Template for the Development of Planned Instruction

Upper Moreland School District
Planned Course for Literacy
Course: Literacy Grade 6
PA Common Core
RL Reading Standards for Literature
RI Reading Standards for Informational Text
W Writing Standards
SL Speaking and Listening
L Language Standards
PA Language Arts Standards
1.1 Reading Independently
1.2. Reading, Analyzing, and Interpreting Text
1.3. Reading, Analyzing, and Interpreting Literature - Fiction and Non-Fiction
1.4. Types of Writing
1.5. Quality of Writing
1.6. Speaking and Listening
1.7. Characteristics and Functions of the English Language
1.8. Research
1.9. Information, Communication, and Technology Literacy
Course Description
The Comprehensive Literacy Program at Upper Moreland Middle and High School consists of a
seven-year, sequential and cumulative program designed to develop 21st Century readers, writers,
speakers and listeners. Courses emphasize literacy measured by State and Common Core
Standards. As we seek to foster the development of life long literacy learners, the Upper
Moreland School District is dedicated to a research based, comprehensive literacy program.
The sixth grade program builds on the accomplishments of the elementary years. Reading
instruction is based on the development of comprehension, analysis, interpretation and
evaluation of fictional and informational texts. Vocabulary knowledge is developed through a
multi-layered approach of direct instruction and students’ individual, active exploration of
meaning. Writing instruction focuses on the ability to write for a variety of purposes and
audiences. Students write in a variety of modes, which include descriptive, informational,
persuasive and narrative. To ensure clarity of written communication, direct instruction focuses
on grammar, based on response to students’ writing. Students learn strategies to become
effective and efficient problem solvers using the Big6 Process. The skills and strategies of
reading, writing, listening and speaking are incorporated through digital literacies in order for
students to become effective 21st Century learners.
6-12 Literacy Committee
November 2011
Specific and measurable objectives directly related to the academic standards to be
achieved by students:
Specific objectives for this course are stated as concepts and competencies for the standards in
the Sixth Grade Scope and Sequence document.
Content to be used to reach objectives:
In order to offer a comprehensive 21st century literacy approach, a variety of print and electronic
materials are utilized.
 Elements of Literature Introductory Course (2005) Holt, Rinehart and
 Whole Class Novels:
o Crash by Jerry Spinelle,
o Among the Hidden by Margaret Peterson Haddix,
o A Long Way from Chicago by Richard Peck
 Grammar and Mechanics Resource
 Literature Circle Novels
 Various trade books
 Storyworks Magazine
 Technology: Interactive Whiteboards, visualizers, computers
Instructional Activities:
A comprehensive literacy program demands use of a variety of activities to stimulate creativity
and critical thinking. Below is a list of these various activities:
Big 6 Inquiry Process
Modeled Reading
Guided Reading
Independent Reading
Critical Reading Strategies
Metacognitive Reading
Emphasizing Theme and Genre
Vocabulary Instruction
Grammar Instruction
Varied Writing Modes
6-12 Literacy Committee
Differentiation for Reading
Differentiation for Writing
Reading Workshop
Writing Workshop
Critical thinking
Oral Communication Skills
Technology Use
21st Century Skills
November 2011
Estimated instructional time devoted to achieving objectives:
98 minutes/day
Procedure for measurement of student progress on the objective:
Teachers use a variety of assessments to determine student proficiency:
Formative assessment
Summative assessment
Written Response
Participation/class work
Verbal Response
Online discussion
Group discussion
Group collaboration
Rubric assessment
Rubric PSSA –Mode specific
(Descriptive, Persuasive,
Informational, Narrative)
Electronic student response
An explanation of how student grades will be determined:
Literacy grades are determined through a variety of measures. Students are evaluated
using formative and summative assessments. Formative assessments include classroom
observations, teacher-student conferences and student work samples. Summative
assessments are administered periodically using quizzes and unit tests, as well as specific
mode-of-writing rubrics. Projects and presentations are evaluated using research based
performance assessments. Grades will be determined by a variety of at least five
6-12 Literacy Committee
November 2011