th
6
Grade
CSCOPE
Overview
ELAR
3rd Nine Weeks
rachel.smith@killeenisd.org
karen.jensen@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
UBD
Understanding by Design
Red-line TEKS for the 3rd 9 Weeks:
6.19(D) make
inferences about text
and use textual
evidence to support
understanding
6.19(F) make
connections (e.g.,
thematic links,
author analysis)
between and
across multiple
texts of various
genres, and
provide textual
evidence
6.19(E) summarize,
paraphrase, and
synthesize texts in
ways that maintain
meaning and
logical order within
a text and across
texts
Vertical Alignment Study
Grade Level and Content/Course__________ Strand:__________________________
TEKS
GRADE LEVEL TEKS
BEFORE
MY LANE
GRADE LEVEL TEKS
AFTER
5.19 (D)
6.19 (D)
7.19 (D)
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(D) make inferences about text and use textual evidence to support understanding
Make
INFERENCES ABOUT TEXT
Including but not limited to:
Use information from text
Use background knowledge/experience
Use
TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING
Including, but not limited to:
Title
Headings
Cover
Illustrations
Photos
Charts, graphs, tables
Plot
Facts/details
Inference: connecting bits of information to make a logical guess. Readers make inferences by making
generalizations, predictions, and drawing conclusions.
Prediction: a conclusion about the future
Generalization: a conclusion about a group of persons, places, or things
Conclusion: a form of inference in which the reader gathers information, considers the general thoughts or ideas that
emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of
information.
Textual Evidence: specific details or facts found in text that support what is inferred
IFD
Red-line TEKS with Specificity
6.19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts
Summarize, Paraphrase, Synthesize
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS
TEXTS
Summary includes, but is not limited to:
Brief, coherent sentences that communicate the key information (short paragraph)
A main idea (the central meaning)
Main character(s) in fiction
Important details that come before the conflict, during the conflict, and important details after the conflict
in fiction
Must remain true to the author's interpretation and emphasis
Focus on what the author is saying
Summarize: to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute
summarized ideas to the original source.
Paraphrase: restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and
transmits its ideas or information without evaluation or interpretation.
Synthesize: to combine elements and parts to form a coherent whole
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)
Performance Indicators
• Read about an issue on the same topic presented in at least
two formats (e.g., speech, newspaper, magazine news cast,
website, etc.). Create a graphic organizer (e.g., T-Chart,
Venn diagram, etc.) to compare and contrast the author’s
purpose, perspective, and persuasive techniques. In a small
group, discuss and critique the effectiveness of the
persuasive techniques based on audience, purpose, and
message. (6.Fig19D,E,F, 6.9A; 6.10B; 6.11A,B; 6.13A,B,C)
Test item
Anchor Chart
Content
Objective
Key Academic
Vocabulary
Guiding
Questions
Key
Understandings
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?
Improved Student
Achievement
Curriculum
Written Curriculum (TEKS)
Identified Standards
Provided by Region 4 ESC
15
Comprehension Components
Making Connections
Questioning
Visualizing/Sensory Images
Inferring
Determining Importance
Synthesizing
Monitoring for Meaning or
Fix-up Strategies Fix- up Strategies
16
I
N
T
H
E
B
O
O
K
Right There
Author and You
Answer is found in one
sentence in the text or a
primary source document
To answer the question use the
information in the text or
primary source with specific
details and background
information
Think and Search
On Your Own
Need to look in different
sentences in the book or look
in other documents
Answer comes from your
knowledge of the subject
matter
17
I
N
M
Y
H
E
A
D
Bloom’s Taxonomy
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
18
Bloom’s Taxonomy
Levels of Bloom’s
Taxonomy…
Remembering:
Can the student
recall or
remember the
information?
•
•
•
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•
•
define
duplicate
list
memorize
recall
repeat
state
Understanding
:
Can the student
explain ideas or
concepts?
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•
classify
describe
discuss
explain
identify
locate
recognize
report
select
translate
paraphrase
Analyzing:
Evaluating:
Creating:
Can the student
use the
information in a
new way?
