comprehension
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Grade 6 ELA Curriculum Map: p. 1 comprehension general comprehension strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Goal 1C: Students who meet the standard can comprehend a broad range of reading materials Best Practices ♦ Comprehension instruction in a Reading Workshop engages students in 3‐5 weeks of in‐depth units of study focusing on each of the 7 comprehension strategies. ♦ Teachers use mini‐lessons to model/demonstrate/think‐aloud through a read aloud or shared reading experience. ♦ Students are given time to practice each strategy during independent reading. Evidence of their thinking includes response journals, post‐it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confers with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. Related Descriptors Identify main plot elements, conflicts, and identify their relationship to other sources and topics. (1B. 5) Select and read books for recreation. 1B. 17 Demonstrate understanding of structure through the use of graphic organizers and outlining. 1B.9 Make connections to real world situations or related topics before and during reading. 1B.4 (CONNECTIONS) Ask and respond to open ended questions. 1C.3 (QUESTIONING) Identify Author’s Ideas and Purposes 1B. 2 (INFERRING) Build and support plausible interpretations with evidence from the text through collaboration with others. 1 B.3 (INFERRING) Summarize ideas from text to make and defend accurate inferences about character traits and motivations. 1B.11 (INFERRING) Interpret the meaning of figurative language in a variety of texts. 1B. 12 (INFERRING) Identify the author’s controlling ideas/thesis. 1C.8 (INFERRING) Interpret imagery and figurative language.1C.9(INFERRING) Explain how illustrators use art to express their ideas. 1C.10(INFERRING) Recognize how illustrations from various cultures, reflect, interpret, and enhance the text. 1C.11(INFERRING) Recognize the influence media can have on the reader’s point of view concerning fiction materials.1C.12 (INFERRING) Use relevant and accurate references, most of which are specific and fully supported to make generalizations from content. 1C. 2 (INFERRING) Demonstrate an accurate understanding of important information in the text by focusing on the key ideas presented explicitly or implicitly. 1B.8 (DETERMINING IMPORTANCE/INFERRING) Distinguish between significant and minor details. 1B.6(DETERMINING IMPORTANCE) Connect and clarify main ideas and concepts, and identify their relationship to other sources and topics. 1B.7 (DETERMINING IMPORTANCE) Evaluate new information and hypotheses by comparing them to known information and ideas. 1B.13 (SYNTHESIS) Compare the theme, topic, text structure, and story elements of various selections within a content area. 1C.4 (SYNTHESIS) Interpret concepts or make connections through analysis, evaluation, inference, and or comparison. 1C.5 (SYNTHESIS) Recognize how reader response is related to text interpretation. 1C.7 (SYNTHESIS) Confirm, rejects, and modify questions, predictions, and hypotheses based on evidence in text. 1C. 1(SELF-MONITORING) Apply self-monitoring and self-correcting strategies during reading to check and clarify for understanding. 1B.14 (SELFMONITORING) Select reading strategies for text appropriate to the reader’s purpose. 1C. 6(SELF-MONITORING) Apply appropriate reading strategies to fiction and non-fiction texts within and across content areas.1C. 13 (SELF-MONITORING) Charleston Community School District No. 1 Revised 03/08 Grade 6 ELA Curriculum Map: p. 2 Instructional Elements & Anchor Text: Student Products (Informal Assessments) Think Alouds Modeling 7 Comprehension Strategies beginning with picture books and move to more difficult text at their level Literature Circles Create culture of “Reading is Thinking” Making Connections/Schema ‐ T‐S, T‐T, T‐W ‐ Activating Background Knowledge Anchor Text: Running Records Conferencing Comprehension Checklist Response Journals Graphic Organizers Pain and the Great One by Judy Blume Diary of a… Series by Doreen Cronin Chrysanthemum