Grade 6 ELA - Minisink Minisink Valley- ELA Type: ... elimination, refer to story for proof) ... B. ELA Practice test 2 C. ELA Practice test 3

Map: Minisink Valley- ELA Type: Consensus Grade Level: 6 School Year: 2007-2008

Author: Nicole Ey District/Building: Minisink Valley CSD/Middle School

Created: 11/06/2007 Last Updated: 11/06/2007

This map copied from: Minisink Valley- ELA by Nicole Ey

Essential Questions Content Skills Assessments Standards/PIs

Why is it important tounderstand your schedule?

Why is it imporant to organizeyour binder?

How can you keep your binderorganized?

Why is it important to tell the

difference between a sentenceand a "non-sentence"?

How can you determine whatpunctuation mark goes at the

end of a sentence?

How can you LEARN how tospell words correctly?

What is the difference between

a capital letter and a lowercase letter on an outline?

What, besides letters do we

use to categorize informationon an outline?

What is a paragraph? What is athesis statement? Answer: A

thesis statement is a sentence,normally in the introduction,

that states the main idea of thepaper, and narrows the general

topic into specific details to bediscussed more in depth. What

is a topic sentence? Answer: Atopic sentence is found in each

paragraph, and identifies themain idea of that particular

paragraph. What aresupporting details? Answer:

Supporting details are thedetails relevant to the topic to

be discussed in eachparagraph.

Beginning of the year

procedures

Journal Procedure

spelling

parts of speech

vocabulary development

graphic organizers

recalls locker combination tosuccessfully open locker

demonstrates an

understanding of class scheduleby getting to each class on

time without assistance

organizes notebook to keepmaterials in order for each

class

uses assignment book torecored assignments

applies knowledge of

classroom procedures to dailyclassroom routine

composes a letter about self to

share information with teacher

applies language knowledge todaily journals

reads passage and completes

blank with correct vocabularyword

organizes information from

reading passge into a graphicorganizer

use homework folder to obtain

work

follow daily sixth grade routine

multiple choice questions

weekly spelling tests

graphic organizer

Homework

Writing Tasks

vocabulary quizzes/tests

begin Buckledown- gradecertain pages

ELA1-6.R.5ELA1-6.R.12

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ELA4-6.S.4

What is the difference betweena topic sentence and a thesis

statement?


LITERATURE/WRITING:

Literarture Works

Stories/Novels

How does an understanding ofour personal background help

us to tolerate other cultures,religious beliefs, nationalities,

ethnicities, family structures,etc?

How do our relationships with

others help us learn aboutourselves?

How can we adopt an

organizational formatappropriate for critical analysis

and evaluation?

How can poetry help us toconnect themes across texts?

ELA PREPARATION:

How can we use reading

comprehension strategies toimprove our understanding of

literary and informationaltexts?

What note-taking procedures

are useful during a listeningexercise?

How does the way we view

ourselves help us to respectothers?

EDITING AND REVISION:

How can we edit and revise toimprove our writing?

LITERATURE/WRITING:

Literature Works Stories

REALISTIC/ FICTION: Novel

Paragraphs (Restate, Answer,

For Example (3), Tie Together)

Transitions/seguencing

Cause & effect

LITERARY DEVICES

setting, chacters, mood, plot,character traits

ELA PREPARATION:

REVIEW OF TEST-TAKINGSTRATEGIES:

Comprehension strategies

(Before, During and Post ActiveReading)

Marginal notes & highlighting

strategies

Short answer techniques

Multiple choice strategies

(Predict answer, process ofelimination, refer to story for

proof)

(Reading, Writing, Listening &

Independent Essay)

(Multiple Choice, ReadingComprehension, Grammar,

Writing)


LITERATURE/WRITING:

Support character traits fromNovels with direct evidence

from text and personalexperiences on a character

growth chart

Connect ideas and themesacross texts

Identify information that is

implied rather than stated

Read, view, and interpret textsfrom a variety of genres

Recognize how authors use of

language creates images offeelings, with assistance

Participate cooperatively and

collaboratively in groupdiscussions of texts

Demonstrate personal

response to grade-level textsthrough a range of responses,

such as, writing, drama, andoral presentations

Record a personal narrative

about an event and its impacton your own life

ELA PREPARATION:

