Grade 6 Reading Expansion Syllabus
Ms. Baughman
Rm.22 – 509-565-3342 - PREP: 1:35 - 2:21
bbaughman@mlsd.org
Course Description:
In this class, students will be working on reading a variety of literary and informational text, receive
instruction in reading skills and strategies that support comprehension. Students will develop
speaking and listening skills by writing and performing both formal and informal speeches and
interacting in a variety of group settings. Most importantly, my goal is to develop a love of reading.
Teacher Provided Core Materials:
Ready Common Core Workbook and Assessments
Time for Kids Magazine
Class Novels
Accelerated Reader
SRA – Decoding
Student Materials (replenish as needed)
Spiral Notebook (daily)
Pencil (daily)
Library Book (daily)
Book Projects (as assigned)
Materials to work on projects (as assigned)
Priority Standards:
Reading Standards for Literature:
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says explicitly as well as drawn from
the text.
2. 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.
3. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as
how the characters respond or change as the plot moves toward resolution.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and
tone.
5. Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
text and contributes to the development of the theme, setting, or plot.
6. Explain how an author develops the point of view of the narrator or speaker in a text.
Integration of Knowledge and Ideas
7. Compare and contrast the experience of reading a story, drama, or poem to listening to or
viewing an audio, video, or live version of the text, including contrasting what they “see” and
“hear” when reading the text to what they perceive when they listen or watch.
8. Compare and contrast texts in different forms or genres (e.g., stories and poems; historical
novels and fantasy stories) in terms of their approaches to similar themes and topics.
Range of Reading and Level of Text Complexity
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9. By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the 6th
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grade complexity band proficiently, with scaffolding as needed at the high
end range.
Reading Standards for Informational Text:
Key Ideas and Details
1. Cite textual evidence to support analysis of what the text says explicitly as well as drawn from
the text.
2. Determine a central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions and judgments.
3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated
in a text (e.g., through examples or anecdotes).
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
5. Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the
text.
Integration of knowledge and Ideas
7. Integrate information presented in different media or formats (e.g., visually, quantitatively) as
well as in words to develop a coherent understanding of a topic or issue.
8. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
supported by reasons and evidence from claims that are not.
9. Compare and contrast one author’s presentation of events with that of another (e.g., memoir
written by and a biography on the same person).
Range of Reading and Level of Text Complexity
10. By the end of the year, read and comprehend literary nonfiction in the grades 6 text
complexity band proficiently, with scaffolding as needed at the high end range.
Standard Based Grading: This grading policy is designed to accurately communicate your student’s
mastery of reading content, separate from effort, participation, or numbers of papers turned in. We
believe this provides an accurate picture of your student’s academic progress and potential for
moving on in reading.
4 = Exceeds grade-level standards
● Consistently meets requirements for exceptional work
● Demonstrates high level of knowledge and thorough understanding
3 = Meets grade-level standards
● Consistently meets requirements for proficient work
● Demonstrates acceptable level of knowledge and adequate understanding
2 = Approaching grade-level standards
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● Meets some requirements for proficient work
● Demonstrates some knowledge and partial understanding
1 = Significantly below standards
● Meets few requirements for proficient work
● Demonstrates little knowledge and minimal understanding
NE = Not enough evidence to determine where they are on state standards
N = Not taught standard area yet
Units of Study
Unit 1: ​
Key Ideas and Details in Informational Text
Lesson 1: ​
Determining Central Idea and Details
CCSS Focus - RI.6.2​
Additional Standards - RI.6.1,3,4,7; W.6.1, 2, 8; SL.6.1,2,4,6; L.6.3.a, 4.a, 4b
Lesson 2: ​
Summarizing Informational Text
CCSS Focus - RI.6.2​
Additional Standards - RI.6.1,3,7,8; W.6.7,9 SL.6.1,5; L.6.2.a,5.a
Lesson 3: ​
Citing Evidence to Make Inferences
CCSS Focus - RI.6.1​
Additional Standards - RI.6.2,3,4,6,7,9; W.6.1,3,7; SL.6.1, 2, 4, 6; L.6.1.c, 4.a, 4.b
Lesson 4: ​
Analyzing Key Ideas in a Text
CCSS Focus - RI.6.3​
Additional Standards - RI.6.1,2,4,6; W.6.2.a,3,4,8; SL.6.1, 1.c,4,5; L6.1.b, 4.a, 4.b
Unit 1 Interim Assessment
Unit 2: ​
Key Ideas and Details in Literature
Lesson 5: ​
