Grade 6
ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: Language Arts
GRADE LEVEL: 6th
CREATION DATE: Fall 2008
Revised – Fall 2008
Grade 6
Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a variety of literary
genres in an effort to establish lifetime reading habits.
Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A
Benchmark/Skills
READING
Vocabulary
1. Students will determine the meaning
of unfamiliar words.
Before, During, After Reading:
a) Use a dictionary (guide words,
alphabetizing, pronunciation key,
parts of speech, appropriate
b) meaning choice) or other reference
tool (encyclopedia, thesaurus,
internet) to correctly
c) identify/use new reading vocabulary
words.
d) Understand new and unknown words
using any/all of the following
methods: phonics, syllabication,
prefixes, suffixes, root words, context
clues.
e) Identify and correctly use
interdisciplinary vocabulary.
f) Understand and use new words while
reading, writing, and speaking.
Revised – Fall 2008
Assessment
Suggested Assessment:
• McDougal Littell Selection
Tests (Test Generator)
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•
•
•
•
•
•
•
Unit Assessment Tests
Teacher made tests
Graphic organizer
Oral questioning
Teacher conferencing
McDougal Littell Holistic
Reading Assessment
Harcourt Holistic Assessments
Greek and Latin Root Words; biweekly tests
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
See attachment for
complete list.
Instructional Strategies
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•
•
•
•
•
•
•
•
•
•
•
Teaching the use of reference materials
(Dictionary and thesaurus)
Direct Teaching
Text based overheads and worksheets
Making associations
Word games
Flashcards of bi-weekly words
“Read Around” - spelling definition
game
Word Walls
Character Traits charts
Bloom’s Taxonomy
Reciprocal Teaching
Teen Biz (non fiction articles)
Grade 6
Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a
variety of literary genres in an effort to establish lifetime reading habits.
Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A
Benchmark/Skills
Approx. Time Allotment:
Assessment
Aligned Materials/
Resources/Technology
READING
Comprehension, Analysis, Interpretation, Evaluation
2. Students will read, understand, analyze, and interpret
various literary genre.
Before:
a) Make predictions about literature before, during, and after
reading.
b) Make personal connections to the text (activate prior
knowledge)
c) Preview informational text.
d) Identify and use common organizational structures
(enumeration, chronological/sequential order cause/effect,
comparison/contrast) and graphic features (title, headings,
subheadings, pictures/captions, maps, charts, graphs,
highlighted words/phrases, visual aids, introduction,
conclusion, questions)
e) Locate and select various appropriate literature/information,
documents, and Internet information.
During:
a) Read and understand various literary genre (science fiction,
historical fiction, nonfiction, fantasy, mystery, biography,
realistic fiction, poetry, drama/plays, folktales) and their
elements.
b) Make predictions about literature before, during, and after
reading.
c) Read/understand/interpret both fiction and nonfiction
material.
d) Read critically the content-based interdisciplinary materials.
e) During reading monitor comprehension and apply fix-up
strategies as needed (read ahead, adjust your rate, reread and
chunk, and/or visualize)
Revised – Fall 2008
Suggested Assessment Tools:
• McDougal Littell Selection Tests
(Test Generator)
• Rubric
• Differentiated Instruction
activities
• Graphic organizer
• Journal /Double Entry Journals
• KWL
• Written responses, essay
• Teacher made tests
• Story tests - McDougal Littell
(see test generator cd)
• Book Reports/Projects
• Book Bingo/Tic Tac Toe
Summaries
• ABC Book
See attachment for
complete list.
Instructional
Strategies
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•
•
•
•
•
•
•
•
•
•
•
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•
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•
Anticipation guides
Graphic organizers
Activating prior
knowledge
Previewing/
surveying
KWL charts
Rubrics for
reference use
Making, assessing,
and revising
predictions
Monitoring
comprehension
Double entry
journals
Summarizing
Discussion
Mapping
Sequencing
Retelling
Questioning
Flexible grouping
Jigsaw lessons
Chapter
Title/Heading
Questioning
Book Bingo
Reciprocal
Teaching
Literature Circles
Grade 6
f)
Evaluate the quality of a variety of material (newspapers,
magazines, and websites).