by Kevin Henkes The Relatives Came by Cynthia Rylant Hatchet with Connections by Gary Paulsen Visualization ‐ Making mental images ‐ Using schema to visualize ‐ Powerful language Anchor Text: Touching Spirit Bear by Ben Mikalsen Hatchet by Gary Paulsen Poetry Charleston Community School District No. 1 Making Connections/Schema Background Knowledge ‐ Background Knowledge Organizer ‐ Thinking Links ‐ Think Sheet ‐ Anticipation/Reaction Guides Making Connections ‐ Making Connections ‐ Text to… ‐ Stay Connected ‐ How did your connections help your comprehension? Visualization ‐ Scene Sketcher ‐ Picture Perfect ‐ Making Movies ‐ Creating Images Organizer ‐ Visualizing Story Elements ‐ Listening for Picture Words ‐ Point it out! Revised 03/08 Grade 6 ELA Curriculum Map: p. 3 Inferences ‐ Reading between the lines ‐ Drawing Conclusions ‐ Infer to predict ‐ Infer character (traits, feelings, perspectives, etc.) ‐ Infer theme, mood, ‐ Infer cause and effect relationships Anchor Text: Terrible Things by Eve Bunting The Lotus Seed by Sherry Garland Rose Blanche by Roberto Innocenti Pink and Say by Patricia Polacco The Stranger by Chris Van Allsburg I Can Fly! by Mo Williems Questioning ‐ Responding to open ended questions ‐ QAR Anchor Text: Angel for Solomon Singer by Cynthia Rylant The Flower by John Light Don’t Let the Pigeon Drive the Bus by Mo Williems The Lotus Seed by Sherry Garland Miss Rumphius by Barbara Cooney Charleston Community School District No. 1 Inferences ‐ Infer Organizer ‐ Drawing Conclusions ‐ Gear Up Your Thinking Engines ‐ Column Charts ‐ Ask About Author’s Purpose Predictions ‐ Directed‐Thinking Reading Activity (DRTA) ‐ Update Predictions ‐ Two Column Note Prediction Form ‐ Predict‐a‐Plot ‐ On‐Target Predictions ‐ One Prediction, Two Predictions ‐ What’s Next? ‐ Predictions Organizer Character Inferences ‐ Character Web ‐ Pleased to Meet You ‐ Character Changes ‐ Character Sketch ‐ Character Perspectives in Contrast ‐ Characterization Theme ‐ Get a Handle on Themes in Fiction ‐ Get a Handle on the Big Picture ‐ Theme/Author’s Message Organizer ‐ Theme Projects Cause and Effect ‐ Understanding Relationships ‐ Cause and Effect Circle Boxes ‐ Cause and Effect Starbursts ‐ Events and Consequences Questioning ‐ Ask Questions Organizer ‐ Ask About Meaning Organizer ‐ Thinking about Questioning ‐ Questions Logs: 3Rs ‐ Survey, Questions, Read, Recite, Review (SQ3R) ‐ Using Connections to Ask Good Questions ‐ Stay Curious Revised 03/08 Grade 6 ELA Curriculum Map: p. 4 Determining Importance in Text ‐ Summarizing ‐ Main Idea and Supporting Details Anchor Text: National Geographic Explorer Time for Kids Magazine Articles Synthesizing ‐ Connecting all strategies to make deeper person meaning ‐ Extending meaning through discussion Anchor Text: Tea with Milk by Byrd Baylor Faithful Elephants Yoko Tsuchyia Self‐ Monitoring/ Fix‐Up Strategies ‐ Stoplight Reading ‐ Post it notes ‐ Comprehension Bookmarks Dorn Fix Up Strategies ‐ Rereading ‐ Previewing or surveying a text ‐ Asking questions before, during, and after reading ‐ Reading aloud to clarify thinking ‐ Using story structure, text genre, and writing conventions ‐ Using text aids to illuminate and extend meaning ‐ Using context and parts of words to infer meaning ‐ Writing in response logs ‐ Discussing ideas with others Charleston Community School District No. 1 Determining Importance in Text ‐ VIP ‐ Determine Importance Organizer ‐ Purpose and Importance Organizer ‐ Main Idea Organizer ‐ Rank Information Organizer ‐ Supporting Details Organizer ‐ Track the Main Events ‐ What’s it all about? ‐ What’s the message? ‐ What’s in a name? ‐ 5 W’s Chart ‐ Generating Interactions Between Schema and Text (GIST) ‐ Narrative Pyramid ‐ Somebody/Wanted/But/So Synthesizing ‐ Making a Difference ‐ Noticing How my Thinking Changes ‐ Using my Reading Powers ‐ Column Charts ‐ Synthesize Organizer ‐ Be a Reporter ‐ Creating a Play ‐ Mind Mapping ‐ What’s the Message? Self‐Monitoring ‐ Response Sheet ‐ 2‐Column Notes ‐ Record of thinking/journals ‐ Comprehension bookmarks Revised 03/08 Grade 6 ELA Curriculum Map: p. 5 