Citing Evidence to Make Inferences
CCSS Focus.RL.6.1​
Additional Standards -RL6.2,3,4,5,7,9; W.6.1,2,4,8; SL6.1,2,4; L.6.1.d,4.a,4.b,4.c,5.a
Lesson 6: ​
Describing Plot
CCSS Focus - RL.6.3 ​
Additional Standards - R.L.6.1,2,4,6; W.6.3,4,7; SL.6.1,2,4; L.6.1.b,4.a,4.c
Lesson 7: ​
Analyzing Character Development
CCSS Focus - RL.6.3 ​
Additional Standards - RL.6.1, 2,4,7; W.6.3.b,4,9; SL.6.1,2.a,5; L.6.1,1.a,4.a,4.d,5.a
Lesson 8: ​
Determining Theme or Central Idea
CCSS Focus - RL.6.2 ​
Additional Standards - RL.6.1,2,3,4,7; W.6.3.b,7,9.a; SL.6.1,2,4,5; L.6.1,4.a,4.b,4.d
Lesson 9: ​
Summarizing Literary Texts
CCSS Focus - RL.6.2 ​
Additional Standards - RL.6.1,3,4; W.6.1,2; SL.6.1,4,5,6; L.6.1,2.a,4.a
Unit 2 Interim Assessment
Unit 3: ​
Craft and Structure in Informational Text
Lesson 10: ​
Determining Word Meanings: Figurative, Connotative, & Technical
CCSS Focus - RI.6.4 ​
Additional Standards - RI.6.1,2,3,4,6,7; W.6.2,4,7; SL.6.1,4,5; L.6.1,2,4.a,4.d
Lesson 11: ​
Analyzing Text Structures
CCSS Focus - RI.6.5​
Additional Standards - RI.6.1,2,3,4,7; RL.6.4; W.6.2,4,7,9.b; SL.6.1,4;
L.6.1,2.b,3.a,4.a,4.d
Lesson 12: ​
Determining Point of View in Informational Texts
CCSS Focus - RL.6.6 ​
Additional Standards - R.I.6.1,2,4,5; W.6.2,4,7; SL.6.1,4,5; L.6.4.a,4.b,5.a,5.c
Unit 3 Interim Assessment
Unit 4: ​
Craft and Structure in Literature
Lesson 13: ​
Determining Word Meanings: Figurative Connotative
CCSS Focus - RL.6.4 ​
Additional Standards - RL.6.1,2,5,7; W.6.3,4; SL.6.1,2,4; L.6.4.a, 4.b,5.a
Lesson 14: ​
Analyzing Word Choice
CCSS Focus - RL.6.4 ​
Additional Standards - RL.6.1,4,5,7; W.6.3,7; SL.6.1,2.a,4.a,4.b
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Lesson 15: ​
Analyzing the Structure of a Poem
CCSS Focus - RL.6.5​
Additional Standards - RL.6.1,2,4,7; W.6.3,4,6,7; SL.6.1,4,9; L.6.4.a,4.c,4.d,5.a
Lesson 16 - ​
Analyzing the Structure of Stories
CCSS Focus - RL.6.5 ​
Additional Standards - RL.6.1,2,3,4; W.6.1,7,9.a; SL.6.1,1.c,4.a,4.c,4.d
Lesson 17 - ​
Explaining Point of View
CCSS Focus - RL.6.6 ​
Additional Standards - RL.6.1,2,3,4; W.6.3,7,9.a; SL.6.1,4; L.6.1,4.a,4.c,5.a
Unit 4 Interim Assessment
Unit 5: ​
Integration of Knowledge and Ideas in Informational Text
Lesson 18: ​
Evaluating an Argument
CCSS Focus - RI.6.8 ​
Additional Standards - RI.6.2,4,5,6,7; W.6.1,4,9; SL.6.1,3,5; L.6.1,3.a,4.a,5.a
Lesson19: ​
Comparing and Contrasting Texts
CCSS Focus - RI.6.9 ​
Additional Standards - RI.6.1,2,3,4,6,7,8; W.6.1,2,4,6; SL.6.1,4;
L6.1,2.a,4.a,4.b,4.c,4.d,5.a
Media Feature 1: ​
Integrating Information
CCSS Focus - RI.6.7 ​
Additional Standards - W.6.2,7; SL.6.2
Unit 5 Interim Assessment
Unit 6: Integration of Knowledge and Ideas in Literature
Lesson 20: ​
Comparing and Contrasting Genres
CCSS Focus - RL.6.9 ​
Additional Standards - RL.6.1,2,3,4,5,6,7,9; W.6.2; SL.6.1; L.6.1,2.b,4.a,4.c,5.a
Unit 6 Interim Assessment
Media Feature 2: ​
Comparing and Contrasting Reading to Viewing
CCSS - RL.6.7 ​
Additional Standards - W.6.1,3,10; SL.6.5
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Classroom Rules:
I run a Love and Logic Classroom. Therefore, I treat you with respect, so you will know how to treat
me. My main rule is: ​
Feel free to do anything that doesn’t cause a problem for anyone else.​
If you
cause a problem, I will ask you to solve it. If you can’t solve the problem, or choose not to, I will do
something. What I do, will depend on the special person and the special situation. If you feel
something is unfair, you can whisper to me, “I’m not sure that’s fair,” and we will talk.
How to Access Google Classroom:
Read these instructions on how to sign up for Google Classroom and then click the link to sign up:
Go to http://classroom.google.com and log on with your student ID. Then click the + in the upper right
hand corner of that screen. Enter the class code (see below). You will be enrolled in my class!
Log in information for computers and Google is below. Please note that with your Google account
you will have access to all of the features and options within Google except email.
Sample Student:
Gwen Stefani
Student ID: 123456
Birthdate: October 3, 1969
Drop leading ID number (so last 6 digits) and use an 8 digit birthday​
.
Computer login:
123456
10031969
Google login:
123456@mlsd.org
10031969
Reading Expansion Code: xbhzn3
Power Math Code: bwy58z2
Sign up for REMIND
Text @xbhzn3 to 81010
What is it?​
Remind provides a safe way for teachers to text message students and stay in touch
with parents for free.
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What makes it safe?​
Teachers never see their students/parent’s phone numbers,
students/parents never see theirs. Remind is a one-way broadcast system. Teachers cannot
send individual messages to students and parents and they cannot reply.
Why use it?​
Receive reminder messages sent directly to your phone for homework, quizzes,
tests, projects, benchmarks, and upcoming school events.
Forty Book Requirement:
Poetry Anthologies – 5
Traditional Literature – 5
Realistic Fiction – 5
Historical Fiction – 2
Fantasy – 4
Science Fiction – 2
Mystery – 2
Informational – 4
Biography, Autobiography, Memoir – 2
Chapter – Book Choice – 9
CCSS Focus: RI and RL6.10
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