After:
a) Make, and support with evidence, assertions about texts.
b) Make predictions about literature before, during, and after
reading.
c) Summarize written text, orally and in writing
d) Evaluate the quality of a variety of informational material
(newspapers, magazines, and websites).
e) Analyze the purpose and elements of drama (characters,
scenes, acts, plot, stage directions, narration, dialogue).
f) Make extensions to related ideas, topics, or information.
g) Identify, evaluate, and analyze various poetic forms (haiku,
cinquain, quatrain, limerick, free verse, acrostic).
Revised – Fall 2008
•
•
•
•
Book Talks
Re-titling articles,
chapters, books
Bloom’s
Taxonomy
Teen Biz
Grade 6
Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a variety of literary
genres in an effort to establish lifetime reading habits.
Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A
Benchmark/Skills
READING
3. Students will read and identify various
literary elements and literary devices.
a) Compare/analyze literary elements (character,
setting, problem, main events, solution, theme)
in literature.
b) Identify authors’ uses of literary devices
(figurative language: exaggeration, similes,
metaphors) in literature.
c) Identify and analyze various poetic devices
(rhyme, rhythm, meter, stanza, imagery,
simile, metaphor and personification)
d) Compare and contrast texts using themes,
settings, characters, and ideas.
Approx. Time Allotment:
Assessment
Aligned Materials/
Resources/Technology
Suggested Assessment Tools:
• McDougal Littell Selection Tests (Test
Generator)
• Graphic organizers
• Venn diagrams
• Rubrics
• Journal response, double entry journal
• Apply to writing
• Story map
• Identify literary devices via oral/written
response
• Story quizzes - McDougal Littell
• Book reports/projects
See attachment for complete
list.
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Revised – Fall 2008
Graphic organizers
Activating prior
knowledge
Previewing/surveying
KWL charts
Rubrics for reference
use
Making, assessing, and
revising predictions
Monitoring
comprehension
Summarizing
Discussion
Mapping
Sequencing
Retelling
Questioning
Flexible grouping
Jigsaw lessons
Character Traits charts
Story Maps
Bloom’s Taxonomy
Reciprocal Teaching
Teen Biz
Grade 6
Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a
variety of literary genres in an effort to establish lifetime reading habits.
Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A
Benchmark/Skills
READING
Interest in Reading
4. Students will read independently.
a) Student will self select reading material from a
variety of genre.
b) Demonstrate fluency and comprehension by
reading familiar materials aloud with
accuracy, self-correcting mistakes and using
appropriate rhythm, flow, meter, and
pronunciation
Revised – Fall 2008
Approx. Time Allotment:
Assessment
Suggested Assessment:
• McDougal Littell Selection Tests
(Test Generator)
• Group discussions
• Literature circles
• Book reports/summaries (featuring
PSSA vocabulary and assessment)
• Performance assessment
• Oral presentation, written report
• Reading response journal (log)
• Book Bingo
• Tic Tac Toe Reading
• S4R Logs
Aligned Materials/
Resources/Technology
See attachment for complete
list.
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
Flexible grouping
Rubrics for reference
use
Tracking Charts
Incentives
Book Bingo/Tic Tac
Toe
Book Talks
Favorite passage readalouds
Reading Enrichment
Period (REP)
Bloom’s Taxonomy
Reciprocal Teaching
Teen Biz (non-fiction)
Grade 6
Essential Question, Concept or Theme: A. Student will read, analyze, and interpret a
variety of literary genres in an effort to establish lifetime reading habits.
Standards: 1.1.8A-H, 1.2.8A-C, 1.3.8A-F, 1.7.8C, 1.7.8A
Adaptations/Inclusion
Techniques
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Extended time
Preferential seating
Advanced organizer
Alternative assessment
Study guides
Additional practice
Extra help after school
Peer tutors
Individual aid
Flexible grouping
Visual cues and reminders
Adjusted pace
Graphic organizers
Materials available on multilevels
Use of technology devices for
assistance with spelling and
vocabulary
Alternate program used
supplementally to established
anthology
Enrichment
Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Independent study
Read aloud opportunities
Play/storytelling
School newscast
Debates
Literature circles
Background research
Self-selected titles from a variety
of genre
Student generated plays and
skits
Poetry notebook
Point of view essays
Book reports demonstrating
advanced story analysis
Field trips
Author visits
Book reviews and book chats
Author studies
Additional book
reports/activities
Independent home reading
Remediation
Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Revised – Fall 2008
Approx. Time Allotment:
After school extra help
Graphic organizers
Prepared study guides
Reteaching materials
Build on prior knowlege/build
background information
Tapes of reading selections
Peer assistance
Teaching to student’s
strength/intelligences/learning styles
Visual aids
Volunteer tutors/readers
Small group skill instruction
Scribe
Student checklist for organization and
accountability
Multiple examples of appropriate
questions and notes for specific tasks
Highlighted or simplified directions
Various books on the same level
Various books on the same topic but
different reading levels
Word lists for writing enhancement
Frequent teacher
conferencing/checkpoints
Multiple examples of relevant
questions and answers, opinions, and
summaries for a specific task
Multicultural/
Interdisciplinary Connection
•
•
•
•
Vocabulary from other
cultures/languages
Vocabulary related to social
studies and science concepts
Books on tape
Field trips
Grade 6
Essential Question, Concept or Theme: B. Students will write in a variety of formats
using appropriate language mechanics.