REVIEW TEST-TAKINGSTRATEGIES:

Employ comprehension skills to

answer multiple-choicequestions and short- answer

responses in Buckledown

LITERATURE/WRITING:

Journal assignments

Poster assignment

Weekly Spelling Tests

Grammar Quizzes and Test

Homework

Novel Quizzes and Tests

LA PREPARATION:


Ask questions to self-monitorcomprehension, to clarify

understanding, and focusreading

Read grade-level text andanswer literal, inferential,

analytic, and evaluativequestions

INDEPENDENT WRITING:Write independent essay

projects for novels/ shortstories

LISTENING:

ELA Binder

VOCABULARY:Complete vocabulary

worksheetVocabulary quizzes/tests




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How does the use of literarydevices add voice and

imagery to our writing?

VOCABULARY:How can we enrich our

vocabulary by recognizing newwords in context and using

new words in writing?

Punctuation, spelling, grammar& capitalization

Kinds of sentences, subjects

and predicates, independent &dependent clauses,

compound & complexsentences and combining

sentences

Pronouns

VOCABULARY:

Literature Works story's

Vocabulary from Novels

Facts and details

Analyze information

Library Search

Workbook

Use text features, such as

headings, captions, and titles,to understand and interpret

informational texts

Apply corrective strategies toassist in comprehension

Identify main ideas and

supporting details ininformational texts, to

distinguish relevant andirrelevant information

Point out before, during and

post reading strategies

Illustrate marginal notes,highlight important information

only

Select correct multiple choiceanswers by eliminating silly

choices

Outline proper short answerresponses utilizing RAFT

technique

READING and WRITING:

Complete graphic organizer

based on stories

Select and incorporate avariety of transitions in short

responses, extendedresponses, creative writing,

personal narrative andindependent essays

INDEPENDENT WRITING:

Daily Journals- Do Now

LISTENING:

Listen to two stories and takeX notes

ELA2-6.L.4


ELA2-6.S.1ELA3-6.L.1


ELA3-6.L.7ELA3-6.S.1


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ELA3-6.W.11ELA3-6.W.8

Produce two short answers

utilizing RAFT

Complete graphic organizerbased on both stories

Create essay based on both

stories


Apply correct editing and

revision skills by peer editingand teacher conferencing

Identify and write

different kinds of sentences

VOCABULARY:

Use prior knowledge and

experience in order tounderstand ideas and

vocabulary found in a varietyof texts

Use word recognition skills and

strategies, accurately andautomatically, when decoding

unfamiliar words

Learn grade-level vocabularythrough both direct and indirect

means

Spelling -Use word structureknowledge, such as roots,

prefixes, and suffixes, todetermine meaning

Distinguishes between fiction

and non fiction.


LITERATURE/WRITING:

Novels from 6th grade

curriculum


Poetry

ELA PREPARATION:

How can we exercise our ELAstrategies to answer multiple

choice questions with accuracy

Literature Work Stories:Various stories

LITERATURE/WRITING:

NOVEL: Choose from Grade 6Novels

LITERATURE/WRITING:

Skim material to gain an

overview of content or locatespecific information

Identify information that isimplied rather than stated

Read, view, and interpret texts

from a variety of genres

Graphic Organizers

KWL Charts

Independent Essays(Thematically-related)

In essay and short-response

ELA1-6.R.1



ELA1-6.R.8ELA1-6.R.10

ELA1-6.R.11ELA1-6.R.12

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and written responses with

ample text support?

How can we listen withcomprehension for teacher-

determined purposes andrespond appropriately to what

is heard?

What characterizes awell-written essay in the

Independent Writing section onthe ELA?

What techniques should be

used to answer questions inthe Reading and Writing section

of the ELA?


How can we revise and edit our

work in order to improve ourwriting and increase our rubric

scores?

VOCABULARY:

How can we acquire newvocabulary by reading a variety

of texts?

How can we use priorknowledge and experience in

order to understand and usenew vocabulary in our

everyday writing and speaking?

