GRADE 6- Reader’s Workshop Year-at-a-Glance
First Semester
Second Semester
Quarter 1: Building Habits of Mind—Reading, Thinking and Talking about Text
Reading Literature and Informational Text:

I can read closely to determine what a text says implicitly and explicitly and cite evidence
to support my thinking

I can determine how details are used to convey the theme or central idea of a text

I can determine the meaning of words and phrases in a text, including technical language,
figurative language, and suggested or implied meanings

I can determine the author’s point of view or purpose in a text and explain how the
author’s point of view or purpose was expressed in the text.

I can identify and evaluate the argument and claims made in a text

I can read and comprehend grade 6-8 literature and informational text, with help as
needed at the end of the high range

I can choose just right books to read for fun, interest, and schoolwork on my own
Writing:

I can use evidence from literary and informational texts to support my analysis, reflection,
and research
Speaking, Viewing, Listening, Media Literacy, Language:

I can participate in a range of discussions with others on grade 6 topics, texts, and issues

I can express my ideas clearly, ask and answer questions with elaboration and detail, build
my comments from other people’s ideas, and reflect upon key ideas in the discussion

I can interpret information presented in different media formats including visual, oral, and
numeric
Quarter 3
Reading Literature and Informational Text:

I can read closely to determine what a text says implicitly and explicitly and cite evidence to
support my thinking

I can determine how details are used to convey the theme or central idea of a text

I can determine the meaning of words and phrases in a text, including technical language,
figurative language, and suggested or implied meanings

I can compare and contrast texts by thinking about how they approach similar themes and
topics

I can analyze how a sentence, paragraph, chapter, scene, stanza, or section fits into the overall
structure of a text and helps develop the theme, setting, plot, or ideas

I can analyze how a person, event, or idea is introduced, described, or portrayed in a text

I can identify and evaluate the argument and claims made in a text

I can read and comprehend grade 6-8 literature and informational text, with help as needed at
the end of the high range

I can choose just right books to read for fun, interest, and schoolwork on my own
Writing:

I can use evidence from literary and informational texts to support my analysis, reflection, and
research
Speaking, Viewing, Listening, Media Literacy, Language:

I can participate in a range of discussions with others on grade 6 topics, texts, and issues

I can express my ideas clearly, ask and answer questions with elaboration and detail, build my
comments from other people’s ideas, and reflect upon key ideas in the discussion

I can interpret information presented in different media formats including visual, oral, and
numeric

I understand that people use different styles of speaking for different purposes, in different
situations and with different audiences

I can use context and common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word
Quarter 4
Reading Literature and Informational Text:

I can read closely to determine what a text says implicitly and explicitly and cite evidence to
support my thinking

I can determine how details are used to convey the theme or central idea of a text

I can determine the meaning of words and phrases in a text, including technical language,
figurative language, and suggested or implied meanings

I can describe how a story’s or drama’s plot unfolds over a series of events or episodes

I can describe how the characters respond or change as the plot moves toward a resolution

I can determine the author’s point of view or purpose in a text and explain how the author’s
point of view or purpose was expressed in the text.

I can analyze how a sentence, paragraph, chapter, scene, stanza, or section fits into the overall
structure of a text and helps develop the theme, setting, plot, or ideas

I can identify and evaluate the argument and claims made in a text

I can read and comprehend grade 6-8 literature and informational text, with help as needed at
the end of the high range

I can choose just right books to read for fun, interest, and schoolwork on my own
Writing:

I can use evidence from literary and informational texts to support my analysis, reflection, and
research
Speaking, Viewing, Listening, Media Literacy, Language:

I can participate in a range of discussions with others on grade 6 topics, texts, and issues

I can express my ideas clearly, ask and answer questions with elaboration and detail, build my
comments from other people’s ideas, and reflect upon key ideas in the discussion

I can interpret information presented in different media formats including visual, oral, and
numeric

I can use different styles of speaking that are appropriate to my purpose and audience

I can use context and common, grade-appropriate Greek and Latin affixes and roots as clues to
the meaning of a word
Quarter 2
Reading Literature and Informational Text:

I can read closely to determine what a text says implicitly and explicitly and cite evidence
to support my thinking

I can determine how details are used to convey the theme or central idea of a text

I can describe how a story’s or drama’s plot unfolds over a series of events or episodes

I can determine the meaning of words and phrases in a text, including technical language,
figurative language, and suggested or implied meanings

I can determine the author’s point of view or purpose in a text and explain how the
author’s point of view or purpose was expressed in the text.

I can compare and contrast texts by thinking about how they approach similar themes and
topics

I can analyze how a sentence, paragraph, chapter, scene, stanza, or section fits into the
overall structure of a text and helps develop the theme, setting, plot, or ideas

I can identify and evaluate the argument and claims made in a text

I can read and comprehend grade 6-8 literature and informational text, with help as
needed at the end of the high range

I can choose just right books to read for fun, interest, and schoolwork on my own
Writing:

I can use evidence from literary and informational texts to support my analysis, reflection,
and research
Speaking, Viewing, Listening, Media Literacy, Language:

I can participate in a range of discussions with others on grade 6 topics, texts, and issues

I can express my ideas clearly, ask and answer questions with elaboration and detail, build
my comments from other people’s ideas, and reflect upon key ideas in the discussion

I can interpret information presented in different media formats including visual, oral, and
numeric

I can present information in a way that is appropriate to the audience

I can use context and common, grade-appropriate Greek and Latin affixes and roots as
clues to the meaning of a word
GRADE 6- Reader’s Workshop Quarter-at-a-Glance
Learning Targets/Benchmarks
Quarter 1
Mini-Lesson Resources
Reading Literature and Informational Text:

I can read closely to determine what a text says implicitly and
explicitly and cite evidence to support my thinking 6.4.1.1, 6.5.1.1

I can determine how details are used to convey the theme or
central idea of a text 6.4.2.2, 6.5.2.2

I can determine the meaning of words and phrases in a text,
including technical language, figurative language, and suggested
or implied meanings 6.4.4.4, 6.5.4.4

I can determine the author’s point of view or purpose in a text and
explain how the author’s point of view or purpose was expressed
in the text. 6.4.6.6, 6.5.6.6

I can identify and evaluate the argument and claims made in a text
6.5.8.8

I can read and comprehend grade 6-8 literature and informational
text, with help as needed at the end of the high range 6.4.10.10,
6.5.10.10

I can choose just right books to read for fun, interest, and
schoolwork on my own 6.4.10.10, 6.5.10.10
Writing:

I can use evidence from literary and informational texts to support
my analysis, reflection, and research 6.7.9.9
Speaking, Viewing, Listening, Media Literacy, Language:

I can participate in a range of discussions with others on grade 6
topics, texts, and issues 6.9.1.1

I can express my ideas clearly, ask and answer questions with
elaboration and detail, build my comments from other people’s
ideas, and reflect upon key ideas in the discussion 6.9.1.1

