6Th Grade Research Guide by jge11109

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									6th Grade English Language Arts                                                                                                                                                    Work in Progress
                                                                      Northwest Arkansas Instructional Alignment
                                                                            Grade 6 English Language Arts

                                     Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
       Enduring Understandings:
       1. Students read a wide range of print and non-print texts, including literature from many periods and genres, to build an understanding
       of the human experience.
       2. Students apply a wide range of reading strategies to comprehend, interpret, evaluate and appreciate texts.
       3. Students employ a wide range of writing strategies and different process elements to communicate with different audiences for a
       variety of purposes.
       4. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create,
       critique, and discuss print and non-print texts.
       5. Students use a variety of technological and informational resources to gather, evaluate, and synthesize data and to create and
       communicate knowledge.
       6. Students develop an understanding and respect for linguistic diversity and use their first language to develop competency in the
       English language arts and content across the curriculum.
       Ongoing Student Learning Expectations: Writing
       Essential Questions: How does an author determine the purpose for writing?
       Essential Questions: How does an author determine the audience for a piece of writing?
       Essential Questions: How does an author develop a plan before beginning to write?
       Essential Questions: How does drafting help the author get his/her thoughts on paper?
       Essential Questions: How can writing be improved through revising?
       Essential Questions: How can writing be improved through editing?
       Essential Questions: When is a piece of writing ready to share with an audience?
                AR Department of Education
                                                                         Objective                                        Task Analysis                 Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
      W.4.6.3                                         Express knowledge of the purpose and audience *differentiate modes of writing                    discourse
      Demonstrate an awareness of purpose and         for all types (explain, inform, describe, persuade, *identify audience                           purpose
      audience for all modes of written discourse     entertain) of writing                               *determine purpose of writing according to   audience
                                                                                                          audience
                                                                                                          *choose the mode of writing appropriate to
                                                                                                          audience and purpose
      W.5.6.2                                         Select the form of writing that addresses the     *identify and select the appropriate mode of   audience
      Select the form of writing that addresses the   intended audience                                 writing based on purpose and audience          mode
      intended audience



rev. 05-2008                                                                                                                                                                                  Page 1 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                              Objective                                         Task Analysis                       Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: technology (computers, internet *use a card catalog
      W.4.6.4                                        Utilize available Writing - Pre-writing                                                                      card catalog
      Use available technology to access information or software) to access information      *use a search engine
      by using a card catalog and the Internet                                               *navigate a website


       Ongoing Student Learning Expectations: Writing - Drafting
      W.5.6.6                                         A. Write to reflect ideas/interpretations of            *respond and reflect on multicultural and           cultural differences
      Write to reflect ideas/interpretations of       multicultural themes and concepts (tolerance,           universal themes in the context of literature/texts multicultural themes
      multicultural and universal themes and concepts diversity)                                              across the curriculum                               universal themes and
                                                      B. Write to reflect universal themes and                                                                    concepts
                                                      concepts (friendship, love, loyalty, greed,
                                                      survival)
      W.5.6.7                                             A. Write with a prompt for a sustained period of    a.                                                  prompt
      Write with and without prompts for a sustained      time                                                *identify purpose and audience, topic, and form     generate
      period of time                                      B. Write without a prompt for a sustained period    of writing
                                                          of time                                             *demonstrate ability to write for a sustained
                                                                                                              period of time
                                                                                                              b.
                                                                                                              *choose topic
                                                                                                              *demonstrate prewriting
                                                                                                              *identify purpose and audience
                                                                                                              *demonstrate ability to write for a sustained
                                                                                                              period of time

      W.5.6.9                                         A. Write with a prompt for a given period of time a.                                                        time constraints
      Write on demand with or without prompt within a B. Write without a prompt for a given period of   *identify purpose and audience, topic, and form           prompt
      given time frame                                time                                              of writing                                                assessments
                                                                                                        *demonstrate ability to write within a given time
                                                                                                        frame
                                                                                                        b.
                                                                                                        *choose topic
                                                                                                        *demonstrate prewriting
                                                                                                        *identify purpose and audience
                                                                                                        *demonstrate ability to write within a given time
                                                                                                        frame

      W.5.6.10                                            Write across the curriculum                         *write multiple times on varied topics in all       assessment
      Write across the curriculum                                                                             content areas                                       modes of writing
                                                                                                                                                                  purposes of writing

       Ongoing Student Learning Expectations: Writing - Revising
      W.7.6.8                                             Use writer’s checklist or scoring guides/rubrics to *identify features of written pieces that           rubric
      Use writer’s checklist or scoring guides/rubrics to improve written work                                correspond with each level of a writing rubric      writer's checklist
      improve written work                                                                                    *utilize rubric to improve content, style, sentence
                                                                                                              formation, usage, and conventions in a written
                                                                                                              work




rev. 05-2008                                                                                                                                                                                              Page 2 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                             Objective                                         Task Analysis                        Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: Writing - Pre-writing *identify features of rubrics/checklists scoring
      W.7.6.9                                           Self-evaluate writing using checklists or scoring                                                          rubric
      Self-evaluate writing using checklists or scoring guides/rubrics                                    guides                                                   writer's checklist
      guides/rubrics                                                                                      *revise writing using checklist/scoring
                                                                                                          guide/rubric

       Ongoing Student Learning Expectations: Writing - Editing
      W.6.6.8                                            Apply correct spelling to commonly misspelled        *identify commonly misspelled words
      Apply correct spelling to commonly misspelled      words                                                *demonstrate correct spelling in student’s writing
      words
      W.6.6.9                                            Spell homonyms correctly according to usage          *identify homonyms in student writing              homonyms
      Spell homonyms correctly according to usage                                                             *demonstrate correct spelling in student’s writing

      W.6.6.10                                           Apply conventional rules of capitalization in        *identify sentences that demonstrate correct use
      Apply conventional rules of capitalization in      writing                                              of capitalization
      writing                                                                                                 *create a piece of writing that includes correct
                                                                                                              use capitalization
      W.7.6.2                                          Use a variety of sentence types and lengths (see *identify and create a piece of writing utilizing a        declarative
      Use a variety of sentence types and lengths (see Conventions Standard 6)                          variety of sentences                                       imperative
      Conventions Standard 6)                                                                                                                                      interrogative
                                                                                                                                                                   exclamatory

       Ongoing Student Learning Expectations: Writing - Publishing
      W.4.6.12                                           Utilize available technology for sharing and/or      *identify an appropriate method of available
      Use available technology for sharing and/or        publication                                          technology to use in publishing
      publication                                                                                             *utilize available technology such as
                                                                                                              -word processing program
                                                                                                              -PowerPoint
                                                                                                              -overhead projector
                                                                                                              -Elmo/projector
      W.4.6.14                                           Publish/share according to purpose and               *identify purpose and audience
      Publish/share according to purpose and             audience                                             *publish/present writing using a method
      audience                                                                                                appropriate to the purpose and audience

       Ongoing Student Learning Expectations: Reading Comprehension
       Essential Questions: What strategies do good readers use to understand text?
       Essential Questions: How will developing a better vocabulary improve reading?
       Essential Questions: What are the goals for sixth grade fluency?
      R.9.6.1                                            Use previewing, activating prior knowledge,          *use previewing skills                               prior knowledge
      Use previewing, activating prior knowledge,        predicting content of text, formulating questions,   *draw from past experiences                          text
      predicting content of text, formulating questions, and establishing purposes for reading                *practice making predictions                         purpose for reading
      and establishing purposes for reading                                                                   *generate questions
                                                                                                              *determine what the purposes are for reading




rev. 05-2008                                                                                                                                                                                              Page 3 of 31
6th Grade English Language Arts                                                                                                                                                                   Work in Progress
                AR Department of Education
                                                                               Objective                                          Task Analysis                        Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)
      R.9.6.3
      Ongoing Student Learning                         Create and revise questions - establish a
                                                    Expectations: Writing to Pre-writing *identify the purposes for reading (enjoyment,                               thoughtful
      Generate and revise questions to establish           purpose for reading (to gain information or for      information, persuading)
      purposes for reading                                 enjoyment)                                           *create questions to establish purposes for
                                                                                                                reading
                                                                                                                *adapt/revise questions when meaning needs to
                                                                                                                be clarified or extended
      R.9.6.5                                              Evaluate their own understanding with regard to *determine when and where comprehension                    monitor
      Monitor comprehension in relation to questions       the questions generated                         breaks down                                                met cognition
      generated                                                                                            *utilize and apply fix-up strategies                       fix-up strategies
                                                                                                           *revise questions as needed
      R.9.6.16                                             Use skimming and scanning to locate specific         *review skimming/scanning                             general overview
      Use skimming and scanning to locate specific         information to develop a general overview            *practice skimming/scanning for specific              skim
      information to develop a general overview                                                                 information                                           scan
                                                                                                                *formulate a general idea
      R.10.6.1                                          Read for a substantial amount of time daily,            *select appropriate reading text
      Read for a substantial amount of time daily,      including assigned and self-selected materials at       *use various strategies to determine if the text is
      including assigned and self-selected materials at independent and instructional levels                    appropriate
      independent and instructional levels                                                                      *identify reading strategies
                                                                                                                *apply reading strategies during reading
      R.10.6.2                                             Read texts that reflect contributions of different   *define and identify multicultural text               cultural
      Read texts that reflect contributions of different   cultural groups                                      *select appropriate texts that reflect different
      cultural groups                                                                                           cultures
      R.10.6.3                                             Vary reading strategies according to text and        *identify purpose of text
      Vary reading strategies according to text and        purpose                                              *identify reading strategies
      purpose                                                                                                   *document strategies (connections, inferring,
                                                                                                                visualizing, questioning, determining importance)
                                                                                                                used (i.e., sticky notes, highlighting, bookmarks,
                                                                                                                two column notes, etc.)


