Hazleton Area School District
Literacy Curriculum
Aligned to PA Core Standards and
English Language Proficiency Standards
Sixth Grade
Sixth Grade
Page 1
The ELA (K-8) Curriculum Committee
Dr. Christopher J. Lake, Chairperson
Michael Balay
Danielle Bernstein
Debbie Boyle
Randi Chapin
Catherine Carrell
Ann Marie Corrado
Linda DeCosmo
Kelly Fegley
Ann Franzosa
Katherine Frumkin
Patricia Galloway
Janice Kelly
Christine LaMonica
Jennifer Tomashunis
Elizabeth Sannie
Sixth Grade
Page 2
What is a Curriculum Framework?
A Curriculum Framework is an organized plan or set of standards that defines the content to be learned in terms of clear, definable standards of what
the student should know and be able to do.
A Curriculum Framework is part of standards aligned system. The framework is the first step, defining clear, high standards which will be achieved
by all students. The curriculum is then aligned to the standards, and students are assessed against the standards. When the standards are reached,
there will be no achievement gap where some groups are allowed to score lower than others. All will meet world class standards and be career and
college ready.
A Curriculum Framework includes the Enduring Understandings, which will lead to life-long learning; Essential Questions that guide student
learning; Grade Level Skills that students are to master in order to meet the overarching standards; Resources and Materials for teachers and
students to utilize to develop, master, and practice the skills, and Assessments, or opportunities, for students to demonstrate their level of achieving
the standards.
A Curriculum Framework is not a textbook. A textbook is one tool or resource used to deliver a Curriculum Framework. Likewise, a series is one of
many resources used to develop students’ skills and understanding of the world around them. A Curriculum Framework is not a unit plan or
collection of daily lesson plans for a teacher to follow. From the Curriculum Framework, teachers create lessons and units to meet each individual
student’s needs. A Curriculum Framework should allow a teacher to include differentiation through multiple resources, learning opportunities, and
assessments. Choice and creativity for teachers and students are very important, and a Curriculum Framework should allow for both, yet focus on the
standards.
A Curriculum Framework is a living document that must grow and develop with time and experience. It would behoove the committee to think that
this document is complete. Administrators, teachers, parents, and students will continue to revise the Curriculum Framework to continue to meet the
needs of the students in the Hazleton Area School District.
Aligning with PA Core Standards, this English/Language Arts curriculum focuses on the four domains of literacy: Speaking, Listening, Reading and
Writing. It is the intent that that the four domains are taught through an integrated approach, including vocabulary, spelling, syntax, grammar, and
conventions. Students demonstrate their understanding of the content and mastery of the literacy skills through speaking and/or writing assessments
about what they have heard and/or read. Research supports this approach of integrating all four domains of literacy as opposed to teaching each in
isolation. Even in the case when language arts may be taught by a teacher different from the teacher who teaches reading, integration is vital for
students’ language development.
Sixth Grade
Page 3
PA Core Standards for Sixth Grade
Reading
1.2 Students read, understand, and respond to informational text—with emphasis on comprehension, vocabulary
acquisition, and making connections among ideas and between texts with focus on textual evidence.
1.3 Students read and respond to works of literature—with emphasis on comprehension, vocabulary acquisition, and
making connections among ideas and between texts with focus on textual evidence.
Reading Informational Text
Key Ideas and Details
 Explain how main idea is conveyed through particular
details
 Summarize the text without personal opinions or
judgment
 Cite textual evidence by quoting accurately from text to
support inferences and generalizations
 Analyze how an individual, event, or idea is introduced,
illustrated, and elaborated in a text
Craft and Structure
 Explain how an author’s point of view is conveyed in a
text
 Analyze the structure through paragraphs, chapters, or
sections
 Interpret figurative language (simile, personification,
hyperbole, metaphor, analogy)
Sixth Grade
Reading Literature
Key Ideas and Details
 Explain how a theme is conveyed through particular
details
 Summarize the text without personal opinions or
judgment
 Cite textual evidence by quoting accurately from text
to support inferences and generalizations
 Describe how a plot develops and how characters
respond or change as the plot moves to a resolution
Craft and Structure
 Explain how an author’s purpose is conveyed
through the text
 Analyze how the structure of a text contributes to
development of theme, setting, and plot
 Interpret figurative language (simile, personification,
hyperbole, metaphor)
 Explain how sound devices convey meaning in a work
Page 4
Integration of Knowledge and Ideas
Integration of Knowledge and Ideas
 Use multiple print or digital sources to develop a coherent  Compare and contrast the written word to a visual
understanding of a topic or issue
and/or auditory experiences
 Evaluate an author’s argument by examining claims and
 Compare and contrast texts in the same genre on
determining if they are supported by evidence
their approaches to similar themes and topics as well
as literary elements
 Examine how two authors present similar information in
different types of text
Vocabulary Acquisition and Use
Vocabulary Acquisition and Use
 Use words and phrases acquired through
 Use words and phrases acquired through conversations,
conversations, general academics and contentgeneral academics and content-specific vocabulary,
specific vocabulary, including contrast, addition, and
including contrast, addition, and other logical
other logical relationships
relationships
 Determine or clarify the meaning of unknown or
 Determine or clarify the meaning of unknown or multiplemultiple-meaning words and phrases choosing
meaning words and phrases choosing flexibility from a
flexibility from a range of strategies and tools
range of strategies and tools
Sixth Grade
Page 5
Writing
1.4 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined
perspective and appropriate content.
Informative
Argumentative
Narrative
Identify and introduce the topic for
Introduce the topic state an opinion
Establish a situation and introduce a
Focus
Content
the intended audience
Develop and analyze the topic with
relevant facts, definitions, concrete
details, quotations, including
illustrations and multimedia when
appropriate
Organization Organize ideas, concepts and
Style
Conventions
Sixth Grade
information, using strategies such as
definition, classification,
comparison/contrast, and
cause/effect
Use transition, provide a conclusion
Include formatting when useful
Use precise language and domainspecific vocabulary
Use sentences of varying length and
complexities
Develop and maintain a consistent
voice
Establish and maintain a formal style
Use compound sentences with a
subordinating conjunction
Use complex sentences
Use appropriate transitions between
and within paragraphs
Use clear reasons and relevant
evidence to support claims, using
credible sources
Organize the claim with clear reasons
and evidence
Clarify relationships among claims and
reasons
Provide a concluding statement or
section
narrator and/or characters
Use dialogue and descriptions of actions,
pacing, thoughts, and feelings to develop
experiences and events or show the
response of characters to situations; use
concrete words and phrases and sensory
details precisely
Organize an event sequence that unfolds
naturally, using a variety of transitional
words and phrases; provide a conclusion
that follows from the narrated experiences
and events
Use precise language and domainspecific vocabulary
Use sentences of varying length and
complexities
Develop and maintain a consistent
voice
Establish and maintain a formal style
Vary sentence patterns for meaning,
interest, and style
Use precise language (i.e. proper nouns
and adjectives)
Develop and maintain a consistent voice
Use compound sentences with a
subordinating conjunction
Use complex sentences
Use appropriate transitions between
and within paragraphs
Use compound sentences with a
subordinating conjunction
Use complex sentences
Use appropriate transitions between and
within paragraphs
Page 6
Use varying sentence openers with
phrases and clauses
Use semi-colons with subordinating
conjunctions
Use commas with sentence openers
and compound sentences
Use correct grade-level spelling
Use varying sentence openers with
phrases and clauses
Use semi-colons with subordinating
conjunctions
Use commas with sentence openers
and compound sentences
Use correct grade-level spelling
Use varying sentence openers with
phrases and clauses
Use semi-colons with subordinating
conjunctions
Use commas with sentence openers and
compound sentences
Use correct grade-level spelling
Grammar








Define, identify, and analyze independent and dependent clauses by sentence patterns
Combine simple sentences into compound sentences using subordinating conjunctions
Identify and use adverb dependent clauses and prepositional phrases, with correct punctuation for sentence openers
Use verb tenses correctly
Use correct form of irregular verbs
Use commas correctly in compound sentences and complex sentences
Use semicolons correctly with compound sentences
Define, identify and correct run-on sentences in self and peer writing
Response to Literature


Draw evidence from literary or information texts to support analysis, reflection, and research
Apply grade level reading standards for literature and informational texts
Production and Distribution of Writing
Writing Process
With guidance and support,
 Strengthen writing through planning, revising, editing, rewriting, or trying new approach
Technology and Publication


Use technology, including Internet, to produce and publish writing as well as to interact and collaborate with others
Demonstrate sufficient keyboarding skills to type a minimum of three pages in a single sitting
Conducting Research

Sixth Grade
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate
Page 7
Credibility, Reliability, and Validity of Sources




Gather relevant information from multiple print and digital sources
Access credibility of each source
Quote or paraphrase the data and conclusions of others, avoiding plagiarism
Provide a basic bibliographic information of sources
Speaking and Listening
1.5 Students present appropriately in formal speaking situations, listen critically, and respond intelligently as individuals or
in group discussion.
Comprehension and Collaboration
Collaborative Discussion



Engage effectively in a range of collaborative discussions on grade level topics
Build upon others’ ideas
Express own ideas clearly
Critical Listening
 Delineate the speaker’s argument and specific claims by identifying specific reasons and evidence
 Recognize arguments or claims not supported by factual evidence
Evaluating Information


Interpret information presented in diverse media and formats
Explain how each claim is supported by reasons and evidence
Presentation of Knowledge and Ideas
Purpose, Audience, and Task

Sixth Grade
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main
ideas and themes
Page 8

Use appropriate eye contact, adequate volume, and clear pronunciation
Context

Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation
Integration of Knowledge and Ideas
Multimedia

Include multimedia components and visual displays to presentations to clarify information
Conventions of Standard English