I can interpret information presented in different media formats
including visual, oral, and numeric 6.9.2.2
**Multiple standards are addressed in each mini-lesson. The
main Reading standard(s) is highlighted.
SPPS Launching Reader’s Workshop Unit of Study: Habits of
Mind—Reading, Thinking and Talking about Text (online)
6.4.10.10, 6.5.10.10, 6.9.1.1
CSI Social Studies Literacy: “Preparing for Life in Space”
Cooperative Activity: “Lifeblood of the World”
6.5.1.1, 6.5.10.10, 6.7.9.9, 6.9.1.1
CSI Science Literacy: “Small is Huge”
Cooperative Activity: “Amy Bruner” 6.5.4.4, 6.5.10.10, 6.9.1.1
CSI English Language Arts: “300 Million and Counting”
Cooperative Activity: “The Common Cold”
6.5.1.1, 6.5.2.2, 6.5.10.10, 6.7.9.9, 6.9.1.1
CSI Math Literacy: “It’s Bugalicious”
Cooperative Activity: “Cricket Thermometer”
6.5.1.1, 6.5.2.2, 6.5.10.10, 6.7.9.9, 6.9.1.1, 6.9.2.2
CSI English Language Arts: “English Only?”
Cooperative Activity: “Chicano Literature”
6.5.8.8, 6.5.10.10, 6.9.1.1
IRA: The True Story of the Three Little Pigs 6.4.5.5, 6.4.10.10
IRA: Roll of Thunder Hear My Cry 6.4.5.5, 6.4.10.10
IRA: Home of the Brave 6.4.5.5, 6.4.10.10
CSI English Language Arts: “Snowboarding”
Cooperative Activity: “Who Knew?” 6.5.8.8, 6.5.10.10, 6.9.1.1
CSI Social Studies Literacy: “The Ghosts of Angel Island”
Cooperative Activity: “The Ghosts of Angel Island”
6.5.4.4, 6.5.10.10, 6.9.1.1
IRA: Pictures of Hollis Woods 6.4.6.6, 6.4.10.10
IRA: The Breadwinner 6.4.6.6, 6.4.10.10
IRA: Feathers and Fools 6.4.5.5, 6.4.10.10
IRA: Faithful Elephants 6.4.5.5, 6.4.10.10
CSI= Comprehension Strategies Instruction (Pacific Learning)
CSI English Language Arts: “Traveling Shoes”
Cooperative Activity: “Famous Dogs—Hachiko” 6.5.2.2
IRA=Interactive Read Aloud (Linda Hoyt)
Assessments/Data Sources
Student Products

Book logs (types of text or
pages of text and number of
texts read)

Reading Interest Survey or
Reading Letter

Reader’s notebook entries

Book talks

Graphic organizers from CSI
Cooperative Activities and/or
other graphic organizers

Book project

Self-assessment checklists
Formal and Informal Reading
Assessments

MAP (Survey and Survey
w/Goals)

Diagnostics such as QRI-5

Quick running records

Qualitative Spelling Inventory
Observation Records

Conferring notes

Student discussion rubrics

Small group instruction notes
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
Holiday
Quarter 1, Weeks 1-4
SPPS Reader’s Workshop Launch:
“Structure of Reader’s Workshop”
and “Why Do We Read?” (online)
SPPS Reader’s Workshop Launch:
“Organizing the Classroom Library”
(online)
SPPS Reader’s Workshop Launch:
“Developing a Rubric for
Independent Reading” (online)
SPPS Reader’s Workshop Launch:
“Launching the Reader’s Notebook”
(online)
6.4.10.10, 6.5.10.10
6.4.10.10, 6.5.10.10
6.4.10.10, 6.5.10.10
6.4.10.10, 6.5.10.10
CSI Introductory Lesson 1: “Reading
is an Active, Problem-Solving
Process
CSI Introductory Lesson 2:
“Unlocking Text—the Link Between
Background Knowledge and
Comprehension
CSI Introductory Lesson 3:
“Monitoring Comprehension—What
Makes a Text Easy? What Makes a
Text Difficult?
CSI Introductory Lesson 4: “Before
Reading—Skimming and Scanning”
CSI Introductory Lesson 5: “Close
Reading—Coding is an Essential Skill
for Mastering Nonfiction Text”
Flex Mini-lesson
CSI SR, Day 1: “Preparing for
Life in Space”
Social Studies Literacy: Expository
Lesson available at
CSI SR, Day 2: “Preparing for
Life in Space”
Social Studies Literacy: Expository
Lesson available at
CSI Cooperative Activity, Day 3:
“Lifeblood of the World”
Social Studies Literacy: Expository
Lesson available at
CSI SR, Day 1: “Small is Huge”
Science Literacy: Expository
http://www.thecenter.spps.org/elemlit.html
http://www.thecenter.spps.org/elemlit.html
http://www.thecenter.spps.org/elemlit.html
Making Connections: Readers deepen
their understanding of a text by
consciously making connections
between the text, their background
knowledge, other texts, and their world
knowledge.
6.5.1.1
CSI Cooperative Activity, Day 3:
“Amy Bruner”
Science Literacy: Biography
Making Connections: Readers deepen
their understanding of a text by
consciously making connections
between the text, their background
knowledge, other texts, and their world
knowledge.
6.5.1.1
CSI SR, Day 1: “300 Million and
Counting”
English Language Arts: Expository
Making Connections: Readers deepen
their understanding of a text by
consciously making connections
between the text, their background
knowledge, other texts, and their world
knowledge.
6.5.1.1
CSI SR, Day 2: “300 Million and
Counting”
English Language Arts: Expository
Making Connections: Readers deepen
their understanding of text by
consciously making connections as they
read.
6.5.4.4
Asking Questions: Readers ask
questions (before, during, and after
reading) to enhance understanding, find
answers or specific information, discover
new information, and understand the
value of research.
6.5.1.1, 6.5.2.2
Asking Questions: Readers ask
questions (before, during, and after
reading) to enhance understanding, find
answers or specific information, discover
new information, and understand the
value of research.
6.5.1.1, 6.5.2.2
CSI SR, Day 2: “Small is Huge”
Science Literacy: Expository
Making Connections: Readers deepen
their understanding of text by
consciously making connections as they
read.
6.5.4.4
Making Connections: Readers deepen
their understanding of text by
consciously making connections as they
read.
6.5.4.4
CSI Cooperative Activity, Day 3:
“The Common Cold”
English Language Arts: Expository
Asking Questions: Readers ask
questions (before, during, and after
reading) to enhance understanding, find
answers or specific information, discover
new information, and understand the
value of research.
6.5.1.1, 6.5.2.2
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
CSI SR, Day 1: “It’s Bugalicious!”
Math Literacy: Expository
CSI SR, Day 2: “It’s Bugalicious!”
Math Literacy: Expository
Asking Questions: Readers ask
questions to find specific information,
construct meaning, and enhance their
understanding of expository text.
6.5.1.1, 6.5.2.2
Asking Questions: Readers ask
questions to find specific information,
construct meaning, and enhance their
understanding of expository text.
6.5.1.1, 6.5.2.2
IRA Day 1: The True Story of
the Three Little Pigs, p. 113
Fiction: Fairytale
IRA Day 2: The True Story of
the Three Little Pigs & “Story Map,”
p. 114 Fiction: Fairytale
IRA Day 1: Roll of Thunder
Hear My Cry, p. 101
Historical Fiction
Plot: Readers identify the parts of the
plot (introduction, initiating event,
rising action, climax, and conclusion) to
think about how the author moves the
story forward and to enhance their
understanding and appreciation of text.
6.4.5.5
Plot: Readers identify the parts of the
plot (introduction, initiating event,
rising action, climax, and conclusion) to
think about how the author moves the
story forward and to enhance their
understanding and appreciation of text.
6.4.5.5
Setting: Readers identify and analyze
the details that authors use to create a
setting and to evoke a feeling or mood.
6.4.5.5
CSI SR, Day 1: “Snowboarding”
English Language Arts: Procedural
CSI Cooperative Activity,
Day 2: “Who Knew?”
English Language Arts: Expository
CSI SR, Day 1: “The Ghosts
of Angel Island”
Social Studies Literacy: Expository
CSI Cooperative Activity,
Day 2: “The Ghosts of Angel Island”
Social Studies Literacy: Expository
Visualizing: Readers use their senses to
create mental pictures from words in
order to engage with text and to develop
a deeper understanding.
6.5.8.8
IRA Day 2: The Breadwinner
Realistic Fiction Lesson available at:
Visualizing: Readers visualize, or
create mental pictures from words, in
order to maintain engagement with text
and to develop deeper understanding.
6.5.4.4
IRA Day 1: Feathers and Fools,
p. 137 Fiction
Visualizing: Readers visualize, or
create mental pictures from words, in
order to maintain engagement with text
and to develop deeper understanding.
6.5.4.4
IRA Day 2: Faithful Elephants
Literary Nonfiction Lesson available
at:
Visualizing: Readers use their senses to
create mental pictures from words in
order to engage with text and to develop
a deeper understanding.
6.5.8.8
IRA Day 1: Pictures of
Hollis Woods, p. 131 Realistic Fiction
CSI Cooperative Activity,
Day 3: “Cricket Thermometer”
Math Literacy: Expository
Quarter 1, Weeks 5-9
Asking Questions: Readers ask
questions to find specific information,
construct meaning, and enhance their
understanding of expository text.
6.5.1.1, 6.5.2.2
http://www.thecenter.spps.org/elemlit.html
Narration & Dialogue: Readers
identify and analyze how narration and
dialogue in stories reflect character
development, point of view, and author’s
purpose.
6.4.6.6
Conference Prep
Narration & Dialogue: Readers
identify and analyze how narration and
dialogue in stories reflect character
development, point of view, and author’s
purpose.
6.4.6.6
Theme: Readers blend their
perspectives with the details that an
author presents (plot, events, or
evolution of character) to determine the
theme(s) in fiction.
6.4.5.5
CSI SR, Day 1: “Traveling Shoes”
English Language Arts: Memoir
CSI SR, Day 2: “Traveling Shoes”
English Language Arts: Memoir
Drawing Inferences: Readers make
predictions before and during reading,
draw conclusions based in hints in the
text and explore underlying themes.
6.5.2.2
Drawing Inferences: Readers make
predictions before and during reading,
draw conclusions based in hints in the
text and explore underlying themes.
6.5.2.2
CSI SR, Day 1: “English Only?”
English Language Arts: Expository
Monitoring Comprehension and
Repairing Understanding: Readers
monitor their understanding by thinking
critically about text, questioning the
information or author, and considering
others readers’ questions.
6.5.8.8
IRA Day 2: Home of the
Brave “Snow” p. 3, “Welcome to
Minnesota” p. 17, “Lunch” p. 76
Realistic fiction Lesson available at:
CSI Cooperative Activity,
Day 2: “Chicano Literature”
English Language Arts: Expository
Monitoring Comprehension and
Repairing Understanding: Readers
monitor their understanding by thinking
critically about text, questioning the
information or author, and considering
others readers’ questions.
6.5.8.8
Flex Mini-leson
http://www.thecenter.spps.org/elemlit.html
Setting: Readers identify and analyze
the details that authors use to create a
setting and to evoke a feeling or mood.
6.4.5.5
Flex Mini-lesson
Flex Mini-Lesson
http://www.thecenter.spps.org/elemlit.html
Theme: Readers blend their
perspectives with the details that an
author presents (plot, events, or
evolution of character) to determine the
theme(s) in fiction.
6.4.5.5
CSI Cooperative Activity,
Day 3: “Famous Dogs—Hachiko”
English Language Arts:
Drawing Inferences: Readers make
predictions before and during reading,
draw conclusions based in hints in the
text and explore underlying themes.
6.5.2.2
Flex Mini-lesson
GRADE 6- Reader’s Workshop Quarter-at-a-Glance
Learning Targets/Benchmarks
Reading Literature and Informational Text:

I can read closely to determine what a text says implicitly and
explicitly and cite evidence to support my thinking 6.4.1.1,
6.5.1.1

I can determine how details are used to convey the theme or
central idea of a text 6.4.2.2, 6.5.2.2

I can describe how a story’s or drama’s plot unfolds over a
series of events or episodes 6.4.3.3

I can determine the meaning of words and phrases in a text,
including technical language, figurative language, and suggested
or implied meanings 6.4.4.4, 6.5.4.4

I can determine the author’s point of view or purpose in a text
and explain how the author’s point of view or purpose was
expressed in the text. 6.4.6.6, 6.5.6.6

I can compare and contrast texts by thinking about how they
approach similar themes and topics 6.4.9.9, 6.5.9.9

I can analyze how a sentence, paragraph, chapter, scene, stanza,
or section fits into the overall structure of a text and helps
develop the theme, setting, plot, or ideas 6.4.5.5, 6.5.5.5

I can use information presented in different formats as well as
in words to develop a coherent understanding of a topic 6.5.7.7

I can identify and evaluate the argument and claims made in a
text 6.5.8.8

I can read and comprehend grade 6-8 literature and
informational text, with help as needed at the end of the high
range 6.4.10.10, 6.5.10.10

I can choose just right books to read for fun, interest, and
schoolwork on my own 6.4.10.10, 6.5.10.10
Writing:

I can use evidence from literary and informational texts to
support my analysis, reflection, and research 6.7.9.9
Speaking, Viewing, Listening, Media Literacy, Language:

I can participate in a range of discussions with others on grade
6 topics, texts, and issues 6.9.1.1

I can express my ideas clearly, ask and answer questions with
elaboration and detail, build my comments from other people’s
ideas, and reflect upon key ideas in the discussion 6.9.1.1

I can interpret information presented in different media
formats including visual, oral, and numeric 6.9.2.2

I can present information in way that is appropriate to the
audience 6.9.4.4, 6.9.6.6

