LANGUAGE AND LITERACY
CURRICULUM DOCUMENT FOR 6TH GRADE ELA 2014 – 2015
BECOMING A READER AND WRITER
Unit Title:
Time Frame:
Reading and Writing Informational Texts
Second Grading Period
Theme with Facilitation Questions:
Choices and Consequences
Unit Foci:
Reading – Read selections, including expository, persuasive &
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Why might consequences always seem negative?
How do others’ opinions and ideas influence my decisions?
Do the right choices always have to be the hard choices?
Does the “Domino Effect” mean that someone else is always
affected by the choices I make?
Do my choices influence the way people see me?
Do I believe that things are fated no matter what or do I believe
that my actions can help bring about change?
Do you have a choice in being an insider or an outsider?
procedural texts, and identify authors’ management of the
ordering of steps, chains of cause and effect, and logical
reasoning. Compare and contrast across texts.
Writing – Six Traits Focus: ideas, organization, & sentence
fluency. Compose an expository essay based on texts and using
a compare/contrast structure (teachers use text that they are
reading in reading class as basis). Compose an informal letter.
Compose an analysis using Claim Evidence Commentary in
expository texts.
Curriculum: Although components are listed here in separate strands, effective instruction mirrors the real and
necessary interdependence of reading and writing skills.
Enduring Understandings:
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An author’s choices are purposeful and create meaning and communicate messages in a text.
Making text-based inferences allows a reader to ‘find’ meanings and messages in a text.
Summarizing texts allows a reader to make meaning of a text.
Comparing and contrasting texts allows a reader/writer to better understand an author’s choice, meaning and message.
By reading multiple persuasive texts, the reader can make better educated choices that address personal desires and needs.
Making thoughtful choices as an author communicates my meaning and message more clearly.
Writers can influence readers’ understanding by making careful connections between ideas.
Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
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Essential Questions:
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What choices does an author make and how do these choices influence the meaning and message of the text?
What choices do I make as an author to better communicate my meaning and message?
Spiraling TEKS:
 Fig.19 Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent
reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly
more complex texts as they become self-directed, critical readers. The student is expected to:
 Fig.19 (A) establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension
 Fig.19 (B) ask literal, interpretive, evaluative, and universal questions of text
 Fig.19 (C) monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud;
generating questions)
 Fig.19 (D) make inferences about text and use textual evidence to support understanding RS, SS
 Fig.19 (E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across
texts RS, SS
 Fig.19 (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide
textual evidence RS
 6.2 (A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and
affixes RS
 6.2 (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 RS
 6.2 (C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page:_____ or pen:ink as book:______)
 6.2 (D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera)
 6.2 (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 RS
 6.6 (C) describe different forms of point-of-view, including first- and third-person SS
 6.14 (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
 6.14 (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
 6.14 (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
Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
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6.14 (D) edit drafts for grammar, mechanics, and spelling
6.14 (E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
6.17 (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding
6.19 (A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:
 (i) verbs (irregular verbs [focus for Unit 2] and active and passive voice[focus for Units 5 & 6])
 (ii) non-count nouns (e.g., rice, paper)
 (iii) predicative adjectives (She is intelligent.) and their comparative and superlative forms (e.g., many, more, most)
 (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed)
 (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details
 (vi) indefinite pronouns (e.g., all, both, nothing, anything)
 (vii) subordinating conjunctions (e.g., while, because, although, if)
 (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the
organization of the writing (e.g., on the contrary, in addition to)
6.19 (B) differentiate between the active and passive voice and know how to use them both