Preview/Predict Text using picture walks, book introductions ‐ Incorporate a variety of text genre (fiction, non‐fiction, poetry, etc.) Preview/Predict Text ‐ Title and Cover Web ‐ Fast Write ‐ Picture Walk Charleston Community School District No. 1 Revised 03/08 Grade 6 ELA Curriculum Map: p. 6 comprehension general comprehension strategies Formal Assessments Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) QRI o miscue analysis o accuracy score o comprehension questions Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records Teacher Resources Strategies that Work – Stephanie Harvey Comprehension Toolkit – Stephanie Harvey Comprehensive Literacy Resource Creating Strategic Readers‐Vallerie Ellery (Chapter 6) Notes: Charleston Community School District No. 1 Revised 03/08 Grade 6 ELA Curriculum Map: p. 7 comprehension exploring genre and literary elements State Goal 2: Read and understand literature representative of various societies, eras, and ideas. 2A: Students who meet the standard can understand how literary elements and techniques are used to convey meaning. 2B: Students who meet the standard can read and interpret a variety of literary works. Best Practices ♦ Comprehension instruction in a Reading Workshop engages students in 3-5 weeks of in-depth units of study focusing on each of the 7 comprehension strategies. ♦ Teachers use mini-lessons to model/demonstrate/think-aloud through a read aloud or shared reading experience. ♦ Students are given time to practice each strategy during independent reading. Evidence of their thinking includes response journals, post-it notes, and graphic organizers. ♦ Students receive additional focused instruction in small, flexible groups daily. ♦ Teacher confer with students, providing feedback to individual student readers. Information gathered from these individual conferences along with formal and informal assessments are used to guide and plan instruction. ♦ Read aloud daily for both enjoyment and as part of focused mini‐lesson for Reading Workshop. ♦ Think aloud as it relates to literary elements, focusing on specific descriptors listed below. ♦ Utilize a variety of graphic organizers as guided practice. ♦ Students receive additional focused instruction in small, flexible groups daily. Related Descriptors Read a wide range of fiction. 2A.1 Identify literary elements and literary techniques (e.g., satire, characterization, narration, dialogue, figurative language) in a variety of genres and tell how they affect the work. 2A.2 Predict how the story might be different if the author changed certain literary elements or techniques (e.g., dialect, setting, vocabulary). 2A.3 Describe how the development of theme, character, plot, and setting contribute to the overall impact of a piece of literature. 2A.4 Compare selections with similar characters, plots, and/or themes. 2A.5 Understand and use literary terms (e.g., foreshadowing, metaphor, simile, symbolism, flashback, scene, dialogue). 2A.6 Transfer new vocabulary from literature into other contexts. 2A.7 Identify characteristics and authors associated with various literary forms (e.g., short stories, novels, drama, fables, biographies, documentaries, poetry, science fiction). 2A.8 Recognize and use cognitive strategies (e.g., analysis, synthesis, inference) to enhance understanding. 2A.9 Compare ways in which different kinds of literature are organized (e.g., plays, short stories, essays, poems). 2A.10 Respond to fiction using interpretive and evaluative processes. 2B.1 Select favorite authors and genres. 2B.2 Connect literary selections to historical context. 2B.3 Make inferences, draw conclusions, and make connections from text to text, text to self, and text to world. 2B.4 Discuss recurring themes across works in print and media. 2B.5 Compare themes, conflicts, and figurative language from diverse times and cultures. 2B.6 Make inferences and draw conclusions about contexts, events, character, and settings. 2B.7 Discuss the impact of authorʹs word choice on content. 2B.8 Interpret nonfiction text and informational materials. 