ENGLISH LANGUAGE ARTS / READING
ELEMENTARY CURRICULUM
GRADE: 6
4th Nine-Week Period
Essential Understanding (Big Ideas):
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WRITING
Research involves multiple steps
Our best research comes from generating questions and ideas from our
own inquiry
Writing responses to literary and informational text is expository
writing
Research can be represented with multimedia presentation
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READING
Reviewing and comparing Literary and Informational Text
emphasized
Comparing viewpoints in text and media representation
Multiple representations of messages
Responding to text includes an idea and text evidence to support that
idea
Guiding Questions:
What do we know about literary and informational text?
Can there be related ideas in both literary and informational text?
Why is it important to recognize text genre and structure?
How can our interests guide our research plan?
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ELAR 6th Grade Spring 2014
4th 9 Weeks At-A-Glance-Fifth Grade
Reading
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Ongoing
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TEKS
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Writing/OWC
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)
Reading
Vocabulary Development
 Determine meaning from Latin and Greek
roots (6.2A)
 Meaning of foreign words and phrases (6.2D)
Make connections across literary and
informational text (Fig. 19F)
 Review literary text (6.6ABC, Fig. 19BE)
 Review informational text (6.10ABCD, Fig
19BE)
Informational Text/Persuasive
4th Nine  Viewpoints of two authors (6.11A)
Weeks  Identify faulty reasoning in persuasive text
(6.11B)
Media Literacy
 Explain messages conveyed in media (6.13A)
 Various techniques influence viewers’
emotions (6.13B)
 Critique persuasive techniques (6.13C)
 Analyze various digital media venues (6.13D)
Media techniques
Sources
Research
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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)
Writing/Persuasive Texts
 Establish a position and sound reasoning,
detailed and relevant evidence, and
consideration of alternatives (6.18) This
could correlate with the research
Use the research to write a persuasive
essay (5.19 & 6.18AB)
 Produce a multi-media presentation with
the research completed (6.17D)
 Write literary & expository responses
(6.17C)
OWC/Conventions
 Differentiate between active and passive
voice (6.19B)
 Complete simple and compound sentences
with sub-verb agreement (6.19C)
 Predicate adjectives… (6.19Aiii)
 Use of parentheses, brackets, and ellipses
(6.20Biii)
 Use proper mechanics including italics and
underlining for titles of books (6.21C)
Listen/interpret, follow/give,
paraphrase/support (6.26ABC)
Speak clearly (6.27)
Participate productively in teams
(6.28)
Research and
Listening & Speaking
Assessments
Vocabulary Quizzes (1 per
week=1 major grade per nine
weeks) (6.2A-D)
Common Assessments
Writing/Research:
 Research process and
information addressing a research
presentation
question from generated questions
Gathering, synthesizing
in the preceding marking periods
information (6.23 A-E &
(6.23 ABCDE)
6.24AB)
 Synthesize information (6.24AB)
Organizing and presenting
 Organize and present (6.25ABCD)
(6.25A-D)
Listening & Speaking
 Peer and teacher conferences Reading:
for revisions to drafts, reading  Cold read (teacher made)
reading passage with
conference-responses, and
questions that cover making
small/whole group discussions;
connections across literary
in presenting
and informational text (Fig.
research(6.26ABC; 6.27; 6.28)
19F); also include questions
Research
 Gather sources and record
from TEKS 6.6ABC,and
Fig. 19E both fiction and
expository, 6.10ACDE)
Make connections with the reading skills
related to writing.
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Literary text
Informational text
Academic Messages in media
vocabulary Digital media
Listening & Speaking
ELAR 6th Grade Spring 2014
++ Readiness Standards; + Supporting Standards
TEKS / ELPS / CCRS
SMALL 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.
(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
ELAR 6th Grade Spring 2014
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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, participate in both teacher and peer conferences
Daily 5, Debbie Dillar 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.