      R.10.6.6                                             Use skimming and scanning to locate specific         *recognize specific text features                     skimming
      Use skimming and scanning to locate specific         information or to develop a general overview         *use text features to locate specific information     scanning
      information or to develop a general overview                                                              *formulate a general idea


       Ongoing Student Learning Expectations: Reading Word Study
      R.11.6.1                                             Automatically decode words to ensure focus on        *recognize sight words
      Automatically decode words to ensure focus on        comprehension                                        *recognize word patterns
      comprehension
      R.11.6.2                                             Continue to develop and maintain an adequate         *read daily
      Continue to develop and maintain an adequate         body of sight words                                  *recognize sight words
      body of sight words                                                                                       *master sight words
      R.11.6.3                                             Add content words to sight vocabulary
      Add content words to sight vocabulary




rev. 05-2008                                                                                                                                                                                                 Page 4 of 31
6th Grade English Language Arts                                                                                                                                                    Work in Progress
                AR Department of Education
                                                                          Objective                                      Task Analysis                  Essential Vocabulary   Materials/Resources
                CONTENT STANDARD/
           Student Learning Expectations (SLE)

                                              Reading Pre-writing
       Ongoing Student Learning Expectations: Writing - Fluency
      R.11.6.12                                        Read grade-level text orally with accuracy and   *automatically decode words                    accuracy
      Read grade-level text orally with accuracy and   expression                                       *maintains a vocabulary commensurate with      expression
      expression                                                                                        grade-level text
                                                                                                        *use context strategies
                                                                                                        *practice prosody (accuracy, rate, phrasing,
                                                                                                        expression)




rev. 05-2008                                                                                                                                                                                  Page 5 of 31
6th Grade English Language Arts                                                                                                                                                         Work in Progress
                AR Department of Education
                                                                           Objective                                      Task Analysis                      Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
                                                    FIRST NINE WEEKS - WRITING
                                 Student Learning Expectations to be Addressed the First Nine Weeks

                        Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
       First Nine Weeks: Writing - Pre-writing
       Essential Questions: How does an author develop a plan before beginning to write?
      W.4.6.1                                          Generate ideas using such strategies as          *apply background knowledge                        focused free-writing
      Generate ideas using such strategies as          reading, discussing, focused free-writing,       *recall information on the topic
      reading, discussing, focused free-writing,       observing, brainstorming, and reading logs       *practice brainstorming
      observing, brainstorming, and reading logs                                                        *use reading, discussion, and observations to
                                                                                                        generate ideas
      W.4.6.2                                         Organize ideas by using such graphic organizers   *identify the graphic organizer appropriate for the charts
      Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, and formal    mode of writing                                     graphs
      as webbing, mapping, charts/graphs, and formal outlining with main topics and sub-topics          *use graphic organizers                             sub-topics
      outlining with main topics and sub-topics                                                         *organize ideas according to the appropriate
                                                                                                        graphic organizer (i.e., webbing, mapping,
                                                                                                        charts/graphs, and formal outlining with main
                                                                                                        topics and sub-topics)


      W.5.6.2                                          Select the form of writing that addresses the    *identify and select the appropriate mode of       audience
      Select the form of writing that addresses the    intended audience                                writing based on purpose and audience              mode
      intended audience
      W.7.6.7                                          Narrow the time focus of a piece of writing      *read a variety of text that demonstrates a        time focus
      Narrow the time focus of a piece of writing                                                       specific focus of time
                                                                                                        *create a piece of writing that uses a specific
                                                                                                        focus of time

       First Nine Weeks: Writing - Drafting
       Essential Question: How does drafting help the author get his/her thoughts on paper?
      W.5.6.1                                          Write to describe, to inform, to entertain, to   *create a piece of writing to describe             persuade
      Write to describe, to inform, to entertain, to   explain, and to persuade                         *create a piece of writing to inform
      explain, and to persuade                                                                          *create a piece of writing to entertain
                                                                                                        *create a piece of writing in order to explain
                                                                                                        *create a piece of writing in order to persuade



      W.5.6.3                                          Create narrative writings                        *identify characteristics of narrative writing     mode
      Create expository, narrative, descriptive, and   Create descriptive writings                      *compose narrative writing pieces                  expository
      persuasive writings                                                                               *identify characteristics of descriptive writing   persuasive
                                                                                                        *compose descriptive writing pieces                narrative
                                                                                                                                                           transitions




rev. 05-2008                                                                                                                                                                                       Page 6 of 31
6th Grade English Language Arts                                                                                                                                                          Work in Progress
                AR Department of Education
                                                                            Objective                                       Task Analysis                     Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: Writing - that demonstrate *apply comprehension skills in order to gain
      W.5.6.8                                        Write responses to literature Pre-writing                                                               generate
      Write responses to literature that demonstrate understanding or interpretation           meaning                                                       writing response
      understanding or interpretation                                                          *demonstrate ability to write a response to                   interpretation
                                                                                               reading (reading journals, reading logs)
                                                                                               *demonstrate interpretation and understanding
                                                                                               of literature through the writing


       First Nine Weeks: Writing - Revising
       Essential Question: How can writing be improved through revising?
      W.6.6.2                                            Use different kinds of sentences                  *differentiate between the four kinds of          declarative
      Use different kinds of sentences                   -declarative                                      sentences                                         imperative
      -declarative                                       -interrogative                                    *create the four kinds of sentences               interrogative
      -interrogative                                     -imperative                                                                                         exclamatory
      -imperative                                        -exclamatory
      -exclamatory
      W.6.6.6                                            Define and identify the parts of speech to        *define parts of speech                           active verbs
      Define and identify the parts of speech to         construct effective sentences                     *identify parts of speech in student created      linking verbs
      construct effective sentences                      -common and proper nouns                          sentences                                         repetition
      -common and proper nouns                           -pronouns to avoid repetition                     *create effective sentences using parts of        modifiers
      -pronouns to avoid repetition                      -active and linking verbs                         speech including                                  conjunctions
      -active and linking verbs                          -adjectives to modify nouns and pronouns          -common and proper nouns                          interjections
      -adjectives to modify nouns and pronouns           -adverbs to modify verbs, adjectives, and other   -pronouns to avoid repetition                     prepositions
      -adverbs to modify verbs, adjectives, and other    adverbs                                           -active and linking verbs
      adverbs                                            -conjunctions to join                             -adjectives to modify nouns and pronouns
      -conjunctions to join                              -interjections for excitement                     -adverbs to modify verbs, adjectives, and other
      -interjections for excitement                      -prepositions to indicate relationships           adverbs
      -prepositions to indicate relationships                                                              -conjunctions to join
                                                                                                           -interjections for excitement
                                                                                                           -prepositions to indicate relationships

      W.4.6.8                                            Revise content for                                *differentiate between revise and edit            central idea
      Revise content for                                 -central Idea                                     *re-read the draft                                unity
      -central Idea                                      -organization (i.e., beginning, middle, and       *change or revise to assure that the writing      elaboration
      -organization (i.e., beginning, middle, and end;   end; sequencing ideas; major points of            -contains a central idea                          clarity
      sequencing ideas; major points of information,     information, etc.)                                -is organized according to purpose and mode       revise
      etc.)                                              -unity                                            -maintains a central focus
      -unity                                             -elaboration                                      -contains appropriate amount of elaboration
      -elaboration                                       -clarity                                          -has a clear message
      -clarity




rev. 05-2008                                                                                                                                                                                        Page 7 of 31
6th Grade English Language Arts                                                                                                                                                                 Work in Progress
                AR Department of Education
                                                                                Objective                                       Task Analysis                        Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)
      W.4.6.9
      Ongoing Student                           Revise style for
                                    Learning Expectations: Writing - Pre-writing *                              revise to assure that                              tone
      Revise style for                                       -sentence variety                                   the writing:                                      voice
      -sentence variety                                      -tone                                                  - contains a variety of                        style
      -tone                                                  -voice                                                    sentence types and lengths
      -voice                                                 -selected vocabulary                                  - maintains a consistent tone
      -selected vocabulary                                   -selected information                                    (mood)
      -selected information                                                                                        - contains voice (writer’s
                                                                                                                       personality)
                                                                                                                   - contains selected
                                                                                                                       information and vocabulary
                                                                                                                       appropriate to the piece


      W.7.6.1                                        Use figurative language purposefully, such as            *define onomatopoeia                                 figurative language
      Use figurative language purposefully, such as  onomatopoeia, to shape and control language to           *identify figurative language with emphasis on       onomatopoeia
      onomatopoeia, to shape and control language to affect readers                                           onomatopoeia                                         purposeful
      affect readers                                                                                          *demonstrate understanding of the affect of
                                                                                                              figurative language on readers through student
                                                                                                              writing
      W.7.6.3                                                Use word or sentence repetition for effect       *define the use of repetition for effect             repetition
      Use word or sentence repetition for effect                                                              *identify examples of repetition of words and
                                                                                                              sentences
                                                                                                              *create a piece of writing that use word or
                                                                                                              sentence repetition for effect
      W.7.6.5                                                Use purposeful vocabulary with emphasis on       *define elements of style                              purposeful
      Use purposeful vocabulary with emphasis on             developing style                                 *read a variety of text that reflects different styles style
      developing style                                                                                        *identify vocabulary that was purposefully             emphasis
                                                                                                              chosen to engage the reader and communicate
                                                                                                              a message
                                                                                                              *create a variety of writing that demonstrates
                                                                                                              purposeful and vivid vocabulary