Sixth Grade
Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content
Page 9
Socialization Skills
For the Hazleton Area School District, the ELA Curriculum Committee (2014) has combined literacy with socialization
skills for its curriculum development. Through a thematic approach, students will learn important social skills to be a good
citizen while learning the Pennsylvania standards for literacy. Each year, students will focus on one overarching social goal
which will build upon the previous year’s goal. Kindergarten will develop CARING KIDS; First Grade, COOPERATIVE
WORKERS; Second Grade, INDEPENDENT LEARNERS; Third Grade, PROBLEM SOLVERS; Fourth Grade,
RESPONSPIBLE STUDENTS; Fifth Grade, DECISION MAKERS; Sixth Grade, TOLERATE THINKERS; Seventh
Grade; CONFIDENT INDIVIDUALS; and Eighth Grade, WORLDLY THINKERS. These skills and overarching goals will
develop accepting and understanding global thinkers for the 21st Century.
Sixth Grade: Goal: Tolerant Thinkers
(Descriptor) As adolescents begin their transition into adulthood, they must be able to recognize, acknowledge, accept, and
appreciate differences in each other. Students should embrace other cultures as well. Teachers serve as a positive role model
to help the students associate bias with ignorance. The teacher will support, encourage, and praise the students in their
development, they will use informational text and literature to explore how persons and characters think for themselves
rather than relying on the opinions of others
Theme One: Changes
Theme Two: Excursions Across-Time
Theme Three: Accomplishments
Theme Four: Figure It Out(Challenges)
Sixth Grade
Page 10
Theme 1- (Unit 1)-McGraw -Hill
Changes
(Quarter 1)
Enduring Understanding
Understand the positive and negative aspects of change
Understand and draw own conclusions to whether change is a good thing or bad thing
Understand factors that create change
Understand the knowledge and changes of the past that have influenced the present
Understand how changes of the past affect the present and the future
Understand how change transforms the way people look at the world
Essential Questions
How do new experiences offer new perspectives?
Why do people form alliances?
How do life forms vary in different environments?
How do natural forces affect earth?
What factors influence how people use money?
How do the events of the past affect the future changes in our world?
How does changing something make it better?
What are the significant world changes that affect our lives?
Can I make a change/difference in the world?
In what ways do we change as we grow up?
How do experiences cause us to change?
What distinguishes childhood from adulthood?
How can you keep your individuality as you grow up?
Cumulative Assessment(s) Choose One:
 Give a speech expressing how you can affect our world. Give your opinion of what you think needs to change and how you will make that
change.
 Write a personal narrative telling how you have changed / been influenced by an event in your past. Give details to how this event
shaped the way you look at things in a different way.
 Create a collage of pictures from past events in history which have shaped/ changed our lives in modern society.
Sixth Grade
Page 11
Goals
Goals
Goals
Reading
Reading
Foundational Skills,
Informational Writing,
Literature
Speakin Speaking &eListening
&
Text
Assessment(s)
*=nonnegotiabl
Materials
Determine an
author’s point
of view or
purpose in a
text and
explain how it
is conveyed in
the text.
*Nonnegotiable:
Unit-1 Writing
*McGraw-Hill (Unit 1)
Autobiographical


paired selection
Read Aloud
Reading/

Leveled
Analyze the
author’s
structure
through the
use
of
paragraphs,
chapters, or
sections.
Main idea and
Key details
Describe
how a
particular
story or
drama’s plot
unfolds in a
series of
episodes, as
well as how
the characters
respond or
Fragments,
change as the
plot moves
toward a
resolution.
Main idea and
Key details:
~Analyze
comma)
how the
structure of a
text
contributes
complex
sentences
to the
development
of theme,
setting, and
plot.
Integrate
information
presented in
different media
or formats (e.g.,
~Describe
visually,
how a
quantitatively)
particular
as well as in
story or
words to
drama’s plot
develop a
unfolds
in a
coherent
aiding
comprehension.
series of
understanding of
episodes, as
a topic or issue.
claims.
well as how
the
Evaluate an
characters
author’s
respond or
argument by
change as
Sixth Grade
Demonstrate a grade
appropriate command of
standard
Products:
English
grammar, usage,
capitalization,
Sketch;
punctuation
, and spelling.
Suggested Resources for teachers
(Additional resources)
Vocabulary
Academic
McGraw-Hill Unit 1 Resources;

Anthology-main Selection &
Literature Vocabulary:
Discover
Similar/similarity
Different/difference
Explore
Research
Character
Setting
Plot
Genre
Context Clues
Imaginary presentation
Sequence
Main idea
Explain
Define
Interpret
Inference
Strategy
Summarizing
Text Structure
Analyze
Focus
organize
*=nonnegotiable
*Negotiable
Personal
Narrative
Writing Workshop
Grammar;
Sentence types and
*Additional
Readers;
Assessments:
-McGraw-Hill
selection
Grammar , mechanics ; end
, Unit & Ben
Benchmark
punctuation,Weekly
capitalization
-Teacher made
for each sentence type.
tests,
Sentence combining,
-quizzes,
punctuation in compound
-PDN’s,
sentences(semi-colon, and
-Thumbs Up/Down
-Exit Ticket
-Student Led
Clauses and Complex
sentences; punctuating
discussions
-Journal entries
-Think/Pair/Share
Organize ideas, concepts, and
information using strategies
such as definition, classification,
comparison/contrast, and
cause/effect; use appropriate
transitions to clarify the
relationshipsAssessments:
among ideas and
concepts; provide a concluding
statement or section; include
formatting when
useful to (3)
Benchmarks
Suggested
*Rubrics:
-Personal Narrative
*Other District
-Study Island
-Scholastic Reading
-Leveled Readers
-Novels
- vocabulary cards
Additional Resources;
Main selection/ paired
Houghton Mifflin Leveled Readers:
-Swimming Lesson
-Don’t Bug Me!
-Buddy
-Going The Distance
-Take A Chance
-Lone Wolf
Novel: Because of Winn-Dixie
By Kate Dicamillo
Novel: Peter Pan
(choice of leveled selections)
Media version of Peter Pan story
Choose one Novel:
Story Vocabulary/ Unit
Novel: Because of Winn-Dixie
Vocabulary: (Online resource word list)
By Kate Dicamillo
Novel: Peter Pan
(choice of leveled selections)
Media version of Peter Pan story
Inventory
(3)
Write arguments
to support
Use clear reasons and relevant
evidence to support claims,
using credible sources and
Teachervision.com
-Ann Frank, Diary of Young Girl, includes
classroom activities- Minty; Story of a Young Harriet Tubman
~Houghton Mifflin Leveled Readers:
-Swimming Lesson
Consolation
Glimmer
Heinous
Indispensable
Perception
Phobic
Sarcastic
Threshold
Adversity
Page 12
examining
claims and
determining
if they are
supported by
evidence.
Examine
how two
authors
present
similar
informatio
n in
different
types of
text.
the plot
moves
toward a
resolution.
~Compare and
contrast the
experiences of
reading a story,
drama, or poem
to listening to or
viewing an audio,
presented.
video, or live
version of the
text, including
contrasting what
is “seen” and
“heard” when
reading the text
to what is
perceived when
listening or
watching.
~Compare
and
contrast
texts in
different
forms or
genres in
terms of
their
approaches
to
similar themes
and topics as
well as their
use
of
additional
literary
elements.
~Acquire and
use accurately
grade‐
when
appropriate.
appropriate
general
academic and
domain‐
specific words
and phrases;
gather
vocabulary
knowledge
when
demonstrating an
understanding of the topic.
-Don’t Bug Me!
-Buddy
-Going The Distance
-Take A Chance
-Lone Wolf
Organize the claim(s) with
clear reasons and evidence
clearly; clarify relationships
among claim(s) and reasons
by using words, phrases, and
clauses; provide a concluding
statement or section that
follows from the argument
Novel: Because of Winn-Dixie
By Kate Dicamillo
Novel: Peter Pan
(choice of leveled selections)
Media version of Peter Pan story
Engage and orient the reader
by establishing a context and
introducing a narrator and/or
characters.
Use narrative techniques
such as dialogue, description,
and pacing to develop
experiences, events, and/or
characters; use precise
words and phrases, relevant
descriptive details, and
sensory language to convey
experiences and events.
(Expression and phrasing)
Draw evidence from literary
or informational texts to
support analysis, reflection,
and research, applying
grade‐level reading
standards for literature and
literary nonfiction.
Conduct short research
projects to answer a question,
drawing on several sources
and refocusing the inquiry
Online resources:
www.treasuresresources.com
www.InsideNG.com
www.nationalgeographic.com
(movies, passages, etc. )
www.onlineliterature.com/forums
www.storylovers.com
www.learningtogive.org/resources/folktale
s/trait
www.redbricklearning.com
www.ehow.com
www.readworks.org
www.redbricklearning/Capstone
classroom resources: novels, audio-books etc. for
purchase
www.teacherspayteachers.com
(resources- must enroll)
Alliance
Confinement
Inflicted
Reminisce
Retrieved
Smuggle
Spindly
Classification
Compartment
Engulfs
Flanked
Maneuvering
Obscure
Species
Submerged
Cascaded
Documentation
Dynamic
Exerts
Plummeting
Pulverize
Scalding
Shards
Available
Basically
Factors
Fluctuate
Formula
Inventory
Manufactured
salaries
https://www.teachervision.com/
poetry/printable/39741.html
https://www.teachervision.com/printa
blebook/resource/54429.html?detoured=1#reading
Delineate a speaker’s
argument and specific
claims by identifying
specific reasons and
evidence, and recognize
arguments or claims not
supported by factual
evidence.
Sixth Grade
Page 13
considering a
word or
phrase
important to
comprehensio
n or
expression.
~Read
under
study.
/comprehen
d literary
fiction on
grade level,
reading
independent
ly and
proficiently.
Sixth Grade
Interpret information
presented in diverse media
and formats (e.g., visually,
quantitatively, orally) and
explain how it contributes
to a topic, text, or issue
Page 14
Theme 2- (Unit 2) McGraw Hill
6th
Excursions Across Time
(Quarter 2)
Enduring Understanding
Understand how acts of courage impact others
Understand the lasting effects of courage
Understand how people grow from obstacles
Understand the difference between outwardly courageous and quietly courageous
Understand how courageous people evolve from conflict
and problems
Understand how literature provides insight into the life and times of the period in which it was written
Understanding how past history influences on the present
Essential Questions
What contributions were made by early settlers?
How did democracy develop?
What are the advantages or disadvantages of democracy?
What was life like in ancient cultures?
What influences the development of culture?
What can the past teach us?
What is courage?
What motivates people to be courageous?
Cumulative Assessment(s) Choose One:
 Research a famous person from history and present a speech, or write an essay expressing how this person has affected or influenced you or our
society in a positive manner. In the speech describe the personal characteristics which made this person courageous.
 Create a timeline of American historical events which have profoundly changed our society (Timeline can be presented in poster/ foldable manner).
Sixth Grade
Page 15
Goals
Reading
Informational Text
Goals
Reading
Literature
Acquire and use
accurately grade‐
appropriate general
academic and
domain‐specific
words and phrases;
gather vocabulary
knowledge when
considering a word
or phrase important
to comprehension
or expression.
Determine or clarify
the meaning of
unknown and
multiple‐ meaning
words and phrases
based on grade‐level
reading and content,
choosing flexibly from
a range of strategies
and tools
Demonstrate
understanding
of figurative
language.
Determine or clarify
the meaning of
unknown and
multiple‐ meaning
words and phrases
based on grade‐
level reading and
content, choosing
flexibly from a
range of strategies
and tools.
Determine the meaning
of words and phrases as
they are used in gradelevel content, including
interpretation of
figurative language in
Sixth Grade
Word
Relationships
and nuances in
word meanings.
Cite textual
evidence to
support
analysis of
what the text
says
explicitly, as
well as
inferences
and/or
generalizatio
ns drawn
from the
text.
Identify text
structure: -Problem/
Solution
-Compare/
Contrast,
-Determine
point of
view,
-Determine
Theme of
story
Interpret figures
of speech (e.g.
personification)
Goals
Foundational Skills,
Writing, Speaking &
Listening
Demonstrate a grade‐
appropriate command
of the conventions of
standard English
grammar, usage,
capitalization,
punctuation, and
spelling.
Introduce and state an
opinion on a topic.
Write a narrative to develop
real or imagined
experiences or events.
Organize an event
sequence that unfolds
naturally and logically,
using a variety of
transition words, phrases,
and clauses to convey
sequence and signal shifts
from one time frame or
setting to another;
provide a conclusion that
follows from the
Narrator’s experiences
and eve
Write with an
awareness of the
stylistic aspects of
writing.