I can use context and common, grade-appropriate Greek and Latin
affixes and roots as clues to the meaning of a word 6.11.4.4
Quarter 2
Mini-Lesson Resources
CSI Science Literacy: “Why Does My Foot Fall Asleep?” Cooperative
Activity: “Locusts Find Star Wars Escapist Entertainment?” 6.5.1.1
CSI English Language Arts: “Alaska’s Native Youth Olympics”
Cooperative Activity: “Shark Attack” 6.5.1.1, 6.5.10.10, 6.7.9.9, 6.9.1.1
CSI English Language Arts: “The New Sound”
Cooperative Activity: “Graham Hicks: Deaf-blind Daredevil” 6.5.2.2
CSI Math Literacy: “Benjamin Banneker”
Cooperative Activity: “Probably Not!” 6.5.2.2, 6.5.10.10
CSI Science Literacy: “Teens Hear Silent Ring Tone”
Cooperative Activity: “Pandas and Bamboo” 6.5.2.2, 6.9.1.1, 6.5.10.10
CSI English Language Arts: “B.O KO’s Pesky Ants”
Cooperative Activity “Rogue Rage” 6.5.2.2, 6.9.1.1, 6.5.10.10
CSI Social Studies Literacy: “Amazon in Trouble”
Cooperative Activity: “Why Save the Forest?” 6.5.1.1, 6.5.10.10
IRA: Langston’s Train Ride 6.4.6.6, 6.4.10.10
IRA: “Martha’s Letter” 6.4.6.6, 6.4.10.10
IRA: “I Hear America Singing” 6.4.6.6, 6.4.10.10
CSI Math Literacy: “Earliest Measurements” 6.5.1.1, 6.5.4.4
Cooperative Activity: “Quinceanera” 6.4.1.1, 6.4.10.10
SPPS Literary Essay Reading Mini-lessons (online)
6.4.2.2, 6.4.10.10, 6.9.1.1
CSI Social Studies Literacy: “The March of the Mill Children”
Cooperative Activity: “Go Fish” 6.5.1.1, 6.7.9.9, 6.5.10.10
CSI English Language Arts: “Hunter”
Cooperative Activity: “Treasure” 6.4.4.4, 6.4.10.10, 6.11.4.4
CSI Science Literacy: “The First Forms of Matter”
Cooperative Activity: “Fizzy Fruit Tickles Tongues”
6.5.1.1, 6.5.7.7, 6.5.10.10, 6.7.9.9, 6.9.1.1, 6.9.2.2, 6.11.4.4
CSI Science Literacy: “The Changing Surface”
Cooperative Activity: “How a Rocket Works”
6.5.1.1, 6.5.2.2, 6.5.7.7, 6.5.10.10, 6.9.1.1, 6.9.2.2, 6.11.4.4
**Multiple standards are addressed in each mini-lesson.
The main Reading standard(s) is highlighted.
CSI= Comprehension Strategies Instruction (Pacific Learning)
IRA=Interactive Read Aloud (Linda Hoyt)
Assessments/Data Sources
Student Products

Book logs (types of text or
pages of text and number
of texts read)

Reading Interest Survey
or Reading Letter

Reader’s notebook entries

Book talks

Graphic organizers from
CSI Cooperative Activities
and/or other graphic
organizers