Approx. Time Allotment:
Standards: 1.4.8A-D, 1.5.8A-H
Benchmark/Skills
WRITING
1. Students will write in a variety of literary modes
including narrative, informational, and expository
a) Write various forms of poetry (haiku, cinquain,
quatrain, acrostic, limerick, free verse).
b) Create a 2+ page, multi-paragraph piece of narrative
writing.
c) Create a 3-5 multi-paragraph piece of
informational/descriptive writing.
d) Construct a friendly letter (audience, greeting, body,
closing).
e) Construct a set of specific, detailed, sequential
directions/events.
f) Create a multi-paragraph piece of persuasive writing.
g) Write reflective pieces of writing.
Revised – Fall 2008
Assessment
Aligned Materials/
Resources/Technology
STUDENT WRITING
PORTFOLIO (See Student
Writing Portfolio)
• Domain (Analytic) Scoring
of a persuasive, an
informational, and a
narrative piece (See
Addendum for rubrics)
Regular & AGP
McDougal Littell Language of
Literature (2001) Anthology
and ancillaries
McDougal Littell Language
Network (2001) Anthology
and ancillaries
Suggested Assessment Tools
• Rubric
• Check list
• Domain scoring
• Writing folder/portfolio
See Addendum: Scope and
Sequence for Grammar,
Usage, Punctuation,
Capitalization
www.mcdougall-littell.com
(Classzone)
McDougal Littell Resources
Electronic Teaching Tools
Test Generator
Grammar Coach
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Graphic organizers
Prompts
Peer conferencing
Teacher conferencing
Questioning
Modeling
Direct teaching
Rubrics for reference use
Visual reminders of the
modes of writing
Mini-lessons
Computer use for word
processing
Teaching the use of
reference materials
(dictionaries,
thesauruses, etc.)
Bloom’s Taxonomy
Reciprocal Teaching
Grade 6
Essential Question, Concept or Theme: B. Students will write in an variety formats using
appropriate language mechanics.
Standards: 1.4.8A-D, 1.5.8A-H
Benchmark/Skills
WRITING
2. Students will write with clear intent of
focus, style, organization and content
a) Student will write about a single topic,
staying on topic.
b) Student will write with an awareness of
audience.
c) Student will choose, use, and arrange
words and sentence structures that
create tone and voice.
d) Student will develop and sustain order
within and across paragraphs using
transitional devices, including
introduction and conclusion.
e) Student will develop ideas through
facts, examples, details, opinions,
reasons, and/or explanations.
Assessment
Suggested Assessments
• Rubric
• Check list
• Domain scoring rubric (including
focus, content, organization, style,
and conventions)
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Regular & AGP
McDougal Littell Language
of Literature (2001)
Anthology and ancillaries
McDougal Littell Language
Network (2001) Anthology
and ancillaries
See Addendum: Scope and
Sequence for Grammar,
Usage, Punctuation,
Capitalization
www.mcdougall-littell.com
(Classzone)
McDougal Littell Resources
Electronic Teaching Tools
Test Generator
Grammar Coach
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Revised – Fall 2008
Graphic organizers
Prompts
Peer conferencing
Teacher conferencing
Questioning
Modeling
Direct teaching
Rubrics for reference use
Visual reminders of focus,
style, organization and content
Mini-lessons
Computer use for word
processing
Teaching the use of reference
materials (dictionaries,
thesauruses, etc.)
Checklists
Transition Words/Phrases
charts
Bloom’s Taxonomy
Reciprocal Teaching
Grade 6
Essential Question, Concept or Theme: B. Students will write in a variety of formats
using appropriate language mechanics.