Varied
sentence
patterns for
meaning
,reader/listen
er
Assessment(s)
*=nonnegotiable
& negotiable
Suggested
Materials
*=nonnegotiable
Suggested Resources for teachers
(Additional Resources)
Academic
Vocabulary
*Writing
Assessments:
Explanatory essay
-Formal Letter
-Focus-Informative
text
*McGraw-Hill (Unit 2):
McGraw-Hill Resources: Unit 2
-Anthology Stories
-Leveled Readers
-Novels
Literature
Vocabulary;
Protagonist
Antagonist
Character
development
Central/
main/key idea
Theme
Point of view
ELA
vocabulary;
Appositives
Open syllables
Expression
Possessive
nouns
*Rubrics:
-Explanatory essay
-Formal Letter
-Focus-Informative
text
*Additional
Assessments:
-McGraw-Hill Weekly
, Unit & Benchmark
-Teacher made tests,
-quizzes,
-PDN’s,
-Thumbs Up/Down
-Exit Ticket
-Student Led
discussions
-Journal entries
-Think/Pair/Share
*Other District
Assessments:
-Study Island
Benchmarks (3)
-Scholastic Reading
Inventory (3)
-------------------------Options for
-Reading/Writing
Workshop
-Read Aloud-
Additional Resources;
Houghton Mifflin-grade 6
“Hatchet”
“ Passage to Freedom”
A Woman’s Courage
Triumph Learning
(Online only)
Houghton Mifflin Leveled Readers:
(varied)
-An Unexpected Hero
-The Story Of Oskar Schindler
-Cesar Chavez
-Underground Rescue
-River of No Return
-I Double Dare You
Triumph Learning:
(Online only teachers’ resource)
Books Should Be Free
http://www.booksshouldbefree.
com/book/Junior-Classics-Volume-7
www.onlineliterature.com/forums
www.storylovers.com
www.learningtogive.org/resources/folk
tales/trait
Anthology
vocabulary;
Artifact
Communal
Derived
Inscription
Millennium
Stationery
Utilize
Yields
Aspiring
Foundation
Preceded
Principal
Promote
Page 16
context.
Demonstrate
understanding of
figurative language,
Word Relationships,
and nuances in word
meanings.
Determine the
Theme or central
idea of a text and
how it is conveyed
through particular
details; provide a
summary of the text
distinct from
personal opinions
or judgments.
Interpret figures of
speech (e.g.
personification) in
context.
Use the relationship
between particular
words (e.g.
cause/effect
Part/whole,
item/category) to
better understand each
word, Identify and write
a Problem & Solution
as an informational
text.
Sixth Grade
in context.
Determine
an
author’s
purpose
in a text
and
explain
how it is
conveyed
in a text.


interests/style
s
Use precise
language
Develop and
maintain a
consistent
voice.
Demonstrate a grade‐
appropriate command of
the conventions of standard
English grammar, usage,
capitalization, punctuation,
and spelling.
Phonics:
-Syllabication
-Inflectional endings
-Irregular plurals
Write informative/explanatory
texts to examine a topic and
convey ideas, concepts, and
information clearly.
Identify and introduce the
topic for the intended
audience.
Write with an awareness of the
stylists aspects of composition.
Use precise language and
domain‐specific
vocabulary to inform
about or explain the
topic.
• Use sentences of
varying lengths
and complexities.
• Develop and
maintain a
consistent voice.
• Establish and
maintain a formal
style.
Differentiated
Assessments:
Write a welldeveloped paper
about how the
character had the
“courage to follow
his/her convictions.
What were his/her
convictions?
What
Challenges arose
when the character
followed these
convictions? Be sure
to cite at least three
specific examples
from the text to
justify your response.
Write a narrative
using Dialogue,
varied Words(do
not use good, said,
nice)
Compare and
contrast texts in
different forms of
genres(e.g. stories,
and poems: historical
novels and fantasy
stories)
Oral PresentationChoose a story to
read, summarize, and
present to the class.
Part of the
presentation should
include the meaning
of the story, the
qualities of the
courageous
character, and how
www.redbricklearning.com
www.ehow.com
www.readworks.org
www.poetryfoundation.org:
-Figurative language lessons:
www.buzzle.com
My Hero
http://myhero.com/go/directory/
Restrict
Speculation
Withstand
Alcove
Commerce
Domestic
Exotic
Fluent
Stifling
Upheaval
Utmost
Benefit
Deftly
Derision
Eaves
Expertise
Impudence
Legacy
Symmetry
Commemorate
Contemporary
Forlorn
majestic
Courage
Courageous
Conviction
Bravery
Oppression
Convince
Page 17
Engage effectively in a range
of collaborative discussions,
on grade‐level topics, texts,
and issues, building on
others’ ideas and expressing
their own clearly.
Ask and answer questions
the dialect affects
the story.
Research a Hero
Opinion/Argumentati
ve
Writing- write your
own essay
Describing an
exemplary
courageous
character, include
some graphics or
visuals that
demonstrate the
setting(either
historical or present
day)
Students will retell a
story in order, (BME)
using correct
vocabulary and
syntax.
Sixth Grade
Page 18
Theme 3( McGraw-Hill Unit 3)
Accomplishments
(Quarter 3)
Enduring Understanding
Understand diversity
Understand development of a changing global-world and workforce
Understand the importance of cooperation
Understand and appreciate cultural differences and diverse work environments
Understand and develop a healthy respect for others in a diverse world
Understand what it takes to accomplish a goal
Essential Questions:
What happens when people share ideas?
What kinds of challenges transform people?
What can people accomplish by working together?
How can one person affect the opinion of others?
What steps can people take to promote a healthier environment?
What is Diversity?
What defines being an American? Who decides this?
What are the reasons people move to new places?
How do people decide where and when to move?
What defines Home?
How does where you are change who you are? / Does it?
What challenges do immigrants face?
Assessment(s) Choose One:
 With your group, Write a story/drama in which includes dialogue between characters. This story should develop a story about people who have to change and
work together to accomplish a task or overcome a challenge.
 Present a skit with characters and dialogue which dramatically shows the events in the character’s lives. This can be a realistic interpretation of personal family
events or events in a famous character’s life who has transformed in this event. ( EX: Immigration, or American Civil-Rights movement)
 Create a collage of images from various ethnic groups who have immigrated to America in order to change and improve their lives.
Sixth Grade
Page 19
Goals
Reading
Informational
Text
- Write an
Goals
Reading
Literature
Informational
Illustration with a
clear topic and a
descriptive
introduction,
facts, and
definitions
( use of examples
to explain, clarify,
or justify)
comprehend literary
nonfiction and
informational text on
grade level, reading
independently and
proficiently.
-Write a Narrative
using Dialogue,
Varied Words(do
not use said,
good, nice)
-Use Figurative
Language in your
writing (mastery
of simile and
onomatopoeia)
-Identify and write
a
Problem/Solution
as an
Informational Text
Read and
comprehend
literary nonfiction
and informational
text on grade level,
Sixth Grade
- Read and
Read and
comprehend literary
nonfiction and
informational text on
grade level, reading
independently and
proficiently.
Describe how a
particular story
or drama’s plot
unfolds in a
series of episodes,
as well as how the
characters
respond or change
as the plot moves
toward a
resolution.
Analyze how the
structure of a text
contributes to the
development of
theme, setting,
and plot.
Analyze how the
structure of a text
contributes to the
development of
theme, setting,
and plot.
Goals
Foundational Skills,
Writing, Speaking
& Listening
Assessment(s)
*=nonnegotia
ble
Write a Narrative
using Dialogue,
Varied Words(do not
use said, good, nice)
*McGraw-Hill;
-Weekly , Unit &
-Use Figurative
Language in your
writing (mastery of
simile and
onomatopoeia)
Write an
Informational
Illustration with a
clear topic and a
descriptive
introduction, facts,
and definitions (use
of examples to
explain, clarify, or
justify.
-Identify and write
a Problem/Solution
as an
Informational Text
Organize ideas,
concepts, and
information using
strategies such as
definition,
classification,
comparison/contras
t, and cause/effect;
use appropriate
Suggested Materials
*=nonnegotiable
Additional Resources for teachers;
Negotiable
Academic
Vocabulary
Benchmark
-Teacher made
tests,
-quizzes,
-PDN’s,
-Thumbs
Up/Down
-Exit Ticket
-Student Led
discussions
-Journal entries
-Think/Pair/
Share
*Other
District
Assessments:
-Study Island
Benchmarks (3)
-Scholastic
Reading
Inventory (3)
------------------Differentiated
Assessments:
-Compare and
Contrast a short
story and a poem
about Diversity
using a graphic
organizer
*McGraw-Hill;
(Unit 3)



