SIXTH GRADE READING - DOC by forrests

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									SIXTH GRADE READING 3rd SIX WEEKS
Assessments Authentic SOL Learning Assessments: Each SOL should be assessed using the recommended assessments in the Essential Diet. SOL Test Preparation: Students should be shown how SOLs might be tested in a multiple choice format using various test preparation materials suggested in the Essential Diet. Reading/Literature Content (40%) Narrative Nonfiction (30%) – Biography, autobiography, and personal essay Poetry (10%) The students will read independently for 30 minutes per day in fiction, nonfiction, and poetry at the students’ assessed reading levels.

Benchmark Reading Standards of Learning
(new for the six weeks – check off skills as taught – underline indicates DOE Blueprint emphasis)

_____ 6.3 _____ 6.3 b _____ 6.4

Read and learn the meanings of unfamiliar words and phrases Identify analogies and figurative language Read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry Use information stated explicitly in the text to draw conclusions and make inferences Read and demonstrate comprehension of a variety of informational selections Draw conclusions and make inferences based on explicit and implied information Organize the main idea and details to form a summary Compare and contrast information about one topic contained in different selections Select informational sources appropriate for a given purpose

_____ 6.4 f

_____ 6.5

_____ 6.5 d

_____ 6.5 e _____ 6.5 f

_____ 6.5 g

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Benchmark Reading Standards of Learning
(taught previous six weeks – continue to review – check off as reviewed – underline indicates DOE Blueprint emphasis)

_____ 6.3

Read and learn the meanings of unfamiliar words and phrases

_____ 6.3 c Use context and sentence structure to determine meanings and differentiate among multiple meanings of words _____ 6.4 Read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry

_____ 6.4 a Identify the elements of narrative structure, including setting, character, plot, conflict, and theme _____ 6.4 b Use knowledge of narrative and poetic structures to aid comprehension and predict outcomes Describe the images created by language Describe how word choice and imagery contribute to the meaning of text Describe cause-effect relationships and their impact on plot Explain how character and plot development are used in a selection to support a central conflict or story line

_____ 6.4 c _____ 6.4 d

_____ 6.4 e _____ 6.4 g

_____ 6.4 h Paraphrase and summarize the main points in the text _____ 6.5 Read and demonstrate comprehension of a variety of informational selections Identify questions to be answered Make, confirm, or revise predictions Use context to determine meanings of unfamiliar words and technical vocabulary

_____ 6.5 a _____ 6.5 b _____ 6.5 c

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Research skills are integrated throughout instruction. _____ Review the use of a dictionary _____ Review the use of a thesaurus _____ Learn about a biographical dictionary

Reading Levels for the 3rd Six Weeks
Below Grade Level -Reading in Level 5.0 On Grade Level -Reading in Level 6.0 Above Grade Level -Reading in Level 8.0

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PACING GUIDE – READING
SOL 6.3 The student will read and learn the meanings of unfamiliar words and phrases. b. Identify analogies and figurative language.
Materials, Resources, and Activities DOL activities Teacher prepared activities DOE Curriculum Framework Essential Knowledge – Grade 6 Standards of Learning Enhanced Scope and Sequence Plus -pages 4-5 Word Analysis and Vocabulary Acquisition -page 71 Guess, Locate, and Paraphrase Definitions -page 72 Wordsalive Map -page 75 Click and Clunk -page 76 Vocabulary Self-Collection Strategy -page 84 Analogies: Finding Relationships -page 85 Analogy Completion -page 86 Analogy Writing Assessments Class Discussions Teacher Prepared Activities and Assessments Assessments correlated with adopted texts

SOL 6.4

The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry. f. Use information stated explicitly in the text to draw conclusions and make inferences.

Materials, Resources, and Activities Holt Reading Skills and Strategies (for before, during, and after strategies) Save the Last Word for Me Holt Literature page 338 – “The Gold Cadillac” (pre-reading strategy – Story Impressions) Holt Literature page 514 – “The Dog of Pompeii” (pre-reading strategy – Story Impressions)

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Most Important Word Holt Literature page 356 – “The Bracelet” (pre-reading strategy – Probable Passage) Think Aloud (pre-reading strategy – Anticipation Guides) – Trade Books Sadako and the Thousand Paper Cranes Hatchet Stepping on the Cracks DOE Curriculum Framework Essential Knowledge – Grade 6 Standards of Learning Enhanced Scope and Sequence Plus -pages 6-7 Comprehension of Narrative and Poetic Tesxt -page 75 Click and Clunk -page 76 Vocabulary Self-Collection Strategy -page 83 Word Harvest (Probable Passage) -page 88 Figurative Language -page 89 Imagery -page 98 Think Aloud -page 108 Somebody…Wanted…But…So… -page 112 Anticipation Guides -page 119 Making Connections -page 121 It Says, I Say -page 127 Biopoem -page 129 Save the Last Word for Me -pages 131-132 Literature Circles -pages 155-157 Analyzing a Literature Genre -pages 158-159 Recognizing Imagery -pages 160-161 Making Inferences with It Says, I Say Poetry Independent Reading In-Class Reading Reading Responses Vocabulary Study Journal Writing Supplemental Texts -In the Middle - Naomi Atwood -Reviser’s Toolbox – Barry Lane -Why We Must Run with Scissors – Barry Lane -There’s Room for Me Here – Janet Allen -After the End – Barry Lane -Inside Out – Dan Kirby, Tom Linear, Ruth Vinz -Seeking Diversity – Linda Reif -Poetry – Paul Janezko -Poetry – Donald Graves