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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 Writingdiscuss what they are writing and revising and editing
WORD STUDY: spelling conventions and decoding words; word meanings
SUGGESTED Instructional Strategies & Activities
Assessment
Connections
WEEK 1-3
READING
****Knowsys Vocabulary
Review literary text (6.6ABC, 6.8A, Fig. 19DE); Review informational text (6.10ABCD, Fig 19DE)
Literary Review: infer implicit theme (6.3A); stylistic elements (6.3B); compare/contrast settings of
two literary works (6.3C)
Make inferences about text and use textual evidence to support understanding (Fig. 19D); Summarize,
paraphrase, synthesize information in text (Fig. 19E) (This should take several days)
Guided Teaching Point:
Review with students how to discover the implicit (implied) theme in the story (click here for a theme
ppt). Review the stylistic elements, such as magic helper or rule of three. Create an anchor chart that
lists the parts of story/narrative and the genres that use the literary format, anything else that helps them
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(2) Reading/Vocabulary Development.
Students understand new vocabulary and use it
when reading and writing. Students are
expected to:
(A) determine the meaning of grade-level
academic English words derived from Latin,
Greek, or other linguistic roots and affixes;
(B) use context (e.g., cause and effect or
compare and contrast organizational text
structures) to determine or clarify the meaning
of unfamiliar or multiple meaning words;
(D) explain the meaning of foreign words and
phrases commonly used in written English
(e.g., RSVP, que sera sera); and
(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.
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(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.
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(11) Reading/Comprehension of Informational
Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about
persuasive text and provide evidence from text
to support their analysis. Students are expected
to:
(A) compare and contrast the structure and
viewpoints of two different authors writing for
the same purpose, noting the stated claim and
supporting evidence; and
(B) identify simply faulty reasoning used in
persuasive texts.
(13) Reading/Media Literacy. Students use
comprehension skills to analyze how words,
images, graphics, and sounds work together in
various forms to impact meaning. Students will
continue to apply earlier standards with greater
depth in increasingly more complex texts.
ELAR 6th Grade Spring 2014
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Literary Response Question Stems:
In the story _____________________, what is the major conflict? Use text to support your answer.
Why do you think the character ____________________ did ________________? Use text to support your
answer.
Who do you think has the greatest impact on the main character_______________? What text evidence
supports your thinking?
Do you think ____________________(character) gets what he wants? Explain your answer with text support.
At the beginning of the story how does __________________ (character) feel about _____________? Use text
to support your answer.
Why are ____________________ (character) and _____________________ (character) such good
friends/strong enemies? What in the text helps you know this?
Explain how the narrator’s actions reveal his or her feelings for ____________ in ______________. Support
your idea with textual evidence.
What did you learn about the character’s traits from the selections? Use text to support your answer.
What do the character’s choices tell about him? Use text evidence to support your answer.
What is the theme of the story? Use textual evidence to support your idea.
Choose a stylistic element from the story and explain how it helps the story move along. Use text to support
your thinking.
Informational Text: Summarize main idea and supporting details (6.10A); Explain how different
organizational patterns develop the main idea and author’s viewpoint (6.10); synthesize and make logical
connections between ideas with a text (and across two or three texts representing similar or different
genres) (6.10D); Make inferences about text and use textual evidence to support understanding (Fig.
19D); Summarize, paraphrase, synthesize information in text (Fig. 19E) (This should take several days)
Guided Teaching Point:
Share an expository piece with text features and review with students summarizing main idea and
supporting details and how the text is organized. Ask questions that would lead students to have to
recognize the text structure to get the answer. Together write a summary using the information
discussed.
Model response to literature question such as “Why did the author write this article? Explain your
answer with textual evidence.” Discuss the answer together and what parts in the article helped to get
that answer. While you write the response have students write it in their RWN.
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(10) Reading/Comprehension of Informational
Text/Expository Text. Students analyze, make
inferences and draw conclusions about
expository text and provide evidence from text
to support their understanding. Students are
expected to:
(A) summarize the main ideas and supporting
details in text, demonstrating an understanding
that a summary does not include opinions;
(B) explain whether facts included in an
argument are used for or against an issue;
(C) explain how different organizational
patterns (e.g., proposition-and-support,
problem-and-solution) develop the main idea
and the author's viewpoint; and
(D) synthesize and make logical connections
between ideas within a text and across two or
three texts representing similar or different
genres.
remember the characteristics of literary text.