Read Aloud
Reading/
Writing
Workshop
Leveled
Readers;
Main
selection/
paired
selection
McGraw-Hill Unit 3
Additional Resources;
-Anthology-Main Selection & Paired selection
-Leveled Readers
-Novels
-vocabulary cards
Literature
Vocabulary:
Diversity
Culture
Migration
Immigration
Citizenship
Visa
Passport
National
International
Culture
Ethnicity
Challenge
Society
contribute
celebration
heritage
Story
Vocabulary/
Unit Vocabulary:
(Online resource
word list)
Capacity
Enthralled
Fallow
Insight
Negotiate
Regulation
Resemblance
Unseemly
Dilemma
Feebly
Page 20
reading
independently and
proficiently.
Determine the
meaning of words
and phrases as
they are used in
grade‐level
reading and
content, including
interpretation of
figurative
language in
context.
Compare and
contrast the
experiences of
reading a story,
drama, or poem to
listening to or
viewing an audio,
video, or live version
of the text, including
contrasting what is
“seen” and “heard”
when reading the
text to what is
perceived when
listening or watching.
Compare and
contrast texts in
different forms
or genres in
terms of their
approaches to
similar themes
and topics as
well as their use
of additional
literary
elements.
Determine or
clarify the
meaning of
unknown and
multiple‐ meaning
Sixth Grade
transitions to clarify
the relationships
among ideas and
concepts; provide a
concluding
statement or
section; include
formatting when
useful to aiding
comprehension.
Write arguments to
support claims.
Use clear reasons and
relevant evidence to
support claims, using
credible sources and
demonstrating an
understanding of the
topic.
Organize the
claim(s) with clear
reasons and
evidence clearly;
clarify relationships
among claim(s) and
reasons by using
words, phrases, and
clauses; provide a
concluding
statement or
section that follows
from the argument
presented.
Write with an
awareness of the
stylistic aspects of
composition.
• Use precise
language and
domain‐specific
vocabulary to
inform about or
-Write an
Informational
Illustration with a
clear topic and a
descriptive
introduction,
facts, and
definitions
( use of examples
to explain, clarify,
or justify)
-Write a 3-5
paragraphs
(differentiated by
teacher)
Problem/Solution
informational text
about Titanic.
-write a letter to
a titanic survivor
-Create a
Multicultural
restaurant Menu
Give a 2-5 minute
speech about
your family ethnic
heritage.
-Create a family
History/Tree
include at least 4
generations
-Create a poster
explaining your
family’s ethnic
heritage
Persistent
Recoiled
Roused
Skewed
Summon
Vastness
Abundant
Impoverished
Ingenuity
Productivity
Sharecropper
Solitude
Unearthed
Windswept
Adapt
Aristocracy
Collective
Persistence
Prevail
Prominent
Spectators
Trailblazer
Advocates
Commonplace
Designate
Initial
Insulation
Invasive
Irrational
Optimal
Page 21
words and
phrases based on
grade‐level
reading and
content, choosing
flexibly from a
range of strategies
and tools.
Acquire and use
accurately grade
appropriate
general
academic and
domain‐specific
words and
phrases; gather
vocabulary
knowledge when
considering a
word or phrase
important to
comprehension
or expression.
Read and
comprehend
literary fiction
on grade level,
reading
independently
and proficiently.
Develop and
analyze the topic
with relevant facts,
definitions,
concrete details,
quotations, or other
information and
examples; include
graphics and
multimedia when
useful to aiding
comprehension.
Sixth Grade
•
•
•
explain the topic.
Use
sentences of
varying
lengths and
complexitie
s.
Develop
and
maintain a
consistent
voice.
Establish
and
maintain a
formal
style.
Demonstrate a
grade‐
appropriate
command of
the
conventions of
standard
English
grammar,
usage,
capitalization,
punctuation,
and spelling.
Engage and orient
the reader by
establishing a
context and
introducing a
narrator and/or
characters.
Use narrative
techniques such as
dialogue,
description, and
pacing to develop
experiences, events,
and/or characters;
Page 22
use precise words
and phrases,
relevant descriptive
details, and sensory
language to convey
experiences and
events.
Draw evidence from
literary or
informational texts to
support analysis,
reflection, and
research, applying
grade‐level reading
standards for
literature and
literary nonfiction.
With guidance and
support from peers
and adults, develop
and strengthen
writing as needed by
planning, revising,
editing, rewriting, or
trying a new
approach.
Use technology,
including the
Internet, to produce
and publish writing
as well as to interact
and collaborate with
others; demonstrate
sufficient command
of keyboarding skills
to type a minimum of
three pages in a
single sitting.
Conduct short
research projects to
answer a question,
drawing on several
sources and
refocusing the
Sixth Grade
Page 23
inquiry when
appropriate.
Delineate a speaker’s
argument and
specific claims by
identifying specific
reasons and evidence
and recognize
arguments or claims
not supported by
factual evidence.
Interpret information
presented in diverse
media and formats
(e.g., visually,
quantitatively, orally)
and explain how it
contributes to a topic,
text, or issue under
study.
Present claims and
findings, sequencing
ideas logically and
using pertinent
descriptions, facts, and
details to accentuate
main ideas or themes;
use appropriate eye
contact, adequate
volume, and clear
pronunciation.
Include multimedia
components and
visual displays in
presentations to
clarify information.
Sixth Grade
Page 24
Theme 4 / Figure It Out!
(Unit 4 McGraw –Hill / Challenges)
Quarter 4
Enduring Understanding
Understand situations by discovering the truth
Understand theory and Hypothesis in unexplained situations
Understand that some things have no explanation
Understand steps to researching and discovering
Understand the importance of close reading for understanding complex texts and informational writing
Essential Questions
What is a Hypothesis?
What is close reading?
Why do we need to discover the undiscovered? Do we need to discover the undiscovered?
How do mysteries get solved?
Why do scientists look for and discover uncharted territories in, on and around the world, both past, and present?
Can we learn from past mysteries?
Assessment(s)
Choose
One:
Assessment(s)
Choose
One:
 Research a scientific mystery, and explain how this scientific mystery was discovered and how it influenced our world (EX: Dinosaurs, The Ice-age,
 etc.).
Research a scientific mystery, and explain how this scientific mystery was discovered and how it influenced our world (EX: Dinosaurs, The Iceage, etc.).
  Write
Write aa hypothesis
hypothesis expressing
expressing aa problem
and aid
aid in
in
problem and
and how
how you
you would
would solve
solve this
this issue.
issue. Give
Give explicit
explicit details
details in
in order
order to
to give
give clarification
clarification and
comprehension
comprehension
 Create a picture presentation (EX: collage, foldable, or timeline ) representing mysteries which have been uncovered in our world. Research using
 Create a picture presentation (EX: collage, foldable, or timeline ) representing mysteries which have been uncovered in our world. Research
multi-media techniques, including books, internet sources, magazines etc. Sources must be cited.
using multi-media techniques, including books, internet sources, magazines etc. Sources must be cited.
Sixth Grade
Page 25
Goals
Reading
Informational
Text
Analyze in detail
how a key
individual, event,
or idea is
introduced,
illustrated, and
elaborated in a
text.
Determine the
meaning of words
and phrases as
they are used in
grade‐level
reading and
content, including
interpretation of
figurative
language in
context.
Examine how
two authors
present similar
information in
different types
of text.
Goals
Reading
Literature
CC.1.3.6.A
Determine a
theme or
central idea
of a text and
how it is
conveyed
through
particular
details;
provide a
summary of
the text
distinct
from
personal
opinions or
judgments.
CC.1.3.6.B
Cite
textual
evidence
to support
analysis of
what the
text says
explicitly,
as well as
inferences
and/or
generaliza
tions
drawn
from the
text.
CC.1.3.6.C
Describe
Sixth Grade
Goals
Foundational
Skills, Writing,
Speaking &
Listening
Assessment(s)
*=nonnegotiable
Suggested
Materials
*=nonnegotiable
Suggested Resources for teachers
Develop and
analyze the topic
with relevant facts,
definitions,
concrete details,
quotations, or other
information and
examples; include
graphics and
multimedia when
useful to aiding
comprehension.
Assessment(s)
*=nonnegotiable
*McGraw-Hill;
-Weekly , Unit &
Benchmark
-Teacher made
tests,
-quizzes,
-PDN’s,
-Thumbs Up/Down
-Exit Ticket
-Student Led
discussions
-Journal entries
-Think/Pair/
Share
Suggested
Materials
*=nonnegotiable
*McGraw-Hill;
(Unit 4)
•Read Aloud
•Reading/ Writing
Workshop
•Leveled Readers;
Main selection/
paired selection
Houghton Mifflin Anthology Stories:
Theme;
What Really Happened?
Houghton Mifflin Leveled Readers:
-Mysteries of The Bermuda Triangle
-Mysteries Giant Squid
-The Secrets of Rapa Nui
Write with an
awareness of the
stylistic aspects of
composition.
• Use precise
language and
domain‐specific
vocabulary to
inform about or
explain the topic.
• Use
sentences of
varying
length
And
complexities
• Develop
and
maintain a
consistent
voice.
• Establish
and
maintain a
formal
style.
*Other District
Assessments:
-Study Island
Benchmarks (3)
-Scholastic Reading
Inventory (3)
-------------------
Academic
Vocabulary
Literature
vocabulary:
Theory
Hypothesis
Research
Alibi
Investigator
Inference
Play:
Deductive
Looking The Part
reasoning
www.onlineliterature.com/forums
Genre
www.storylovers.com
Idioms
www.learningtogive.org/resources/folktales/trait
Paragraph clues
www.redbricklearning.com
Context clues
www.ehow.com
www.readworks.org
Bibliography
Homograph
Conflict resolution
Author’s purpose
Sentence structure
Story vocabulary
Ex’s of per story
vocabulary:
Evidence
Mystery
Suspect
Witness
Sleuth
Victim
Hunch
Page 26
how a
particular
story or
drama’s
plot
unfolds in
a
series of
episodes, as
well as how
the
characters
respond or
change as
the plot
moves
toward a
resolution.
CC.1.3.6.D
Determin
e an
author’s
purpose
in a text
and
explain
how it is
conveyed
in a text.
CC.1.3.6.E
Analyze
how the
structure
of a text
contribut
es to the
develop
ment of
theme,
setting,
and plot.
CC.1.3.6.F
Determine
the
meaning of
words and
Sixth Grade
Demonstrate
a grade‐
appropriate
command of
the
conventions of
standard
English
grammar,
usage,
capitalization,
punctuation,
and spelling.
With guidance
and support
from peers and
adults, develop
and strengthen
writing as
needed by
planning,
revising,
editing,
rewriting, or
trying a new
approach.
Motive
Alignment
Calamity
Eclipse
Generated
Inconvenience
Periodic
Prolonged
Tenacity
Assess
Compensate
Deteriorated
Devastating
Implement
Peripheral
Potential
Summit
Gather relevant
information from
multiple print and
digital
sources; assess the
credibility of each
source; and quote
or paraphrase the
data and
conclusions of
others while
avoiding
plagiarism and
providing basic
bibliographic
information for
sources.
~Present
claims and
Page 27
phrases as
they are
used in
grade‐level
reading
and
content,
including
interpretati
on of
figurative
language in
context.
CC.1.3.6.G
Compare and
contrast the
experiences of
reading a
story, drama,
or poem to
listening to or
viewing an
audio, video,
or live version
of the text,
including
contrasting
what is “seen”
and “heard”
when reading
the text to
what is
perceived
when listening
or watching.
findings,
sequencing
ideas logically
and using
pertinent
descriptions,
facts, and
details to
accentuate
main ideas or
themes; use
appropriate eye
contact,
adequate
volume, and
clear
pronunciation.
~Adapt speech
to a variety of
contexts and
tasks.
~Demonstrate
command of
the conventions
of standard
English when
speaking based
on Grade 6
level and
content.
CC.1.3.6.H
Compar
e and
contrast
texts in
different
forms or
genres
in terms
of their
approac
hes to
Sixth Grade
Page 28
similar
themes and
topics
as
well
as
their use of
additional
literary
elements.
CC.1.3.6.I
Determine
or clarify
the
meaning of
unknown
and
multiple‐
meaning
words and
phrases
based on
grade‐level
reading and
content,
choosing
flexibly
from a
range of
strategies
and tools.
CC.1.3.6.J
Acquire
and use
accurately
grade‐
appropria
te general
academic
and
domain‐
specific
words
and
phrases;
gather
vocabular
y
Sixth Grade
Page 29
knowledg
e when
consideri
ng a word
