Pacing 1st – 4th
Grade 6: Reading For Information
CCSS RI 6.1:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Proficiency Levels:
Level 1 (Entering)
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 2 (Emerging)
I can identify key words that
support the main idea from
visually supported text with
a small group. (R, S, L)
I can sort sentence strips
according to right there and
inference with a small group.
(R, L, S)
I can read aloud sentences
using sentence frames.
(R)
I can read sentences in small
groups. (R, L)
I can point in response to
guided questions using
visual aids. (L)
Resources:
Functional
Vocabulary:
Level 3(Developing)
I can locate and scribe
supporting details (specific
and inferential) given the
main idea working with a
partner.
(L, S, R, W)
Level 4/5 (Expanding/Bridging)
I can compose a 8-10 sentence
paragraph or song that synthesizes
key points using a main idea/detail ,
graphic organizer (fish bone).
(R, W)
I can partner read passage/text.
(R, L)
I can listen and speak with a
partner in order to decide on
the main idea and details of a
given text.
(L, S, R)
English for Everyone
Newspapers
Center for Urban Education at DePaul University
Magazine articles
Scholastic news
Textual/text, evidence, support, analysis, explicitly, inference/infer, cite, visually, scribe, compose, synthesize.
Teacher will identify key terms from selected passages.
Pacing 1st – 4th
Grade 6: Reading For Information
CCSS: RI 6.2:
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 or judgments.
Proficiency Levels:
Level 1 (Entering)
MPIs (I can…):

function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing

I can sort the central
idea and supporting
details using
illustrated sentence
strips.
(R)
I can read aloud the
sentences to the
group.
(R, L)
Level 2 (Emerging)
Level 3(Developing)
Level 4/5 (Expanding/Bridging)
 I can locate the central
idea and supporting
details of a partially
completed bubble map.
(R, W)
 I can listen to video clips
from the internet about
main idea, and
summarizing.
(L)
 I can write complete
sentences on a bubble
map.
(W)
 I can create a 3-5
sentence paragraph
using a bubble map.
(R, W)
 I can speak and listen to others
discussing the central idea and
supporting details of a given text.
(L, S, R)
 I can infer the central idea of a
text using a bubble map and
group discussions.
(L, S, R)
 I can compose a 7-10 sentence
paragraph about a passage using
a bubble map and citing the text
(L, S, R)
Resources:
Texts: Center for Urban Education
Brainpop: Summarizing
Smart Exchange: Summarizing
Youtube: Main Idea video by Learningupgrade.com
Functional
Vocabulary:








Topic sentence
Supporting details
Clincher
Summarize
Central ideal/main idea/theme
Infer/inferring/inference
Compose
Cite
.
Locate
Create
Compose
Teacher will identify key terms from selected passages
Pacing 1st – 4th
Grade 6: Reading For Information
CCSS: RI 6.3:
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or
anecdotes).
Proficiency Levels:
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
Level 1 (Entering)
Level 2 (Emerging)
Level 3(Developing)
I can identify the difference
between an introduction,
illustration, and elaboration
of an event using sentence
strips with a partner. (L,S, R)
I can complete sentence frames
using a word bank to
demonstrate understanding of
how an author introduces,
illustrates, and elaborates
events with a small group. (L, S,
R, W)
I can determine how the
author introduces, illustrates,
and elaborates an event
using a 3-column chart in
small groups. (L,S, R, W)
Introduce
The
author
introduces
___ by
using ___.
Illustrate
The
author
helps
the
reader
visualize
this
event by
___.
Elaborate
The
author
elaborates
this event
by ___.
Level 4/5 (Expanding/Bridging)
I can introduce, illustrate, and
elaborate an event from a different
point of view using teacher guided
notes with a partner. For example,
“In paragraph one, the author
introduces ___ by ___. “ How could
you introduce it in another way?
I can demonstrate how an author
develops a key individual, event, or
ideas in a text using a flow-chart and
working with a partner.
(L, S, R, W)
Resources:
Teacher selected texts:
 Scholastic News
 Times for Kids
 Newspaper current events that develop over time
Graphic organizers: 3-column chart, flow-charts
Functional
Vocabulary:
Introduce, determine, illustrate, elaborate, sentence frames, demonstrate, 3-column chart, narrative, point of view, word bank, teacher
guided notes, (teacher will select additional vocabulary from selected texts)
Pacing 1st – 4th
Grade 6: Reading For Information
CCSS: RI 6.4:
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Proficiency Levels:
Level 1 (Entering)
MPIs (I can…):
function + content + support
(L) Listening
(R) Reading
(S) Speaking
(W) Writing
I can illustrate unfamiliar
words using a translator.
(R, W)
I can match idioms with
definitions through online
games or concentration
cards.
Level 2 (Emerging)
Level 3(Developing)
I can choose the correct
definition and match to
unfamiliar terms using online
games, flashcards, or
Smartboard activities working
in small groups.
I can analyze text in order to
recognize unfamiliar
words/phrases and define a
term working with a partner
completing a graphic
organizer.
(L, S, R, W)
(L, S, R, W)
(R)
I can teach the meaning of
newly learned words/phrases
to a small group using a
visual.
(S)
Resources:
Vocabulary webs such as:
Fryer Model, T-Charts, 4-Squares
online dictionaries
www.learninggamesforkids.com/vocabulary_games/idioms
www.funbrain.com/idioms/
http://www.usingenglish.com/reference/idioms/
http://www.vocabulary.co.il/idioms/
www.studyisland.com
ELA Dropbox Resources
Level 4/5 (Expanding/Bridging)
I can formulate sentences using
newly learned terms using a
vocabulary web.
(W)
I can write a short poem/lyric using
newly learned figurative language.
(W)
Grade 6: Reading For Information
Functional
Vocabulary:
figurative language, literal, formulate, illustrate, familiar, unfamiliar, context clues, idiom
connotative, denotative, phrase,
Pacing 1st – 4th