Book project

Self-assessment checklists
Formal and Informal Reading
Assessments

Quick running records

Qualitative Spelling
Inventory
Observation Records

Conferring notes

Student discussion rubrics

Small group instruction
notes
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
CSI SR, Day 1: “Why Does My
Foot Sometimes Fall Asleep?”
Science Literacy: Expository
Drawing Inferences: Readers make
predictions about text and “read between
the lines,” gathering clues from the text.
6.5.1.1
Flex Mini-lesson
CSI Cooperative Activity, Day 2:
“Locusts Find Star Wars Escapist
Entertainment”
Science Literacy: Expository
Drawing Inferences: Readers make
predictions about text and “read between
the lines,” gathering clues from the text.
6.5.1.1
CSI SR, Day 1: “The New Sound”
English Language Arts : Expository
Determining Important Ideas:
Readers determine important ideas in
order to answer a specific question and
to distinguish important or main ideas
from supporting details.
6.5.2.2
Quarter 2, Weeks 1-4
CSI SR, Day 1: “Alaska’s
Native Youth Olympics”
English Language Arts: Expository
CSI SR, Day 2: “Alaska’s
Native Youth Olympics”
English Language Arts: Expository
CSI Cooperative Activity,
Day 3: “Shark Attack”
English Language Arts: Expository
Monitoring Comprehension &
Repairing Understanding: Readers
recognize when their understanding of
the text breaks down and how to repair
their understanding. Readers also talk
about their thought processes, explaining
how and why particular strategies help
them clarify their understanding.
6.5.1.1
CSI Cooperative Activity, Day 2:
“Graham Hicks: Deaf-blind
Daredevil”
English Language Arts: Biography
Monitoring Comprehension &
Repairing Understanding: Readers
recognize when their understanding of
the text breaks down and how to repair
their understanding. Readers also talk
about their thought processes, explaining
how and why particular strategies help
them clarify their understanding.
6.5.1.1
CSI SR, Day 1:
“Benjamin Banneker”
Math Literacy: Biography
Monitoring Comprehension &
Repairing Understanding: Readers
recognize when their understanding of
the text breaks down and how to repair
their understanding. Readers also talk
about their thought processes, explaining
how and why particular strategies help
them clarify their understanding.
6.5.1.1
Professional Day
Determining Important Ideas:
Readers determine important ideas in
order to answer a specific question and
to distinguish important or main ideas.
6.5.2.2
Determining Important Ideas:
Readers remember important
information, build background
knowledge, and distinguish important or
main ideas from supporting details.
6.5.2.2
CSI SR, Day 2: “Benjamin
Banneker”
Math Literacy: Biography
CSI Cooperative Activity,
Day 3: “Probably Not!”
Math Literacy: Play
CSI SR, Day 1: “Teens Hear
Silent Ring Tone”
Science Literacy: Article
CSI SR, Day 2: “Teens Hear
Silent Ring Tone”
Science Literacy: Article
CSI Cooperative Activity,
Day 3: “Pandas and Bamboo”
Science Literacy: Expository
Determining Important Ideas:
Readers remember important
information, build background
knowledge, and distinguish important or
main ideas from supporting details
6.5.2.2
Determining Important Ideas:
Readers remember important
information, build background
knowledge, and distinguish important or
main ideas from supporting details.
6.5.2.2
CSI SR, Day 1: B.O. KO’s
Pesky Ants”
English Language Arts: Expository
CSI SR, Day 2: B.O. KO’s
Pesky Ants”
English Language Arts: Expository
Synthesizing Information: Readers
summarize information by identifying the
main points of a text, synthesize by
combining new information with their
background knowledge, and discuss their
personal responses and changing
thinking.
6.5.2.2
CSI Cooperative Activity,
Day 3: “Rogue Rage”
English Language Arts: Expository
Synthesizing Information: Readers
summarize information by identifying the
main points of a text, synthesize by
combining new information with their
background knowledge, and discuss their
personal responses and changing
thinking.
6.5.2.2
Holiday
Synthesizing Information: Readers
summarize information by identifying the
main points of a text, synthesize by
combining new information with their
background knowledge, and discuss their
personal responses and changing
thinking.
6.5.2.2
Holiday
Synthesizing Information: Readers
synthesize a text by summarizing the
content, integrating new information
with their background knowledge, and
discussing their personal responses to
the text.
6.5.2.2
Synthesizing Information: Readers
synthesize a text by summarizing the
content, integrating new information with
their background knowledge, and
discussing their personal responses to the
text.
6.5.2.2
Synthesizing Information: Readers
synthesize a text by summarizing the
content, integrating new information with
their background knowledge, and
discussing their personal responses to the
text.
6.5.2.2
.
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
Flex Mini-lesson
Quarter 2, Weeks 5-10
Flex Mini-lesson
CSI SR, Day 1: “Amazon in
Trouble”
Social Studies Literacy: Expository
CSI SR, Day 2: “Amazon in
Trouble”
Social Studies Literacy: Expository
CSI Cooperative Activity,
Day 3: “Why Save the Forest?”
Social Studies Literacy: Expository
Monitoring Comprehension &
Repairing Understanding: Readers keep
track of their understanding by making
notes as they read. They discuss their
problems in understanding with other
readers and decide which strategy will
best solve the problem.
6.5.1.1
IRA: “Martha’s Letter”
p. 96 Persuasive Letter
Monitoring Comprehension &
Repairing Understanding: Readers
keep track of their understanding by
making notes as they read. They discuss
their problems in understanding with
other readers and decide which strategy
will best solve the problem.
6.5.1.1
IRA: “I Hear America Singing”
p. 96, Poem
Monitoring Comprehension &
Repairing Understanding: Readers
keep track of their understanding by
making notes as they read. They discuss
their problems in understanding with
other readers and decide which strategy
will best solve the problem.
6.5.1.1
CSI SR, Day 1: “Earliest
Measurements”
Math Literacy: Expository
CSI Cooperative Activity,
Day 2: “Quinceanera”
Math Literacy: Personal Narrative
Author’s Purpose: Readers classify
text and look for clues to help
themselves determine the author’s
purpose (to persuade, to inform, or to
entertain).
6.4.6.6
Lesson available at
http://www.thecenter.spps.org/elemlit.html
Lesson available at
http://www.thecenter.spps.org/elemlit.html
Author’s Purpose: Readers classify text
and look for clues to help themselves
determine the author’s purpose (to
persuade, to inform, or to entertain).
6.4.6.6
Author’s Purpose: Readers classify text
and look for clues to help themselves
determine the author’s purpose (to
persuade, to inform, or to entertain).
6.4.6.6
Making Connections: Readers deepen
their understanding of text by
consciously making text-to-text, text-toself, and text-to-world connections.
6.5.1.1, 6.5.4.4
Making Connections: Readers deepen
their understanding of text by
consciously making text-to-text, text-toself, and text-to-world connections.
6.5.1.1, 6.5.4.4
SPPS Literary Essay Mini-Lesson:
What is the story really about? A
review of “El Angel de Oro” (online)
6.4.2.2
SPPS Literary Essay Mini-lesson:
Reading intently (online)
6.4.2.2
SPPS Literary Essay Mini-lesson:
Paying close attention to characters
(online)
6.4.2.2
SPPS Literary Essay Mini-lesson:
Drawing on life experiences to
connect with texts (online)
6.4.2.2
SPPS Literary Essay Mini-lesson:
Forming essay ideas from the truths
discovered in texts (online)
6.4.2.2
Winter Break
Winter Break
Winter Break
Flex Mini-lesson
Flex Mini-lesson
CSI SR, Day 1: “The March of
the Mill Children”
Social Studies Literacy: Autobiography
CSI SR, Day 2: “The March of
the Mill Children”
Social Studies Literacy: Autobiography
CSI Cooperative Activity,
Day 3: “Go Fish”
Social Studies Literacy: Expository
CSI SR, Day 1: “Hunter”
English Language Arts: Narrative
CSI Cooperative Activity,
Day 2: “Treasure”
English Language Arts: Narrative
Asking Questions: Readers ask
questions (before, during, and after
reading) to enhance their understanding,
find answers or specific information,
discover new information, and
understand the value of research.
6.5.1.1
CSI SR, Day 1: “The First Forms
of Matter:
Science Literacy: Expository
Asking Questions: Readers ask
questions (before, during, and after
reading) to enhance their understanding,
find answers or specific information,
discover new information, and
understand the value of research.
6.5.1.1
CSI Cooperative Activity,
Day 2: “Fizzy Fruit Tickles Tongues”
Science Literacy: Article
Asking Questions: Readers ask
questions (before, during, and after
reading) to enhance their understanding,
find answers or specific information,
discover new information, and
understand the value of research.
6.5.1.1
CSI SR, Day 1: “The Changing
Surface”
Science Literacy: Expository
Monitoring Comprehension &
Repairing Understanding: Readers
recognize when their understanding of a
text breaks down and learn to repair
understanding using a variety of
comprehension strategies.
6.5.1.1, 6.5.7.7
Monitoring Comprehension &
Repairing Understanding: Readers
recognize when their understanding of a
text breaks down and learn to repair
understanding using a variety of
comprehension strategies
6.5.1.1, 6.5.7.7
Determining Important Ideas: Readers
sift and sort critical information
according to their purpose for reading
and differentiate main ideas from
supporting details.
6.5.1.1, 6.5.2.2, 6.5.7.7
IRA: Langston’s Train Ride,
p. 95 Literary Nonfiction
Visualizing: Readers create mental
images from words in order to maintain
engagement with text and develop a
deeper understanding.
6.4.4.4
CSI Cooperative Activity,
Day 2: “How a Rocket Works”
Science Literacy: Expository
Determining Important Ideas: Readers
sift and sort critical information
according to their purpose for reading
and differentiate main ideas from
supporting details.
6.5.1.1, 6.5.2.2, 6.5.7.7
Visualizing: Readers create mental
images from words in order to maintain
engagement with text and develop a
deeper understanding
6.4.4.4
Flex Mini-lesson
GRADE 6- Reader’s Workshop Quarter-at-a-Glance
Learning Targets/Benchmarks
Mini-Lesson Resources
Reading Literature and Informational Text:

I can read closely to determine what a text says implicitly and
explicitly and cite evidence to support my thinking 6.4.1.1, 6.5.1.1

I can determine how details are used to convey the theme or
central idea of a text 6.4.2.2, 6.5.2.2

I can determine the meaning of words and phrases in a text,
including technical language, figurative language, and suggested
or implied meanings 6.4.4.4, 6.5.4.4

I can compare and contrast texts by thinking about how they
approach similar themes and topics 6.4.9.9, 6.5.9.9

I can analyze how a sentence, paragraph, chapter, scene, stanza, or
section fits into the overall structure of a text and helps develop
the theme, setting, plot, or ideas 6.4.5.5, 6.5.5.5

I can determine the author’s point of view or purpose in a text and
explain how the author’s point of view or purpose was expressed
in the text. 6.5.6.6

I can analyze how a person, event, or idea is introduced, described,
or portrayed in a text 6.4.3.3, 6.5.3.3

I can use information presented in different formats as well as in
words to develop a coherent understanding of a topic 6.5.7.7

I can identify and evaluate the argument and claims made in a text
6.5.8.8

I can read and comprehend grade 6-8 literature and informational
text, with help as needed at the end of the high range 6.4.10.10,
6.5.10.10

I can choose just right books to read for fun, interest, and
schoolwork on my own 6.4.10.10, 6.5.10.10
Writing:

I can use evidence from literary and informational texts to support
my analysis, reflection, and research 6.7.9.9
Speaking, Viewing, Listening, Media Literacy, Language:

I can participate in a range of discussions with others on grade 6
topics, texts, and issues 6.9.1.1

I can express my ideas clearly, ask and answer questions with
elaboration and detail, build my comments from other people’s
ideas, and reflect upon key ideas in the discussion 6.9.1.1

I can interpret information presented in different media formats
including visual, oral, and numeric 6.9.2.2

I understand that people use different styles of speaking for
different purposes, in different situations and with different
audiences 6.9.6.6