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SOL 6.5

The student will read and demonstrate comprehension of a variety of informational selections. d. Draw conclusions and make inferences based on explicit and implied information. e. Organize the main idea and details to form a summary. f. Compare and contrast information about one topic contained in different selections. g. Select informational sources appropriate for a given purpose.

Materials, Resources, and Activities Holt Reading Skills and Strategies (for before, during, and after strategies) Save the Last Word for Me Holt Literature page 338 – “The Gold Cadillac” (pre-reading strategy – Story Impressions) Holt Literature page 514 – “The Dog of Pompeii” (pre-reading strategy – Story Impressions) Most Important Word Holt Literature page 356 – “The Bracelet” (pre-reading strategy – Probable Passage) Think Aloud (pre-reading strategy – Anticipation Guides) – Trade Books Sadako and the Thousand Paper Cranes Hatchet Stepping on the Cracks DOE Curriculum Framework Essential Knowledge – Grade 6 Poetry Independent Reading In-Class Reading Reading Responses Vocabulary Study Journal Writing Supplemental Texts -In the Middle - Naomi Atwood -Reviser’s Toolbox – Barry Lane -Why We Must Run with Scissors – Barry Lane -There’s Room for Me Here – Janet Allen -After the End – Barry Lane -Inside Out – Dan Kirby, Tom Linear, Ruth Vinz -Seeking Diversity – Linda Reif -Poetry – Paul Janezko -Poetry – Donald Graves

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Standards of Learning Enhanced Scope and Sequence Plus Assessments Class Discussions Teacher Prepared Activities and Assessments Assessments correlated with adopted texts Rockingham County Reading Strategy Assessments – Grade 6 -Story Impressions -Anticipation Guide -Somebody…Wanted…But…So…

Reading Strategy Emphasis for the Third Six Weeks
-Activates prior knowledge and predicts using strategies such as DRTA, Anticipation Guides, Probable Passage, Story Impressions or Say Something -Summarize or paraphrase text using strategies, such as Somebody…Wanted… But…So… or Story Maps -Uses information in text to draw conclusions and make inferences using strategies, such as It Says…I Say and The Most Important Word

Research Materials and Activities/Assessments
Atlas Review Globe Review Library Resources Produce research report using atlas, maps, and almanacs

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SIXTH GRADE WRITING 3rd SIX WEEKS
Writing Content (40%)

Annually, 6th grade students are required to write Portfolio Type IV papers: Narrative (3), Descriptive (2-3), and Explanation (3). Type IV papers must be placed in the John Collins Writing Folder. During the third six weeks, students will write daily in a log, writer’s notebook, etc. for a variety of purposes with special emphasis on narration, description, and summarization. Two Type IV explanation pieces should be placed in the Collins writing folder.

Benchmark Writing Standards of Learning
(new for the six weeks – check off skills as taught – underline indicates DOE Blueprints emphasis)

_____ 6.7

Edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure Use pronoun-antecedent agreement to include indefinite pronouns Choose adverbs to describe verbs, adjectives, and other adverbs

_____ 6.7 c _____ 6.7 e

Benchmark Writing Standards of Learning
(taught previous six weeks – continue to review - check off skills as reviewed – underline indicates DOE Blueprints emphasis)

_____ 6.6 _____ 6.6 a

Write narratives, descriptions, and explanations Use a variety of planning strategies to generate and organize ideas Establish central idea, organization, elaboration and unity Select vocabulary and information to enhance the central idea, tone, and voice Expand and embed ideas by using modifiers, standard coordination, and subordination in complete sentences Revise writing for clarity

_____ 6.6 b _____ 6.6 c

_____ 6.6 d

_____ 6.6 e

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_____ 6.7

Edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure

_____ 6.7 a Use a variety of graphic organizers, including sentence diagrams, to analyze and improve sentence formation and paragraph structure _____ 6.7 b Use subject-verb agreement with intervening phrases and clauses _____ 6.7 d _____ 6.7 f Maintain consistent tense inflections across paragraphs Use correct spelling for frequently used words