2B.9 Support plausible interpretations with evidence from the text. 2B.10 Charleston Community School District No. 1 Revised 03/08 Grade 6 ELA Curriculum Map: p. 8 Instructional Elements & Anchor Text Combine the teaching of literary elements with comprehension strategies: • visualization for setting • infer about character traits • Text‐to‐Text connections • determining importance for retelling Combine the teaching of the literary elements with writing workshop Journal Response Prompts Book Projects ‐ Think Tac Toe Teach Expository Text Structures Student Products (Informal Assessments) Reading Journals and Rubrics Book Projects – Think Tac Toe with Rubrics Expository Text Structure Graphic Organizers FICTION ESSENTIALS FICTION ESSENTIALS Point of View First Person, Second Person, Third Person Omniscient, Third Person Omniscient Limited Narration Dialogue Anchor Text: Barefoot by Pamela Duncan Edwards Dear Mrs. Larue: Letters from Obedience School by Mark Teague Yo! Yes? by Chris Raschka Mercy Watson Goes for a Ride by Kate Dicamillo Setting ‐ Time and Place ‐ How setting affects the story Anchor Text: When I was Young in the Mountains by Cynthia Rylant Dandelions by Eve Bunting Thunder Cake by Patricia Palacco Characterization ‐ Major and minor characters ‐ ‐ Character traits (INFERRING) Compare/Contrast characters (CONNECTIONS) Anchor Text: Stellualuna by Janell Cannon Charleston Community School District No. 1 Point of View ‐ Visualizing Views ‐ The Power of Point of View ‐ Which Point of View? ‐ Fractured Version of a Story ‐ Rewrite ‐ It Depends on Your Point of View ‐ Character Perspective Setting ‐ Story Maps ‐ Setting, Event Characterization ‐ Visualize it! ‐ Character Changes ‐ Acrostic Poem ‐ Character Inference ‐ Trait Flip Book ‐ Character Development Story Map ‐ Character Ties Revised 03/08 Grade 6 ELA Curriculum Map: p. 9 Amazing Grace by Cary Hoffman Amber on the Mountain by Tony Johnston Crow Boy by Yashima Miss Rumphius by Cooney Plot ‐ Problem, solution, rising action, climax, and resolution ‐ Retelling Anchor Text: The Lorax by Dr. Seuss Island of Skogg by Steven Kellogg The Story of Ferdinand by Munro Leaf Theme ‐ Inferring message Anchor Text: Chrysanthemum by Kevin Henkes Elephant and Piggie: I Can Fly by Mo Williems Giraffes Can’t Dance by Swimming by Leo Lionni A Day’s Work by Eve Bunting Comparing Story Elements ‐ Compare and Contrast characters, plot, setting, climax, or resolution of fiction stories Anchor Text: Cinderella: A Caribbean Cinderella by Robert San Succi Cinderella, or the Little Glass Slipper by Charles Perrault The Egyptian Cinderella by Shirley Climo The Rough Faced Girl by Rafe Martin Ashpet, An Appalachian Tale by Joanne Compton Figurative Language ‐ Similes, metaphors, personification, onomatopoeia, alliteration, repetition, symbolism, flashback Anchor Text: Owl Moon by Jane Yolen (metaphor, onomatopoeia, simile, personification) There is a Flower at the Tip of Nose Smelling Me by Alice Walker (personification) Moosestache by Margie Palatini (alliteration, Charleston Community School District No. 1 Plot ‐ Story Map ‐ Pertinent Plot Parts Theme ‐ Theme Bumper Sticker ‐ Theme Shape Poem ‐ Organizer ‐ Diamante Poem Comparing Story Elements ‐ Supporting Similarities Figurative Language ‐ Two Column Charts ‐ Flip Books ‐ It happened in a flash (black)! ‐ Figurative Fun ‐ Figurating Out Figurative Language ‐ Identifying Mood ‐ Create an Editorial Cartoon ‐ Create a metaphor ‐ Memorable Metaphors Revised 03/08 Grade 6 ELA Curriculum Map: p. 10 repetition) I Had Trouble in Getting to Solla Sollew by Dr. Seuss (Alliteration, Repetition) How the Grinch Stole Christmas by Dr. Seuss (repetition) Welcome to the Green House by Jane Yolen (repetition, onomatopeia) Raven and River (repetition, simile, onomatopeia) Sylvester and the Magic Pebble by William Steig (personification) Night Noises by Mem Fox (similes) Wilfred Gordon McDonald Partridge by Mem Fox (similes) Poetry for Young People Series Use comics to teach Irony Use songs like “You’re a Mean One, Mr. Grinch” for metaphors Crash by Jerry Spinelli (Flashback, foreshadowing ) Pictures of Hollis Woods