Model response to literature question such as “who do you think has the greatest impact on the main
character? What text evidence supports your thinking?” Discuss the answer together and what parts in
the story helped to get that answer. While you write the response have students write it in their RWN.
Guided Practice/Guided Reading:
In groups, have students read a story and create a poster/map/story strip/ or some other representation of
the story plot, character interactions, theme, stylistic elements. Have them write a summary for their
story that includes the theme. Share as a whole class and discuss
Independent Practice:
While students are reading independently, have them write summaries of what they read and respond to
a reading response questions listed below.
Conferences:
Check for understanding as students share their responses and summaries.
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and explain how authors use dialect to convey
character; and
(C) describe different forms of point-of-view,
including first- and third-person.
Students are expected to:
(A) explain messages conveyed in various
forms of media;
(B) recognize how various techniques
influence viewers' emotions;
(C) critique persuasive techniques (e.g.,
testimonials, bandwagon appeal) used in media
messages; and
(D) analyze various digital media venues for
levels of formality and informality.
Guided Practice/Guided Reading:
In groups, have students read an article and create a poster/map/story strip/ or some other representation
of the article to provide information. Have them write a summary for the article. Remind them it should
not include their opinion. Share as a whole class and discuss
Independent Practice:
While students are reading independently, have them write summaries of what they read and respond to
a reading response questions listed below.
Conferences:
Check for understanding as students share their responses and summaries.
(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, compare-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.
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ELAR 6th Grade Spring 2014
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WRITING
OWC/CONVENTIONS:
Complete simple and compound sentences with correct subject-verb agreement (6.19C)
*******Keep in mind, this TEKS has been worked on since 3rd grade.
Guided teaching/practice
Review the structure of a compound sentence. The site listed below gives a simple definition and some
examples. The site also allows you to jump to explanations for independent clause and coordinating
conjunctions .
http://examples.yourdictionary.com/reference/examples/compound-sentence-examples.html
Then have students search for compound sentences in the text they are reading, or passages the class is
reading. Discuss WHY authors use compound sentences. (Possible reasons: sentence variety to enhance
the writing piece, to emphasize that two particular sentences share a very close common thread…).
Have students skim through some of their writing to see where they could possibly revise by combining
sentences to create compounds sentences. Make sure they can justify the purpose for creating a
compound sentence.
Also, help students recognize that when text has a variety of sentences the lexile, or reading level,
becomes more complex. The reader needs to understand that so that when an author does use compound
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The emphasis will be on writing responses to reading through week 6. Use the Response to Reading
Rubric to share with students. Concentrate on responding to text through writing to enhance the reading.
You can find the Rubric and Response to Text Question Stem examples in the TISD Smart content
folder in the 6th grade 4th9wks. (6.17C)
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(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
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Informational Response Question Stems:
What is a fact in this article, and how do you know? Use text to support your answer.
How did the author show the fact _______________________________?
What is an implied purpose of this text selection? Explain your answer with support from the text.
How does the author organization enhance the author’s purpose of this article? Explain your
answer with support from the text.
Why did the author write this article? Explain your answer with textual evidence.
How can the reader tell the author’s purpose of this article? Use text evidence to support your
thinking.
How do the text features in this article help the reader understand the article? Use support from the
both the features and the article to support your answer.
(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:
(iii) predicate adjectives (She is intelligent.)
and their comparative and superlative forms
(e.g., many, more, most);
(B) differentiate between the active and
passive voice and know how to use them both;
and
(C) use complete simple and compound
sentences with correct subject-verb agreement.
(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:
ELAR 6th Grade Spring 2014
WEEK 4-6
READING:
*******Knowsys Vocabulary
Make connections between literary and informational texts with similar ideas and provide textual
evidence (Fig. 19F)
Teaching Point/Guided Practice
Allow students to discuss after asking the question: “Can literary and informational text ever have
anything in common?” Conclude the discussion and put students in groups with between 3 – 5 pieces of
text that are connected in some way, but are of different genres (or for time sake, use pieces of text
previously used). Have students skim the text to find things that are similar or common to all or some
within the pieces.