Can the student
distinguish
between the
different parts?
Can the student
justify a stand
or decision?
Can the student
create new
product or point
of view?
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Applying:
choose
demonstrate
dramatize
employ
illustrate
interpret
operate
schedule
sketch
solve
use
write
appraise
compare
contrast
criticize
differentiate
discriminate
distinguish
examine
experiment
question
test.
appraise
argue
defend
judge
select
support
value
evaluate
assemble
construct
create
design
develop
formulate
write
Launching Sequence
(
teacher
modeling
systematic,
explicit
instruction
guided
practice
independent
practice
assessing progress
and
adjusting
instruction
Gradual Release Model
•
explicit, systematic instruction
•
model and demonstrate strategies
•
guided practice
•
independent practice
•
monitor and assess student progress
Provided by Region 4 ESC
22
Example for Inferring
Launching Sequence: • Inferring
Concrete Experience: • an interesting shoe
Sensory Exercise:
• old magazine ads with missing
pieces
Wordless Picture
Books:
• Zoom! by Istvan Banyai
Time for Text
Gets kids talking about
inferring…
• “What I like in a good author
isn’t what he says, but what he
whispers.”
• Logan P. Smith, essayist
Most successful
strategies
Predicting
Questioning
Visualizing
Summarizing
Monitoring
Connecting
Inferring
Using Text
Structure
Before Reading
(White 178)
Before Reading
Strategies:
Before Reading
Activities:
Picture walk
Previewing
Text features stroll
Making predictions
KWL charts
Setting a goal
Important words
Accessing background
knowledge
Prediction papers
I Wonder
During/After Reading
(White 183-202)
During/After
Reading Strategies:
During/After Reading
Activities:
Monitoring
understanding
Sketch it
Using fix-up strategies
Where did that come
from?
Visualizing
Read a handful and retell
Questioning
Question-Answer
Relationship (QAR)
Inferring
Summarizing
Making connections
Using text structure
Roll and Ask
Retelling cards
Somewhere, Sometime,
Somebody Retell
ERT
During/After Reading
Graphic
Organizers
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•
•
•
•
•
•
•
Main Idea
Summarize
Sequence of Events
Read for Detail
Draw Conclusions
Make Inferences
Cause/Effect
Compare/Contrast
Problem/Solution
Analyze character,
setting, or plot
Research-Based Questioning
Strategies
Provided by Region 4 ESC
29
Inference Anchor Chart
(Text-Based Responses)
FROM THE
TEXT
Direct quotes, details,
or events from the
text
Textual Clues +
Provided by Region 4 ESC
IN MY HEAD
What I already know
through my
experience or
background
knowledge
Background Knowledge =
TC+ BK= I
30
WHAT I
CONCLUDE
Conclusions that I can
draw from what is in
the text and what I
already know
Inferencing
Inference Anchor Chart
It says…
I say…
And so…
Types of Evidence
Paraphras
e
Specific
Synopsi
s
Direct
Quotation
Types of Evidence:
Direct Quotation
What?
When?
• verbatim
words
• phrases
• parts of
sentences
from the text
Provided by Region 4 ESC
• author’s
exact words
are necessary
and will add
depth,
precision, or
reliability to
the response
33
Types of Evidence:
Paraphrase
What?
When?
• restatement
of author’s
words
preserving
the main
ideas and
key details
Provided by Region 4 ESC
• ideas could
be clarified
or original
word
choice is
irrelevant
34
Types of Evidence:
Specific Synopsis
What?
When?
• a focused
choice of
linked
portions
• not a plot
summary
Provided by Region 4 ESC
• several
portions
are needed
to serve as
textual
evidence
35
Pairing Works
Genres/Forms to
consider in pairing
works
Films/
“Movies”
Television Show
Songs
Magazine Articles
Provided by Region 4 ESC
Poems
Research Findings
Artwork
Web Pages
36
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.
Activities
Postcard
Persuasion
Receipt
Round-up
Brown
Bag Blast
Picture
Book
Perfect
Receipt Round-up
Postcard Persuasion
Picture Book Perfect