      W.7.6.7                                                Narrow the time focus of a piece of writing      *read a variety of text that demonstrates a          time focus
      Narrow the time focus of a piece of writing                                                             specific focus of time
                                                                                                              *create a piece of writing that uses a specific
                                                                                                              focus of time
      W.4.6.10                                               Revise writing using various tools/methods, such *identify various revision tools/methods             rubric
      Revise writing using various tools/methods, such       as peer and/or teacher collaboration, a          *select appropriate revision tool/method             reference
      as peer and/or teacher collaboration, a revision       revision checklist, rubric, and/or reference     *revise using selected revision tool/method          thesaurus
      checklist, rubric, and/or reference materials (i.e.,   materials (i.e., dictionary, thesaurus, etc.)
      dictionary, thesaurus, etc.)




rev. 05-2008                                                                                                                                                                                               Page 8 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                              Objective                                          Task Analysis                      Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
       First Nine Weeks: Writing - Editing
       Essential Question: How can writing be improved through editing?
      W.6.6.7                                              Apply conventions of grammar with emphasis on        *define conventions of grammar                  conventions
      Apply conventions of grammar with emphasis on        the following:                                       *identify conventions of grammar in student     conjugations
      the following:                                       -subject-verb agreement                              created examples                                nominative pronouns
      -subject-verb agreement                              -parts of speech                                     *construct sentences that demonstrate
      -parts of speech                                     -parts of a sentence                                 knowledge of grade-level conventions of
      -parts of a sentence                                 -conjugation in perfect verb tenses                  grammar
      -conjugation in perfect verb tenses                  -possessive, nominative, and objective pronouns      *demonstrate effective use of grammatical
      -possessive, nominative, and objective pronouns                                                           conventions in writing including
                                                                                                                -subject-verb agreement
                                                                                                                -parts of speech
                                                                                                                -parts of a sentence
                                                                                                                -conjugation in perfect verb tenses
                                                                                                                -possessive, nominative, and objective pronouns


      W.6.6.11                                             Apply conventional rules of punctuation in writing   *identify sentences in authentic writing that      complex sentence
      Apply conventional rules of punctuation in writing   with emphasis on                                     demonstrate punctuation rules                      compound sentence
      with emphasis on                                     -end marks                                           *create a piece of writing that includes correct
      -end marks                                           -quotation marks                                     use of punctuation with emphasis on
      -quotation marks                                     -comma in a series                                   -end marks
      -comma in a series                                   -comma in compound sentences                         -quotation marks
      -comma in compound sentences                         -comma in complex sentence                           -comma in a series
      -comma in complex sentence                           -comma in direct address                             -comma in compound sentences
      -comma in direct address                                                                                  -comma in complex sentence
                                                                                                                -comma in direct address




rev. 05-2008                                                                                                                                                                                              Page 9 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                              Objective                                         Task Analysis                       Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: or in groups forPre-writing
      W.4.6.11                                       Edit individually Writing - appropriate                  *re-read the draft
      Edit individually or in groups for appropriate grade-level conventions, within the following            *change or edit to assure that the writing
      grade-level conventions, within the following  features:                                                -contains complete sentences
      features:                                      -Sentence formation                                      -contains no run on sentences
      -Sentence formation                            •completeness                                            -contains sentences that have been expanded
      •completeness                                  •absence of fused sentences                              using standard coordination and modifiers
      •absence of fused sentences                    •expansion through standard coordination                 -contains sentences that employ elaboration
      •expansion through standard coordination and   and modifiers                                            through standard subordination and modifiers
      modifiers                                      •embedding through standard subordination and            -contains sentences that make sense
      •embedding through standard subordination and modifiers                                                 -contains standard inflections, subject-verb
      modifiers                                      •standard word order                                     agreement, word meaning and conventions
      •standard word order                           -Usage                                                   -contains correct capitalization, punctuation,
      -usage                                         •standard inflections                                    format, and spelling
      •standard inflections                          •agreement
      •agreement                                     •word meaning
      •word meaning                                  •conventions
      •conventions                                   -Mechanics
      -mechanics                                     •capitalization
      •capitalization
                                                     •punctuation
      •punctuation
                                                     •formatting
      •formatting
                                                     •spelling
      •spelling


       First Nine Weeks: Writing - Publishing
       Essential Question: When is a piece of writing ready to share with an audience?
      W.4.6.13                                             Maintain a writing portfolio that exhibits growth in *create pieces of different genres                 portfolio
      Maintain a writing portfolio that exhibits growth in meeting goals and expectations                       *select pieces to include in the portfolio based
      meeting goals and expectations                                                                            upon preset goals and criteria that demonstrate
                                                                                                                growth




rev. 05-2008                                                                                                                                                                                             Page 10 of 31
6th Grade English Language Arts                                                                                                                                                                 Work in Progress
                AR Department of Education
                                                                               Objective                                       Task Analysis                       Essential Vocabulary     Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
                                                    FIRST NINE WEEKS - READING
                                 Student Learning Expectations to be addressed the First Nine Weeks
       First Nine Weeks: Reading Comprehension
       Essential Question: What strategies do good readers use to understand text?
      R.9.6.6                                              A. Connect own background knowledge and            a.                                            inference
      Connect own background knowledge and                 personal experience to make inferences             *make connections between text and personal
      personal experience to make inferences and to        B. Connect own background knowledge and            experience/background information
      respond to new information presented in text         personal experience to respond to new              *infer with supporting evidence based on
                                                           information presented in                           background knowledge and personal experience
                                                                                                              b.
                                                                                                              *recall new information from text
                                                                                                              *create original responses to new information
                                                                                                              based on background knowledge and personal
                                                                                                              experience



      R.9.6.7                                              Examine plot, setting, motives, and character  *read a variety of narrative text                   character traits
      Make inferences and draw conclusions about           responses to make inferences about characters' *identify plot, setting, motives, and characters    motive
      characters’ traits and actions based on plot,        traits and actions                             from a text
      setting, motives, and responses to other                                                            *identify character traits/actions
      characters                                                                                          *infer character traits/actions
                                                                                                          *utilize story elements to aid in inferring/drawing
                                                                                                          conclusions
                                                                                                          *utilize responses to other characters in
                                                                                                          inferring/drawing conclusions

      R.9.6.8                                              Take apart text to identify character, plot, and   *read a variety of narrative text                   literary elements (also
      Analyze literary elements of character, plot, and    setting                                            *identify character, plot, and setting of a text    called story elements)
      setting                                                                                                 *describe the effect of the literary element to the
                                                                                                              story

      R.9.6.9                                              A. Compare the actions, motive and appearance      *read a variety of narrative text                theme
      Compare the actions, motives and appearance          of characters                                      *review compare and contrast                     fiction
      of characters in a work of fiction and discuss the   B. Describe the importance of the contrasts to     *identify a character’s actions, motives, and    contrast
      importance of the contrasts to the plot or theme     the plot or theme                                  appearance
                                                                                                              *determine how characterization affects plot and
                                                                                                              theme
      R.9.6.11                                      Use text information and background knowledge             *draw from background knowledge
      Use text information and background knowledge to draw conclusions and to make inferences                *employ inferring skills
      to draw conclusions and to make inferences    (i.e., theme, etc)                                        *draw conclusions using background knowledge
      (i.e., theme, etc.)                                                                                     and text information




rev. 05-2008                                                                                                                                                                                              Page 11 of 31
6th Grade English Language Arts                                                                                                                                                                    Work in Progress
                AR Department of Education
                                                                                 Objective                                        Task Analysis                        Essential Vocabulary    Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)
      R.9.6.18
      Ongoing Student Learning                          Summarize the Writing -
                                                     Expectations:content of a textPre-writing *preview text                                                         summarize
      Summarize the content of a text                                                                            *identify main idea                                 content
                                                                                                                 *locate supporting details
                                                                                                                 *create a summary
      R.9.6.19                                              A. Identify events that are important enough to      *review plot                                        identify
      Identify events that advance the plot of a literary   advance the plot                                     *identify events important to the plot              evaluate
      work and evaluate how those events relate to          B. Determine how those events will affect past,      *determine event's importance to past, present,     past, present, future
      past, present, or future actions                      present or future actions                            future actions

      R.9.6.20                                           Evaluate personal, social, and political issues as *identify personal, social, and political issues         personal issues
      Evaluate personal, social, and political issues as presented in text                                  *critique issues as presented in text                    social issues
      presented in text                                                                                     *support judgments with evidence from the text           political issues



      R.10.6.10                                             Read a variety of literature, including historical   *identify a variety of genres                       genre
      Read a variety of literature, including historical    fiction, autobiography, and realistic fiction        *differentiate between the genres                   historical fiction
      fiction, autobiography, and realistic fiction                                                              *read a variety of genres                           autobiography
                                                                                                                                                                     realistic fiction

       First Nine Weeks: Reading Word Study
       Essential Question: How will developing a better vocabulary improve reading?
      R.10.6.11                                             Read a variety of poetry, with emphasis on           *identify text as a poem                            ballads
      Read a variety of poetry, with emphasis on            narrative, including ballads                         *recognize narrative poetry, specifically ballads
      narrative, including ballads                                                                               *read poetry, specifically ballads

      R.11.6.4                                              Use knowledge of root words and affixes and          *identify root words                                root words
      Use knowledge of root words and affixes and           word relationships to determine meaning              *identify prefixes, suffixes, and their meanings    affixes
      word relationships to determine meaning                                                                    *apply knowledge of prefixes, suffixes and root
                                                                                                                 words to determine meaning of new words



      R.11.6.5                                              Use context to determine meaning of multiple-        *demonstrate ability to use context clues           context
      Use context to determine meaning of multiple-         meaning words                                        (restatement, embedded definition, etc.) in         multiple- meaning words
      meaning words                                                                                              multiple reading situations
                                                                                                                 *identify words with possible multiple meanings
                                                                                                                 *use context clues to determine meaning


      R.11.6.8                                        Explain the meaning of figurative language such *identify and differentiate between idioms,                    figurative language
      Explain the meaning of figurative language such as idioms, similes and metaphors                similes, and metaphors                                         idioms
      as idioms, similes and metaphors                                                                *explain the meaning of idioms, similes, and                   similes
                                                                                                      metaphors                                                      metaphors

