Sixth Grade
Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
SL1a- Students will prepare for discussions by reading required materials and use the information obtained in discussions.
SL1b- Students will follow rules for discussion.
SL1c- Students will pose and respond to questions as well as make comments that contribute to the topic.
SL1d- Students will demonstrate understanding of multiple perspectives by reflecting on and paraphrasing ideas expressed.
SL2- Students will interpret information that is presented visually, through charts and graphs, or speaking.
SL3- Students will identify claims and arguments, including specific claims supported by evidence and arguments that are
logical and within reason.
SL4- Students will present using gestures and body language including making appropriate eye contact, speaking clearly and
loudly, and using precise language.
SL6- Students will demonstrate command of formal English and identify the audience and purpose when speaking as well as
adapt the delivery of speech to the audience while enunciating and speaking with appropriate volume and pace.
L2b- Students will spell correctly at grade level.
L3a- Students will recognize and use a variety of sentence patterns to support understanding.
L3b- Students will recognize and sustain consistency in their style and tone.
L4a- Students will use context clues to derive word meaning.
L4c- Students will use both print and digital reference materials to derive work meanings, word pronunciation, and part of
speech.
L6- Students will independently build vocabulary as well as identify, understand and use general academic and domainspecific terms.
Student Learning Targets- Quarter 1
SL1b- Students will understand the roles of working in a group and the tasks associated with the role.
SL1b- Students will recognize there are goals and deadlines when working in a group.
SL2- Students will determine the point-of-view of a speaker, what information the speaker is trying to present and the
speaker’s purpose.
SL3- Students will understand what constitutes a claim and evidence and understand when evidence is reasonable.
SL4- Students will be able to present claims and findings with sequential ideas using descriptions, facts ad details.
L1a- Students will use subjective pronouns (I, you, we, he, she, it, we, they) correctly.
L1c- Students will recognize pronouns that represent correct shifts in pronoun number and person (e.g., When people get
angry, they sometimes say things they would not say when calm; These students attend college during the day, and they
work in a restaurant at night.)
L1d- Students will recognize the antecedent in a sentence and the pronouns that support it.
L4b- Students will identify the meaning of a word based on understanding of affixes super-, trans-, –al, and -ail.
L5b- Students will use the relationship between particular words to determine the meaning of unknown words (e.g., because,
due to, lead to all support a cause/effect relationship).
** Taught in multiple quarters
Revised 7-24-14
1
Sixth Grade
Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
SL1a- Students will prepare for discussions by reading required materials and use the information obtained in discussions.
SL1b- Students will follow rules for discussion.
SL1c- Students will pose and respond to questions as well as make comments that contribute to the topic.
SL1d- Students will demonstrate understanding of multiple perspectives by reflecting on and paraphrasing ideas expressed.
SL2- Students will interpret information that is presented visually, through charts and graphs, or speaking.
SL3- Students will identify claims and arguments, including specific claims supported by evidence and arguments that are
logical and within reason.
SL4- Students will present using gestures and body language including making appropriate eye contact, speaking clearly and
loudly, and using precise language.
SL6- Students will demonstrate command of formal English and identify the audience and purpose when speaking as well as
adapt the delivery of speech to the audience while enunciating and speaking with appropriate volume and pace.
L2b- Students will spell correctly at grade level.
L3a- Students will recognize and use a variety of sentence patterns to support understanding.
L3b- Students will recognize and sustain consistency in their style and tone.
L4a- Students will use context clues to derive word meaning.
L4c- Students will use both print and digital reference materials to derive work meanings, word pronunciation, and part of
speech.
L6- Students will independently build vocabulary as well as identify, understand and use general academic and domainspecific terms.
Student Learning Targets- Quarter 2
SL1b- Students will set and follow goals while working in a group.**
SL2- Students will identify how information is interpreted when present in different formats.
SL3- Students will understand what constitutes claims and evidence and understand when a claim is supported by evidence
and when a claim is not supported with evidence.**
L1a- Students will use objective pronouns (me, you, us, him, her, it, they) correctly.
L1b- Students will use intensive pronouns (myself, yourself, himself, ourselves, yourselves, themselves) correctly.
L1c- Students will recognize pronouns that represent incorrect shifts in pronoun number and person (e.g., When people get
angry, she sometimes say things they would not say when calm; These students attend college during the day, and him work
in a restaurant at night.)