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PACING GUIDE – WRITING
SOL 6.7 The student will edit writing for correct grammar, capitalization, punctuation, spelling, and sentence structure. c. Use pronoun-antecedent agreement to include indefinite pronouns. e. Choose adverbs to describe verbs, adjectives, and other adverbs.
Resources, Materials, and Activities Holt Elements of Language DOE Curriculum Framework Essential Knowledge – Grade 6 Standards of Learning Enhanced Scope and Sequence Plus -pages 13-14 Usage and Mechanics -page 238 Editing for Correct Subject-Verb Agreement -pages 261-262 Identifying the Verbs Continue to review all skills from the first six weeks. Be sure to emphasize: -correct capitalization of “mom” and “dad” -correct punctuation and formatting of dialogue -correct hyphenation of words -correct use of apostrophes -maintaining verb tense Assessments Domain scored student writing pieces Daily Oral Language Activities Teacher prepared activities and assessments

Suggested Activities for Continued Review of Previous Six Weeks SOLS SOL 6.6
Materials, Resources, and Activities Holt Literature “How To Essay” - page 230 Holt Language “Informative Report” – page 293 (defined on page 293) “Responding to a Novel” – page 152

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Suggested FCAs -clear statement of purpose -#___ details or examples -start sentences with before, when, after Assessments Domain scored student writing pieces Teacher prepared activities

NOTES

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SIXTH GRADE WORD STUDY 3rd SIX WEEKS
Word Study Content (20%)

When students write, they are held accountable for correctly spelling within their word knowledge, as well as the 500 high-frequency words. Instruction will include: -syllable juncture doubling -long vowel patters (stressed syllable)

Benchmark Word Study Standards of Learning
(new for the six weeks – check off skills as taught – underline indicates DOE emphasis)

No new Word Study Standards of Learning are taught during the third six weeks.

Benchmark Word Study Standards of Learning
(taught previous six weeks – continue to review - check off skills as reviewed – underline indicates DOE Blueprint emphasis)

_____ 6.3

Read and learn the meaning of unfamiliar words and phrases

_____ 6.3 a Identify word origins, derivations, and inflections _____ 6.3 c Use context and sentence structure to determine meanings and differentiate among multiple meanings of words _____ 6.3 d Use word-reference materials _____ 6.7 Edit writing for correct spelling

_____ 6.7 f Use correct spelling for frequently used words

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PACING GUIDE – WORD STUDY
Suggested Activities for Continued Review of Previous Six Weeks SOLS SOL 6.3
Resources, Materials, and Activities Weekly spelling lists Teacher prepared activities Daily Oral Language Dictionaries Student writing DOE Curriculum Framework Essential Knowledge – Grade 6 Standards of Learning Enhanced Scope and Sequence Plus

Assessments Holt Literature Book – Teacher’s Edition pages 1d, 93d, etc. Holt Assessment Manual Weekly Spelling Tests and Activities Teacher prepared assessments

SOL 6.7
Resources, Materials, and Activities Weekly spelling lists Teacher prepared activities Daily Oral Language Student writing DOE Curriculum Framework Essential Knowledge – Grade 6 Standards of Learning Enhanced Scope and Sequence Plus

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Assessments Holt Literature Book – Teacher’s Edition pages 1d, 93d, etc. Holt Assessment Manual Weekly Spelling Tests and Activities Teacher prepared assessments

NOTES

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SIXTH GRADE ORAL LANGUAGE 3rd SIX WEEKS
Oral language instruction and activities are integrated throughout the sixth grade curriculum daily.

Benchmark Oral Language Standards of Learning
(new for the six weeks – check off skills as taught)

_____ 6.1 _____ 6.1 a _____ 6.2 _____ 6.2 c

Analyze oral presentations in small-group activities Communicate as leader and contributor Listen critically and express opinions in oral presentations Present a convincing argument

Benchmark Oral Language Standards of Learning
(taught previous six weeks – continue to review - check off skills as reviewed)

_____ 6.1 _____ 6.1 b _____ 6.1 c _____ 6.1 d _____ 6.2 _____ 6.2 a _____ 6.2 b _____ 6.2 d

Analyze oral participation in small-group activities Evaluate own contributions to discussions Summarize and evaluate group activities Analyze the effectiveness of participant interactions Listen critically and express opinions in oral presentations Distinguish between fact and opinion Compare and contrast viewpoints Paraphrase what is heard

_____ 6.2 e Summarize what is heard _____ 6.2 f Use grammatically correct language and vocabulary appropriate to audience, voice, topic, and purpose

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PACING GUIDE – ORAL LANGUAGE
SOL 6.1 The student will analyze oral presentations in small-group activities. a. Communicate as leader and contributor.
Resources, Materials, and Activities Holt Literature Book – “Group Discussion” Participation in class discussions Small group discussions and activities DOE Curriculum Framework Essential Knowledge – Grade 6 Standards of Learning Enhance Scope and Sequence Plus Assessments Teacher observation Rubric for evaluating participation

SOL 6.2

The student will listen critically and express opinions in oral presentations. c. Present a convincing argument.

Resources, Materials, and Activities Holt Elements of Language – pages 130-131 Class discussions/Small group discussions and activities DOE Curriculum Framework Essential Knowledge – Grade 6 Standards of Learning Enhanced Scope and Sequence Plus -pages 2-3 Oral Communication Assessments Teacher observation Rubric for evaluating participation

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