Quarter 3
SPPS Poet Study Mini-lessons (online)
6.4.1.1, 6.4.2.2, 6.4.4.4, 6.4.10.10, 6.7.9.9, 6.9.1.1, 6.11.5.5
SPPS Feature Article Mini-lessons (online)
6.4.1.1, 6.4.2.2, 6.5.2.2, 6.5.6.6
IRA: “President Kennedy’s Speech at the Berlin Wall”
6.5.8.8, 6.5.10.10, 6.9.1.1
IRA: The Wall 6.5.8.8, 6.5.10.10
CSI Social Studies Literacy: “Slavery: It’s Not History Yet”
Cooperative Activity: “Song of the Coqui”
6.5.1.1, 6.5.10.10, 6.7.9.9, 6.9.1.1, 6.11.4.4
CSI Math Literacy: “Pascal’s Triangle”
Cooperative Activity: “Food Counts”
6.5.2.2, 6.5.7.7, 6.5.10.10, 6.9.1.1, 6.9.2.2
CSI English Language Arts: “Swimming for Shore”
Cooperative Activity: “The War of the Worlds”
6.4.2.2, 6.4.4.4, 6.4.10.10, 6.9.1.1, 6.11.4.4
IRA: Home of the Brave 6.4.6.6, 6.4.10.10
IRA: The True Story of the Three Little Pigs 6.4.6.6, 6.4.10.10
CSI English Language Arts: “Robinson Crusoe”
Cooperative Activity: “Apple Drawing”
6.4.1.1, 6.4.10.10, 6.7.9.9, 6.9.1.1
I can use context and common, grade-appropriate Greek and Latin affixes
and roots as clues to the meaning of a word 6.11.4.4
I understand figurative language, word relationships, and/or nuances in
word meanings 6.11.5.5
**Multiple standards are addressed in each mini-lesson. The
main Reading standard(s) is highlighted.
CSI= Comprehension Strategies Instruction (Pacific Learning)
IRA=Interactive Read Aloud (Linda Hoyt)
Assessments/Data Sources
Student Products

Book logs (types of text or pages of
text and number of texts read)

Reading Interest Survey or Reading
Letter

Reader’s notebook entries

Book talks

Graphic organizers from CSI
Cooperative Activities and/or other
graphic organizers

Book project

Self-assessment checklists
Formal and Informal Reading Assessments

MAP (Survey and Survey w/Goals)

Diagnostics such as QRI-5

Quick running records

Qualitative Spelling Inventory
Observation Records

Conferring notes

Student discussion rubrics

Small group instruction notes
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
Quarter 3, Weeks 1-4
Holiday
Professional/Grading Day
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
Quarter 3, Weeks 5-8
Holiday
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Poet Study Mini-lessons
(online)
6.4.1.1, 6.4.2.2, 6.4.4.4
SPPS Feature Article Mini-lessons
(online)
6.4.1.1, 6.4.2.2
SPPS Feature Article Mini-lessons
(online)
6.5.6.6
SPPS Feature Article Mini-lessons
(online)
6.5.6.6
Flex Mini-lesson
Flex Mini-Lesson
IRA Day 1: “President Kennedy’s
Speech at the Berlin Wall,” Text on p. 26
Lesson available at
http://www.thecenter.spps.org/elemlit.html
Speech
IRA Day 2: The Wall, p. 25
Autobiography
Analyze Critically: Readers critically
analyze what they read by considering the
quality of the writing, the author’s craft,
the sources of information, and the
credibility of the author’s argument.
6.5.8.8
Professional Day
CSI SR, Day 1: “Slavery:
It’s Not History Yet”
Social Studies Literacy: Expository
CSI SR, Day 2: “Slavery:
It’s Not History Yet”
Social Studies Literacy: Expository
CSI Cooperative Activity
Day 3: “Song of the Coqui”
Social Studies Literacy: Folktale
CSI SR, Day 1:
“Pascal’s Triangle”
Math Literacy: Explanation
Drawing Inferences: Readers make
predictions before and during reading,
draw inferences not directly stated by the
author, and explore their personal
responses to the themes of a text.
6.5.1.1
CSI SR, Day 2:
“Pascal’s Triangle”
Math Literacy: Explanation
Drawing Inferences: Readers make
predictions before and during reading,
draw inferences not directly stated by
the author, and explore their personal
responses to the themes of a text.
6.5.1.1
CSI Cooperative Activity,
Day 3: “Food Counts”
Math Literacy: Expository
Drawing Inferences: Readers make
predictions before and during reading,
draw inferences not directly stated by
the author, and explore their personal
responses to the themes of a text.
6.5.1.1
Flex Mini-lesson
Synthesizing Information: Readers
collect their thoughts while reading,
summarize by identifying main points,
make judgments about information, and
integrate new information with existing
knowledge to form new opinions.
6.5.2.2, 6.5.7.7
Synthesizing Information: Readers
collect their thoughts while reading,
summarize by identifying main points,
make judgments about information, and
integrate new information with existing
knowledge to form new opinions.
6.5.2.2, 6.5.7.7
Synthesizing Information: Readers
collect their thoughts while reading,
summarize by identifying main points,
make judgments about information, and
integrate new information with existing
knowledge to form new opinions.
6.5.2.2, 6.5.7.7
Analyze Critically: Readers critically
analyze what they read by considering
the quality of the writing, the author’s
craft, the sources of information, and the
credibility of the author’s argument.
6.5.8.8
Flex Mini-lesson
Flex Mini-lesson
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
CSI SR, Day 1: “Swimming
for Shore:
English Language Arts: Narrative
CSI SR, Day 2: “Swimming
for Shore:
English Language Arts: Narrative
CSI Cooperative Activity,
Day 3: “The War of the Worlds”
English Language Arts: Science Fiction
Monitoring Comprehension &
Repairing Understanding: Readers
become aware of their thinking as they
read and understand how strategies help
aid their comprehension. Readers read
ahead to clarify meaning, then reread to
get a better understanding.
6.4.2.2, 6.4.4.4
Flex Mini-lesson
Monitoring Comprehension &
Repairing Understanding: Readers
become aware of their thinking as they
read and understand how strategies help
aid their comprehension. Readers read
ahead to clarify meaning, then reread to
get a better understanding.
6.4.2.2, 6.4.4.4
CSI SR, Day 1: “Robinson
Crusoe”
English Language Arts:
Narrative/Adventure
Monitoring Comprehension &
Repairing Understanding: Readers
become aware of their thinking as they
read and understand how strategies help
aid their comprehension. Readers read
ahead to clarify meaning, then reread to
get a better understanding.
6.4.2.2, 6.4.4.4
CSI Cooperative Activity,
Day 2: “Apple Drawing”
English Language Arts: Novel excerpt
Making Connections: Readers deepen
their understanding of text by
consciously making connections as they
read.
6.4.1.1
Making Connections: Readers deepen
their understanding of text by
consciously making connections as they
read.
6.4.1.1
Quarter 3, Weeks 9-10
IRA: Home of the Brave
Realistic fiction excerpt
Lesson available at
http://www.thecenter.spps.org/elemlit.html
Point of View: Readers think carefully
about the point of view and how the point
of view affects the information they
receive from the text.
6.4.6.6
Flex Mini-lesson
IRA: The True Story of the
Three Little Pigs
Fiction: Fairytale
Lesson available at
http://www.thecenter.spps.org/elemlit.html
Point of View: Readers think carefully
about the point of view and how the point
of view affects the information they
receive from the text.
6.4.6.6
Flex Mini-lesson
GRADE 6- Reader’s Workshop Quarter-at-a-Glance
Learning Targets/Benchmarks
Mini-Lesson Resources
Reading Literature and Informational Text:

