SIXTH GRADE READING 1ST SIX WEEKS Assessments Teachers will assess reading level with the Informal Reading Inventory or the STAR I

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SIXTH GRADE READING 1ST SIX WEEKS Assessments Teachers will assess reading level with the Informal Reading Inventory or the STAR I Powered By Docstoc
					                             SIXTH GRADE READING
                                 1ST SIX WEEKS

Assessments

Teachers will assess reading level with the Informal Reading Inventory or the
STAR IRI. Students will be grouped for reading. Assessment scores will be
recorded on the K-12 Language Arts Record Card.

Authentic SOL Learning Assessments: Each SOL should be assessed using the
recommended assessments in the Essential Diet.

SOL Test Preparation: Students should be shown how SOLs might be tested in
a multiple choice format using various test preparation materials suggested in the
Essential Diet.

Reading/Literature Content (40%)

Fiction (30%) – Novels, short stories, folk literature, and drama
Poetry (10%)

The students will read independently for 30 minutes per day in fiction, nonfiction,
and poetry at the students’ assessed reading levels.

The students will understand that fiction includes short stories, novels, folk
literature and drama.


Benchmark Reading Standards of Learning
            (underline indicates DOE Blueprint emphasis – check off skills as taught)

_____ 6.3      Read and learn the meanings of unfamiliar words and phrases

_____ 6.3 c Use context and sentence structure to determine meanings and
            differentiate among multiple meanings of words

_____ 6.4      Read and demonstrate comprehension of a variety of fiction,
               narrative nonfiction, and poetry

_____ 6.4 a Identify the elements of narrative structure, including setting,
            character, plot, conflict, and theme

_____ 6.4 d Describe how word choice and imagery contribute to the meaning
            of text

_____ 6.4 h Paraphrase and summarize the main points in the text


                                                                                        1
_____ 6.5    Read and demonstrate comprehension of a variety of informational
             selections

_____ 6.5 a Identify questions to be answered

_____ 6.5 b Make, confirm, or revise predictions

_____ 6.5 c Use context to determine meanings of unfamiliar words and
            technical vocabulary



Research skills are integrated throughout instruction.

_____ Review the use of a dictionary

_____ Review the use of a thesaurus


Reading Levels for the 1st Six Weeks

Below Grade Level

      -Reading in Level 5.0

On Grade Level

      -Reading in Level 6.0

Above Grade Level

      -Reading in Level 8.0




                                                                            2
                            PACING GUIDE – READING

SOL 6.3         The student will read and learn the meanings of unfamiliar
                words and phrases.

                c. Use context and sentence structure to determine meanings and
                   differentiate among multiple meanings of words.

Resources, Materials, and Activities

        DRTA

        DOE Curriculum Framework Essential Knowledge – Grade 6

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 4-5      Word Analysis and Vocabulary Acquisition
               -page 71        Guess, Locate, and Paraphrase Definitions
               -page 72        Wordsalive Map
               -page 73        Using the Context with a Speech Bubble
               -page 74        Using the Context with Sticky Notes and Jot Chart
               -page 75        Click and Clunk
               -page 76        Vocabulary Self-Collection Strategy
               -page 88        Figurative Language

Assessments

        Class discussions

        Teacher prepared activities and assessments



SOL 6.4         The student will read and demonstrate comprehension of a
                variety of fiction, narrative nonfiction, and poetry.

                a. Identify the elements of narrative structure, including setting,
                   character, plot, conflict and theme.
                d. Describe how word choice and imagery contribute to the
                   meaning of text.
                h. Paraphrase and summarize the main points in the text.

Resources, Materials, and Activities

        Holt Reading Skills and Strategies (for before, during and after strategies)

        Holt Literature Book
                 -Probable Passage
                         “The All-American Slurp” – page 31
                         “Just Once” – page 2
                         “President Cleveland, Where Are You?”