Guided Reading
Continue to make connections within text read in Guided Reading Groups and small collaborative
groups.
Independent Practice:
Assessment Theme related literary and informational passages with multiple choice questions that
cover (Fig.19DEF); Literary (6.6ABC, 6.8A, Fig. 19DE); and informational (6.10ABCD, Fig 19DE) and
possibly a Reading Response Question.
WRITING:
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Connecting Text Reading Response Question Stems
Which selections suggest similar ideas? Use text evidence from each text to support your answer.
What idea is found in all selections? Use support from each selection to support your answer.
What connection can you make in the literary pieces that you won’t find in the expository pieces?
You text evidence to support your answer.
STAAR test
Week 6
READING:
Connected literary
and informational
passages with
multiple choice
questions; and
WRITING:
Writing Reading
Responses-Use
district rubric
OWC/CONVENTIONS:
Predicate adjectives…comparative & superlative (6.19Aiii)
Below are two websites to go over predicate adjectives and their comparative/superlative forms
http://www.grammar-monster.com/glossary/predicate_adjectives.htm
http://www.k12reader.com/superlative-adjectives/
Create anchor charts with the description of the each function and the list of words. Students are to
apply their understanding in their writing (written responses and other writing). In conferences, and
revising and editing, continue to revisit predicate adjectives and their comparative and superlative forms.
READING
Research (6.22AB, 6.23ABCDE)
Teaching Point:
Begin the research piece: (Create a research folder for each students to hold all their notes and
information)
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(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
persuasive essays for appropriate audiences that
establish a position and include sound
reasoning, detailed and relevant evidence, and
consideration of alternatives.
sentences they have a purpose for doing so, such as to emphasize the connections.
Independent Practice:
Expectation is that students will use sentence variety in their writing and recognize it as a technique for
enhancing the text in their writing and in what they read.
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purposes. Students are expected to:
(C) write responses to literary or expository
texts and provide evidence from the text to
demonstrate understanding; and
(D) produce a multimedia presentation
involving text and graphics using available
technology.
(iii) parentheses, brackets, and ellipses (to
indicate omissions and interruptions or
incomplete statements); and
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(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
(C) know how to use the spell-check function
in word processing while understanding its
limitations.
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ELAR 6th Grade Spring 2014
READING/WRITING
*****Knowsys Vocabulary
Keep in mind that part of weeks 4-6 may fall here due to STAAR prep.
Research (6.22AB, 6.23ABCDE)
 Differentiate between paraphrasing and plagiarism and identify the importance of citing valid and
reliable sources (6.23E). (Click here for an explanation of paraphrasing and citing sources) (Click
here for internal citation information)
 Refine the major research question and possibly create a set of secondary questions (6.24A). One
way to reinforce good research question(s) is to use the following ppt. and thick and thin lesson
(click here for the ppt. click here for the thick and thin lesson). Conference with students during
independent reading time. As you conference with students check for “thick questions” and “thin
questions”.
 Create notecards with the paraphrasing notes for each question addressed pertaining to the main
topic. Make sure students put the work-cited reference on the back as shown on the “paraphrasing”
directions).
 Have students put their notecards in a logical order before writing their multi-paragraph essay. Peer
and teacher conference through the writing process of their research essay. (6.26ABC)
Continue to revise writing for sentence variety (simple and compound sentences) to enhance meaning.
Continue to edit for proper subject-verb agreement, predicate adjective-comparative/superlative forms,
and previous grammar skills.
WRITING
Research process
and presentation
Gathering,
synthesizing
information (6.23 AE & 6.24AB)
THINK AHEAD:
The final weeks of school, students will use their compiled information from research to write a
persuasive letter. This will entail that they be able to use information they’ve collected to write in a
different genre and purpose.