L1d- Students will recognize the antecedent in a sentence and correct vague pronouns attached to it.**
L1e- Students will recognize variations from standard English in others’ writing and speaking.
L2a- Students will understand the use of commas, dashes and parenthesis to support restrictive and nonrestrictive
elements.**
L4b- Students will identify the meaning of a word based on understanding of affixes de-, fore-, –en, and –ic; and root dict.
L5a- Students will identify and interpret the use of personification in text.
L5b- Students will use the relationship between particular words to determine the meaning of unknown words (part/whole
relationship).
L5c- Students will recognize that words can have denotative and connotative meanings.
** Taught in multiple quarters
Revised 7-24-14
2
Sixth Grade
Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
SL1a- Students will prepare for discussions by reading required materials and use the information obtained in discussions.
SL1b- Students will follow rules for discussion.
SL1c- Students will pose and respond to questions as well as make comments that contribute to the topic.
SL1d- Students will demonstrate understanding of multiple perspectives by reflecting on and paraphrasing ideas expressed.
SL2- Students will interpret information that is presented visually, through charts and graphs, or speaking.
SL3- Students will identify claims and arguments, including specific claims supported by evidence and arguments that are
logical and within reason.
SL4- Students will present using gestures and body language including making appropriate eye contact, speaking clearly and
loudly, and using precise language.
SL6- Students will demonstrate command of formal English and identify the audience and purpose when speaking as well as
adapt the delivery of speech to the audience while enunciating and speaking with appropriate volume and pace.
L2b- Students will spell correctly at grade level.
L3a- Students will recognize and use a variety of sentence patterns to support understanding.
L3b- Students will recognize and sustain consistency in their style and tone.
L4a- Students will use context clues to derive word meaning.
L4c- Students will use both print and digital reference materials to derive work meanings, word pronunciation, and part of
speech.
L6- Students will independently build vocabulary as well as identify, understand and use general academic and domainspecific terms.
Student Learning Targets- Quarter 3
SL1b- Students will set and follow goals while working in a group.**
SL3- Students will understand what constitutes claims and evidence and understand when a claim is supported by evidence
and when a claim is not supported with evidence.**
SL4a- Students will plan and deliver informative/explanatory presentation that is well developed with facts/detains,
appropriate transitions, vocabulary and conclusion.
SL5- Students will select appropriate multimedia components that have clear meaning to a presentation as well as create
visual displays.
SL5- Students will use digital media such as PowerPoint in presentations as well as embed photos, video, audio, texts and
animation in a presentation.
L1a- Students will use possessive pronouns (mine, yours, his, hers, ours, theirs) correctly.
L1c- Students will recognize and correct pronouns that represent correct and incorrect shifts in pronoun number and
person.**
L1d- Students will recognize the antecedent in a sentence and correct vague pronouns attached to it.**
L1e- Students will recognize variations from standard English in others’ writing and speaking as well as their own.
L2a- Students will understand the use of commas, dashes and parenthesis to support restrictive and nonrestrictive
elements.**
L4b- Students will identify the meaning of a word based on understanding of the affixes en- and em- and the roots sect/sec,
struct, and aud.
L5a- Students will identify and interpret the use of alliteration and onomatopoeia in text.
L5b- Students will use the relationship between particular words to determine the meaning of unknown words (categorical
relationship).
L5c- Students will identify the denotation (direct meaning) and connotation (associations) of words.
** Taught in multiple quarters
Revised 7-24-14
3
Sixth Grade
Language/Speaking & Listening Learning Targets 2014-15
Year Long Learning Targets
These are standards that do not have a particular emphasis in one or more quarters. They should be addressed throughout
the school year.
SL1a- Students will prepare for discussions by reading required materials and use the information obtained in discussions.
SL1b- Students will follow rules for discussion.
SL1c- Students will pose and respond to questions as well as make comments that contribute to the topic.
SL1d- Students will demonstrate understanding of multiple perspectives by reflecting on and paraphrasing ideas expressed.
SL2- Students will interpret information that is presented visually, through charts and graphs, or speaking.
SL3- Students will identify claims and arguments, including specific claims supported by evidence and arguments that are
logical and within reason.
SL4- Students will present using gestures and body language including making appropriate eye contact, speaking clearly and
loudly, and using precise language.
SL6- Students will demonstrate command of formal English and identify the audience and purpose when speaking as well as
adapt the delivery of speech to the audience while enunciating and speaking with appropriate volume and pace.