or phrase
important
to
comprehe
nsion or
expressio
n.
CC.1.3.6.K
Read and
comprehend
literary fiction
on grade level,
reading
independently
and
proficiently.
Sixth Grade
Page 30
PA English Language Proficiency Standards: Classroom/Formative Frame
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Identify positive and negative
behaviors from oral
statements supported by
illustrations (such as: in
school, on the playground, in
gym class or on the bus).
Role-play examples of
etiquette and manners
associated with activities
based on illustrated oral
descriptions (such as: sports
rules or turn taking).
Role-play positive ways of
interacting socially and
culturally based on oral
descriptions working with
a partner.
Role-play to identify
positive resolutions to
peer pressure based on
oral descriptions working
with a partner.
Make connections to self
from oral scenarios
involving peer pressure.
Reading
Match pictures and symbols
to words and phrases in
everyday print.
Classify topics identified
through everyday print
supported by visuals.
Sort relevant information
from irrelevant information
on topics gathered from
everyday print that is
visually supported.
Interpret information on
topics gathered from
everyday print that is
visually supported.
Draw conclusions on
topics gathered from
everyday print that is
visually supported.
Offer greetings,
compliments, introductions,
or farewells in authentic
context using one or two
words.
Ask WH-questions or
exchange information
supported visually.
Initiate or engage in
conversation with peers.
Use idiomatic expressions
or slang in conversation
with peers.
Use humor or sarcasm in
conversation with peers.
Writing
Listening
Level 2
Beginning
Write “To do” lists through
pictures and words using a
picture dictionary.
Write short phrases or
sentences about personally
relevant tasks working with a
partner.
Write simple paragraphs
about personally relevant
tasks working with a
partner.
Revise paragraphs about
personally relevant tasks
with a peer.
Standard
or
Anchor
Level 6- Reaching
Level 1
Entering
Speaking
Standard 1: English language learners communicate in English for Social and Instructional purposes within the school setting
Grade Level: Sixth Grade
Write responses that
include language with
multiple meanings (such
as: idioms) about
personally relevant tasks
using notes and/or
graphic organizers.
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Sixth Grade
Page 31
Standard 2: English language learners communicate in English for Language Arts purposes within the school setting.
Level 2
Beginning
Level 3
Developing
Level 4
Expanding
Level 5
Bridging
Standard
or
Anchor
Listening
Match characters to their
character traits (such as:
helpful, kind, etc.) after
viewing a short skit or
drama.
Organize characters and
settings according to scenes
from a short skit or drama.
Reenact a scene from a
skit or drama attended
within a small group.
React to basic humor in a
skit or drama.
Draw conclusions from
grade level drama.
1.6.8.A
1.6.8.B
Reading
Identify words or phrases
supported by illustrations
associated with various
genres.
Classify visually supported
vocabulary in context
associated with various
genres read within a small
group.
Match visually supported
details that highlight the
main ideas found in
excerpts from various
genres.
Identify genres based on
language structures
integrated into text (such
as: “The moral of the
story”) within a small
group.
Infer types of genres
associated with written
descriptions or summaries
from grade-level text
working within a triad.
R8.A.1
R8.A.2
Speaking
Answer WH-questions
based on comic book
versions of age appropriate
stories, plays or novels.
Restate facts from visually
supported information in
newspapers, magazines or
brochures.
Predict future outcomes of
a drama, song or
magazine article to a small
group.
Present summaries of
student-selected trade
books or short stories
within a small group.
Give book summaries or
reviews, including
critiques, appropriate to
grade-level within a small
group.
1.6.8.C
1.6.8.D
1.6.8.E
Write words and phrases
using bilingual or picture
dictionaries.
Write phrases or short
sentences using a graphic
organizer.
Create simple paragraphs
using a graphic organizer.
Create paragraphs or
longer compositions using
thesauri, dictionaries or
checklists.
Self-assess and revise
process writing using
rubrics working with a
partner.
1.4.8.A-C
1.5.8
Level 6- Reaching
Level 1
Entering
Writing
Grade Level: Sixth Grade
Framework for FORMATIVE/CLASSROOM Instruction and Assessment
Sixth Grade
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PSSA Literary Vocabulary Terms and Definitions
1.Inference: what the author wants you to conclude from the clues in the story and from your own knowledge and experience. Not written in “black and white”.
Example- Marie is coughing and sneezing. Her nose is red and she has a handful of tissues. INFERENCE: Marie has a cold.
2 .Context Clues: words surrounding an unfamiliar word that helps the reader figure out the meaning of the unknown word.
Example- Sunlight can’t shine through opaque objects like wooden doors.
Opaque means thick.
3.Main Idea: what the story is mainly about on a whole, not specifically. Usually the main idea is stated
at the beginning of the selection or passage.
4.Details: the specific words that are used by the author to describe and support the main idea. Providing details is called citing textual evidence.
Citing Textual Evidence
5. Descriptive Details:
When an author describes a landscape as having purple wildflowers and yellow daisies, or if she tells you a character has piercing blue eyes and a hooked nose like an eagle, the author is using
descriptive details. Sometimes the details do not necessarily help the author make a point, but they add to the atmosphere or feeling you get about the overall story. Without descriptive
details, the stories we read would be pretty boring! The details help us picture the story in our heads.
6. Factual Details:
Nonfiction books and articles mostly use factual details to support ideas. A history book, for example, might give you names and dates having to do with a famous event in history. Or an article
about dolphins might tell you where you are most likely to find them, and how long they usually live. Factual details help support the main idea an author is expressing. They help convince us
that the author knows what he or she is talking about and is not just expressing an opinion. We are more likely to believe an author if there are factual details to back up what he or she is
saying.
Theme: is the most important message in a story that says something about life or human nature. Sometimes the theme is a moral or short lesson about life. Because the theme is a message, it
must be expressed in a complete sentence. Sometimes the author does not tell you the theme and you have to figure it out from the text.
8. Generalization: a statement that stresses the general idea rather than specific details.
Example- All sixth graders study hard to do well on their tests.
9. Summarization: to re-tell all of the most important parts of the original text, but write them in a much shorter space.
10. Synonym: words similar in meaning.
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Example- chilly---cold
11. Antonym: words opposite in meaning.
Example- young---old
12. Fact: something that can be proven
Example- There are 50 stars on the American flag.
13. Opinion: a personal belief or feeling.
14. Stereotype: taking a quality of one individual and applying it to every individual in the group.
Example- All tall people are good at basketball.
15. Bias: a judgment based on a personal point of view.
Example- You might like German shepherds more than other kinds of dogs because your grandmother has a German shepherd that you love. So, you would have a bias in favor of German
shepherds. Another person could have a bias against German shepherds. Maybe that person was bitten by a German shepherd.
16. Hyperbole: is an exaggeration used for effect that states that something is better, worse, larger, more common, or more important than is actually true.
Example- The man is taller than a building! OR This class is lasting forever!
17. Homograph: words that look alike but have different meanings. Sometimes they sound alike and sometimes they sound different.
Example- I dove into the pool.
The dove flew away.
.
18. Homophone: words that sound alike but are spelled differently and mean different things. Example- I read the book last night.
I love the color red.
19. Affix: a word part that attaches to either the beginning or end of a word.
20. Prefix: a group of letters added to the beginning of a word and changes the word’s meaning. Example: Preschool
21. Suffix: a group of letters added to the end of a word and changes the word’s meaning. Example: Helpful
22. Root Word or Base Word: the part of a word that an affix is added to.
23. Analogy: is a comparison between two pairs of words. It shows a relationship between the words that are being compared. Analogies can use different types of relationships to compare words.
A common way to write analogies uses colons. For example,
"donkey is to bray as snake is to hiss" can be written as:
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donkey: bray :: snake : hiss
Item/Purpose
iPod is to play music as shovel is to dig holes.
Arms is to hold as legs is to walk.
Antonym
Liquid is to solid as lumpy is to smooth.
Appetizing is to tasteless as courageous is to cowardly.
Synonym
Reveal is to expose as conceal is to cover.
Help is to assist as deceive is to mislead.
Characteristic
Hard is to diamond as silky is to petal.
Sandy is to beach as furry is to cat.
Association
Airplane is to sky as ship is to sea.
Gasoline is to automobile as sunlight is to plant.
Object/Location
Tree is to forest as dog is to kennel.
Student is to school as picnic table is to park.
Cause/Effect
Necessity is to invention as virus is to illness.
War is to treaty as overeating is to weight gain.
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24. Figurative Language: words that create vivid pictures by comparing things in unexpected ways.
TYPES OF FIGURATIVE LANGUAGE:
25. Simile: a comparison of two things using the words “like” or “as”.
Example- My dog’s fur is as black as coal.
26. Metaphor: a comparison of two things WITHOUT using “like” or “as”.
Example- Lemon tea is the best medicine for a cold.
27. Personification: giving nonhuman things human characteristics.
Example- The leaves danced in the wind.
The wind whistled through the trees.
28. Alliteration: a group of words in which most begin with the same sound. Example: Baby brother burst the balloons. OR Crying kids create chaos.
29. Idiom- is an example of a type of figurative language that authors use to
make their writing more exciting. The intended meaning of an idiom is not
the same as the literal meaning of the words. You have to memorize the
meanings of idioms or figure out their meanings by using context clues.
Example: "Under the weather" is a common idiom or idiomatic
expression. You might miss a day of school because you feel "under the
weather." The meaning of the expression has nothing to do with the weather.
It means you feel ill
30. Literary Elements: important techniques used in literature such as
characterization, setting, plot and theme.
31. Setting: where and when the story takes place.
Example: on a hot, sunny day on a sandy beach
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32. Conclusion: an overall opinion the reader forms after reading the passage
33. Characterization: the method the author uses to reveal characters and their different personalities. You can understand stories better when you understand characters. This is called character
analysis. When you analyze characters, think about the following items.
34. Trait: a special quality or something special about someone's personality.
35. Motivation: what causes someone to act in a certain way. It can be an emotion, desire, need, etc. A motivation is the reason we do something.
36. Relationships: the connection of people in friendship, family, work, school, etc.
Examples: mother, sister, friend, teacher, neighbor, father, boss, etc.
37. Plot: The essential events of a story are called the plot. Plot is also the order of the events. The plot has a series of causes and effects, a problem and solution, and a sequence of events