                                                                                       3
         -Story Impressions
                 “What Do Fish Have To Do with Anything?” – page 366
                 “The Adventures of the Speckled Band” – page 408

       -Anticipation Guides
                “Stray” – page 250
Jamestown Best Short Stories
       -Story Impressions
                “Lob’s Girl” – page 272

         -Anticipation Guides
                  “Tuesday of the Other June” – page 44

Hatchet by Gary Paulson – Anticipation Guides

DOE Curriculum Framework Essential Knowledge – Grade 6

Poetry

Independent Reading

In-Class Reading

Reading Responses

Supplemental Texts
       -In the Middle - Naomi Atwood
       -Reviser’s Toolbox – Barry Lane
       -Why We Must Run with Scissors – Barry Lane
       -There’s Room for Me Here – Janet Allen
       -After the End – Barry Lane
       -Inside Out – Dan Kirby, Tom Linear, Ruth Vinz
       -Seeking Diversity – Linda Reif
       -Poetry – Paul Janezko
       -Poetry – Donald Graves

Standards of Learning Enhanced Scope and Sequence Plus
       -pages 6-8      Comprehension of Narrative and Poetic Text
       -page 75        Click and Clunk
       -page 76        Vocabulary Self-Collection Strategy
       -page 83        Word Harvest (Probable Passage)
       -page 88        Figurative Language
       -page 89        Imagery
       -page 90        Choral Reading
       -page 91        Echo Reading
       -page 92        Reader’s Theater
       -page 94        Directed Reading Thinking Activity
       -page 95        Directed Listening Thinking Activity
       -page 96        Read-Pair-Share
       -page 97        Think and Reflect in Pairs
       -page 98        Think Aloud
       -pages 99-100 Question-Answer Relationship
       -page 101       ReQuest
       -page 102       Reciprocal Teaching
       -page 103       Written Conversation
       -page 104       Story Map


                                                                       4
                -pages 105-106    Story Map with Character Perspective
                -page 107         Elements of Fiction
                -page 108         Somebody…Wanted…But…So…
                -page 109         Hot Spots
                -pages 110-111    Questioning the Author
                -page 112         Anticipation Guide
                -page 113         Three-Level Guide
                -page 118         Open House
                -page 119         Making Connections
                -page 121         It Says…I Say
                -page 125         Shared Inquiry (Socratic Seminar)
                -page 127         Biopoem
                -page 129         Save the Last Word for Me
                -pages 131-132    Literature Circles
                -pages 149-150    Analyzing Characters through Biopoems
                -pages 151-152    Analyzing Characters with Characterization Charts
                -pages 155-157    Analyzing a Literary Genre
                -pages 162-163    Understanding Novels with Open House – To Discover
                -pages 164-165    Finding Poetic Features
                -pages 166-167    Rehearsing and Reading Scripts with Reader’s Theater
                -pages 168-169    Summarizing with Somebody…Wanted…But…So…
                -pages 170-171    Analyzing Stories with a Story Map
                -pages 172-174    Analyzing Poetry with TPCASTT
                -pages 175-176    Predicting a Story through a Word Harvest

Assessments

        Class Discussions

        Teacher Prepared Activities and Assessments

        Assessments correlated with adopted texts

        Rockingham County Reading Strategy Assessments – Grade 6
               -Story Impressions
               -Anticipation Guide
               -Somebody…Wanted…But…So…


SOL 6.5         The student will read and demonstrate comprehension of a
                variety of informational selections.

                a. Identify questions to be answered.
                b. Make, confirm, or revise predictions.
                c. Use context to determine meanings of unfamiliar words and
                   technical vocabulary.

Resources, Materials, and Activities

        Focus on nonfiction – biography and autobiography
               Recognizes characteristics of biographical fiction – a narrative of a real
                        person’s life, but largely inspired by the imagination of the author




                                                                                               5
Save the Last Word for Me
       Holt Literature page 109 – “Brother”
       Pre-Reading Strategy – Probable Passage

DRTA
       Holt Literature page 126 – “The Mysterious Mr. Lincoln”
       Pre-Reading Strategy – Anticipation Guides

       Jamestown Best Nonfiction page 120 – “I Got Myself a Start by Giving Myself a
              Start”
       Pre-Reading Strategy – Anticipation Guide