6.19 (C) use complete simple and compound sentences with correct subject-verb agreement
6.21 (A) differentiate between commonly confused terms (e.g., its, it’s; affect, effect)
6.21 (B) know how to use the spell-check function in word processing while understanding its limitations
The student will know and be able to:
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Fig.19 (D) (see Spiraling)
Fig.19 (E) (see Spiraling)
Fig.19 (F) (see Spiraling)
6.2 (B) (see Spiraling)
6.2 (E) (see Spiraling)
6.9 (A) compare and contrast the stated or implied purposes of different authors writing on the same topic SS
6.10 (A) summarize the main idea and supporting details in text, demonstrating an understanding that a summary does not include
opinions RS
6.10 (B) explain whether facts included in an argument are used for or against an issue SS
6.10 (C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea
and the author’s viewpoint RS
6.10 (D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or
different genres RS
6.11 (A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated
claim and supporting evidence SS
6.11 (B) identify simply faulty reasoning used in persuasive texts SS
Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
Unit 2
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 6.12 (A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures
 6.12 (B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and
diagrams SS
 6.14 (A) (see Spiraling)
 6.14 (B) (see Spiraling)
 6.14 (C) (see Spiraling)
 6.14 (D) (see Spiraling)
 6.14 (E) (see Spiraling)
 6.17 (A) create multi-paragraph essays to convey information about a topic
 (i) present effective introductions and concluding paragraphs
 (ii) guide and inform the reader’s understanding of key ideas and evidence
 (iii) include specific facts, details, and examples in an appropriately organized structure
 (iv) use a variety of sentence structures and transitions to link paragraphs
 6.17 (B) write informal letters that convey ideas, include important information, demonstrate a sense of closure, and use appropriate
conventions (e.g., date, salutation, closing)
 6.17 (C) write responses to literary or expository texts and provide evidence from the text to demonstrate understanding
 6.19 (A) (see Spiraling)
 (i) verbs (irregular verbs)
 (iv) conjunctive adverbs (e.g., consequently, furthermore, indeed)
 (v) prepositions and prepositional phrases to convey location, time, direction, or to provide details
 (vii) subordinating conjunctions (e.g., while, because, although, if)
 (viii) transitional words and phrases that demonstrate an understanding of the function of the transition related to the
organization of the writing (e.g., on the contrary, in addition to)
 6.19 (B) differentiate between the active and passive voice and know how to use them both
 6.19 (C) use complete simple and compound sentences with correct subject-verb agreement
 6.20 (B) recognize and use punctuation marks
 6.23 (B) differentiate between primary and secondary sources
 6.23 (D) identify the source of notes (e.g., author, title, page number) and record bibliographic information concerning those sources
according to a standard format
 6.23 (E) differentiate between paraphrasing and plagiarism and identify the importance of citing valid and reliable sources
Student Understanding (student friendly TEKS):
 Fig.19 (D) I will make inferences and use textual evidence to support my understanding.
 Fig.19 (E) I will summarize and put text into my own words in ways that keep the same order so that the meaning is not changed.
 Fig.19 (F) I will make connections between texts about things like theme text structure, author’s purpose, author’s craft, etc. and
Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
Unit 2
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provide textual evidence to support my understanding.
6.2 (B) I will be able to use appropriate context clues to determine what unfamiliar words mean and how to use them.
6.2 (E) I will use the dictionary or glossary when I cannot figure out the meaning of a word or use a thesaurus when I want to find a
synonym.
6.9 (A) I will compare and contrast author’s purpose in texts written on the same topic.
6.10 (A) I will be able to summarize and expository text without including my opinions.
6.10 (B) I will be able to explain facts used for or against an issue.
6.10 (C) I will be able to recognize different organizational patterns in expository texts and explain how it develops the main idea and
author’s viewpoint.
6.10 (D) I will be able to combine and connect ideas in an expository text or between multiple texts from different genres.
6.11 (A) I will be able to identify the stated claims and the evidence that supports them in a persuasive text. I will be able to compare
and contrast the structure and viewpoints of two persuasive texts.
6.11 (B) I will identify the faulty reasoning in persuasive texts.
6.12 (A) I can follow step by step instructions to solve a problem or preform procedures.
