`Curriculum Map – 6th/7th Grade Language Arts/Special Education - Jaime Updegraff
Modules
Skill Building
Time Frame
1st 4 weeks of school
Mid Aug. to mid
Sept.
*Ability/lower level
texts
*Literature – focus
on text structure/
literary elements
*Informational - text
structure
*use shorter
excerpts from
Collections
*Summaries
*Narrative writing
(paragraph of the
week)
*Personal narrative –
about your special
place
Reading Tasks/texts
Writing Products
Skills/concepts
*short story
elements
*inferencing
*context clues
Module A
Collections 1 – Facing
Fears
Mid Sept. to early
Nov.
Module B
Collections 2 – Animal
Intelligence
Mid Nov. to Jan.
Module C
Collections 6 – What
Tales Tell
Feb. to March
Module D
Collections 5 –
Decisions that Matter
March to May
*Literature – “The
Ravine”
*Informational –
“Fears and Phobias”
“Life in the Spotlight”
*Supplemental-
*Literature – “The
Mixer” and “The Pod”
*Informational: “How
Smart are Animals?”
and “Can Animals
Feel and Think?”
*Novel – Old Yeller?
*Literature: “YehShen” pair with
Cinderella and
CinderEdna
*Informational: “The
Role of Myths in
Ancient Greece”
*Supplementary:
examples of myths
*Literature – Novel –
Red Kayak
*Poetry –“ The Road
Not Taken”
-“Paul Revere’s Ride”
*Other poetry – pull
from textbooks,
readworks
*Summary/sequence
of events – “The
Ravine”
*Short responses to
literature citing
evidence
*Personal
narrative/journal
about fear
*Letter giving advice
about overcoming a
fear
*citing evidence
*determining main
idea and details
*inferences
*POV – creative
writing piece related
to “The Mixer”
*Summary for “Can
Animals Feel and
Think?”
*Expository essay –
Old Yeller
*Essay –
comparing/contrastin
g “Yeh-shen” with
American version of
Cinderella
*Research –
presentation –
gods/goddesses
*Creative writing –
creation myth
*Poetry portfolio
*Poem analysisidentify figurative
language
*Figurative Language
Assessment
*point of view
*main idea/details
*characterization,
conflict, POV for Old
*compare/contrast
*research methods,
validity of online
sources, citing sources
*Figurative Language
*theme, conflict
Instructional
Resources
Grammar
*resources:
worksheets found
online, Schmoop
videos, School House
Rock videos, task
cards, word sorts,
multisensory
activities found on
Pinterest , Kahoot
quizzes
Instructional
Strategies
*main idea/details
*story elements
Yeller
*Thinking Maps
*Main Idea Task
Cards
*Inference Task
Cards
*Vocab charts
*Interactive
notebook
*Paired passages
*Differentiated
passages
*Parts of speech
-nouns
-pronouns
-verbs
*Thinking maps for
characterization and
sequencing
*lit books for
supplementary texts
*Wild Side passages
*POV – interactive
notebook, Google
presentation,
worksheets
*Novel – Old Yeller
*Thinking Maps
*Task cards
*Thinking Maps for
compare/contrast
*Supplementary texts
– lit books, myths
written at lower lexile
levels
*Task cards
*Interactive
notebook materials
*Supplementary
poems from lit
books, readworks
*Task cards
*Parts of Speech
-adjectives
-adverbs
-prepositions
-conjunctions
*Subjects/predicates
*sentences/fragment
s
*Capitalization
*Punctuation endmarks
*Punctuationcommas
*Revising/combining
sentences
*Close Reads –
annotating the text
*Flexible Grouping
*Read alouds
*Highlighting with a
purpose
*”I do, We do, You
do”
*Close Reads –
annotating the text
*Flexible Grouping
*Read alouds
*Highlighting with a
purpose
*”I do, We do, You
do”
*Close Reads –
annotating the text
*Flexible Grouping
*Read alouds
*Highlighting with a
purpose
*”I do, We do, You
do”
*Close Reads –
annotating the text
*Flexible Grouping
*Read alouds
*Highlighting with a
purpose
*”I do, We do, You
do”
*Close Reads –
annotating the text
*Flexible Grouping
*Read alouds
*Highlighting with a
purpose
*”I do, We do, You
do”
Interventions/Skills
Building
Accommodations
*Words Their Way
*DOL
*Fluency Reading
*Moby Max
*Lexia
*Independent
reading packets –
paired passages
*Vocab – Latin
prefixes/roots
*provide sentence
frames
*outline of notes for
grammar
*outlines for
summaries and
narrative writing
piece
*Words Their Way
*DOL
*Fluency Reading
*Moby Max
*Lexia
*Independent
reading packets –
paired passages
*Vocab – Latin
prefixes/roots
*provide sentence
frames
*outline of notes for
grammar
*outlines for writing
pieces
*
*Words Their Way
*DOL
*Fluency Reading
*Moby Max
*Lexia
*Independent reading
packets – paired
passages
*Vocab – Latin
prefixes/roots
*provide sentence
frames
*outline of notes for
grammar
*outlines for writing
pieces
*reduce # of
quotes/evidence for
essay
*Words Their Way
*DOL
*Fluency Reading
*Moby Max
*Lexia
*Independent reading
packets – paired
passages
*Vocab – Latin
prefixes/roots
*provide sentence
frames
*outline of notes for
grammar
*outlines for writing
pieces
*reduce
amount/number of
resources for research
*Words Their Way
*DOL
*Fluency Reading
*Moby Max
*Lexia
*Independent
reading packets –
paired passages
*Vocab – Latin
prefixes/roots
provide sentence
frames
*outline of notes for
grammar
*outlines for writing
pieces
*reduce number of
poems in poetry
portfolio
*Suggested Daily Schedule for a 90-minute period:
1) Daily Warm-up (5-10 mintues)–DOL (Daily Oral Language sentences), Brief Grammar Lesson -introducing the concept to be worked on that
day
2) Learning Stations (15 minutes each- 45 minutes total) - Students are broken into small groups. This is designed to support students with
interventions tailored to their individual levels.
-Station 1: Fluency Reading, Station 2: Grammar - worksheets/Moby Max, Station 3: Words Their Way
3) Direct/Whole Group Instruction/Reading/Writing(40-45 minutes) – Depending on the text we are planning to read, I might work with
students on building academic vocabulary with notes/examples, frontloading story vocabulary, building necessary background knowledge, and
explicitly teaching skills like making inferences, using context clues, etc. We will read the designated text with paired writing activities – This
could look different every day. I typically read the text aloud with students, then I present them with group or individual work for the day. Or,
one day we may spend the whole time reading, then the next day we follow up with writing. We will also frequently use the audio feature in
Collections.