Graphic Map
       Holt Literature page 136 – “A Glory Over Everything”
       Pre-Reading Strategy – Story Impressions

Say Something
      Holt Literature page 96 – “Storm”
      Pre-Reading Strategy – Probable Passage

DOE Curriculum Framework Essential Knowledge – Grade 6

Standards of Learning Enhanced Scope and Sequence Plus
       -pages 9-10     Comprehension of Informational Text
       -page 69        Semantic Features Analysis
       -page 70        List/Group/Label (Word Sort)
       -page 73        Using the Context with a Speech Bubble
       -page 74        Using the Context with Sticky Notes and Jot Chart
       -page 75        Click and Clunk
       -page 76        Vocabulary Self-Collection Strategy
       -page 83        Word Harvest (Probable Passage)
       -page 93        Partner Reading
       -page 96        Read-Pair-Share
       -page 97        Think and Reflect in Pairs
       -page 98        Think-Aloud
       -pages 99-100 Question-Answer Relationship
       -page 101       ReQuest
       -page 102       Reciprocal Teaching
       -page 103       Written Conversation
       -page 109       Hot Spots
       -pages 110-111 Questioning the Author
       -page 112       Anticipation Guide
       -page 113       Three-Level Guide
       -pages 114-115 Pattern Guide
       -pages 116-117 Signal Words
       -page 119       Making Connections
       -page 120       Jot Charts
       -page 121       It Says…I Say…
       -page 122       Summarizing Based on Rules
       -page 123       Group Summarizing
       -page 124       Collaborative Summarizing
       -page 125       Shared Inquiry (Socratic Seminar)
       -page 126       SQ3R
       -page 128       About/Point
       -page 130       Cooperative Reading Activity
       -pages 133-134 Zooming In and Zooming Out


                                                                                       6
               -pages 177-178 Comprehending Text with an About/Points Chart
               -pages 179-180 Understanding Text with an Anticipation Guide
               -pages 183-184 Summarizing with Subheadings and Group Collaboration
               -pages 189-190 Reading and Rereading for Understanding with Note-Taking
                              Guide Chart
               -pages 194-195 Answering Text-Based Questions with ReQuest

      Poetry

      Independent Reading

      In-Class Reading

      Reading Responses

      Vocabulary Study

      Journal Writing

      Supplemental Texts
             -In the Middle - Naomi Atwood
             -Reviser’s Toolbox – Barry Lane
             -Why We Must Run with Scissors – Barry Lane
             -There’s Room for Me Here – Janet Allen
             -After the End – Barry Lane
             -Inside Out – Dan Kirby, Tom Linear, Ruth Vinz
             -Seeking Diversity – Linda Reif
             -Poetry – Paul Janezko
             -Poetry – Donald Graves

Assessments

      Class Discussions

      Teacher Prepared Activities and Assessments

      Assessments correlated with adopted texts


Reading Strategy Emphasis for the First Six Weeks
      -Activates Prior Knowledge
      -Predict using strategies such as DRTA, Anticipation Guides, Probable Passage, Story
               Impressions or Say Something
      -Summarize or paraphrase text using strategies, such as Somebody…Wanted…
               But…So…


Research Materials and Activities/Assessments

      Dictionary/Thesaurus Review

      Library Resources

      Definitions of Word Study Vocabulary



                                                                                             7
                             SIXTH GRADE WRITING
                                 1ST SIX WEEKS

Assessments

Teachers will domain score students’ writing piece and place it in the John
Collins Writing Folder. The domain score will be recorded on the K-12 Language
Arts Record Card.

Writing Content      (40%)

Annually, 6th grade students are required to write Portfolio Type IV papers:
Narrative (3), Descriptive (2-3), and Explanation (3). Type IV papers must be
placed in the John Collins Writing Folder.

During the first six weeks, students will write daily in a log, writer’s notebook, etc.
for a variety of purposes with special emphasis on narration, description, and
summarization. Two Type IV narratives should be placed in the Collins writing
folder.


