use a growing set of academic words to show precision and shades of meaning.
Part II: Learning About How English Works
5. Modifying to add details
Expand sentences with simple adverbials (e.g., adverbs, adverb phrases, prepositional phrases) to provide details (e.g.,
time, manner, place, cause) about a familiar activity or process.
6.Connecting Ideas
Combine clauses in an increasing variety of ways (creating compound and complex sentences) to make connections
between and join ideas. (He stayed at home on Sunday to study for Monday’s exam.)
Tasks
Informational text
Recommended Reading – “The Gettysburg Address” Houghton Mifflin p.522–524 and http://www.teachertube.com/viewVideo.php?video_id=258717

Quick write 5 to 10 minutes daily
1. Name as many words as possible with the prefix “pre”. What does the prefix mean? Write a complete sentence using 2 of those words.
2. Name as many verbs as you can. Write a sentence using two verbs.
3. Identify the figurative language in this sentence. “The giant tree was ablaze with the orange, red, and yellow leaves that were beginning to make their
decent to the ground.” Provide as many examples as you can use for that particular figurative language. (imagery)
4. Provide words and sketches that show the shades of meaning for “fast”.
5. Provide 4-5 synonyms for the word “says”. Choose two synonyms and use them in a sentence.
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3/23/2016
ELD Quarter 1
Evidence Based Claims
6th Grade

Discussion (this will also be addressed during comprehension discussions)
 Students should discuss with a partner their inferences and supporting reasons, details and evidence to the quick writes.
 Have one student share what another student said and why to either another student or the class. “(Name) ___________ thought __________
because...”
 Discuss what students need to do to improve as the speeches progress, giving pointers and positive feedback. Start this by modeling during the first
few speeches and then progress to having the students make the recommendations as they begin to recognize the elements of the speeches.

Writing and Speaking
 Students write a one or two paragraph speech about themselves. (family, friends, likes, dislikes)
 Work on it being a really solid one or two paragraphs with a strong introduction, supporting evidence, and a strong finish
 The idea is for the piece to be solid, short and easy to deliver.
 All students write, revise, finalize, practice and deliver speeches to the class.
 Use the speech rubric to have students score each other, as you score the speaker.
 Allow students to ask a few questions or provide positive and constructive feedback to the speakers depending on the group.
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