6.12 (B) I can interpret maps, charts, graphs, illustrations, timelines, tables, and diagrams.
6.14 (A) I will plan a first draft for a piece of writing by first determining audience and purpose.
6.14 (B) I will develop my drafts by choosing an appropriate organizational pattern and building on ideas.
6.14 (C) I will revise my piece of writing to be more precise in word choice, make sure my sentences are varied in structure and are in
an order that makes sense.
6.14 (D) I will edit my writing to be sure my words are spelled correctly and my punctuation is correct.
6.14 (E) I will revise one more time after getting feedback and then publish my writing for an audience that is appropriate for the
written piece.
6.17 (A) I will create multi-paragraph essays to convey information about a topic.
 (i) I will include helpful introduction and concluding paragraphs in my writing contrast essay/presentation.
 (ii) I will guide and inform the reader's understanding of key ideas and evidence.
 (iii) I will include specific facts, details, and examples in an appropriately organized structure.
 (iv) I will use a variety of sentence structures and transitions to link paragraphs.
6.17 (B) I can write a letter that includes important thoughts or information and includes the date, greeting, and closing.
6.17 (C) I will write a response to something I read and have proof from the text to show that I understand what I read.
6.19 (A) I will use and understand the function of the following parts of speech in the context of reading, writing, and speaking.
 (i) I will be able to identify and use verbs (irregular verbs and active and passive voice).
 (iv) I will be able to identify and use conjunctive adverbs (e.g., consequently, furthermore, indeed).
 (v) I will be able to identify and use prepositions and prepositional phrases to convey location, time, direction, or to provide
details.
Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
Unit 2
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 (vii) I will be able to identify and use subordinating conjunctions (e.g., while, because, although, if)
 (viii) I will be able to identify and use transitional words and phrases that demonstrate an understanding of the function of the
transition related to the organization of the writing (e.g., on the contrary, in addition to).
6.19 (B) I will be able to tell the difference between active and passive voice and use both in my writing.
6.19 (C) I will be able to write compound sentences with correct subject-verb agreement.
6.20 (B) I will recognize and use punctuation marks including
6.23 (B) I will know the difference between primary and secondary sources.
6.23 (D) I will know how to create a bibliography.
6.23 (E) I will know the difference between paraphrasing and plagiarism.
Targeted College and Career Readiness Standards: Click here to access CCRS document in full.
Targeted ELPs: Click here to access ELPS TEA web document in full.
Language of Instruction (instructional goals):
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sound reasoning
faulty reasoning
author’s purpose
cause and effect
consequences
Six Traits
o ideas
o organization
o voice
o word choice
o sentence fluency
o conventions
o presentation
controlling idea
topic sentences
indefinite pronouns
transition words
prepositions
paraphrase
Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
Academic Vocabulary (for mastery):
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Reading
o analyze
o informational text
 expository
 persuasive
 procedural
 speech
o bandwagon
o proposition
o testimonial
English
o style
 formal
 informal
o audience
o controlling idea
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plagiarism
bibliography
sources
Instruction:
These materials and instructional experiences offer workable components which necessitate the
addition of other choices to construct a sequence of learning experiences in which reading and writing blend.
Reading Skill Focus:
Reading:
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determining main idea
identifying supporting details
recognizing author’s purpose (p. 788)
using text structure to enhance understanding
using graphic organizers/Thinking Maps: Venn diagram,
double bubble, T-chart
Written Composition and Grammar:
Composition/Essay:
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Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
Instructional focus
o ideas; controlling idea
o organization for compare/contrast writing
o using transition to create fluency between sentences
and paragraphs
o Claim-Evidence-Commentary (C-E-C)
 Three ingredients are necessary in a paragraph
or essay- the claim, the evidence, the
commentary. This method provides a
structure to answer questions or write an
essay and provide textual evidence to support
your thoughts.
 Claim – states your position on the
issue and must have a singular or
overarching claim that dictates your
position/argument.