38. Exposition: usually starts the story and describes the situation before any action starts. The purpose of expositions is to give the reader important background information. This is where the
characters, the setting, and the main conflict are usually described.
39. Rising action: the rising action is a series of events that lead to the climax. These events help build up the excitement in the story making the reader want to know what will happen next. The
rising action usually shows the main character in a struggle of some sort. It also describes what the character does to try to solve his or her problem.
40. Climax: the climax happens at the peak of the story and is most exciting moment in the story. The character usually deals with the main conflict for the last time and is the turning point in the
story. Things either get better or worse for the character.
41. Falling action: the falling action happens right after the climax. Here, the action starts to calm down. The characters react to what happens in the climax. The effects of the climax are described.
This leads the reader to the resolution of the story.
42. Resolution: the resolution is the end of the story. It ties together the whole story and brings it to a close. It explains how the conflict is solved and what happens to the characters after the story
ends.
43. Conflict: is a struggle or problem that a character has to solve.
44. Antagonist: characters that oppose the main character (protagonist) of the story
Example: if the story is set during a war, the antagonists would probably be the enemy soldiers.
45. Protagonist: the main character in the story; the hero or heroine.
46. Author’s Purpose: the reason the author wrote the passage. ( to inform, to describe, to persuade, to entertain)
Four Types of Writing (Author’s Purpose)
Every passage you read can be classified as one of four types of writing: narrative, persuasive, poetic, or informational. Knowing the type of passage you are reading can help you understand the
passage better or even enjoy it more!
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47. Narrative: The word narrative means "story. A narrative is a type of writing that tells a story. There are many different ways an author can tell a story. Dramas and fictional stories are all
examples of narrative writing.
48. Informational: An informational piece explains something or gives information about a certain topic. Textbooks, magazines, and newspapers all contain informational materials.
49. Persuasive: a type of writing that tries to change the reader’s mind about something or convince the reader to do or believe something. An example of persuasive writing is the writing found in
advertisements. Advertisements are designed to convince you to buy a certain product. Speeches by politicians are also examples of persuasive writing. Words that are often found in persuasive
pieces include “should,” “must,” “ought,” or “necessary.”
50. Poetic: Some writing is poetic, which means that it has the characteristics of poetry. Poetry uses interesting language and vivid images. Poetic pieces are usually written in short, rhythmic lines
or stanzas. Remember, though, poetry does not always have to rhyme!
51. Denotation Meaning- is the literal dictionary meaning of a word.
52. Connotation Meaning- is the emotional suggestion of a word.
53. Genre: a category used to classify literary works, usually by form, technique or content called structures of text
Genres and their Counterparts
54. Nonfiction- a kind of writing that gives facts and true information. Nonfiction tells you about something that really happened. You will usually find nonfiction in biographies, textbooks, and
newspapers.
55. Fiction is a piece of literature that is completely invented by the author. There are many different types of fiction. All stories have a plot, setting, and characters. Fiction authors may include a
character's thoughts as well as their words. Fiction stories are made up of groups of sentences. The groups are organized into paragraphs and chapters.
56. Paragraph: is a small part of a story. A paragraph might describe one event in a story.
57. Chapter: is large part of a story. Each chapter is about a different part of the story. A chapter has a number or a title to tell it apart.
58. Poetry: can tell stories, create images, or share feelings. Poetry is usually written in short lines, and the lines often rhyme. The line breaks are irregular, meaning they do not have to be
complete sentences or thoughts. Sometimes, the first letter of every line begins with a capital letter.
59. Line: is a small part of a poem. It is one group of words that reads from left to right. It looks like one row in a poem. There are eight lines in the poem "The Dreamer."
60. Rhythm: a pattern of stressed and unstressed syllables
61. Meter: a pattern of rhythm in a poem; the beat
62. Repetition: a repeating pattern of sounds, words, phrases or lines
63. Rhyme: the repetition of the ending sound of a word
64. Couplet: two successive rhyming lines that appear together as a pair and may
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be part of a longer poem.65. Stanza: is a large part of a poem. It is one group of lines. Stanzas are separated by spaces between lines. The first four lines of "The Dreamer" make up the first stanza.
There are two stanzas in the poem.
66. Haiku: short poem of Japanese origin 17 syllables in length. Three lines long
of 5-7-5 syllables.
67. Lyrical: a poem with musical qualities that express emotion
68. Light Verse: a poem that is playful or whimsical
69. Free Verse: a poem that doesn’t rhyme or follow any metrical rule
70. Dramas: include skits and plays. Dramas can be fiction or nonfiction. They are not written in paragraph form. Dramas have dialogue without quotation marks. The characters' names are written
out, and the words they speak are written beside them. Dramas have special instructions that describe what the stage should look like. The instructions also tell how the characters should speak
and act. Just like stories, plays have a plot, tell a story, and have characters. As the characters talk, the story moves on into different scenes and acts.
71. Scene: is a small part of a drama. A scene usually has just one event, like a conversation or a fight. An act is made up of many scenes.
72. Act: is a large part of a drama. It is like a chapter in a book.
73. Stage Directions or Set: the writer’s instructions to the actors and those setting up a play. They tell the actors what they should do before, during and after they speak, and also indicate music
and lighting changes.
74. Dialogue: a spoken conversation between characters in a drama
75. Biography: a story written about a person’s life
76. Autobiography: a story written about a person’s life by that person
Example: My Basketball Career by Michael Jordan
77. Fairytale: short stories featuring mythical characters such as fairies or elves
Example: Snow White and the Seven Dwarfs.
78. Folktale: a story that began in oral tradition.
Example: The Girl Who Married the Moon
79. Fable: narrative that conveys a moral. Animals or inanimate objects with human characteristics often serve as characters. Example- The Fox and the Grapes
80. Tall Tale: a story with unbelievable elements, related as if it were true and factual. Some such stories are exaggerations of actual events.
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Example: Paul Bunyan
81. Point of view refers to the way a story is told, the perspective or angle of vision or position from which the events are narrated for the reader. Sometimes the author "tells" the story or one of
the characters does. Sometimes this narrator knows all about everything; sometimes the narrator is limited in her or his knowledge and perspective.
82. First Person One of the characters is telling the story. First person point of view uses "I" or "We." First person is
often used when someone is stating an opinion or sharing a feeling.
Example: I like my freshly-painted bedroom so much that I want to jump for joy!
83. Second-person- Uses the word "you." Second person is a good choice when giving
directions or anytime you're speaking directly to someone. Second
person is almost never used to tell a story.
Example: "You should really come and join the group because you
would probably like it a lot."
84. Third Person -Someone from outside the story is telling it. Third person point of view uses "He," "She," or "They." Sometimes "it" is used when talking about a thing instead of a person.
Example: Sally rode home as fast as she could. Then she jumped off her bike and ran into the house to see what was going on.
85. Third-Person Limited Point of View, the narrator is a non-participant but only knows the thoughts and feelings of a single character. In other words, the narrator's knowledge of the situation
is limited only to one character.
Example: Marco felt like he had done something good for the community. He felt like a helper and wanted to do more good things to assist those in need. But how did everybody else feel? How
did Hannah and Zach feel about their work? He would have to talk to them to find out.
86. Third-Person Omniscient Point of View, the writer is a non-participant but is able to see into and have unlimited knowledge about any or all of the characters. From this angle, the author can
roam anywhere, see anything, and comment on or interpret events at will.
Example: Marco felt like he had done something good for the community. He felt like a helper and wanted to do more good things to assist those in need. Marco wouldn't know it until he talked to
them, but Hannah and Zach felt the same way, too. Hannah had not been able to sleep. She was excited at the thought of expanding their project. She was sure they could provide even more toys
for the children next year! Zach was already planning ways to raise more money and get more people involved. He had even had a dream about how to do it!
87. Onomatopoeia: words that sound like noise they describe.
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88. Transitions: are words or phrases that improve the flow of writing. Writers use transitions to connect sentences and paragraphs. By paying attention to
transitions, readers can better understand how a piece of text is organized.
Example: There are many kinds of snacks to eat that are healthy for you. For example, an orange would be a healthy snack because it has vitamins and fiber.
89. Text Organization: how the author arranges text
90. Types of Text Organization:
Sequence: The writer places events in the order which they happen. Look for words like”, “then”, “finally”,“ a few minutes later”, “next”, “ after lunch”, “last
year”. Also called Chronological Order.
Compare/Contrast: The test shows how ideas or things are alike or different. Look for the words “best”,” more”, “better”, “less”, “worse”, “easier”, “than”.
Cause /Effect: The text shows that one event causes another thing to happen.
Question/ Answer: the writer presents a question and then tries to answer it.
Problem/ Solution: the text is split into two parts: one part presents a problem, and the other part gives a solution to the problem. Look for words like, “problem”,
“solution”, “solve”, and “plan”.
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Reference to Common Core Standards/ Quarterly Break-Down
Theme 1/ Quarter 1
Reading Informational Text 1.1
C.C.1.2.6A –Determine the central ideas of a text and how it is conveyed through particular details: provide a summary of the text distinct from personal opinions or judgments.
C.C.1.2.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and / or generalizations drawn from the text.
C.C.1.2.6.C-Analyze in detail how a key individual, event, or idea is introduced, illustrated and elaborated in a text.
C.C.1.2.6.D-Determine an author’s point of view, or purpose in a text, and explain how it is conveyed in a text.
C.C.1.2.6.E-Analyze author’s structure through the use of paragraphs, chapters, or sections.
C.C.1.2.6.F-Determine the meaning of words and phrases as they are used in grade level reading and content including interpretation of figurative language and context.
C.C.1.2.6.G-Integrate information presented in different media and formats, as well as in words, to develop a coherent understanding of a topic or issue.