Appropriate Transitions

How to Write a

Compare/Contrast Essay

ELA PREPARATION:

REVIEW OF TEST-TAKING

STRATEGIES:

Comprehension Strategies(Before, During and Post Active

Reading)

Marginal Notes & HighlightingStrategies

Short Answer Techniques

Multiple Choice Strategies

(Predict answer, process of

elimination, refer to story forproof)

Buckledown workbook

(Multiple Choice Task, ReadingComprehension Task,

Writing/Grammar Practice)

Review ELA Listening X-NoteStrategies

Grammar:

Punctuation, Spelling, Grammar

& Capitalization

Predicates

Verbs, Verb Tenses (Past,Present, Future)

Irregular Verbs

Subject-Verb Agreement

Read aloud from a variety of

genres

Identify literary elements ofdifferent genres

Recognize how the author's

use of language createsimages or feelings, with

assistance

Participate cooperatively andcollaboratively in group

discussions of texts

Demonstrate personalresponse to grade-level texts

through a range of responses,such as writing, drama, and

oral presentationsDraw conclusions and make

inferences on the basis ofexplicit and implied information,

with assistance

Note and describe aspects ofthe writer's craft and explain

the role that craftingtechniques play in helping the

reader comprehend the textCreate a poster

Develop a paragraph usingappropriate transitions to

summarize plot from novel

Write an essay

comparing/contrasting

Recognize how writer's craftaffects the mood, setting and

characterization in the storyScott Foresman Unit 3)

ELA PREPARATION:


STRATEGIES:

Use a variety of strategies(e.g. summarizing, forming

questions, visualizing andmaking connections) to

support understanding of textsread

Employ self-monitoring

strategies and engage inself-correcting behaviors when

comprehension has beendisrupted

form, summarize facts and

details from the novel

Projects- Novels and LiteratureWorks Stories

Daily Journal Entry- Do Now

Buckledown

ELA PREPARATION:


Ask questions to self-monitorcomprehension to clarify

understanding and focus onreading

Read grade-level text and

answer literal, inferential,analytic, and evaluative

questions

READING AND WRITING:Reading Comprehension

Multiple Choice TestBuckledown

INDEPENDENT Paragraph:Write an independent

paragraphLISTENING:

Weekly Spelling Test

VOCABULARY:

NovelsShort Stories

Quizzes/Tests

ELA1-6.W.4



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REQUIRED VOCABULARY:

Vocabulary from novel

Ask questions to self-monitor

comprehension, to clarifyunderstanding and to focus

reading

READING AND WRITING:

Compare two stories andaccurately write two short

responses(RAFT)

Complete graphic organizerbased on stories

Write a complete essay in

response to question based onstories (ICE)


Outline and Write IndependentEssay that follows along with

Unit 3 Scott ForesmanLISTENING:

Listen to two stories and take

X-Notes

Produce two short answersutilizing RAFT


based on both stories

Create essay based on bothstories


Point out predicates and verbs

Practices Verb-Tenses (Past,Present, and Future)

Recognize irregular verbs

Use correct grammatical

construction

Use prewriting activities (e.g.brainstorming, note-taking,

outlining, and paragraphing)

Use the writing process (e.g.,prewriting, drafting, revising,

proofreading, and editing)

Observe the rules ofpunctuation, capitalization, and

spelling

Use signal/transitional words(e.g., in addition, for example,

finally, as a result, finally, as a

result, similarly, and on the

other hand) to provide clues toorganizational format

Use a variety of spelling

resources such as dictionariesand spell-check tools to

support correct spelling


Various Novels from 6th grade

Short Stories

ELA PREPARATION:

How can we enrich our ELAstrategies to succeed on New

York State Assessments?

Why is the X-Note Strategy anessential tool for Listening

Activities?

How can note-taking practicehelp us become better

listeners?


How can we edit and revise ourwork to improve our writing?

How can we vary our sentence

openers and write morecomplex sentences in order to

improve our writingperformance?