Standards: 1.4.8A-D, 1.5.8A-H
Benchmark/Skills
WRITING
3. Students will utilize the writing
process.
a) Clearly identify the topic and its
appropriate audience during the
prewriting stage of the writing
process.
b) “Prewrite” using relevant
content, specific to the audience,
organizing the details.
c) Draft paragraphs, including the
introduction, body, and
conclusion, paying attention to
use of literary elements and
devices.
d) Revise a written draft,
concentrating on: correctly
written paragraphs, precise
language, logical sequence, word
choices, and smooth transitions
between paragraphs.
e) Edit a written draft, concentrating
on: complete sentences, spelling,
capitalization, punctuation, word
usage (grammar).
f) Have the opportunity to publish
and present pieces of writing.
Revised – Fall 2008
Assessment
Suggested Assessment Tools:
• Rubric
• Check list
• PSSA writing sample
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
Regular & AGP
McDougal Littell
Language of Literature
(2001) Anthology and
ancillaries
McDougal Littell
Language Network (2001)
Anthology and ancillaries
•
•
•
•
•
•
•
•
See Addendum: Scope and
Sequence for Grammar,
Usage, Punctuation,
Capitalization
•
www.mcdougalllittell.com (Classzone)
McDougal Littell
Resources
Electronic Teaching Tools
Test Generator
Grammar Coach
•
•
•
•
•
•
•
•
Graphic organizers
Prompts
Peer conferencing
Teacher conferencing
Questioning
Modeling
Direct teaching
Rubrics for reference use/selfevaluating
Visual reminders of the writing
process
Mini-lessons
Computer use for word
processing
Teaching the use of reference
materials (dictionaries,
thesauruses, etc.)
Word Charts
Checklists
Pre-writing discussions and
brainstorming
Bloom’s Taxonomy
Reciprocal Teaching
Grade 6
Essential Question, Concept or Theme: B. Students will write in a variety of formats
using appropriate language mechanics.
Standards: 1.4.8A-D, 1.5.8A-H
Benchmark/Skills
WRITING
4. Students will apply conventions
of language in writing.
a) Introduce, reinforce, and master
6th grade grammar, usage,
punctuation, and capitalization.
b) Produce a written piece of
dialogue (quotation marks,
indenting, paragraphing, ending
punctuation, capitalization).
c) Revise a written draft,
concentrating on: correctly
written paragraphs, precise
language, logical sequence, word
choices, and smooth transitions
between paragraphs.
d) Edit a written draft, concentrating
on: complete sentences, spelling,
capitalization, punctuation, word
usage (grammar).
Revised – Fall 2008
Assessment
Assessments:
• Grammar End-of-Year Test
• Quarterly Tests
Suggested Assessments:
• Rubric
• Check list
• Daily edit
• Editing rubric
• Peer edit
• Quiz/test
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Regular & AGP
McDougal Littell Language of Literature
(2001) Anthology and ancillaries
McDougal Littell Language Network
(2001) Anthology and ancillaries
See Addendum: Scope and Sequence for
Grammar, Usage, Punctuation,
Capitalization
www.mcdougall-littell.com (Classzone)
McDougal Littell Resources
Electronic Teaching Tools
Test Generator
Grammar Coach
Instructional Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
Graphic organizers
Prompts
Peer conferencing
Teacher conferencing
Questioning
Modeling
Direct teaching
Rubrics for reference use
Mini-lessons
Computer use for word
processing
Teaching the use of reference
materials (dictionaries,
thesauruses, etc.)
Bloom’s Taxonomy
Reciprocal Teaching
Grade 6
Essential Question, Concept or Theme: B. Students will write in a variety of formats
using appropriate language mechanics.