       First Nine Weeks: Reading Fluency
       Essential Question: What are the goals for sixth grade fluency?


rev. 05-2008                                                                                                                                                                                                 Page 12 of 31
6th Grade English Language Arts                                                                                                                                            Work in Progress
               AR Department of Education
                                                                     Objective                                     Task Analysis                Essential Vocabulary   Materials/Resources
                CONTENT STANDARD/
           Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: Writingwith an approximate
      R.11.6.11                                        Read grade-level text orally - Pre-writing   *automatically decode words
      Read grade-level text orally with an approximate rate of 145 words per minute                 *maintains a vocabulary commensurate with
      rate of 145 words per minute                                                                  grade-level text
                                                       Benchmark range: 120-145 wpm                 *use context strategies
                                                                                                    *read daily




rev. 05-2008                                                                                                                                                                         Page 13 of 31
6th Grade English Language Arts                                                                                                                                                           Work in Progress
                AR Department of Education
                                                                           Objective                                        Task Analysis                      Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
                                                   SECOND NINE WEEKS - WRITING
                                Student Learning Expectations to be Addressed the Second Nine Weeks

                        Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
       Second Nine Weeks: Writing - Pre-writing
       Essential Question: How does an author develop a plan before beginning to write?
      W.5.6.1                                           Write to describe, to inform, to entertain, to    *create a piece of writing to describe             persuade
      Write to describe, to inform, to entertain, to    explain, and to persuade                          *create a piece of writing to entertain
      explain, and to persuade
      W.4.6.5                                           Use prewriting to draft expository paragraphs     *draft by                                          expository
      Use prewriting to draft expository paragraphs     with emphasis on the following:                   -developing a central idea                         central idea
      with emphasis on the following:                   -central idea (a narrow focus)                    -selecting appropriate information to elaborate    elaboration
      -central idea                                     -explanation (topics, sub-topics)                 and explain central idea                           unity
      -explanation                                      -elaboration (details, description)               -using transitions to show unity for purpose and
      -elaboration                                      -unity (on topic)                                 audience
      -unity                                            -purpose and audience
      -purpose and audience


      W.4.6.2                                           Organize ideas by using such graphic organizers   *identify the graphic organizer appropriate for the charts
      Organize ideas by using such graphic organizers   as webbing, mapping, charts/graphs, and           mode of writing                                     graphs
      as webbing, mapping, charts/graphs, and formal    formal outlining with main topics and sub-        *use graphic organizers                             sub-topics
      outlining with main topics and sub-topics         topics                                            *organize ideas according to the appropriate
                                                                                                          graphic organizer (i.e., webbing, mapping,
                                                                                                          charts/graphs, and formal outlining with main
                                                                                                          topics and sub-topics)


      W.4.6.1                                           Generate ideas using such strategies as           *apply background knowledge                        focused free-writing
      Generate ideas using such strategies as           reading, discussing, focused free-writing,        *recall information on the topic
      reading, discussing, focused free-writing,        observing, brainstorming, and reading logs        *practice brainstorming
      observing, brainstorming, and reading logs                                                          *use reading, discussion, and observations to
                                                                                                          generate ideas
      W.4.6.6                                           Organize expository paragraphs that include a     * create expository paragraphs
      Organize expository paragraphs that include a     topic sentence, supporting details, and a            with emphasis on topic
      topic sentence, supporting details, and a         concluding sentence                                  sentence, supporting details,
      concluding sentence                                                                                    and concluding sentence




rev. 05-2008                                                                                                                                                                                        Page 14 of 31
6th Grade English Language Arts                                                                                                                                                              Work in Progress
                AR Department of Education
                                                                             Objective                                        Task Analysis                       Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
       Second Nine Weeks: Writing - Drafting
       Essential Question: How does drafting help the author get his/her thoughts on paper?
      W.5.6.5                                            Write research reports using a variety of          *demonstrate ability to summarize                    summarize
      Write research reports using a variety of          sources, summarizing, and paraphrasing             *exhibit an understanding of paraphrasing by         paraphrase
      sources, summarizing, and paraphrasing                                                                restating information                                research elements
                                                                                                            *select sources of information appropriate for the   bibliography
                                                                                                            task or topic                                        footnotes
                                                                                                            *plan and organize information collected
                                                                                                            *utilize correct format for research papers
      W.5.6.3                                            Create expository, narrative, descriptive, and     *identify characteristics of expository writing      mode
      Create expository, narrative, descriptive, and     persuasive writings                                *compose expository writing pieces                   expository
      persuasive writings                                                                                   *identify characteristics of descriptive writing     persuasive
                                                                                                            *compose descriptive writing pieces                  narrative
                                                                                                                                                                 transitions


      W.5.6.1                                            Write to describe, to inform, to entertain, to     *create a piece of writing to describe               persuade
      Write to describe, to inform, to entertain, to     explain, and to persuade                           *create a piece of writing to inform
      explain, and to persuade                                                                              *create a piece of writing to entertain
                                                                                                            *create a piece of writing in order to explain
                                                                                                            *create a piece of writing in order to persuade



      W.4.6.7                                            Create an effective lead sentence for each         *distinguish effective and ineffective leads
      Create an effective lead sentence for each         paragraph by using such features as a factual      *identify effective leads that demonstrate a
      paragraph by using such features as a factual      statement or an unusual statement about the        factual or unusual statement
      statement or an unusual statement about the        topic                                              *create a lead sentence for each paragraph
      topic                                                                                                 using a factual or unusual statement


       Second Nine Weeks: Writing - Revising
       Essential Question: How can writing be improved through revising?
      W.4.6.8                                            Revise content for                                 *differentiate between revise and edit               central idea
      Revise content for                                 -central Idea                                      *re-read the draft                                   unity
      -central Idea                                      -organization (i.e., beginning, middle, and end;   *change or revise to assure that the writing         elaboration
      -organization (i.e., beginning, middle, and end;   sequencing ideas; major points of information,     -contains a central idea                             clarity
      sequencing ideas; major points of information,     etc.)                                              -is organized according to purpose and mode          revise
      etc.)                                              -unity                                             -maintains a central focus
      -unity                                             -elaboration                                       -contains appropriate amount of elaboration
      -elaboration                                       -clarity                                           -has a clear message
      -clarity




rev. 05-2008                                                                                                                                                                                           Page 15 of 31
6th Grade English Language Arts                                                                                                                                                          Work in Progress
                AR Department of Education
                                                                           Objective                                      Task Analysis                     Essential Vocabulary     Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)
      W.4.6.9
      Ongoing Student                          Revise style for
                                   Learning Expectations: Writing - Pre-writing *                          revise to assure that                           tone
      Revise style for                                  -sentence variety                                   the writing:                                   voice
      -sentence variety                                 -tone                                                  - contains a variety of                     style
      -tone                                             -voice                                                    sentence types and lengths
      -voice                                            -selected vocabulary                                  - maintains a consistent tone
      -selected vocabulary                              -selected information                                    (mood)
      -selected information                                                                                   - contains voice (writer’s
                                                                                                                  personality)
                                                                                                              - contains selected
                                                                                                                  information and vocabulary
                                                                                                                  appropriate to the piece


      W.6.6.3                                           Use compound sentence elements to combine        *write simple and compound sentences              simple sentences
      Use compound sentence elements (i.e.,             sentences for more effective writing style       *differentiate between simple and compound        compound sentences
      subjects, predicates, complements, and            -subjects                                        sentences
      complete sentences, etc.) to combine sentences    -predicates                                      *identify the elements of a compound sentence
      for more effective writing style                  -complements (i.e., direct/indirect objects,     *exhibit an understanding of different ways to
                                                        predicate adjectives, predicate nominatives)     write a compound sentences
                                                        -complete sentences                              *practice combining simple sentences to form
                                                                                                         compound sentences


      W.6.6.4                                           Define, identify, and use natural and inverted   *define and identify natural and inverted         natural sentence order
      Define, identify, and use natural and inverted    sentence order for emphasis and variety          sentences within a piece of writing               inverted sentence order
      sentence order for emphasis and variety                                                            *create natural and inverted sentences
                                                                                                         *use natural and inverted sentences in writing

      W.6.6.6                                           Define and identify the parts of speech to       *define parts of speech                           active verbs
      Define and identify the parts of speech to        construct effective sentences                    *identify parts of speech in student created      linking verbs
      construct effective sentences                     -common and proper nouns                         sentences                                         repetition
      -common and proper nouns                          -pronouns to avoid repetition                    *create effective sentences using parts of        modifiers
      -pronouns to avoid repetition                     -active and linking verbs                        speech including                                  conjunctions
      -active and linking verbs                         -adjectives to modify nouns and pronouns         -common and proper nouns                          interjections
      -adjectives to modify nouns and pronouns          -adverbs to modify verbs, adjectives, and        -pronouns to avoid repetition                     prepositions
      -adverbs to modify verbs, adjectives, and other   other adverbs                                    -active and linking verbs
      adverbs                                           -conjunctions to join                            -adjectives to modify nouns and pronouns
      -conjunctions to join                             -interjections for excitement                    -adverbs to modify verbs, adjectives, and other
      -interjections for excitement                     -prepositions to indicate relationships          adverbs
      -prepositions to indicate relationships                                                            -conjunctions to join
                                                                                                         -interjections for excitement
                                                                                                         -prepositions to indicate relationships

      W.7.6.3                                           Use word or sentence repetition for effect       *define the use of repetition for effect          repetition
      Use word or sentence repetition for effect                                                         *identify examples of repetition of words and
                                                                                                         sentences
                                                                                                         *create a piece of writing that uses word or
                                                                                                         sentence repetition for effect



rev. 05-2008                                                                                                                                                                                       Page 16 of 31
6th Grade English Language Arts                                                                                                                                                                     Work in Progress
                AR Department of Education
                                                                                Objective                                           Task Analysis                        Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)
      W.7.6.4
      Ongoing Student Learning                         Use transition words/phrases
                                                    Expectations: Writing - Pre-writing *define transition phrases                                                      transition
      Use transition words/phrases                                                                                *read a variety of texts to locate transition words
                                                                                                                  and phrases
                                                                                                                  *create student writing that displays correct use
                                                                                                                  of transitional words and phrases


      W.4.6.10                                               Revise writing using various tools/methods, such *identify various revision tools/methods                  rubric
      Revise writing using various tools/methods, such       as peer and/or teacher collaboration, a revision *select appropriate revision tool/method                  reference
      as peer and/or teacher collaboration, a revision       checklist, rubric, and/or reference materials    *revise using selected revision tool/method               thesaurus
      checklist, rubric, and/or reference materials (i.e.,   (i.e., dictionary, thesaurus, etc.)
      dictionary, thesaurus, etc.)