NOVEL: Choose from grade

six novels listed from theresource column

A. ELA Practice test

B. ELA Practice test 2

C. ELA Practice test 3

D. ELA Practice test 4

E. ELA Practice test 5

F. Writing Prompt 5.1

Grammar:

Punctuation, Spelling, Grammar

& Capitalization

Predicates

Verbs, Verb Tenses (Past,Present, Future)

Irregular Verbs

Subject-Verb Agreement

REQUIRED VOCABULARY:


LITERATURE/WRITING:

Read to collect and interpret

data, facts, and ideas frommultiple sources

Recognize how new

information is related to priorknowledge or experience

Use inflection and intonation

appropriate to text read andaudience

Read grade-level texts from a

variety of genres, in varyingtext formats and by different

authors, for a variety ofpurposes

Make connections between

texts being read to own lives,the lives of others, other texts

read in the past, and the worldat large

Use prior knowledge, along

with multiple soures ofinformation, to support

comprehension, from formingpredictions to making

inferences and drawingconclusions

Share reading experiences tobuild a relationship with peers

or adults: for example, readtogether aloud with a partner

or in small groups

Read novel, poetry, magazinearticles, tall-tales to make

connections between texts

Understand the characteristicsof historical fiction

Analyze the impact of the

LITERATURE/WRITING:

Journal assignments

Projects



Homework


LA PREPARATION:REVIEW OF TEST-TAKING

STRATEGIES:

Ask questions to

self-monitor comprehension,to clarify understanding, and

focus readingRead grade-level text and


questions

Book Report

ELA PREPARATION:

A-E Practice tests were

scored using the samplerubrics

F- Writing Prompts were

scored using the 6th gradewriting rubric


STRATEGIES:Ask questions to self-monitor

comprehension, to clarifyunderstanding and focus

reading Read grade-level text and

answer literal, inferential,




ELA1-6.R.10ELA1-6.R.11

ELA1-6.R.12ELA1-6.R.14

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ELA2-6.R.9ELA2-6.R.10

ELA2-6.R.11ELA2-6.R.13

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ELA2-6.W.7ELA2-6.W.10

ELA2-6.W.11ELA2-6.L.1



setting

Demonstrate the effective use

of writer's craft technique

Use strategies, such asnote-taking, semantic webbing

or mapping, and outlining, toplan and organize writing

Understand outlining, including

the terms main topics,subtopics, and details

Use an outline to summarize,

separate,and organizeinformation gathered from at

least two sources

Use vivid language such asadjectives, sensory details,

figurative language, andtransitions to create a mental

image

A.1 Students evaluate the text

they have read and compareand contrast two biographies

about significant historicalfigures.

A.2 Student evaluate the text

to identify various cause andeffect relationships, then

synthesize a paragraph tahtexplains the aforementioned

relationships.

A.3 Students use the twodocuments provided as

examples to synthesize awritten response about a life

changing event they haveexperienced.

B.1 Students evaluate the text

and synthesize a response thatexplains elements of

characterization.

B.2 Students evaluate the text,analyze their personal lives,

and apply opinions tosynthesizing a response

persuading readers to agreewith their position.

analytic, and evaluative

questions

ELA2-6.S.1





ELA3-6.W.8ELA3-6.W.11










C.1 Students analyze the text

to find details to support theiropinions of a fictitious event

that is historically based.

C.2 Studnets evaluate theirpersonal experiences in school

and apply them to synthesize aresponse explaining a project

that they have completed whileexplaining what they have

learned from it.

C.3 Students listen to aselection and apply their

understanding towardsynthesizing a response that

explains authors intentionsbased on styles of writing.

C.4 Students listen to a

selection and apply theirunderstanding toward

synthesizing a response thatexplains the releationships

between details in given in thepassage.

C.5 Students evaluate the

listening passage and apply thedetails to synthesize a personal

letter with those details.

D.1 Students recall details froma passage to complete a

graphic organizer that shows aheirichal relationship between

facts and details given in thepassage.

D.2 Students evaluate the text

and apply their understandingto synthesize a response

that incorporates facts, details,and personal opinions.

D.3 Students apply facts and

details from the passage tosynthesize a persuasive

letter to their family.

E.1 Students evaluate apassage for purpose. After

evaluating the passagestudents synthesize a

response that explains thepurpose of the passages based

on their contentsand presentation.

E.2 Students evaluate a

poem's meaning and formulatea response that includes details

to support their understandingof the meaning.


LITERATURE/WRITING:

Novels/Short Stories

How can being active readers

help us develop our writingskills?