WEEK 10-12
*****Knowsys Vocabulary (if still needed)
READING/WRITING
Research
While learning about media literacy in class, students will create (at home) a multimedia presentation of
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(24) Research/Synthesizing Information.
Students clarify research questions and evaluate
and synthesize collected information. Students
are expected to:
(A) refine the major research question, if
necessary, guided by the answers to a
WEEK 7-9
READING:
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(23) Research/Gathering Sources. Students
determine, locate, and explore the full range of
relevant sources addressing a research question
and systematically record the information they
gather. Students are expected to:
(A) follow the research plan to collect data
from a range of print and electronic resources
(e.g., reference texts, periodicals, web pages,
online sources) and data from experts;
(B) differentiate between primary and
secondary sources;
(C) record data, utilizing available technology
(e.g., word processors) in order to see the
relationships between ideas, and convert
graphic/visual data (e.g., charts, diagrams,
timelines) into written notes;
(D) identify the source of notes (e.g., author,
title, page number) and record bibliographic
information concerning those sources according
to a standard format; and
(E) differentiate between paraphrasing and
plagiarism and identify the importance of citing
valid and reliable sources.
The texts for reviewing literary and informational text to have students list topics of interest.
Narrow down the topic (click here for a plan sheet). Once students have narrowed down their topic
have them come up with at least five questions about the aspect of their topic (the plan sheet has this
step included in it). (6.22AB)
Begin pulling resources for collecting information regarding the topic and the five questions.
Students will then be able to choose one of their questions (the question that they can find the most
information about). Have students record all resources on a drafted works-cited page, even if they
end up not using that source, if they have it written down they don’t have to search for how to do it
later. A good source for helping students know how to cite is to go to www.easybib.com. Also
discuss primary and secondary resources(6.23BCD)
secondary set of questions; and
(B) evaluate the relevance and reliability of
sources for the research.
their research (to present that last couple weeks of school when we don’t have textbooks, library books,
etc.), Students will also work on persuasive text in class.
“Game On” article
with viewpoint and
questions
Media Literacy:
(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
ELAR 6th Grade Spring 2014
WRITING:
Various Kid Friendly websites to use for this three week period:
National Geographic Kids: http://kids.nationalgeographic.com/kids/
The Connected Classroom: https://theconnectedclassroom.wikispaces.com/News
Time for Kids: http://www.timeforkids.com/
Discovery Kids: http://kids.discovery.com/
Channel One News: http://www.channelone.com/
The Washington Post-KidsPost: http://www.washingtonpost.com/lifestyle/kidspost/
ScholasticNews: http://magazines.scholastic.com/
Science News for Kids: https://student.societyforscience.org/sciencenews-students
Smithsonian Kids: http://www.si.edu/Kids
Explain messages conveyed in media (6.13A) & recognize how various techniques influence viewers’
emotions and (6.13BC)
 As a group glance at one of these websites or another educational/informational site and ask them
what they notice? Chart their observations. Guide them to see that messages are conveyed in
various ways through the methods used on the sites. Ask them to compare their observations to how
messages are conveyed on TV or in newspapers, magazines, or other media sources. Preview
several articles, news, photos and more in printed version and using the sites above, or other student
appropriate sites. On an anchor chart, compile a list of features/techniques the printed versions and
sites use to present the information.
 Break into groups and let them visit printed and online representations of news and other school
appropriate topics. In the groups have them find at least two pieces that have similar topics and jot
down comparisons of the two. Walk around and monitor student use of technology and their
discussions. Share and discuss how messages can be conveyed through printed, technology, and
television media.
 Student Response (this can be a daily or quiz grade) As an independent activity have students
write responses to the following question: Explain how messages conveyed in various forms of
media are presented differently. Use specific examples (techniques) discovered through our lesson
and group work.
 Teaching point: Review Point of View and discuss how it relates to media presentation. Compare
and contrast POV represented in media presentation and text-based documents. Make sure students
can transfer their thinking from text-based representation and media presentation.
Guide Practice: In small groups make connections to the techniques used to influence viewer’s
emotions and formal and informal voice in the representation. Create characteristics of formal and
informal voice in media. Discuss the reason this is important, to recognize the purpose of the
presentation.