Benchmark Writing Standards of Learning
          (check off skills as taught – underline indicates DOE Blueprints emphasis)

_____ 6.6     Write narratives, descriptions, and explanations

_____ 6.6 a Use a variety of planning strategies to generate and organize ideas

_____ 6.6 b Establish central idea, organization, elaboration and unity

_____ 6.6 c Select vocabulary and information to enhance the central idea,
            tone, and voice

_____ 6.6 e Revise writing for clarity

_____ 6.7     Edit writing for correct grammar, capitalization, punctuation,
              spelling, and sentence structure

_____ 6.7 b Use subject-verb agreement with intervening phrases and clauses

_____ 6.7 f Use correct spelling for frequently used words




                                                                                       8
                             PACING GUIDE – WRITING


SOL 6.6         The student will write narratives, descriptions, and
                explanations.

                a. Use a variety of planning strategies to generate and organize
                   ideas.
                b. Establish central idea, organization, elaboration, and unity.
                c. Select vocabulary and information to enhance the central idea,
                   tone and voice.
                e. Revise writing for clarity.
Resources, Materials, and Activities

        Holt Language Book – page 27

        DOE Curriculum Framework Essential Knowledge – Grade 6

        Suggested FCAs:
               -engaging opening
               -establish vivid setting
               -dialog to reveal characters, move the plot

        Graphic organizers

        Standards of Learning Enhanced Scope and Sequence Plus
               -page 207       Brainstorming
               -page 209       Using Graphic Organizers
               -page 210       Quick Write
               -page 211       Free Write
               -page 212       Generating Questions
               -page 213       Cubing
               -page 214       Outlining
               -page 215       RAFT
               -page 216       Personal Topic Collection
               -page 217       Hooking the Reader
               -page 218       Finding Voice
               -page 219       Choosing Tone
               -page 220       Peer Revision
               -page 221       PQP
               -pages 222-223 SOS
               -page 224       Paragraph Scramble
               -page 225       Adding Transitions
               -page 227       Exploding the Moment
               -page 228       The Hat
               -page 229       RIP
               -pages 240-241 Ruffling Feathers
               -pages 244-245 Explaining a Process
               -pages 248-249 Replacing Anemic Words
               -pages 250-251 Elaboration




                                                                                    9
Assessments

        Domain scored student writing pieces

        Graphic organizers



SOL 6.7         The student will edit writing for correct grammar,
                capitalization, punctuation, spelling, and sentence
                structure.

                b. Use subject-verb agreement with intervening phrases and
                    clauses
                f. Use correct spelling for frequently used words

Resources, Materials, and Activities

        Holt Elements of Language
                -sentence diagramming – pages 804-804
                -verb tense – pages 458-461
                -adverbs – pages 495-496

        DOE Curriculum Framework Essential Knowledge – Grade 6

        Graphic Organizers

        Standards of Learning Enhanced Scope and Sequence Plus
               -page 231       C3B4ME
               -page 236       Editing for Correct Sentence Formation
               -page 238       Editing for Correct Subject-Verb Agreement
               -pages 261-262 Identifying the Verb

Assessments

        Domain scored student writing pieces

        Daily Oral Language Activities

        Teacher prepared activities and assessments




                                                                             10
                          SIXTH GRADE WORD STUDY
                                1ST SIX WEEKS

Assessments

Teachers will assess students’ word knowledge using the Ganske
Developmental Spelling Assessment. Students will be grouped according to
these results. If the student’s score indicates the student is in the syllable
juncture stage, teachers should use the following pacing guide. If the student’s
score is within word or letter name, teachers must develop appropriate lists and
activities. The Ganske score should be recorded on the K-12 Language Arts
Record Card.

Word Study Content          (20%)

When students write, they are held accountable for correctly spelling within their
word knowledge, as well as the 500 high-frequency words.

Instruction will include a review of the concept of syllable units, review of
doubling and e-drop with ed and ing, as well as a review of homophones.