Standards: 1.4.8A-D, 1.5.8A-H
Adaptations/Inclusion
Techniques
WRITING
• Extended time
• Preferential seating
• Advanced organizer
• Alternative assessment
• Study guides
• Additional practice
• Extra help after school
• Peer tutors
• Individual aid
• Flexible grouping
• Visual cues and reminders
• Adjusted pace
• Graphic organizers
• Materials available on multi-levels
• Use of technology devices for assistance
with spelling and vocabulary
Approx. Time Allotment:
Enrichment
Strategies
•
•
•
•
•
•
•
•
•
•
•
•
Independent study
School newscast
Debates
Background research
Student generated plays and skits
Poetry notebook
Point of view essays
Book reports demonstrating
advanced story analysis
Book reviews and book chats
Author studies
Additional book reports/activities
Independent home writing
Remediation
Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Revised – Fall 2008
After school extra help
Graphic organizers
Prepared study guides
Reteaching materials
Build on prior knowlege/build
background information
Peer assistance
Teaching to student’s
strength/intelligences/learning
styles
Visual aids
Volunteer tutors/readers
Small group skill instruction
Scribe
Student checklist for
organization and accountability
Multiple examples of
appropriate questions and notes
for specific tasks
Highlighted or simplified
directions
Word lists for writing
enhancement
Frequent teacher
conferencing/checkpoints
Multiple examples of relevant
written material
Use of computer for word
processing
Multicultural/
Interdisciplinary
Connection
•
•
•
•
Vocabulary from other
cultures/languages
Vocabulary related to
social studies and
science concepts
Books on tape/CD
Field trips
Grade 6
Essential Question, Concept or Theme: C. Students demonstrate effective listening and
speaking skills in all curricular areas.
Standards: 1.6.8A-F, 1.7.8B
Benchmark/Skills
LISTENENING AND SPEAKING
Listening
1. Students will practice active listening
skills
a) Student will actively listen to the
teacher and his/her classmates.
b) Student will actively listen to various
selections of fiction and nonfiction
literature.
Revised – Fall 2008
Assessment
•
•
•
•
•
•
•
Note taking
Graphic organizer
Written responses
Journals
Discussion
Retelling
Questioning
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Regular & AGP
McDougal Littell Language of
Literature (2001) Anthology and
ancillaries
www.mcdougall-littell.com
(Classzone)
McDougal Littell Resources
• Electronic Teaching Tools
• Test Generator
• Grammar Coach
Instructional Strategies
•
•
•
Monitor listening
Retelling
Questioning
Grade 6
Essential Question, Concept or Theme: C. Students demonstrate effective
listening and speaking skills in all curricular areas.
Standards: 1.6.8A-F, 1.7.8B
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
Instructional Strategies
LISTENING AND SPEAKING
Speaking
2. Students will speak using skills
appropriate to a variety of formal
presentations.
a) Student will speak using
complete sentences, conveying
their ideas clearly and accurately,
using strong voice projection.
Revised – Fall 2008
•
•
•
Book report
Oral presentations
Rubrics
Regular & AGP
McDougal Littell Language of
Literature (2001) Anthology and
ancillaries
www.mcdougall-littell.com
(Classzone)
McDougal Littell Resources
• Electronic Teaching Tools
• Test Generator
• Grammar Coach
•
•
Direct teaching
Rubric for reference
Grade 6
Essential Question, Concept or Theme: C. Students demonstrate effective
listening and speaking skills in all curricular areas.
Standards: 1.6.8A-F, 1.7.8B
Benchmark/Skills
Assessment
Approx. Time Allotment:
Aligned Materials/
Resources/Technology
LISTENING AND SPEAKING
Speaking
3. Students will participate in
small and large group discussions.
b) Student will actively participate
in classroom discussions
Revised – Fall 2008
•
•
•
Teacher observations
Peer evaluations
Self evaluations
Regular & AGP
McDougal Littell Language of
Literature (2001) Anthology and
ancillaries
www.mcdougall-littell.com
(Classzone)
McDougal Littell Resources
• Electronic Teaching Tools
• Test Generator
• Grammar Coach
Instructional Strategies
•
•
Oral retelling
Literature circles
Grade 6
Essential Question, Concept or Theme: C. Students demonstrate effective listening and
speaking skills in all curricular areas.