 Evidence – material from the text
which supports the claim. Without any
evidence, the claim is just an assertion.
 Commentary – explains why and how
your evidence supports your claim; it
states the relationship between your
Composition focus, choose from among these options:
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o Expository writing
 Compare and contrast essay
 Suggested prompt: Compare and
contrast characters from a novel by
evaluating character traits,
motivations, and experiences.
 Suggested prompt: Compare and
contrast the experiences of a character
from your reading to your own
experience of struggling to belong.
 Informal Letter
 Suggested prompt: Write a letter to a
new student in your school about ways
to become involved with established
groups at school.
Grammar and Conventions:
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indefinite pronouns
punctuation in sentences
spelling
cite sources for research (mini lesson while writing compare and
contrast essay)
Core Text Experiences -- Teachers choose a variety of informational texts including persuasive, expository and procedural pieces and
pair with contrasting texts.
Suggested texts (excerpts or full text):
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Prentice Hall Language and Literacy
o Nonfiction
 “Letter to Scottie,” Fitzgerald, p.522
 “Jackie Robinson: Justice at Last,” Ward and Burns, p. 422
 “Excerpt from The Pigman and Me,” Zindel, p.498
 “Race to the End of the Earth,” Scheller, p. 335 (see on-line resources below)
 “Origami Apatosaurus” Katz p.603 (procedural)
Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
Unit 2
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 “Denton City Passport Information” p.137-138 (procedural)
 “Vote Yes: Replace Fouts Field for Better Future,” Cadenhead, p. 657
 “Vote No: Cut Football Program Out of NT,” Bumbalough, p. 658
 “Preserving a Great American Symbol,” Durbin, p. 439
 “Astros Welcome Instant Replay,” Oliphant, p. 441
o Mass Media
 “Dallas Museum of Nature and Science Planetarium,” p. 247
 “Ball-Band Shoes,” p. 513
 “Texas Coast,” p. 514
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Other Sources
o Picture books (may be in school library)
 I Wanna Iguana, Karen Orlaf
 Daddy, Could I Have an Elephant?, Jake Wolf and Marilyn Hafner
o Speech
 “I Have a Dream,” King (available online)
o Poetry
 “Homework! Oh, Homework!” Jack Prelutzsky (persuasive)
 “In New Jersey Once” (persuasive)
o Advertisements
 TV and print ads such as Proactive, PowerBalance, smoking ads, weight loss
o Suggested Topics and other sources
 Scholastic Magazine – immigration, bullying, etc.
Technology: As teachers use this document, we will add here their
Research Based Instructional Strategies: As teachers
ideas about ways to use technology in this unit.
use this document, we will add representative research-based
instructional strategies here.
 TA 6.1.D – discuss trends and possible outcomes
 TA: 6.2.B – communicate effectively with multiple audiences using
a variety of media and formats.
Exemplar Lessons: See Learning Plan developed for this second unit of Career Connections/Real Life Application: As teachers
instruction.
use this document, we will add here their ideas about ways to
make career and real life applications in this unit.
Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
Unit 2
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Assessment:
Modify or supplement the suggested assessments below to complement unit activities and ensure
varied assessments throughout the year.
Student self-assessment & reflection:
Acceptable evidence or artifacts:
Common Assessment in both Reading and English
Claim – Evidence – Commentary Structure for Composition
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Unit Title: Reading and Writing Informational Texts
Last Revised June 5, 2014
Unit 2
Three ingredients are necessary in a paragraph or
essay, the claim, the evidence, the commentary. This
method provides a structure to answer questions or
write an essay and provide textual evidence to support
your thoughts.
 Claim – states your position on the issue
and must have a singular or overarching
claim that dictates your position/argument.
 Evidence – material from the text which
supports the claim. Without any evidence,
the claim is just an assertion.
 Commentary – explains why and how your
evidence supports your claim; it states the
relationship between your claim and
evidence.
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