Benchmark Word Study Standards of Learning
            (check off skills as taught – underline indicates DOE Blueprint emphasis)

_____ 6.3      Read and learn the meaning of unfamiliar words and phrases

_____ 6.3 a Identify word origins, derivations, and inflections

_____ 6.3 c Use context and sentence structure to determine meanings and
            differentiate among multiple meanings of words

_____ 6.3 d Use word-reference materials

_____ 6.7      Edit writing for correct spelling

_____ 6.7 f Use correct spelling for frequently used words




                                                                                        11
                          PACING GUIDE – WORD STUDY

SOL 6.3         The student will read and learn the meaning of unfamiliar
                words and phrases.

                a. Identify word origins, derivations, and inflections.
                c. Use context and sentence structure to determine meanings
                   and differentiate among multiple meanings of words.
                d. Use word-reference materials.


Resources, Materials, and Activities

        Weekly spelling lists

        Teacher prepared activities

        Daily Oral Language

        Dictionaries

        Student writing

        DOE Curriculum Framework Essential Knowledge – Grade 6

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 4-5      Word Analysis and Vocabulary Acquisition
               -page 72        WordsAlive Map
               -page 75        Click and Clunk
               -page 79        Root Trees
               -page 87        Morpheme Game
               -pages 142-143 Differentiating Homophones
               -pages 144-146 Expanding Vocabulary through Root Trees
               -pages 147-148 Acquiring Vocabulary through Word Mapping

Assessments

        Holt Literature Book – Teacher’s Edition pages 1d, 93d, etc.

        Holt Assessment Manual

        Weekly Spelling Tests and Activities

        Teacher prepared assessments




                                                                              12
SOL 6.7         The student will edit writing for spelling.

                d. Use correct spelling for frequently used words.

Resources, Materials, and Activities

        Weekly spelling lists

        Teacher prepared activities

        Daily Oral Language

        Dictionaries

        Student writing

        DOE Curriculum Framework Essential Knowledge – Grade 6

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 13-14    Usage and Mechanics
               -page 80        Homophone Cards

Assessments

        Weekly spelling activities and tests

        Holt Literature Book – Teacher’s Edition pages 1d, 93d, etc.

        Holt Assessment Manual




                                                                       13
                    SIXTH GRADE ORAL LANGUAGE
                           1ST SIX WEEKS


Oral language instruction and activities are integrated throughout the sixth grade
curriculum daily.


Benchmark Oral Language Standards of Learning
                              (check off skills as taught)


_____ 6.1    Analyze oral participation in small-group activities

_____ 6.1 b Evaluate own contributions to discussions

_____ 6.2    Listen critically and express opinions in oral presentations

_____ 6.2 a Distinguish between fact and opinion

_____ 6.2 b Compare and contrast viewpoints

_____ 6.2 d Paraphrase what is heard

_____ 6.2 e Summarize what is heard

_____ 6.2 f Use grammatically correct language and vocabulary appropriate
            to audience, voice, topic, and purpose




                                                                                14
                      PACING GUIDE – ORAL LANGUAGE


SOL 6.1         The student will analyze oral participation in small group
                activities.

                b. Evaluate own contributions to discussions.

Resources, Materials, and Activities

        Holt Language – “Speaking and Listening” – page 719

        Participation in class discussions

        Small group discussions and activities

        DOE Curriculum Framework Essential Knowledge – Grade 6

        Standards of Learning Enhance Scope and Sequence Plus
               -pages 2-3      Oran Communication
               -pages 49-51    Waxing Lyric
               -pages 52-53    Becoming Narrative

Assessments

        Teacher observation

        Rubric for evaluating participation


SOL 6.2         The student will listen critically and express opinions in oral
                presentations.

                a.   Distinguish between fact and opinion.
                b.   Compare and contrast viewpoints.
                d.   Paraphrase what is heard.
                e.   Summarize what is heard.
                f.   Use grammatically correct language and vocabulary
                     appropriate to audience, topic, and purpose.


Resources, Materials, and Activities

        Holt Elements of Language – pages 236 and 705

        Class discussions/Small group discussions and activities

        DOE Curriculum Framework Essential Knowledge – Grade 6

        Standards of Learning Enhanced Scope and Sequence Plus
               -pages 2-3      Oral Communication



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