       Second Nine Weeks: Writing - Editing
       Essential Question: How can writing be improved through editing?
      W.6.6.11                                               Apply conventional rules of punctuation in writing   *identify sentences in authentic writing that         complex sentence
      Apply conventional rules of punctuation in writing     with emphasis on                                     demonstrate punctuation rules                         compound sentence
      with emphasis on                                       -end marks                                           *create a piece of writing that includes correct
      -end marks                                             -quotation marks                                     use of punctuation with emphasis on
      -quotation marks                                       -comma in a series                                   -end marks
      -comma in a series                                     -comma in compound sentences                         -quotation marks
      -comma in compound sentences                           -comma in complex sentence                           -comma in a series
      -comma in complex sentence                             -comma in direct address                             -comma in compound sentences
      -comma in direct address                                                                                    -comma in complex sentence
                                                                                                                  -comma in direct address


      W.6.6.7                                                Apply conventions of grammar with emphasis on        *define conventions of grammar                  conventions
      Apply conventions of grammar with emphasis on          the following:                                       *identify conventions of grammar in student     conjugations
      the following:                                         -subject-verb agreement                              created examples                                nominative pronouns
      -subject-verb agreement                                -parts of speech                                     *construct sentences that demonstrate
      -parts of speech                                       -parts of a sentence                                 knowledge of grade-level conventions of
      -parts of a sentence                                   -conjugation in perfect verb tenses                  grammar
      -conjugation in perfect verb tenses                    -possessive, nominative, and objective               *demonstrate effective use of grammatical
      -possessive, nominative, and objective                 pronouns                                             conventions in writing including
      pronouns                                                                                                    -subject-verb agreement
                                                                                                                  -parts of speech
                                                                                                                  -parts of a sentence
                                                                                                                  -conjugation in perfect verb tenses
                                                                                                                  -possessive, nominative, and objective pronouns




rev. 05-2008                                                                                                                                                                                                  Page 17 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                              Objective                                         Task Analysis                       Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: or in groups forPre-writing
      W.4.6.11                                       Edit individually Writing - appropriate                  *re-read the draft
      Edit individually or in groups for appropriate grade-level conventions, within the following            *change or edit to assure that the writing
      grade-level conventions, within the following  features:                                                -contains complete sentences
      features:                                      -Sentence formation                                      -contains no run on sentences
      -Sentence formation                            •completeness                                            -contains sentences that have been expanded
      •completeness                                  •absence of fused sentences                              using standard coordination and modifiers
      •absence of fused sentences                    •expansion through standard coordination and             -contains sentences that employ elaboration
      •expansion through standard coordination and   modifiers                                                through standard subordination and modifiers
      modifiers                                      •embedding through standard subordination                -contains sentences that make sense
      •embedding through standard subordination and and modifiers                                             -contains standard inflections, subject-verb
      modifiers                                      •standard word order                                     agreement, word meaning and conventions
      •standard word order                           -Usage                                                   -contains correct capitalization, punctuation,
      -usage                                         •standard inflections                                    format, and spelling
      •standard inflections                          •agreement
      •agreement                                     •word meaning
      •word meaning                                  •conventions
      •conventions                                   -Mechanics
      -mechanics                                     •capitalization
      •capitalization                                •punctuation
      •punctuation                                   •formatting
      •formatting                                    •spelling
      •spelling


       Second Nine Weeks: Writing - Publishing
       Essential Question: When is a piece of writing ready to share with an audience?
      W.4.6.13                                             Maintain a writing portfolio that exhibits growth in *create pieces of different genres                 portfolio
      Maintain a writing portfolio that exhibits growth in meeting goals and expectations                       *select pieces to include in the portfolio based
      meeting goals and expectations                                                                            upon preset goals and criteria that demonstrate
                                                                                                                growth




rev. 05-2008                                                                                                                                                                                             Page 18 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                             Objective                                          Task Analysis                       Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
                                                   SECOND NINE WEEKS - READING
                                Student Learning Expectations to be Addressed the Second Nine Weeks
       Second Nine Weeks: Reading Comprehension
       Essential Question: What strategies do good readers use to understand text?
      R.9.6.2                                          Compare information from the text to worldly           *demonstrate text to self, text to text connections strategies
      Analyze the interrelationships of text and world events.                                                *compare and relate text to world events/issues
      issues/events by applying connection strategies

      R.9.6.10                                           A. Distinguish among facts and inferences       *differentiate between fact and opinion                   evidence
      Distinguish among facts and inferences             B. Support decision using evidence and opinions *employ inferring skills                                  opinion
      supported by evidence and opinions in text         from the text                                   *differentiate between facts and inferences
                                                                                                         *support inferences and opinions with evidence
                                                                                                         from the text


      R.9.6.12                                           Identify main ideas and supporting evidence in       *identify main idea
      Identify main ideas and supporting evidence in     short reading passages                               *select supporting evidence
      short reading passages                                                                                  *read a variety of short reading passages
      R.9.6.13                                           Use the text features (bold, italics, captions,      *identify and locate text features                   text features
      Use the text features to locate and recall         diagrams, maps, illustrations, etc.) to locate and   *identify cue words and phrases                      cue words/phrases
      information, with emphasis on cue words and        recall information, with emphasis on cue words       *utilize text features, specifically cue words, to
      phrases                                            and phrases (i.e., since, because, therefore,        locate and recall information
                                                         however, but, nevertheless)


      R.9.6.14                                           Use knowledge of text structure(s) (i.e.,            *review cause/effect                                 text structure(s)
      Use knowledge of text structure(s) to enhance      cause/effect, compare/contrast,                      *review compare/contrast
      understanding with emphasis on cause/effect        problem/solution, etc.) to enhance                   *identify the text structure used in a text
      and compare/contrast                               understanding with emphasis on cause/effect          *construct meaning using text structure
                                                         and compare/contrast
      R.9.6.15                                           Classify and organize text information by            *review topic and sub-topic                          subtopics
      Classify and organize text information by          determining subtopics of information                 *group information into categories                   classify
      determining subtopics of information                                                                    *organize information into topic/sub-topic           organize
       R.9.6.17                                          Scrutinize text information to determine author's *read text for a specific purpose                       analyze
      Analyze information from the text, based on        purpose and/or level of importance                *locate specific information
      purpose and/or level of importance                                                                   *discern the level of importance
      R.9.6.20                                           Evaluate personal, social, and political issues as *identify personal, social, and political issues       personal issues
      Evaluate personal, social, and political issues as presented in text                                  *critique issues as presented in text                  social issues
      presented in text                                                                                     *support judgments with evidence from the text         political issues




rev. 05-2008                                                                                                                                                                                             Page 19 of 31
6th Grade English Language Arts                                                                                                                                                         Work in Progress
                AR Department of Education
                                                                          Objective                                      Task Analysis                       Essential Vocabulary   Materials/Resources
                CONTENT STANDARD/
           Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations:ofWriting - text, including
      R.10.6.4                                        Read a variety informational Pre-writing          *recognize text features/structures             variety
      Read a variety of informational text, including textbooks, newspapers, magazines, and other       *identify informational text                    informational
      textbooks, newspapers, magazines, and other     instructional materials                           *select informational text
      instructional materials                                                                           *read informational text
                                                                                                        *document and respond to types of informational
                                                                                                        text read
                                                                                                        *identify reading strategies
                                                                                                        *apply reading strategies during reading

      R.10.6.5                                         Compare /contrast information from multiple      *locate information from a variety of sources
      Compare /contrast information from multiple      sources                                          *compare and contrast information
      sources
      R.10.6.7                                         Select informational sources appropriate for a   *differentiate between fiction and nonfiction
      Select informational sources appropriate for a   given purpose                                    *identify a variety of informational sources
      given purpose                                                                                     *utilize appropriate informational sources

      R.10.6.8                                         Organize and synthesize information for use in   *locate and gather information                     synthesize
      Organize and synthesize information for use in   written and oral presentation                    *prioritize important information                  presentation
      written and oral presentation                                                                     *categorize information according to topic and     prioritize
                                                                                                        sub-topic
                                                                                                        *create a written and oral presentation using
                                                                                                        selected information
      R.10.6.9                                         Understand and analyze the differences in        *identify the text structure used in a text        text structures
      Understand and analyze the differences in        structure of various informational text          *differentiate between the text structures used in
      structure of various informational text                                                           various texts
                                                                                                        *compare text structures of various texts

       Second Nine Weeks: Reading Word Study
       Essential Questions: How will developing a better vocabulary improve reading?
      R.11.6.4                                         Use knowledge of root words and affixes and      *identify root words                               root words
      Use knowledge of root words and affixes and      word relationships to determine meaning          *identify prefixes, suffixes, and their meanings   affixes
      word relationships to determine meaning                                                           *apply knowledge of prefixes, suffixes and root
                                                                                                        words to determine meaning of new words