by Patricia Reilly Giff (Flashback ) Miss Rumphius by Cooney (flashback) The Stranger by Chris Van Allsburg(Foreshadowing) Fly Away Home by Eve Bunting(Symbolism) David Gets in Trouble by David Shannon (Scene) NON‐FICTION ESSENTIALS Nonfiction Essentials ‐ KWL ‐ 5 W’s ‐ Cause and Effect ‐ Main Idea and Key Details ‐ Make Connections to Read World Text Structure 5 Text Structures of Nonfiction ‐ Compare and Contrast ‐ Sequential ‐ Problem/Solution ‐ Cause and Effect ‐ Concept Definition Anchor Text: Time for Kids National Geographic for Kids Owen and Mazee Faithful Elephants by Yukio Tsuchiya Charleston Community School District No. 1 ‐ ‐ ‐ ‐ Onomatopoeia: Oh! The Sounds You’ll Hear! Onomatopoeia: Meaningful Sounds Seeing with Simile Author’s Style Reading Response Activities NON‐FICTION ESSENTIALS Nonfiction Essentials ‐ What do I want to Know? ‐ Zoom in on Key Details: Identify Details ‐ Understanding Relationships Text Structure ‐ Expository Text Structure ‐ Chain of Events ‐ Cycle of Events ‐ Compare and Contrast Diagram ‐ Cause and Effect ‐ Cause and Effect: Events and Consequences ‐ Problem and Solution Outline Revised 03/08 Grade 6 ELA Curriculum Map: p. 11 Crazy Horse’s Vision by Joseph Bruchac Children of the Great Depression by Russell Freedman Dust to Eat: Drought and Depression in the 1930s by Michael L. Cooper Baseball Saved Us by Ken Mochizuki Sadako by Eleanor Coerr GENRE Genre Anchor Charts for comparing text structure Read aloud from a variety of genres Reading Logs ‐ Science Fiction ‐ Historical Fiction ‐ Myth or Legend ‐ Drama ‐ Biography/Autobiography ‐ Story ‐ Poem ‐ Fairy Tale ‐ Folktale ‐ Fable ‐ Nonficton ‐ Essay GENRE Genre ‐ Reading Logs ‐ The Genre is… ‐ Genre Passport ‐ Genre BINGO Charleston Community School District No. 1 Revised 03/08 Grade 6 ELA Curriculum Map: p. 12 comprehension exploring genre and literary elements Teacher Resources Formal Assessments Non‐Fiction Matters– Stephanie Harvey Content Area Literacy – Janet Allen Comprehension Toolkit – Harvey Comprehensive Literacy Resource Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) QRI o miscue analysis o accuracy score o comprehension questions Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Running Records Notes Charleston Community School District No. 1 Revised 03/08 Grade 6 ELA Curriculum Map: p. 13 fluency general fluency strategies State Goal 1: Read with understanding and fluency. 1B: Apply reading strategies to improve understanding and fluency. Best Practices ♦ Fluency instruction is used to enhance students reading rate, accuracy, phrasing, and expression. ♦ Paired Reading is utilized for students who are struggling with fluency ♦ Repeated Readings are utilized for students who are struggling with fluency ♦ Read Alouds provide a model of fluency ♦ Readers Theater, Echo reading and Choral reading are used for all students. ♦ Students receive additional focused instruction in small, flexible groups. Related Descriptors Read aloud fluently (with expression, accuracy, and appropriate speed). (1B.15) Develop creative interpretations of reading. (1B.16) Student Products (Informal Assessments): Instruction Elements and Anchor Text ‐ Modeling fluency ‐ Readers Theater rubrics ‐ Read Alouds ‐ Repeated reading graphs of words per minute ‐ Echo Reading ‐ Paired Reading Logs ‐ Reader’s Theater ‐ Choral Reading ‐ Paired Reading ‐ Repeated Reading ‐ Performing Poetry ‐ Fluency Development Lessons Anchor Text: Poetry for echo and choral readings Joyful Noise: Poems for Two Voices by Paul Fleischman Big Talk: Poems for Four Voices by Paul Fleischman Self‐ selected reading material Charleston Community School District No. 1 Revised 03/08 Grade 6 ELA Curriculum Map: p. 14 fluency general fluency strategies Teacher Resources The Fluent Reader – Rasinski Paired Reading Video – BER Reading A to Z Fluency Passages and Scale Notes: Charleston Community School District No. 1 Formal Assessments: 3 Minute Reading Assessments Fluency Probe NAEP Fluency rubric 4x4 Oral Fluency Rating Scale Fluency Profile Revised 03/08 Grade 6 ELA Curriculum Map: p. 15 phonics & vocabulary general strategies State Goal 1: Read with understanding and fluency. 