If another major
grade is needed, a
grade can be taken
from the persuasive
essay. Grade on the
effect of the essay
not the whole
writing process.
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(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 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.
PLAN AHEAD: You will need multiple laptops or chrome-books to share in groups and use in
independent activities.
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(25) Research/Organizing and Presenting
Ideas. Students organize and present their ideas
and information according to the purpose of the
research and their audience. Students are
expected to synthesize the research into a
written or an oral presentation that:
(A) compiles important information from
multiple sources;
(B) develops a topic sentence, summarizes
findings, and uses evidence to support
conclusions;
(C) presents the findings in a consistent
format; and
(D) uses quotations to support ideas and an
appropriate form of documentation to
acknowledge sources (e.g., bibliography, works
cited).
conventions of language to communicate ideas
effectively.
(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
(A) Establish purposes for reading selected
texts based upon own or others’ desired
outcome to enhance comprehension;
(B) Ask literal, interpretive, evaluative, and
universal questions of text;
(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 across
multiple texts of various genres, and
provide textual evidence.
READING:
Compare/contrast the structure and viewpoints of two different authors writing for the same purpose,
noting the stated claim and support evidence (6.11A); identify simply faulty reasoning used in
persuasive texts.
 Discuss how people can have different views on the same subject/topic. Read the article “How
Extreme Should Sports Be?” (found in the TISD Smart Folder click here). Then have students
decide which viewpoint they take on the issue of extreme sports by playing four corners with the
statement “Extreme Sports go too far!” Have students go to the corner that best fits their view
(Agree, Somewhat Agree, Disagree, Somewhat Disagree). In each of the corners, have students list
the support from the text ONLY, not their opinions. Discuss why the statements were powerful
enough to persuade them to take that view and how the write needs to make those statements
powerful.
 Brainstorms methods and techniques that can be used to convince people to a certain viewpoint.
Discuss that factual references/resources are important to support a view. Compare/contrast how
each viewpoint is written and what techniques each used to present the argument for or against.
 In groups have student read “Game On” (found in the TISD Smart Folder click here). Have them
discuss in groups each viewpoint they take from the article (6.28A) and pull the information that
supports their thinking. Also have them look for anything they believe may be faulty reasoning
(6.11B). Then have student independently write a viewpoint statement and supporting evidence
from the text. Encourage them to paraphrase, and not copy sentences directly from the article.
 Assign the multiple choice/short answer questions
WRITING:


Differentiate between active and passive voice (6.19B). Explicitly discuss the difference between
active and passive voice. (Click here for a ppt. lesson) and/or (Click here for a lesson – Although
this is marked for High School, it can be revamped for 6 th grade)
After the viewpoints lessons, have students use the techniques discussed to create a persuasive
essay. A suggestion is to use the information from their research to take a position because they
have factual information to support their viewpoint. This is not a full writing process assignment,
but rather should focus more on the elements of writing a simple persuasive essay. Thinking
question: Would we use more active or passive voice in a persuasive essay? Explain.
PRESENTATIONS:
 Students will present their multimedia presentations (this can be done in groups, as a whole class, or
in a gallery/exposition presentation style (6.27A)



Website with text structure resources, activities, and information: http://www.literacyleader.com/?q=textstructure
ELAR 6th Grade Spring 2014
Page

Cheryl Kelley-Tomball ISD ELA Content Specialist Grades 3-6 http://teacherweb.com/TX/TomballCurriculumInstruction/Kelley Website with resources for the various skills in this nine week
period
TISD SMART Content Folder has various resources to be used in the fourth nine weeks: included are various reading passages with questions. Make sure you adjust questions to be TEKSbased. To get to this folder you must be on your teacher computer in your room to retrieve it.
Vocabulary sites: www.quizlet.com http://info.sadlier.com/Vocabulary-Blog/resources/
Site with Greek and Latin Roots with meanings and words with the roots in them http://www.learnthat.org/pages/view/roots.html
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Other Resources
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