th
6
Grade
CSCOPE
Overview
ELAR
4th Nine Weeks
rachel.smith@killeenisd.org
MISSION:
Teach so that students
learn to their
maximum potential
Vision:
Through the
implementation of a full,
innovative, rigorous,
comprehensive
education program, KISD
will provide superior
learning opportunities so
that upon graduation,
students are prepared for
success in the workforce
and/or in higher
education
Community
Commitments
Understand that
those who work,
learn.
Phrase questions
and comments for
the benefit of the
group.
Challenge ideas.
Recognize that
everyone has
expertise.
Look for
solutions, not
blame.
UBD
Understanding by Design
6.19(F) make connections (e.g., thematic links,
author analysis) between and across multiple texts
of various genres, and provide textual evidence.
Vertical Alignment Study
Grade Level and Content/Course__________________________
Strand:_______________________________________________
GRADE LEVEL TEKS
BEFORE (5th)
TEKS
MY LANE
GRADE LEVEL TEKS
AFTER (7th)
6.19(F)
COGNITIVE
SPECIFICITY
CONTENT
TITLE
Differences in
Cognitive Specificity
Differences in
Content Specificity
I – Introduced in my grade level
T – Transformed in my grade level
IFD
Red-line TEKS
with Specificity
6.19(F) make connections (e.g., thematic links, author analysis) between and across
multiple texts of various genres, and provide textual evidence.
Make
CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS
GENRES AND PROVIDE TEXTUAL EVIDENCE
Including, but not limited to:
Thematic links
Author analysis
Personal Connections
World Connections
Thematic links: a logical connection made between or among texts that share similar
themes
Author analysis: a process that connects the author's logical relationship to the text he/she
wrote (e.g., perspective, purpose)
Anchor Chart
Content
Objective
Guiding
Questions
Key
Academic
Vocabulary
Key
Understandings
Performance Indicators
Compare and contrast the historical and cultural settings
and theme of two literary works. In a small group, rewrite
one of the scenes adapting the theme and setting into a
different time period. Jigsaw the scenes among the groups
and discuss how the scene was affected by the change.
(6.FIG19F; 6.3A, 6.3C; 6.14A, 6.14B, 6.14C, 6.14D, 6.14E; 6.15Ai, 6.15Aii, 6.15Aiii; 6.19Ai,
6.19Aii, 6.19Aiii, 6.19iv, 6.19Av, 6.19Avi, 6.19vii, 6.19Aviii, 6.19B, 6.19C, 6.26A; 6.28A)
Resources
What activities/strategies meet
the specificity of the TEKS?
What activities/strategies will
enable students to be successful
on the performance indicator?
What activities/strategies will
enable students to be successful
on multiple choice assessments?
Modes of Writing
Narration - telling a story
Descriptive - painting a picture with words
Persuasive - making an argument
Expository – informing/ explaining
Compare and Contrast
How-To
Cause/Effect
Research - collecting information about something
ACE Research
ANSWER the question
CITE evidence
EXTEND and ELABORATE on how your evidence
supports your answer.
Imaginative - creating a new way of seeing things
Stimulating Writing
What am I writing about?
TOPIC
Why am I writing?
PURPOSE
• Entertain
Inform
Explain
Persuade
Reflect
Who will read?
AUDIENCE
What is my main point?
THESIS
The Writing Process:
Steps in Writing an Essay
Pre-Writing
Revising
Final
Copy/
Publish
How can we help kids
remember the writing process?
Pigs
Pre-writing
Don’t
Draft
Really
Revision
Ever
Editing
Fly
Final Copy/ Publish
Pre-Writing
Brainstorm or generate ideas
for your topic.
Choose a topic and organize ideas
BEFORE actually starting to write.
Use stimulus to generate ideas.
Pre-Writing Stimulus
Pictures, movies, an
incident reported in
the newspaper
A story with a vivid
theme
Hexagonal Writing
An essential
question
An event that “cries
out” for a response
A need to support
or demonstrate
learning
A personal life
experience
Quick Write
Art, object, or clip
Pre-writing Activities
Free Writing/Journaling
Images or Illustration
Graphic Organizers:
Double Bubble, Flow
Chart, Web Cluster Map,
Classification Tree,
Listing, Outline, T-Chart.
Guided Practice –Cloze,
Group Write
Brainstorming –
Individually or in Pairs
Discussing Ideas -Peer,
Partner, Teacher
Note Taking – Cornell
Notes, Outlining
ACTIVITY:
Create a Comparison Matrix
Most Engaging
Could Be Engaging
Challenging
Think through at least one “area” where you can
create stimulus for good writing.
Drafting
Focus on Expanding on Ideas and
Communicating a Message
Talking to a neighbor,
shoulder share, pair
share, risk taking,
available resources
Consider expectations
regarding pen or pencil,
double spaced, singlesided, legibility, heading
Move thoughts from
the pre-writing
(before writing) stage
to where ideas and
thoughts are put into
complete sentences.
The goal in writing a
rough draft is to
develop and support
the ideas generated
during pre-writing.
Drafting
Skip lines and only
write on the front
side of the paper, in
order to have
adequate room to
revise and edit.
Revision
RATIOCINATION!!
Ideas/Content, Word Choice, Organization, Sentence
Fluency, Voice
Keep, Delete, Substitute
Focus on content- Look for ways to improve your paper
Predict, Summarize, Clarify, Question
Conferences
–
–
–
–
Whole Class
Roving
One on One
Peer
Punctuation
Indenting
Paragraphs
Spelling
Grammar
Final Copy/ Publishing
Post on
classroom wall,
in library, in
main office in
newsletter etc.
Share the Final
Product or a
Piece
Writing
Competitions
Get Feedback
Invite
Discussion
Celebrate
Online
Publishing
Resources
6+1 Traits of Writing, Ruth Culham
Four Square Writing Method, J. and E.J. Gould
Creating Writers, Vicki Spandel
Writing Essentials, Regie Routman