I can read closely to determine what a text says implicitly and
explicitly and cite evidence to support my thinking 6.4.1.1, 6.5.1.1

I can determine how details are used to convey the theme or
central idea of a text 6.4.2.2, 6.5.2.2

I can describe how a story’s or drama’s plot unfolds over a series
of events or episodes 6.4.3.3

I can describe how the characters respond or change as the plot
moves toward a resolution 6.4.3.3

I can determine the meaning of words and phrases in a text,
including technical language, figurative language, and suggested
or implied meanings 6.4.4.4, 6.5.4.4

I can determine the author’s point of view or purpose in a text and
explain how the author’s point of view or purpose was expressed
in the text. 6.4.6.6, 6.5.6.6

I can compare and contrast texts by thinking about how they
approach similar themes and topics 6.4.9.9, 6.5.9.9

I can analyze how a sentence, paragraph, chapter, scene, stanza, or
section fits into the overall structure of a text and helps develop
the theme, setting, plot, or ideas 6.4.5.5, 6.5.5.5

I can use information presented in different formats as well as in
words to develop a coherent understanding of a topic 6.5.7.7

I can identify and evaluate the argument and claims made in a text
6.5.8.8

I can read and comprehend grade 6-8 literature and informational
text, with help as needed at the end of the high range 6.4.10.10,
6.5.10.10

I can choose just right books to read for fun, interest, and
schoolwork on my own 6.4.10.10, 6.5.10.10
Writing:

I can use evidence from literary and informational texts to support
my analysis, reflection, and research 6.7.9.9
Speaking, Viewing, Listening, Media Literacy, Language:

I can participate in a range of discussions with others on grade 6
topics, texts, and issues 6.9.1.1

I can express my ideas clearly, ask and answer questions with
elaboration and detail, build my comments from other people’s
ideas, and reflect upon key ideas in the discussion 6.9.1.1

I can interpret information presented in different media formats
including visual, oral, and numeric 6.9.2.2


I can use different styles of speaking that are appropriate to my purpose
and audience 6.9.6.6
I can use context and common, grade-appropriate Greek and Latin affixes
and roots as clues to the meaning of a word 6.11.4.4
**Multiple standards are addressed in each mini-lesson. The
main Reading standard(s) is highlighted.
CSI= Comprehension Strategies Instruction (Pacific Learning)
Quarter 4
SPPS MCA Test Practice Mini-lessons (online)
CSI Science Literacy: “Devil-Guts Plant Smells Victims
Cooperative Activity: “Marathon Man” 6.5.1.1, 6.5.10.10,
6.9.1.1
CSI Social Studies Literacy: “Bad Ads”
Cooperative Activity: “Jesse Owens” 6.5.2.2, 6.5.10.10,
6.9.1.1
IRA: Faithful Elephants 6.4.3.3, 6.4.10.10
IRA: Brave Irene 6.4.3.3, 6.4.10.10
CSI Science Literacy: “The Heat is On”
Cooperative Activity: “Did Earth Fall Over?”
6.5.2.2, 6.5.7.7, 6.5.10.10, 6.9.1.1, 6.9.2.2
CSI English Language Arts: “Frankenstein”
Cooperative Activity: “The Corroboree” 6.4.1.1, 6.4.10.10,
6.7.9.9, 6.9.1.1
CSI Social Studies Literacy:” The Cultural Iceberg”
Cooperative Activity: “Famous American Battles: Bunker
Hill” 6.5.2.2, 6.5.10.10, 6.9.1.1, 6.11.4.4
IRA: Langston’s Train Ride 6.4.4.4, 6.4.10.10
IRA: I Have a Dream 6.4.4.4, 6.4.10.10
CSI English Language Arts: “Save the Dolphins”
Cooperative Activity: “Where Stories Come From”
6.4.1.1, 6.4.2.2, 6.4.10.10, 6.7.9.9, 6.9.1.1
CSI Math Literacy: “Measure a Telephone Pole”
Cooperative Activity: “Water, Water, Everywhere”
6.5.1.1, 6.5.10.10, 6.7.9.9, 6.9.1.1
CSI English Language Arts: “Robot Attack”
Cooperative Activity: “Ship-Shape”
6.4.2.2, 6.4.10.10, 6.9.1.1
CSI English Language Arts: “Unnamed Lands”
Cooperative Activity: “Romeo and Juliet”
6.4.4.4, 6.4.10.10, 6.5.6.6, 6.9.1.1
CSI Social Studies Literacy: “Helena of Alexandria”
Cooperative Activity: “Crazy Betsy”
6.5.2.2, 6.5.10.10, 6.9.1.1
IRA=Interactive Read Aloud (Linda Hoyt)
Assessments/Data Sources
Student Products

Book logs (types of text or pages of
text and number of texts read)

Reading Interest Survey or Reading
Letter

Reader’s notebook entries

Book talks

Graphic organizers from CSI
Cooperative Activities and/or other
graphic organizers

Book project

Self-assessment checklists
Formal and Informal Reading Assessments

MAP (Survey and Survey w/Goals)