      R.11.6.5                                         Use context to determine meaning of multiple-    *demonstrate ability to use context clues          context
      Use context to determine meaning of multiple-    meaning words                                    (restatement, embedded definition, etc.) in        multiple-meaning words
      meaning words                                                                                     multiple reading situations
                                                                                                        *identify words with possible multiple meanings
                                                                                                        *use context clues to determine meaning


      R.11.6.10                                        Use context clues to select appropriate          *utilize dictionary skills                        context clues
      Use context clues to select appropriate          dictionary definition                            *match definitions to the context of the sentence
      dictionary definition                                                                             using parts of speech
                                                                                                        *select appropriate dictionary definition




rev. 05-2008                                                                                                                                                                                      Page 20 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                               Objective                                          Task Analysis                    Essential Vocabulary    Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)
      R.11.6.6
      Ongoing Student Learning                         Use resources determine - Pre-writing *identify available resources (content area texts,
                                                    Expectations:toWritingmeaning of                                                                              resources
      Use resources to determine meaning of                technical and specialized vocabulary                 dictionary, thesaurus, etc.)                      technical
      technical and specialized vocabulary                                                                      *use resources to determine meaning               specialized vocabulary
      R.11.6.7                                             Determine useful and relevant words                  *identify text features (bold print, italics,
      Determine useful and relevant words                                                                       highlighted)
                                                                                                                *determine useful and relevant words using text
                                                                                                                features
                                                                                                                *apply learned word meaning to multiple reading
                                                                                                                & writing situations
      R.11.6.9                                             Identify word origins, derivations and inflections   *define word origins                              word origins
      Identify word origins, derivations and inflections   and foreign words                                    *identify origin of foreign words                 derivations
      and foreign words                                                                                                                                           inflections
                                                                                                                                                                  foreign words

       Second Nine Weeks: Reading Fluency
       Essential Question: What are the goals for sixth grade fluency?
      R.11.6.11                                        Read grade-level text orally with an approximate         *automatically decode words
      Read grade-level text orally with an approximate rate of 145 words per minute                             *maintains a vocabulary commensurate with
      rate of 145 words per minute                                                                              grade-level text
                                                       Benchmark range: 135-155 wpm                             *use context strategies
                                                                                                                *read daily




rev. 05-2008                                                                                                                                                                                             Page 21 of 31
6th Grade English Language Arts                                                                                                                                                         Work in Progress
                AR Department of Education
                                                                           Objective                                      Task Analysis                      Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
                                                    THIRD NINE WEEKS - WRITING
                                 Student Learning Expectations to be Addressed the Third Nine Weeks

                        Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
       Third Nine Weeks: Writing - Pre-writing
       Essential Question: How does an author develop a plan before beginning to write?
      W.5.6.2                                          Select the form of writing that addresses the    *identify and select the appropriate mode of       audience
      Select the form of writing that addresses the    intended audience                                writing based on purpose and audience              mode
      intended audience
      W.4.6.1                                          Generate ideas using such strategies as          *apply background knowledge                        focused free-writing
      Generate ideas using such strategies as          reading, discussing, focused free-writing,       *recall information on the topic
      reading, discussing, focused free-writing,       observing, brainstorming, and reading logs       *practice brainstorming
      observing, brainstorming, and reading logs                                                        *use reading, discussion, and observations to
                                                                                                        generate ideas
      W.4.6.2                                         Organize ideas by using such graphic organizers   *identify the graphic organizer appropriate for the charts
      Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, and           mode of writing                                     graphs
      as webbing, mapping, charts/graphs, and formal formal outlining with main topics and sub-topics   *use graphic organizers                             sub-topics
      outlining with main topics and sub-topics                                                         *organize ideas according to the appropriate
                                                                                                        graphic organizer (i.e., webbing, mapping,
                                                                                                        charts/graphs, and formal outlining with main
                                                                                                        topics and sub-topics)


       Third Nine Weeks: Writing - Drafting
       Essential Question: How does drafting help the author get his/her thoughts on paper?
      W.5.6.1                                          Write to describe, to inform, to entertain, to   *create a piece of writing to describe             persuade
      Write to describe, to inform, to entertain, to   explain, and to persuade                         *create a piece of writing to inform
      explain, and to persuade                                                                          *create a piece of writing to entertain
                                                                                                        *create a piece of writing in order to explain
                                                                                                        *create a piece of writing in order to persuade



      W.5.6.3                                          Create expository, narrative, descriptive, and   *identify characteristics of expository writings   mode
      Create expository, narrative, descriptive, and   persuasive writings                              *compose expository writing pieces                 expository
      persuasive writings                                                                               *identify characteristics of persuasive writing    persuasive
                                                                                                        *compose persuasive writing pieces                 narrative
                                                                                                                                                           transitions




rev. 05-2008                                                                                                                                                                                      Page 22 of 31
6th Grade English Language Arts                                                                                                                                                       Work in Progress
                AR Department of Education
                                                                           Objective                                     Task Analysis                     Essential Vocabulary   Materials/Resources
                CONTENT STANDARD/
           Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: Writing - that demonstrate *apply comprehension skills in order to gain
      W.5.6.8                                        Write responses to literature Pre-writing                                                            generate
      Write responses to literature that demonstrate understanding or interpretation           meaning                                                    writing response
      understanding or interpretation                                                          *demonstrate ability to write a response to                interpretation
                                                                                               reading (reading journals, reading logs)
                                                                                               *demonstrate interpretation and understanding
                                                                                               of literature through the writing


       Third Nine Weeks: Writing - Revising
       Essential Question: How can writing be improved through revising?
      W.6.6.1                                           Use a variety of simple and compound            *differentiate between simple and compound        simple sentences
      Use a variety of simple and compound              sentences of varied lengths                     sentences of different lengths                    compound sentences
      sentences of varied lengths                                                                       *create simple and compound sentences of
                                                                                                        different lengths
      W.6.6.5                                           Identify and correct fragments and run-ons      *identify sentence fragments
      Identify and correct fragments and run-ons                                                        *identify run-on sentences
                                                                                                        *implement strategies to correct fragments and
                                                                                                        run-on sentences
      W.6.6.6                                           Define and identify the parts of speech to      *define parts of speech                           active verbs
      Define and identify the parts of speech to        construct effective sentences                   *identify parts of speech in student created      linking verbs
      construct effective sentences                     -common and proper nouns                        sentences                                         repetition
      -common and proper nouns                          -pronouns to avoid repetition                   *create effective sentences using parts of        modifiers
      -pronouns to avoid repetition                     -active and linking verbs                       speech including:                                 conjunctions
      -active and linking verbs                         -adjectives to modify nouns and pronouns        -common and proper nouns                          interjections
      -adjectives to modify nouns and pronouns          -adverbs to modify verbs, adjectives, and       -pronouns to avoid repetition                     prepositions
      -adverbs to modify verbs, adjectives, and other   other adverbs                                   -active and linking verbs
      adverbs                                           -conjunctions to join                           -adjectives to modify nouns and pronouns
      -conjunctions to join                             -interjections for excitement                   -adverbs to modify verbs, adjectives, and other
      -interjections for excitement                     -prepositions to indicate relationships         adverbs
      -prepositions to indicate relationships                                                           -conjunctions to join
                                                                                                        -interjections for excitement
                                                                                                        -prepositions to indicate relationships

      W.6.6.7                                           Apply conventions of grammar with emphasis on   *define conventions of grammar                  conventions
      Apply conventions of grammar with emphasis on     the following:                                  *identify conventions of grammar in student     conjugations
      the following:                                    -subject-verb agreement                         created examples                                nominative pronouns
      -subject-verb agreement                           -parts of speech                                *construct sentences that demonstrate
      -parts of speech                                  -parts of a sentence                            knowledge of grade-level conventions of
      -parts of a sentence                              -conjugation in perfect verb tenses             grammar
      -conjugation in perfect verb tenses               -possessive, nominative, and objective          *demonstrate effective use of grammatical
      -possessive, nominative, and objective            pronouns                                        conventions in writing including
      pronouns                                                                                          -subject-verb agreement
                                                                                                        -parts of speech
                                                                                                        -parts of a sentence
                                                                                                        -conjugation in perfect verb tenses
                                                                                                        -possessive, nominative, and objective pronouns




rev. 05-2008                                                                                                                                                                                    Page 23 of 31
6th Grade English Language Arts                                                                                                                                                                  Work in Progress
                AR Department of Education
                                                                                Objective                                          Task Analysis                      Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations:for
      W.4.6.8                                          Revise content Writing - Pre-writing                       *differentiate between revise and edit             central idea
      Revise content for                               -central Idea                                              *re-read the draft                                 unity
      -central Idea                                    -organization (i.e., beginning, middle, and end;           *change or revise to assure that the writing       elaboration
      -organization (i.e., beginning, middle, and end; sequencing ideas; major points of                          -contains a central idea                           clarity
      sequencing ideas; major points of information,   information, etc.)                                         -is organized according to purpose and mode        revise
      etc.)                                            -unity                                                     -maintains a central focus
      -unity                                           -elaboration                                               -contains appropriate amount of elaboration
      -elaboration                                     -clarity                                                   -has a clear message
      -clarity



      W.4.6.9                                                Revise style for                                     * revise to assure that                            tone
      Revise style for                                       -sentence variety                                       the writing:                                    voice
      -sentence variety                                      -tone                                                      - contains a variety of                      style
      -tone                                                  -voice                                                        sentence types and lengths
      -voice                                                 -selected vocabulary                                      - maintains a consistent tone
      -selected vocabulary                                   -selected information                                        (mood)
      -selected information                                                                                            - contains voice (writer’s
                                                                                                                           personality)
                                                                                                                       - contains selected
                                                                                                                           information and vocabulary
                                                                                                                           appropriate to the piece


      W.4.6.10                                               Revise writing using various tools/methods, such *identify various revision tools/methods               rubric
      Revise writing using various tools/methods, such       as peer and/or teacher collaboration, a          *select appropriate revision tool/method               reference
      as peer and/or teacher collaboration, a revision       revision checklist, rubric, and/or reference     *revise using selected revision tool/method            thesaurus
      checklist, rubric, and/or reference materials (i.e.,   materials (i.e., dictionary, thesaurus, etc.)
      dictionary, thesaurus, etc.)