L2b- Students will spell correctly at grade level.
L3a- Students will recognize and use a variety of sentence patterns to support understanding.
L3b- Students will recognize and sustain consistency in their style and tone.
L4a- Students will use context clues to derive word meaning.
L4c- Students will use both print and digital reference materials to derive work meanings, word pronunciation, and part of
speech.
L6- Students will independently build vocabulary as well as identify, understand and use general academic and domainspecific terms.
Student Learning Targets- Quarter 4
SL1b- Students will set and follow goals while working in a group.**
SL3- Students will understand what constitutes claims and evidence and understand when a claim is supported by evidence
and when a claim is not supported with evidence.**
L1a- Students will use subjective, objective, possessive and intensive pronouns correctly.
L1c- Students will recognize and correct pronouns that represent correct and incorrect shifts in pronoun number and
person.**
L1d- Students will recognize the antecedent in a sentence and correct vague pronouns attached to it.**
L1e- Students will recognize variations from standard English in others’ writing and speaking as well as their own; identify and
use strategies to improve expression.
L2a- Students will use commas, dashes and parentheses to support restrictive and nonrestrictive elements.
L4b- Students will identify the meaning of a word based on understanding of the affixes and roots from the previous 3
quarters.
L5a- Students will identify and interpret the use of personification, alliteration and onomatopoeia in text.
L5b- Students will use the relationship between particular words to determine the meaning of unknown words (cause/effect;
part/whole; categorical relationships).
L5c- Students will distinguish the denotation (direct meaning) and connotation (associations) of words.
** Taught in multiple quarters
Revised 7-24-14
4
Sixth Grade
Language/Speaking & Listening Learning Targets 2014-15
Review Standards from previous grades
SL1b- Review rules for both whole group and small group discussions (grades 3-5: SL1b).
SL1b- Review specific roles for discussion for both whole group and small group (grades 4-5: SL1b).
L5- Identify metaphors, similes, antonyms, synonyms, idioms, proverbs and adages in text (grades 4-5: L5).
Suggestions
Prefix meanings and possible examples
super- meaning over, above- superior, supersede, supervise
trans- meaning across, beyond, change- transport, transfer, transparent
de- meaning away, down, opposite- depart, decay, deplete, deactivate
fore- meaning away, in front of- forget, foretell, foreground
en- meaning put into, on, make- endanger, enforce, engrave
em- meaning put into, on, make- emphasis, embattle, embed
Suffix meanings and possible examples
-al- meaning noun: result of action- referral, disposal, arrival, editorial; meaning adjective: quality, relationstructural, categorical, celestial
-en- meaning made of, to make- frozen, wooden, silken
-ic- meaning nature of, like- simplistic, metallic, acidic
Root meanings and possible examples
dict- meaning to say, speak- contradict, dictate, indict
sect/sec- meaning cut- dissect, intersect, bisect
struct- meaning build- construct, structure, destruction
aud- meaning hear- audio, audible, audience
Restrictive and Nonrestrictive Elements
Restrictive elements are word groups that are necessary to retain meaning. They are not set off from the rest of
the sentence by commas or other punctuation. A restrictive modifier identifies, or limits the reference of, the
noun it modifies. In the example, setting the title off with commas would suggest that it could be removed
without changing the meaning of the sentence; however, the title is essential for meaning
Example: William Faulkner's novel Light in August is my favorite book.
Nonrestrictive elements are groups of words that can be removed without changing the meaning of the sentence.
A non-restrictive modifier adds information that is not essential to our understanding of the sentence; if we
remove it from the sentence, the basic meaning of the sentence does not change. In the example, the writer only
has one cat and its name just adds extra information. If the name were removed, the reader would still know
what cat was being discussed.
Example: I'd like to have more pets, but I only have one cat, Bill.
Setting Goals and Deadlines
For the following standard: SL1b: Follow rules for collegial discussions, set specific goals and deadlines, and define
individual roles as needed, targets for this standards are designed to first have students recognize that there are
goals and deadlines set by the teacher and then want students to set goals and deadlines for themselves. This is a
skill that will need to be explicitly explained and modeled. Students are used to acknowledging a deadline set by
the teacher but have not been introduced to the idea of setting deadlines by themselves. Providing multiple step
group assignments that require students to actively set goals and progressive deadlines for completion will help
support the standard/targets.
** Taught in multiple quarters
Revised 7-24-14
5