Diagnostics such as QRI-5

Quick running records

Qualitative Spelling Inventory
Observation Records

Conferring notes

Student discussion rubrics

Small group instruction notes
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
Quarter 4, Weeks 1-4
Flex Mini-lesson
SPPS MCA Test Practice Mini-lessons
(online)
SPPS MCA Test Practice Mini-lessons
(online)
SPPS MCA Test Practice Mini-lessons
(online)
Flex Mini-lesson
Flex Mini-lesson
MCA-III Reading
MCA-III Reading
MCA-III Reading
Professional Day
Flex Mini-lesson
MCA-III Reading
CSI SR, Day 1:
“Devil-Guts Plant Smells Victims”
Science Literacy: Expository
CSI Cooperative Activity,
Day 2: “Marathon Man”
Science Literacy: Expository
CSI SR, Day 1: “Bad Ads?”
Social Studies Literacy: Expository
Asking Questions: Readers ask
questions to enhance their
understanding of expository text.
6.5.1.1
Asking Questions: Readers ask
questions to enhance their
understanding of expository text.
6.5.1.1
IRA Day 1: Faithful Elephants
Literary Nonfiction, p. 107
IRA Day 2: Brave Irene
Realistic Fiction
Lesson available at
http://www.thecenter.spps.org/elemlit.html
Conflict: Readers enhance their
understanding by identifying the four types
of conflict (character vs. self, character vs.
character, character vs. nature, character
vs. society).
6.4.3.3
CSI SR, Day 2: “Bad Ads?”
Social Studies Literacy: Expository
Determining Important Ideas: Readers
determine important information and find
ways to remember it, discern the author’s
point of view, and set a purpose for
reading in order to answer a specific
question.
6.5.2.2
CSI Cooperative Activity,
Day 3: “Jesse Owens”
Social Studies Literacy: Biography
Determining Important Ideas:
Readers determine important
information and find ways to remember
it, discern the author’s point of view,
and set a purpose for reading in order to
answer a specific question.
6.5.2.2
Conflict: Readers enhance their
understanding by identifying the four
types
of conflict (character vs. self, character
vs. character, character vs. nature,
character
vs. society).
6.4.3.3
** These IRA lessons provide preparation
for the upcoming
Realistic Fiction Writer’s Workshop unit
of study.
**These IRA lessons provide preparation
for the upcoming
Realistic Fiction Writer’s Workshop unit
of study.
Determining Important Ideas: Readers
determine important information and find
ways to remember it, discern the author’s
point of view, and set a purpose for
reading in order to answer a specific
question.
6.5.2.2
IRA Day 3: Brave Irene
Realistic Fiction
Lesson available at
http://www.thecenter.spps.org/elemlit.html
Conflict: Readers enhance their
understanding by identifying the four types
of conflict (character vs. self, character vs.
character, character vs. nature, character
vs. society).
6.4.3.3
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
Flex Mini-lesson
Quarter 4, Weeks 5-8
CSI SR, Day 1: “The Heat is On”
Science Literacy:
Expository/Explanation
CSI Cooperative Activity,
Day 2: “Did Earth Fall Over?”
Science Literacy: Expository
CSI SR, Day 1:
“Frankenstein”
English Language Arts: Narrative
CSI Cooperative Activity,
Day 2: “The Corroboree”
English Language Arts: Narrative
Monitoring Comprehension &
Repairing Understanding: Readers
detect obstacles and confusions that
impede their understanding and features
that support understanding. Readers
match difficulties in understanding with
the strategy that best clarifies meaning.
6.5.2.2, 6.5.7.7
Monitoring Comprehension &
Repairing Understanding: Readers
detect obstacles and confusions that
impede their understanding and features
that support understanding. Readers
match difficulties in understanding with
the strategy that best clarifies meaning.
6.5.2.2, 6.5.7.7
CSI Cooperative Activity,
Day 2: “Famous American Battles:
Bunker Hill”
Social Studies Literacy: Expository
IRA: Langston’s Train Ride
Literary Nonfiction
Lesson available at
Drawing Inferences: Readers “read
between the lines” by gathering clues
from the text, adding their own thoughts
to make predictions, and coming to
conclusions without direct input from the
author. Readers understand that some
inferences are open-ended and may
remain unresolved at the end of the text.
6.4.1.1
IRA: I Have a Dream
Speech Lesson available at:
Drawing Inferences: Readers “read
between the lines” by gathering clues
from the text, adding their own thoughts
to make predictions, and coming to
conclusions without direct input from the
author. Readers understand that some
inferences are open-ended and may
remain unresolved at the end of the text.
6.4.1.1
CSI SR, Day 1:
“Save the Dolphins”
English Language Arts: Narrative
Monitoring Comprehension &
Repairing Understanding: Readers
recognize when their understanding of
text breaks down and how to repair their
understanding with appropriate
strategies.
6.5.2.2
Tone & Mood: Readers examine the
details in language that convey the mood
(overall atmosphere) and tone (author’s
attitude toward the subject, characters,
and situations) in a piece of text.
6.4.4.4
CSI Cooperative Activity,
Day 2: “Where Stories Come From”
English Language Arts: Folktale
CSI SR, Day 1: “Measure a
Telephone Pole”
Math Literacy: Procedural
CSI Cooperative Activity,
Day 2: “Water, Water, Everywhere”
Math Literacy: Expository
Asking Questions: Readers ask
questions to find specific information,
construct meaning, and to enhance their
understanding of narrative text.
6.4.1.1, 6.4.2.2
Holiday
Visualizing: Readers create mental
images from words in order to maintain
engagement with and to develop a deeper
understanding of text.
6.5.1.1
CSI Cooperative Activity,
Day 3: “Ship-Shape”
English Language Arts: Narrative
Visualizing: Readers create mental
images from words in order to maintain
engagement with and to develop a deeper
understanding of text.
6.5.1.1
CSI SR, Day 1: “Unnamed
Lands”
English Language Arts: Poem
Determine Important Ideas: Readers
determine important ideas in fiction text
to gain insight into the overall theme or
essential ideas(s).
6.4.2.2
Synthesizing Information: Readers
stop and reflect before reading on, use a
variety of strategies to enhance
understanding, make judgments and form
personal opinions, and integrate new
information with existing knowledge.
6.4.4.4
CSI SR, Day 1: “The Cultural
Iceberg”
Social Studies Literacy: Expository
Monitoring Comprehension &
Repairing Understanding: Readers
recognize when their understanding of
text breaks down and how to repair their
understanding with appropriate
strategies.
6.5.2.2
http://www.thecenter.spps.org/elemlit.html
http://www.thecenter.spps.org/elemlit.html
Tone & Mood: Readers examine the
details in language that convey the mood
(overall atmosphere) and tone (author’s
attitude toward the subject, characters,
and situations) in a piece of text.
6.4.4.4
Asking Questions: Readers ask
questions to find specific information,
construct meaning, and to enhance their
understanding of narrative text.
6.4.1.1, 6.4.2.2
CSI SR, Day 1: “Robot Attack”
English Language Arts: Narrative
CSI SR, Day 2: “Robot Attack”
English Language Arts: Narrative
Determine Important Ideas: Readers
determine important ideas in fiction text
to gain insight into the overall theme or
essential ideas(s).
6.4.2.2
Determine Important Ideas: Readers
determine important ideas in fiction text
to gain insight into the overall theme or
essential ideas(s).
6.4.2.2
CSI SR, Day 2:
“Unnamed Lands”
English Language Arts: Poem
CSI Cooperative Activity,
Day 3: “Romeo & Juliet”
English Language Arts: Play
Synthesizing Information: Readers stop
and reflect before reading on, use a
variety of strategies to enhance
understanding, make judgments and form
personal opinions, and integrate new
information with existing knowledge.
6.4.4.4
Synthesizing Information: Readers
stop and reflect before reading on, use a
variety of strategies to enhance
understanding, make judgments and
form personal opinions, and integrate
new information with existing
knowledge.
6.4.4.4
GRADE 6- Reader’s Workshop Sample Mini-Lesson Sequence
CSI SR, Day 1:
“Helena of Alexandria”
Social Studies Literacy: Biography
CSI SR, Day 2:
“Helena of Alexandria”
Social Studies Literacy: Biography
CSI Cooperative Activity,
Day 3: “Crazy Betsy”
Social Studies Literacy: Biography
Synthesizing Information: Readers
stop to identify the main points,
distinguish important details from less
central ones, and make brief summaries.
Readers form a new view (synthesize) by
integrating new information with prior
knowledge.
6.5.2.2
Synthesizing Information: Readers
stop to identify the main points,
distinguish important details from less
central ones, and make brief summaries.
Readers form a new view (synthesize) by
integrating new information with prior
knowledge.
6.5.2.2
Synthesizing Information: Readers
stop to identify the main points,
distinguish important details from less
central ones, and make brief summaries.
Readers form a new view (synthesize) by
integrating new information with prior
knowledge.
6.5.2.2
Quarter 4, Week 9
Flex Mini-lesson
Launching into Summer Reading