       Third Nine Weeks: Writing - Editing
       Essential Question: How can writing be improved through editing?
      W.6.6.11                                               Apply conventional rules of punctuation in writing   *identify sentences in authentic writing that      complex sentence
      Apply conventional rules of punctuation in writing     with emphasis on                                     demonstrate punctuation rules                      compound sentence
      with emphasis on                                       -end marks                                           *create a piece of writing that includes correct
      -end marks                                             -quotation marks                                     use of punctuation with emphasis on
      -quotation marks                                       -comma in a series                                   -end marks
      -comma in a series                                     -comma in compound sentences                         -quotation marks
      -comma in compound sentences                           -comma in complex sentence                           -comma in a series
      -comma in complex sentence                             -comma in direct address                             -comma in compound sentences
      -comma in direct address                                                                                    -comma in complex sentence
                                                                                                                  -comma in direct address




rev. 05-2008                                                                                                                                                                                               Page 24 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                              Objective                                         Task Analysis                       Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: or in groups forPre-writing
      W.4.6.11                                       Edit individually Writing - appropriate                  *re-read the draft
      Edit individually or in groups for appropriate grade-level conventions, within the following            *change or edit to assure that the writing
      grade-level conventions, within the following  features:                                                -contains complete sentences
      features:                                      -Sentence formation                                      -contains no run on sentences
      -Sentence formation                            •completeness                                            -contains sentences that have been expanded
      •completeness                                  •absence of fused sentences                              using standard coordination and modifiers
      •absence of fused sentences                    •expansion through standard coordination                 -contains sentences that employ elaboration
      •expansion through standard coordination and   and modifiers                                            through standard subordination and modifiers
      modifiers                                      •embedding through standard subordination                -contains sentences that make sense
      •embedding through standard subordination and and modifiers                                             -contains standard inflections, subject-verb
      modifiers                                      •standard word order                                     agreement, word meaning and conventions
      •standard word order                           -Usage                                                   -contains correct capitalization, punctuation,
      -usage                                         •standard inflections                                    format, and spelling
      •standard inflections                          •agreement
      •agreement                                     •word meaning
      •word meaning
                                                     •conventions
      •conventions
                                                     -Mechanics
      -mechanics
                                                     •capitalization
      •capitalization
                                                     •punctuation
      •punctuation
                                                     •formatting
      •formatting
      •spelling                                      •spelling


      W.7.6.6                                             Create a strong lead and conclusion                 *identify leads                                    leads
      Create a strong lead and conclusion                                                                     *identify conclusions                              conclusions
                                                                                                              *read a variety of text to locate strong leads and
                                                                                                              conclusions
                                                                                                              *create writing that utilizes strong leads and
                                                                                                              conclusions

       Third Nine Weeks: Writing - Publishing
       Essential Question: When is a piece of writing ready to share with an audience?
      W.4.6.13                                             Maintain a writing portfolio that exhibits growth in *create pieces of different genres                 portfolio
      Maintain a writing portfolio that exhibits growth in meeting goals and expectations                       *select pieces to include in the portfolio based
      meeting goals and expectations                                                                            upon preset goals and criteria that demonstrate
                                                                                                                growth




rev. 05-2008                                                                                                                                                                                             Page 25 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                             Objective                                          Task Analysis                       Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
                                                    THIRD NINE WEEKS - READING
                                 Student Learning Expectations to be Addressed the Third Nine Weeks
       Third Nine Weeks: Reading Comprehension
       Essential Question: What strategies do good readers use to understand text?
      R.9.6.4                                            Create and revise questions related to the text or *create appropriate questions related to the topic revise
      Generate and revise questions relevant to text     topic being studied                                *revise questions when comprehension breaks topic
      and topics                                                                                            down

      R.9.6.13                                           Use the text features (bold, italics, captions,      *identify and locate text features                   text features
      Use the text features to locate and recall         diagrams, maps, illustrations, etc.) to locate and   *identify cue words and phrases                      cue words/phrases
      information, with emphasis on cue words and        recall information, with emphasis on cue words       *utilize text features, specifically cue words, to
      phrases                                            and phrases (i.e., since, because, therefore,        locate and recall information
                                                         however, but, nevertheless)


      R.9.6.14                                           Use knowledge of text structure(s) (i.e.,            *review cause/effect                                 text structure(s)
      Use knowledge of text structure(s) to enhance      cause/effect, compare/contrast,                      *review compare/contrast
      understanding with emphasis on cause/effect        problem/solution, etc.) to enhance                   *identify the text structure used in a text
      and compare/contrast                               understanding with emphasis on cause/effect          *construct meaning using text structure
                                                         and compare/contrast
      R.9.6.20                                           Evaluate personal, social, and political issues as *identify personal, social, and political issues       personal issues
      Evaluate personal, social, and political issues as presented in text                                  *critique issues as presented in text                  social issues
      presented in text                                                                                     *support judgments with evidence from the text         political issues



      R.10.6.13                                          Read and utilize functional/practical texts,         *define and identify examples of practical text      functional
      Read and utilize functional/practical texts,       including advertisements, slogans, brochures,        *recognize features of practical text                practical
      including advertisements, slogans, brochures,      and timelines                                        *locate specific information within a given piece    slogans
      and timelines                                                                                           of functional/practical text                         brochures
                                                                                                              *use text features to locate information in a
                                                                                                              selected functional/practical text


      R.10.6.14                                     Analyze message through pictures, images, and *use images to infer a message                                   images
      Analyze message through pictures, images, and photographs
      photographs
      R.10.6.15                                          Analyze selections through text, images, and         *use images and text to infer a message
      Analyze selections through text, images, and       photographs for a given purpose
      photographs for a given purpose

       Third Nine Weeks: Reading Word Study
       Essential Question: How will developing a better vocabulary improve reading?



rev. 05-2008                                                                                                                                                                                             Page 26 of 31
6th Grade English Language Arts                                                                                                                                                            Work in Progress
               AR Department of Education
                                                                               Objective                                   Task Analysis                       Essential Vocabulary    Materials/Resources
                CONTENT STANDARD/
           Student Learning Expectations (SLE)
      R.11.6.10
      Ongoing Student Learning                      Use context clues to select appropriate
                                                 Expectations: Writing - Pre-writing *utilize dictionary skills                                               context clues
      Use context clues to select appropriate          dictionary definition                              *match definitions to the context of the sentence
      dictionary definition                                                                               using parts of speech
                                                                                                          *select appropriate dictionary definition
      R.11.6.5                                         Use context to determine meaning of multiple-      *demonstrate ability to use context clues           context
      Use context to determine meaning of multiple-    meaning words                                      (restatement, embedded definition, etc.) in         multiple-meaning words
      meaning words                                                                                       multiple reading situations
                                                                                                          *identify words with possible multiple meanings
                                                                                                          *use context clues to determine meaning


       Third Nine Weeks: Reading
       Essential Question: What are the goals for sixth grade fluency?
      R.11.6.11                                        Read grade-level text orally with an approximate   *automatically decode words
      Read grade-level text orally with an approximate rate of 145 words per minute                       *maintains a vocabulary commensurate with
      rate of 145 words per minute                                                                        grade-level text
                                                       Benchmark range: 100-130 wpm                       *use context strategies
                                                                                                          *read daily




rev. 05-2008                                                                                                                                                                                         Page 27 of 31
6th Grade English Language Arts                                                                                                                                                         Work in Progress
                AR Department of Education
                                                                          Objective                                      Task Analysis                       Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
                                                   FOURTH NINE WEEKS - WRITING
                                Student Learning Expectations to be Addressed the Fourth Nine Weeks

                        Note: Refer to Ongoing Student Learning Expectations to be Addressed Each Nine Weeks
       Fourth Nine Weeks: Writing - Pre-writing
       Essential Question: How does an author develop a plan before beginning to write?
      W.4.6.1                                          Generate ideas using such strategies as          *apply background knowledge                        focused free-writing
      Generate ideas using such strategies as          reading, discussing, focused free-writing,       *recall information on the topic
      reading, discussing, focused free-writing,       observing, brainstorming, and reading logs       *practice brainstorming
      observing, brainstorming, and reading logs                                                        *use reading, discussion, and observations to
                                                                                                        generate ideas
      W.4.6.2                                         Organize ideas by using such graphic organizers   *identify the graphic organizer appropriate for the charts
      Organize ideas by using such graphic organizers as webbing, mapping, charts/graphs, and           mode of writing                                     graphs
      as webbing, mapping, charts/graphs, and formal formal outlining with main topics and sub-topics   *use graphic organizers                             sub-topics
      outlining with main topics and sub-topics                                                         *organize ideas according to the appropriate
                                                                                                        graphic organizer (i.e., webbing, mapping,
                                                                                                        charts/graphs, and formal outlining with main
                                                                                                        topics and sub-topics)


      W.5.6.2                                          Select the form of writing that addresses the    *identify and select the appropriate mode of       audience
      Select the form of writing that addresses the    intended audience                                writing based on purpose and audience              mode
      intended audience
      W.4.6.5                                          Use prewriting to draft expository paragraphs    *draft by                                          expository
      Use prewriting to draft expository paragraphs    with emphasis on the following:                  -developing a central idea                         central idea
      with emphasis on the following:                  -central idea (a narrow focus)                   -selecting appropriate information to elaborate    elaboration
      -central idea                                    -explanation (topics, sub-topics)                and explain central idea                           unity
      -explanation                                     -elaboration (details, description)              -using transitions to show unity for purpose and
      -elaboration                                     -unity (on topic)                                audience
      -unity                                           -purpose and audience
      -purpose and audience