Standards: 1.6.8A-F, 1.7.8B
Approx. Time Allotment:
Adaptations/Inclusion
Techniques
LISTENING AND SPEAKING
• Extended time
• Preferential seating
• Alternative assessment
• Additional practice
• Extra help after school
• Peer tutors
• Individual aid
• Flexible grouping
• Visual cues and reminders
• Adjusted pace
• Materials available on multi-levels
• Repeated directions
• Repeated directions
Remediation
Strategies
Enrichment
Strategies
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Read aloud opportunities
Play/storytelling
School newscast
Debates
Literature circles
Background research
Student generated plays and
skits
Poetry notebook
Point of view essays
Oral book reports
demonstrating advanced
story analysis
Field trips
Author visits
Book reviews and book
chats
Author studies
Additional oral book
reports/activities
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Revised – Fall 2008
After school extra help
Graphic organizers
Reteaching materials
Build on prior knowledge/build
background information
Tapes of reading selections
Peer assistance
Teaching to student’s
strength/intelligence’s/learning
styles
Visual aids
Volunteer tutors
Small group skill instruction
Scribe
Student checklist for organization
and accountability
Multiple examples of appropriate
questions and notes for specific
tasks
Highlighted or simplified directions
Various books on the same level
Various books on the same topic but
different reading levels
Word lists for writing enhancement
Frequent teacher
conferencing/checkpoints
Multiple examples of relevant
questions and answers, opinions,
and summaries for a specific task
Multicultural/
Interdisciplinary Connection
•
•
•
•
Vocabulary from other
cultures/languages
Vocabulary related to social
studies and science concepts
Books on tape/CD
Field trips
Grade 6
Essential Question, Concept or Theme: D. Students will utilize research skills.
Approx. Time Allotment:
Standards: 1.8.8A-C
Benchmark/Skills
RESEARCH
1. Students will practice research skills.
a) Student will select and define a topic for research by defining
an information problem within
b) the parameters of an assignment and developing a research
plan.
c) Student will locate information using appropriate sources and
strategies:
d) Use subjects, keywords, Boolean operators, and online search
techniques to identify possible sources.
e) Select appropriate sources in a variety of formats including
books, magazines, electronic databases, online subscriptions,
and the Internet.
f) Evaluate information sources considering currency and
relevancy to their topic.
g) Student will locate and access information sources using the
table of contents, indices, keywords, cross-references, and
appendices.
h) Student will organize and present the main idea from research
i) Read and extract appropriate facts and concepts.
j) Organize information in a format appropriate to the finished
product (outline, graphic organizer, storyboard, etc.)
k) Apply relevant data to the solution of the problem.
l) Communicate results in a format appropriate to the
parameters of the assignment.
m) Cite resources in an academically accepted format. (See
addendum.)
n) Identify and practice responsible and ethical use of all
resources according to the copyright law.
o) Identify and practice responsible and ethical behavior in
regard to the intellectual property of peers.
p) Reflect on use of research questions and process.
Revised – Fall 2008
Assessment
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Check list
Presentations
Compositions
Rubrics
Aligned Materials/
Resources/Technology
Regular & AGP
McDougal Littell
Language of Literature
(2001) Anthology and
ancillaries
www.mcdougalllittell.com (Classzone)
McDougal Littell
Resources
• Electronic Teaching
Tools
• Test Generator
• Grammar Coach
Instructional Strategies
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KWL
SQ3R
Note taking
Reading Rate
Monitor Comprehension
Skim/scan
Outlining
Teach parts of the text
Summarize and organize
materials
Trash N’ Treasure
Write In Your Own
Words
Grade 6
Essential Question, Concept or Theme: D. Students will utilize research skills.
Approx. Time Allotment:
Standards: 1.8.8A-C
Adaptations/Inclusion
Techniques
RESEARCH
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Extended time
Preferential seating
Advanced organizer
Alternative assessment
Study guides
Additional practice
Extra help after school
Peer tutors
Individual aid
Flexible grouping
Visual cues and reminders
Adjusted pace
Books on tape
Pair/share reading
Graphic organizers
Materials available on multi-levels
Use of technology devices for assistance
Enrichment
Strategies
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Independent study
Background
research
Author study
Additional oral
book
reports/activities
Remediation
Strategies
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Revised – Fall 2008
After school extra help
Graphic organizers
Reteaching materials
Build on prior knowledge/build
background information
Tapes of reading selections
Peer assistance
Teaching to student’s
strength/intelligences/learning styles
Visual aids
Volunteer tutors
Small group skill instruction
Scribe
Student checklist for organization and
accountability
Multiple examples of appropriate
questions and notes for specific tasks
Highlighted or simplified directions
Various books on the same level
Various books on the same topic but
different reading levels
Word lists for writing enhancement
Frequent teacher
conferencing/checkpoints
Multiple examples of relevant questions
and answers, opinions, and summaries
for a specific task
Multicultural/
Interdisciplinary Connection
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Vocabulary from other
cultures/languages
Vocabulary related to social
studies and science concepts
Books on tape
Field trips