C.C.1.2.6.H-Evaluate an author’s argument by examining claims and determining if they are supported by evidence.
C.C.1.2.6.I-Examine how two authors present similar information in different types of text.
C.C.1.2.6.J-Acquire and use accurately grade appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
C.C.1.2.6.K-Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.
C.C.1.2.6.L-Read and comprehend literary non-fiction and informational text on grade-level, reading independently and proficiently.
Reading Literature 1.3
C.C.1.3.6.A-Determina a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
C.C.1.3.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as, inferences and/ or generalizations drawn from the text.
C.C.1.3.6.C-Describe how a particular story or drama’s plot unfolds in a series or episodes, as well as, how the characters respond or change as the plot moves towards a resolution.
C.C.1.3.6.D-Determine an author’s purpose in a text , and how it is conveyed in a text.
C.C.1.3.6.E-Analyze how the structure of a text contributes to the development of them, setting, and plot.
C.C.1.3.6.F-Determine the meaning of words and phrases aas they are used in grade-level reading and content including interpretation of figurative language in context.
C.C.1.3.6.G-Compare and contrast the experiences of reading a story, drama, or poem to the experience of listening to or viewing an audio, video or live version of the text. Including contrasting
what is (seen and heard) when reading the text to what is perceived when listening or watching.
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C.C.1.3.6.H-Compare and contrast text in different forms or genres in terms of their approaches to similar themes and topics, as well as, their use of additional literary elements.
C.C.1.3.6.I-Determine or clarify the meaning of unknown and multiple meaning works and phrases based on grade-level reading and content choosing flexibly from a range of strategies and tools.
C.C.1.3.6.J-Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Writing 1.4
C.C.1.4.6.A-Write informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly.
C.C.1.4.6.B-Identify and introduce the topic for an intended audience.
C.C.1.4.6.C-Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding
comprehension.
C.C.1.4.6.D-Organize ideas, concepts and information using strategies such as definition, classification, comparison/ contrast; and cause/ effect; use appropriate transitions to clarify the
relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
C.C.1.4.6.E-Write with an awareness of the stylistic aspects of composition.
Use precise language and domain specific vocabulary to inform about or explain a topic.
Use sentences of varying length and complexities.
Develop and maintain a consistent voice.
Establish and maintain a formal style.
C.C.1.4.6.F-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.6.G-Write arguments to support claims.
C.C.1.4.6.H-Introduce and state an opinion on a topic.
C.C.1.4.6.I-Use clear reasons and relevant evidence to support claims using credible sources and demonstrating an understanding of the topic.
C.C.1.4.6.J-Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or
section that follows the argument presented.
C.C.1.4.6.L-Demonstrate a grade-appropriate command of the conventions f standard English grammar, usage, capitalization, punctuation and spelling.
C.C.1.4.6.M-Write narratives to develop or imagined experiences or events.
C.C.1.4.6.N-Engage and orient the reader by establishing a context and introducing a narrator and or characters.
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C.C.1.4.6.O-Use narrative techniques such as dialogue, descriptions, and pacing to develop experiences, events and/ characters; use precise words and phrases, relevant descriptive details, and
sensory language to convey experiences and events.
C.C.1.4.6.P-Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or
setting to another, provide a conclusion that follows from the narrated experiences and events.
C.C.1.4.6.Q-Write with an awareness of the stylistic aspects of writing.
Vary sentence patterns for meaning, reader / listener, interest and style.
Use precise language.
Develop and maintain a consistent voice.
C.C.1.4.6.R-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.
C.C.1.4.6.S-Draw evidence from literary or informational texts to support analysis, reflection in research, applying grade-level reading standards for literature and literary non-fiction.
C.C.1.4.6.T-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
C.C.1.4.6.U-Use technology, including the internet to produce and publish writing, as well as, to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of three pages in a single setting.
C.C.1.4.6.V-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
C.C.1.4.6.W-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism, and providing basic bibliographic information from sources.
C.C.1.4.6.X- Write routinely over extended time frames (time for research, reflection, and revision)and shorter time frames ( a single sitting, or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Speaking and Listening 1.5
C.C.1.5.6.A-Engage effectively in a range of collaborative discussions on grade-level topics, texts, and issues building on other’s ideas and expressing their own clearly.
C.C.1.5.6.B-Delineate a speaker’s argument and specific claim by identifying specific claims, by identifying specific reasons and evidence, and recognize arguments or claims not supported by factual
evidence.
C.C.1.5.6.C-Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study.
C.C.1.5.6.D-Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate
volume, and clear pronunciation.
C.C.1.5.6.E-Adapt speech to a variety of contexts and tasks.
C.C.1.5.6.F-Include multimedia components and visual displays in presentations to clarify information.
Theme 2/ Quarter 2
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Reading Informational Text 1.1
C.C.1.2.6A –Determine the central ideas of a text and how it is conveyed through particular details: provide a summary of the text distinct from personal opinions or judgments.
C.C.1.2.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and / or generalizations drawn from the text.
C.C.1.2.6.C-Analyze in detail how a key individual, event, or idea is introduced, illustrated and elaborated in a text.
C.C.1.2.6.D-Determine an author’s point of view, or purpose in a text, and explain how it is conveyed in a text.
C.C.1.2.6.E-Analyze author’s structure through the use of paragraphs, chapters, or sections.
C.C.1.2.6.F-Determine the meaning of words and phrases as they are used in grade level reading and content including interpretation of figurative language and context.
C.C.1.2.6.G-Integrate information presented in different media and formats, as well as in words, to develop a coherent understanding of a topic or issue.
C.C.1.2.6.H-Evaluate an author’s argument by examining claims and determining if they are supported by evidence.
C.C.1.2.6.I-Examine how two authors present similar information in different types of text.
C.C.1.2.6.J-Acquire and use accurately grade appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
C.C.1.2.6.L-Read and comprehend literary non-fiction and informational text on grade-level, reading independently and proficiently.
Reading Literature 1.3
C.C.1.3.6.A-Determina a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
C.C.1.3.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as, inferences and/ or generalizations drawn from the text.
C.C.1.3.6.C-Describe how a particular story or drama’s plot unfolds in a series or episodes, as well as, how the characters respond or change as the plot moves towards a resolution.
C.C.1.3.6.D-Determine an author’s purpose in a text , and how it is conveyed in a text.
C.C.1.3.6.E-Analyze how the structure of a text contributes to the development of them, setting, and plot.
C.C.1.3.6.F-Determine the meaning of words and phrases aas they are used in grade-level reading and content including interpretation of figurative language in context.
C.C.1.3.6.G-Compare and contrast the experiences of reading a story, drama, or poem to the experience of listening to or viewing an audio, video or live version of the text. Including contrasting
what is (seen and heard) when reading the text to what is perceived when listening or watching.
C.C.1.3.6.H-Compare and contrast text in different forms or genres in terms of their approaches to similar themes and topics, as well as, their use of additional literary elements.
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C.C.1.3.6.J-Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Writing 1.4
C.C.1.4.6.A-Write informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly.
C.C.1.4.6.B-Identify and introduce the topic for an intended audience.
C.C.1.4.6.C-Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding
comprehension.
C.C.1.4.6.D-Organize ideas, concepts and information using strategies such as definition, classification, comparison/ contrast; and cause/ effect; use appropriate transitions to clarify the
relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
C.C.1.4.6.E-Write with an awareness of the stylistic aspects of composition.
Use precise language and domain specific vocabulary to inform about or explain a topic.
Use sentences of varying length and complexities.
Develop and maintain a consistent voice.
Establish and maintain a formal style.
C.C.1.4.6.F-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.6.G-Write arguments to support claims.
C.C.1.4.6.H-Introduce and state an opinion on a topic.
C.C.1.4.6.I-Use clear reasons and relevant evidence to support claims using credible sources and demonstrating an understanding of the topic.
C.C.1.4.6.J-Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or
section that follows the argument presented.
C.C.1.4.6.R-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.
C.C.1.4.6.S-Draw evidence from literary or informational texts to support analysis, reflection in research, applying grade-level reading standards for literature and literary non-fiction.
C.C.1.4.6.T-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
C.C.1.4.6.U-Use technology, including the internet to produce and publish writing, as well as, to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of three pages in a single setting.
C.C.1.4.6.V-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
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C.C.1.4.6.W-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism, and providing basic bibliographic information from sources.
C.C.1.4.6.X- Write, routinely over extended time frames (time for research, reflection, and revision)and shorter time frames ( a single sitting, or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Speaking and Listening 1.5
C.C.1.5.6.A-Engage effectively in a range of collaborative discussions on grade-level topics, texts, and issues building on other’s ideas and expressing their own clearly.
C.C.1.5.6.B-Delineate a speaker’s argument and specific claim by identifying specific claims, by identifying specific reasons and evidence, and recognize arguments or claims not
supported by factual evidence.
C.C.1.5.6.C-Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study.
C.C.1.5.6.D-Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
C.C.1.5.6.E-Adapt speech to a variety of contexts and tasks.
C.C.1.5.6.F-Include multimedia components and visual displays in presentations to clarify information.
Theme 3/ Quarter 3
Reading Informational Text 1.1
C.C.1.2.6A –Determine the central ideas of a text and how it is conveyed through particular details: provide a summary of the text distinct from personal opinions or judgments.
C.C.1.2.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and / or generalizations drawn from the text.
C.C.1.2.6.C-Analyze in detail how a key individual, event, or idea is introduced, illustrated and elaborated in a text.
C.C.1.2.6.D-Determine an author’s point of view, or purpose in a text, and explain how it is conveyed in a text.
C.C.1.2.6.E-Analyze author’s structure through the use of paragraphs, chapters, or sections.
C.C.1.2.6.F-Determine the meaning of words and phrases as they are used in grade level reading and content including interpretation of figurative language and context.