       Fourth Nine Weeks: Writing - Drafting
       Essential Question: How does drafting help the author get his/her thoughts on paper?
      W.5.6.1                                          Write to describe, to inform, to entertain, to   *create a piece of writing to describe             persuade
      Write to describe, to inform, to entertain, to   explain, and to persuade                         *create a piece of writing to inform
      explain, and to persuade                                                                          *create a piece of writing to entertain
                                                                                                        *create a piece of writing in order to explain
                                                                                                        *create a piece of writing in order to persuade




rev. 05-2008                                                                                                                                                                                      Page 28 of 31
6th Grade English Language Arts                                                                                                                                                           Work in Progress
                AR Department of Education
                                                                                Objective                                       Task Analysis                  Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

      Ongoing Student Learning Expectations: Writing of Pre-writing
      W.5.6.4                                         Write poems using a variety -                           * identify a ballad and its                     poetic devices
      Write poems using a variety of                  techniques/devices, with emphasis on narrative,           characteristics as a type of poetry           poetic techniques
      techniques/devices, with emphasis on narrative, including ballads                                       * create poems using a variety of               narrative poetry
      including ballads                                                                                         poetic devices, with an emphasis              ballad
                                                                                                                on narrative, including ballads




       Fourth Nine Weeks: Writing - Revising
       Essential Question: How can writing be improved through revising?
      W.4.6.8                                                Revise content for                               *differentiate between revise and edit          central idea
      Revise content for                                     -central Idea                                    *re-read the draft                              unity
      -central Idea                                          -organization (i.e., beginning, middle, and      *change or revise to assure that the writing    elaboration
      -organization (i.e., beginning, middle, and end;       end; sequencing ideas; major points of           -contains a central idea                        clarity
      sequencing ideas; major points of information,         information, etc.)                               -is organized according to purpose and mode     revise
      etc.)                                                  -unity                                           -maintains a central focus
      -unity                                                 -elaboration                                     -contains appropriate amount of elaboration
      -elaboration                                           -clarity                                         -has a clear message
      -clarity



      W.4.6.9                                                Revise style for                                 * revise to assure that                         tone
      Revise style for                                       -sentence variety                                   the writing:                                 voice
      -sentence variety                                      -tone                                                  - contains a variety of                   style
      -tone                                                  -voice                                                    sentence types and lengths
      -voice                                                 -selected vocabulary                                  - maintains a consistent tone
      -selected vocabulary                                   -selected information                                    (mood)
      -selected information                                                                                        - contains voice (writer’s
                                                                                                                       personality)
                                                                                                                   - contains selected
                                                                                                                       information and vocabulary
                                                                                                                       appropriate to the piece


      W.7.6.3                                                Use word or sentence repetition for effect       *define the use of repetition for effect        repetition
      Use word or sentence repetition for effect                                                              *identify examples of repetition of words and
                                                                                                              sentences
                                                                                                              *create a piece of writing that use word or
                                                                                                              sentence repetition for effect
      W.4.6.10                                               Revise writing using various tools/methods, such *identify various revision tools/methods        rubric
      Revise writing using various tools/methods, such       as peer and/or teacher collaboration, a          *select appropriate revision tool/method        reference
      as peer and/or teacher collaboration, a revision       revision checklist, rubric, and/or reference     *revise using selected revision tool/method     thesaurus
      checklist, rubric, and/or reference materials (i.e.,   materials (i.e., dictionary, thesaurus, etc.)
      dictionary, thesaurus, etc.)




rev. 05-2008                                                                                                                                                                                        Page 29 of 31
6th Grade English Language Arts                                                                                                                                                                Work in Progress
                AR Department of Education
                                                                              Objective                                          Task Analysis                      Essential Vocabulary   Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
       Fourth Nine Weeks: Writing - Editing
       Essential Question: How can writing be improved through editing?
      W.6.6.11                                             Apply conventional rules of punctuation in writing   *identify sentences in authentic writing that      complex sentence
      Apply conventional rules of punctuation in writing   with emphasis on                                     demonstrate punctuation rules                      compound sentence
      with emphasis on                                     -end marks                                           *create a piece of writing that includes correct
      -end marks                                           -quotation marks                                     use of punctuation with emphasis on
      -quotation marks                                     -comma in a series                                   -end marks
      -comma in a series                                   -comma in compound sentences                         -quotation marks
      -comma in compound sentences                         -comma in complex sentence                           -comma in a series
      -comma in complex sentence                           -comma in direct address                             -comma in compound sentences
      -comma in direct address                                                                                  -comma in complex sentence
                                                                                                                -comma in direct address


      W.4.6.11                                             Edit individually or in groups for appropriate       *re-read the draft
      Edit individually or in groups for appropriate       grade-level conventions, within the following        *change or edit to assure that the writing
      grade-level conventions, within the following        features:                                            -contains complete sentences
      features:                                            -Sentence formation                                  -contains no run on sentences
      -Sentence formation                                  •completeness                                        -contains sentences that have been expanded
      •completeness                                        •absence of fused sentences                          using standard coordination and modifiers
      •absence of fused sentences                          •expansion through standard coordination             -contains sentences that employ elaboration
      •expansion through standard coordination and         and modifiers                                        through standard subordination and modifiers
      modifiers                                            •embedding through standard subordination            -contains sentences that make sense
      •embedding through standard subordination and        and modifiers                                        -contains standard inflections, subject-verb
      modifiers                                            •standard word order                                 agreement, word meaning and conventions
      •standard word order                                 -Usage                                               -contains correct capitalization, punctuation,
      -usage                                               •standard inflections                                format, and spelling
      •standard inflections
                                                           •agreement
      •agreement
                                                           •word meaning
      •word meaning
                                                           •conventions
      •conventions
                                                           -Mechanics
      -mechanics
                                                           •capitalization
      •capitalization
      •punctuation                                         •punctuation
      •formatting                                          •formatting
      •spelling                                            •spelling



       Fourth Nine Weeks: Writing - Publishing
       Essential Question: When is a piece of writing ready to share with an audience?
      W.4.6.13                                             Maintain a writing portfolio that exhibits growth in *create pieces of different genres                 portfolio
      Maintain a writing portfolio that exhibits growth in meeting goals and expectations                       *select pieces to include in the portfolio based
      meeting goals and expectations                                                                            upon preset goals and criteria that demonstrate
                                                                                                                growth




rev. 05-2008                                                                                                                                                                                             Page 30 of 31
6th Grade English Language Arts                                                                                                                                                                  Work in Progress
                AR Department of Education
                                                                               Objective                                          Task Analysis                      Essential Vocabulary    Materials/Resources
                 CONTENT STANDARD/
            Student Learning Expectations (SLE)

       Ongoing Student Learning Expectations: Writing - Pre-writing
                                                   FOURTH NINE WEEKS - READING
                                Student Learning Expectations to be Addressed the Fourth Nine Weeks
       Fourth Nine Weeks: Reading Comprehension
       Essential Question: What strategies do good readers use to understand text?
      R.9.6.4                                              Create and revise questions related to the text or *create appropriate questions related to the topic revise
      Generate and revise questions relevant to text       topic being studied                                *revise questions when comprehension breaks topic
      and topics                                                                                              down

      R.10.6.11                                            Read a variety of poetry, with emphasis on           *identify text as a poem                            ballads
      Read a variety of poetry, with emphasis on           narrative, including ballads                         *recognize narrative poetry, specifically ballads
      narrative, including ballads                                                                              *read poetry, specifically ballads

      R.10.6.12                                            Explain how form, including rhyme, rhythm,           *recognize form, rhyme, rhythm, repetitions, line   rhyme
      Explain how form, including rhyme, rhythm,           repetitions, line structure and punctuation,         structure, punctuation                              rhythm
      repetitions, line structure and punctuation,         conveys the mood and meaning of a poem               *use these poetic devices to describe the mood      repetition
      conveys the mood and meaning of a poem                                                                    and meaning                                         line structure
                                                                                                                                                                    mood

       Fourth Nine Weeks: Reading Word Study
       Essential Question: How will developing a better vocabulary improve reading?
      R.11.6.8                                        Explain the meaning of figurative language such *identify and differentiate between idioms,                   figurative language
      Explain the meaning of figurative language such as idioms, similes and metaphors                similes, and metaphors                                        idioms
      as idioms, similes and metaphors                                                                *explain the meaning of idioms, similes, and                  similes
                                                                                                      metaphors                                                     metaphors
      R.11.6.9                                             Identify word origins, derivations and inflections   *define word origins                                word origins
      Identify word origins, derivations and inflections   and foreign words                                    *identify origin of foreign words                   derivations
      and foreign words                                                                                                                                             inflections
                                                                                                                                                                    foreign words
      R.11.6.5                                             Use context to determine meaning of multiple-        *demonstrate ability to use context clues           context
      Use context to determine meaning of multiple-        meaning words                                        (restatement, embedded definition, etc.) in         multiple-meaning words
      meaning words                                                                                             multiple reading situations
                                                                                                                *identify words with possible multiple meanings
                                                                                                                *use context clues to determine meaning


       Fourth Nine Weeks: Reading Fluency
       Essential Question: What are the goals for sixth grade fluency?
      R.11.6.11                                        Read grade-level text orally with an approximate         *automatically decode words
      Read grade-level text orally with an approximate rate of 145 words per minute                             *maintains a vocabulary commensurate with
      rate of 145 words per minute                                                                              grade-level text
                                                       Benchmark range: 145-160 wpm                             *use context strategies
                                                                                                                *read daily



rev. 05-2008                                                                                                                                                                                               Page 31 of 31

								
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