1A: Students who meet the standard can apply word analysis and vocabulary skills to comprehend selections Best Practices ♦ Provide multiple opportunities for reading and writing using a wide variety of materials. ♦ Immerse students in words, find connections among words and concepts, allow students to personalize word meaning. ♦ Aid students in developing independent strategies for learning words. Explicit teaching of word learning strategies. ♦ Use of high utility words to teach directly and in-depth. Related Descriptors Identify and apply appropriate word analysis and vocabulary strategies to identify unfamiliar words. (1A.1) Use prefixes, suffixes, and root words to understand word meanings. See assessment frameworks for list (1A.2) Use synonyms and antonyms to express the implied meaning of a new word. (1A.3) Determine the meanings of words in context using denotation and connotation strategies. (1A.4) Identify and interpret idioms, similes, analogies, and metaphors to express implied meanings of words. (1A. 5) Use etymologies to construct the meanings of new words. (1A.6) Apply appropriate word analysis, vocabulary, and contextual clues to determine the meaning of unfamiliar words across a range of subjects. (1A.7) Recognize literary devices (figurative language, description, dialogue) in text. (1A.8) Instructional Elements: Phonics Essentials in Instruction ‐ Word Sorting ‐ Word study notebooks for students to experiment with words, meanings, and classification ‐ Word Ladders ‐ Word Walls ‐ Vocabulary Essentials in Instruction ‐ Semantic Impressions ‐ Word Attack Strategies ‐ Sixth Grade Affixes ‐ Word Games ‐ Read aloud from books with rich vocabulary ‐ Use a variety of materials ‐ Make connections/schema ‐ Teach students how to use concept maps ‐ Provide multiple exposures Phonics Concepts Student Products (Informal Assessments): ‐ Vowel patterns ‐ Word Study Notebook in the stressed ‐ Root Words/Prefixes/Suffixes syllable (long o, o Word Baseball short o, u_e) ‐ R‐Controlled Vowels (ur, ore, ir, air) ‐ Ambiguous Vowels in the stressed syllable (au, aw, oy, ou) ‐ Homophones (polysyllabic) ‐ ‐ ‐ Prefixes ‐ Latin Suffixes Vowels patterns in the unstressed syllable (schwa n, cher, el, il, on, ure, et, it, Charleston Community School District No. 1 ‐ o Root Word Tree Word Webs o Words in Context E‐16 o Word Questioning E‐17 o Words in Context E‐15 o Cloze Passages o Contextual Redefinition o Semantic Feature analysis o Knowledge Rating o Analogy in Action o Picture It o Multiple Meanings E 19 o Alphaboxes Connotation o Linear arrays E‐13 o Word Jars E‐22 Revised 03/08 Grade 6 ELA Curriculum Map: p. 16 ‐ to new words Context clues edge, ace, ey) ‐ Consonant alternations (silent v. sounded) ‐ Vowel alternations (long to schwa, long to short, short to schwa) Plurals (sis, ses, um/a) ‐ Teacher Resources Small Group Reading Instruction – Beverly Tyner Rebecca Sitton Word Program – Rebecca Sitton Words Their Way Word Sorts ‐ Bear, Invernizzi, Templeton, Johnston Big Words for Big Kids: Systematic Sequential Phonics and Spelling – Patricia Cunningham Prefix and Suffixes: Systematic Sequential Phonics and Spelling ‐ Patricia Cunningham Vocabulary‐Building Graphic Organizers and Mini‐ Lessons by Judith Bauer Stamper Creating Strategic Readers by Valerie Ellery (p. 109) Affix and Root List Vocabulary Unplugged: 30 Lessons that will Revolutionize How You Teach Vocabulary K‐12 by Alana Morris Daily Word Ladders by Timothy Rasinski Formal Assessments: Screening Assessment (administered 3 times per year) MAP assessment Diagnostic Assessments (administered according to grade level) Running Records (consider genre) o miscue analysis o accuracy score Developmental Spelling Inventory Progress Monitoring Assessments (administered frequently to students who did not meet benchmarks on screening and/or diagnostic assessments) Word Sort Spell Check Assessments Notes: Charleston Community School District No. 1 Revised 03/08 Grade 6 ELA Curriculum Map: p. 17 Charleston Community School District No. 1 Revised 03/08