C.C.1.2.6.G-Integrate information presented in different media and formats, as well as in words, to develop a coherent understanding of a topic or issue.
C.C.1.2.6.H-Evaluate an author’s argument by examining claims and determining if they are supported by evidence.
C.C.1.2.6.I-Examine how two authors present similar information in different types of text.
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C.C.1.2.6.J-Acquire and use accurately grade appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
C.C.1.2.6.K-Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade level reading and content, choosing flexibly from a range of
strategies and tools.
C.C.1.2.6.L-Read and comprehend literary non-fiction and informational text on grade-level, reading independently and proficiently.
Reading Literature 1.3
C.C.1.3.6.A-Determina a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or
judgments.
C.C.1.3.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as, inferences and/ or generalizations drawn from the text.
C.C.1.3.6.C-Describe how a particular story or drama’s plot unfolds in a series or episodes, as well as, how the characters respond or change as the plot moves towards a
resolution.
C.C.1.3.6.D-Determine an author’s purpose in a text , and how it is conveyed in a text.
C.C.1.3.6.E-Analyze how the structure of a text contributes to the development of them, setting, and plot.
C.C.1.3.6.F-Determine the meaning of words and phrases aas they are used in grade-level reading and content including interpretation of figurative language in context.
C.C.1.3.6.G-Compare and contrast the experiences of reading a story, drama, or poem to the experience of listening to or viewing an audio, video or live version of the text.
Including contrasting what is (seen and heard) when reading the text to what is perceived when listening or watching.
C.C.1.3.6.H-Compare and contrast text in different forms or genres in terms of their approaches to similar themes and topics, as well as, their use of additional literary elements.
C.C.1.3.6.I-Determine or clarify the meaning of unknown and multiple meaning works and phrases based on grade-level reading and content choosing flexibly from a range of
strategies and tools.
C.C.1.3.6.J-Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
Writing 1.4
C.C.1.4.6.C-Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia
when useful to aiding comprehension.
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C.C.1.4.6.D-Organize ideas, concepts and information using strategies such as definition, classification, comparison/ contrast; and cause/ effect; use appropriate transitions to
clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
C.C.1.4.6.E-Write with an awareness of the stylistic aspects of composition.
Use precise language and domain specific vocabulary to inform about or explain a topic.
Use sentences of varying length and complexities.
Develop and maintain a consistent voice.
Establish and maintain a formal style.
C.C.1.4.6.F-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.6.G-Write arguments to support claims.
C.C.1.4.6.H-Introduce and state an opinion on a topic.
C.C.1.4.6.I-Use clear reasons and relevant evidence to support claims using credible sources and demonstrating an understanding of the topic.
C.C.1.4.6.J-Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a
concluding statement or section that follows the argument presented.
C.C.1.4.6.K-Write with an awareness of the stylistic aspects of composition.
Use precise language and domain specific vocabulary to inform about or explain the topic.
Use sentence of varying lengths and complexities.
Develop and maintain a consistent voice.
Establish and maintain a formal style.
C.C.1.4.6.L-Demonstrate a grade-appropriate command of the conventions f standard English grammar, usage, capitalization, punctuation and spelling.
C.C.1.4.6.R-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.
C.C.1.4.6.T-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
C.C.1.4.6.U-Use technology, including the internet to produce and publish writing, as well as, to interact and collaborate with others; demonstrate sufficient command of
keyboarding skills to type a minimum of three pages in a single setting.
C.C.1.4.6.V-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
C.C.1.4.6.W-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of
others while avoiding plagiarism, and providing basic bibliographic information from sources.
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C.C.1.4.6.X- Write routinely over extended time frames (time for research, reflection, and revision)and shorter time frames ( a single sitting, or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.
Speaking and Listening 1.5
C.C.1.5.6.A-Engage effectively in a range of collaborative discussions on grade-level topics, texts, and issues building on other’s ideas and expressing their own clearly.
C.C.1.5.6.B-Delineate a speaker’s argument and specific claim by identifying specific claims, by identifying specific reasons and evidence, and recognize arguments or claims not
supported by factual evidence.
C.C.1.5.6.C-Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study.
C.C.1.5.6.D-Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye
contact, adequate volume, and clear pronunciation.
C.C.1.5.6.E-Adapt speech to a variety of contexts and tasks.
C.C.1.5.6.F-Include multimedia components and visual displays in presentations to clarify information.
Theme 4/ Quarter 4
Reading Informational Text 1.1
C.C.1.2.6A –Determine the central ideas of a text and how it is conveyed through particular details: provide a summary of the text distinct from personal opinions or judgments.
C.C.1.2.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and / or generalizations drawn from the text.
C.C.1.2.6.C-Analyze in detail how a key individual, event, or idea is introduced, illustrated and elaborated in a text.
C.C.1.2.6.D-Determine an author’s point of view, or purpose in a text, and explain how it is conveyed in a text.
C.C.1.2.6.E-Analyze author’s structure through the use of paragraphs, chapters, or sections.
C.C.1.2.6.F-Determine the meaning of words and phrases as they are used in grade level reading and content including interpretation of figurative language and context.
C.C.1.2.6.G-Integrate information presented in different media and formats, as well as in words, to develop a coherent understanding of a topic or issue.
C.C.1.2.6.H-Evaluate an author’s argument by examining claims and determining if they are supported by evidence.
C.C.1.2.6.I-Examine how two authors present similar information in different types of text.
C.C.1.2.6.J-Acquire and use accurately grade appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
C.C.1.2.6.K-Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade level reading and content, choosing flexibly from a range of strategies and tools.
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C.C.1.2.6.L-Read and comprehend literary non-fiction and informational text on grade-level, reading independently and proficiently.
Reading Literature 1.3
C.C.1.3.6.A-Determina a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
C.C.1.3.6.B-Cite textual evidence to support analysis of what the text says explicitly, as well as, inferences and/ or generalizations drawn from the text.
C.C.1.3.6.C-Describe how a particular story or drama’s plot unfolds in a series or episodes, as well as, how the characters respond or change as the plot moves towards a resolution.
C.C.1.3.6.D-Determine an author’s purpose in a text , and how it is conveyed in a text.
C.C.1.3.6.E-Analyze how the structure of a text contributes to the development of them, setting, and plot.
C.C.1.3.6.F-Determine the meaning of words and phrases aas they are used in grade-level reading and content including interpretation of figurative language in context.
C.C.1.3.6.G-Compare and contrast the experiences of reading a story, drama, or poem to the experience of listening to or viewing an audio, video or live version of the text. Including contrasting
what is (seen and heard) when reading the text to what is perceived when listening or watching.
C.C.1.3.6.H-Compare and contrast text in different forms or genres in terms of their approaches to similar themes and topics, as well as, their use of additional literary elements.
C.C.1.3.6.I-Determine or clarify the meaning of unknown and multiple meaning works and phrases based on grade-level reading and content choosing flexibly from a range of strategies and tools.
C.C.1.3.6.J-Acquire and use accurately grade-appropriate general academic and domain specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Writing 1.4
C.C.1.4.6.A-Write informative/explanatory text to examine a topic and convey ideas, concepts, and information clearly.
C.C.1.4.6.B-Identify and introduce the topic for an intended audience.
C.C.1.4.6.D-Organize ideas, concepts and information using strategies such as definition, classification, comparison/ contrast; and cause/ effect; use appropriate transitions to clarify the
relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
C.C.1.4.6.F-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
C.C.1.4.6.G-Write arguments to support claims.
C.C.1.4.6.H-Introduce and state an opinion on a topic.
C.C.1.4.6.I-Use clear reasons and relevant evidence to support claims using credible sources and demonstrating an understanding of the topic.
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C.C.1.4.6.J-Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or
section that follows the argument presented.
C.C.1.4.6.M-Write narratives to develop or imagined experiences or events.
C.C.1.4.6.N-Engage and orient the reader by establishing a context and introducing a narrator and or characters.
C.C.1.4.6.O-Use narrative techniques such as dialogue, descriptions, and pacing to develop experiences, events and/ characters; use precise words and phrases, relevant descriptive details, and
sensory language to convey experiences and events.
C.C.1.4.6.P-Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases and clauses to convey sequence and signal shifts from one time frame or
setting to another, provide a conclusion that follows from the narrated experiences and events.
C.C.1.4.6.Q-Write with an awareness of the stylistic aspects of writing.
Vary sentence patterns for meaning, reader / listener, interest and style.
Use precise language.
Develop and maintain a consistent voice.
C.C.1.4.6.R-Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation and spelling.
C.C.1.4.6.S-Draw evidence from literary or informational texts to support analysis, reflection in research, applying grade-level reading standards for literature and literary non-fiction.
C.C.1.4.6.T-With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
C.C.1.4.6.U-Use technology, including the internet to produce and publish writing, as well as, to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of three pages in a single setting.
C.C.1.4.6.V-Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
C.C.1.4.6.W-Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding
plagiarism, and providing basic bibliographic information from sources.
C.C.1.4.6.X- Write routinely over extended time frames (time for research, reflection, and revision)and shorter time frames ( a single sitting, or a day or two) for a range of discipline-specific tasks,
purposes, and audiences.
Speaking and Listening 1.5
C.C.1.5.6.A-Engage effectively in a range of collaborative discussions on grade-level topics, texts, and issues building on other’s ideas and expressing their own clearly.
C.C.1.5.6.B-Delineate a speaker’s argument and specific claim by identifying specific claims, by identifying specific reasons and evidence, and recognize arguments or claims not supported by factual
evidence.
C.C.1.5.6.C-Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text or issue under study.
C.C.1.5.6.D-Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate
volume, and clear pronunciation.
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C.C.1.5.6.E-Adapt speech to a variety of contexts and tasks.
C.C.1.5.6.F-Include multimedia components and visual displays in presentations to clarify information.
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