Why is it important to create

written responses to theliterature we read?

What can we learn fromobserving the world around us?

How can one's experience

change his/her point of view?

In what ways can poetryenhance our understanding of

the world around us?

ELA PREPARATION:

How can we use readingcomprehension strategies to

improve our understanding ofliterary and informational

texts?

What note-taking proceduresare useful during a listening

exercise?


How can we apply what wehave learned about our writing

to future assignments?

LITERATURE/WRITING:

Novels- choose from grade 6

resources

Appropriate transitions (Howwe use them and recognize

them)

Authors' use of persuasive

language

How to write a

descriptive writing piece

Poetry- LITERARY DEVICES:

Tone

Foreshadowing

Metaphor

Onomatopoeia

Narration

LITERATURE/WRITING:

Novels

Graphic Organizers

KWL Chart displayinginformation from Novels

Independent Essays

(Thematically-related)

Independent book reports to

be completed at home, alongwith a creative project

Oral presentation

Novels- End of story selection

tests

LITERARY DEVICES:New Chapter: Use tone and

language appropriate forintended audience when

creating a different chapterending- Novels

ELA PREPARATION:REVIEW OF TEST-TAKING


comprehension to clarifyunderstanding and focus




ELA1-6.R.11ELA1-6.R.10

ELA1-6.R.12ELA1-6.R.14

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ELA2-6.R.10ELA2-6.R.11

ELA2-6.R.13

How can we use editing andrevision skills to improve our

writing?

VOCABULARY:

How can we enrich ourvocabulary by recognizing new

words in context and usingnew words in writing?

ELA PREPARATION:

REVIEW TEST-TAKING

STRATEGIES:

Comprehension strategies(Before, During and Post Active

Reading)

Marginal notes & highlightingstrategies

Short answer technique

Multiple choice test taking

strategies (Predict answer,process of elimination, refer to

story for proof)

Buckledown

Reading, Writing, Listening &Independent Essay)

(Multiple Choice, ReadingComprehension,

Writing/Grammar Practice)


Punctuation, Spelling, Grammar& Capitalization

Nouns (Proper & Common)

Plural and Possessive Nouns

Verbs

Pronouns

reading

Read grade-level tet andanswer literal, inferential,


READING AND WRITING:Buckledown- ELA Binder


Homework Assignments

LISTENING:Listen to two stories and take

X notesProduce two short answers

utilizing RAFTComplete graphic organizer

Write extended response

EDITING AND REVISION:Assessment based on

competecy in revision andediting of "editing paragraphs"

and on individual work

VOCABULARY:Based on ability to identify

challenging vocabulary incontext, and to use challenging

vocabulary in writingAlso based on answers to

vocabulary exercises

ELA2-6.R.15



ELA2-6.W.10ELA2-6.W.11








ELA3-6.W.11ELA3-6.L.1










ELA4-6.S.4

LITERATURE/WRITING:

Identify main ideas and

supporting details in text todistinguish relevant and

irrelevant information

Identify the ways in whichcharacters change and develop

throughout a story

Interpret characters, plot,setting, and theme, using

evidence from the text

Define the elements of anExpository Nonfiction

Writing piece

Identify details from Novel

Use at least three sources ofinformation, with appropriate

citations, to develop a researchpaper based on teacher-

selected topic

Take notes to record andorganize relevant data, facts,

and ideas

Compare and contrast ideasand information from two or

three sources

Use knowledge of structure,content, and vocabulary to

understand text

Draw conclusions and makeinferences on the basis of

explicit and implied information

Distinguish between fact andopinion

Recognize that sometimes a

statement includes both factsand opinions

Use context clues to figure out

word meaning

Use clue words, numbers, andprior knowledge to keep the

steps in a process in order,including the steps in a natural

process

Identify character traits byanalyzing what they think, say,

and do and how othercharacters treat them

Use graphic sources, such asphotographed, graphs,

timelines, and charts, as wellas, facts

Listen to, analyze, and

summarize what the speakersays after an oral presentation

Review the difference between

summarizing and paraphrasing

Participate cooperatively andcollaberatively in group


State main idea or importantdetails of an article or major

event in the story

Recognize the distinguishing

features of expositorynonfiction

LITERARY DEVICES:

Extend knowledge of wordmeaning through direct and

indirect means

Understand imagery and usedescription to create images


use of language createsimages or feelings

Recognize the author's use of

word play such as puns andplayful use of synonyms

Identify examples of dialect

and recognize why an authoruses it

Establish a consistent point of

view

ELA PREPARATION:


STRATEGIES:

Evaluate the validity andaccuracy of information, ideas,

themes, opinions, andexperiences in text to evaluate

examples, details, or reasonsused to support ideas


Complete graphic organizers

based on stories

Write an extended responsebased on stories


Outline and write a paragraph

LISTENING:


X Notes

Produce two short answersutilizing



Create essay based on both

stories

VOCABULARY:

Use word structure knowledge,such as root prefixes, and

suffixes to determine meaning

Use self-monitoring strategiesto identify specific vocabulary

difficulties that disruptcomprehension, and employ an

efficient course of actions, suchas using a known word base or

a resource such as a glossaryto resolve the difficulty


strategies, accurately andautomatically, when decoding

unfamiliar words

Learn grade-level vocabularythrough both direct and indirect

means

Use a thesaurus to identifysynonyms and antonyms

Use knowledge of a variety of

decoding strategies, such asletter/sound correspondence,

syllable patterns, decoding byanalogy, word structure, use of

syntactic (grammar) cues anduse of semantic (meaning)

cues, to read unfamiliar words


LITERATURE/WRITING:

Novels/ Short Stories/ Poetry/

Book Reports

ELA PREPARATION:

How can we exercise our ELAstrategies to multiple choice

questions with accuracy andwritten responses with ample

text support?

How can we enrich ourvocabulary by encountering

new words in context andusing new words in our writing?

EDITING/REVISION:

How can we revise and edit ourwork to improve our writing

LITERATURE/WRITING:

NOVEL: Choose from Grade

6 novels listed in the resourcecolumn


How to Write a Creative Essay

Organizing Information

Book Review

Editorial

Questions for Investigation -How do we form/develop

investigative questions?

LITERATURE/WRITING:

Recognize how one's own

point of view contributes toforming an opinion about

information and ideas

Identify qualities that make thecharacter's lifestyle interesting

Extend knowledge of word

meaning through direct and

ELA1-6.R.1



ELA1-6.R.8ELA1-6.R.10

ELA1-6.R.11ELA1-6.R.12

ELA1-6.R.14ELA1-6.R.17




ELA1-6.W.9ELA1-6.W.11

ELA1-6.W.12ELA1-6.L.1

ELA1-6.L.2

and increase our rubric scores?

How can we revise and edit our

work to use morecreative/visual language to

improve our writing andincrease our rubric scores?

VOCABULARY:

How does vocabulary enrichthe way we speak?

How does vocabulary enrich

our creative use of language(orally and written)?

How can expanding our

vocabulary with new wordsimprove our writing?

Broaden Vocabulary

Information Organization

Persuasive Technique

Fluent Reading Development

POETRY:

Thematically-related poems re:

creativity-what is it, how doesit effect a person's point of

view?

LITERARY DEVICES:

Flashback

Metaphor

ELA PREPARATION:


Comprehension Strategies

(Before, During, and PostActive Reading)

Marginal Notes and

Highlighting Strategies


Multiple ChoiceStrategies (Predict answer,

process of elimination, refer tostory for proof)

(Reading & Writing Task,

Listening Task, IndependentEssay)

Review ELA Listening 'X' NotesStrategy


Punctuation, Spelling, Grammarand Capitalization

Proper Nouns and Proper

indirect means

Recognize organizational

formats to assist incomprehension of information

texts

Apply thinking skills, such asdefine, classify, and infer, to

interpret data, facts, and ideasfrom informational texts, with

assistance

Define the elements ofnarrative non-fiction

State or summarize a main

idea and support it or elaborateon it with relevant details


collaboratively in groupdisucssions of texts

Share reading experiences to

build a relationship with peersor adults; for example, read

together silently or aloud witha partner or in small groups

Present a point of view or

interpretation of the text, suchas its theme or the author's

intended message, and supportit with relevant details from the

text

Select an organization patternfor writing that effectively

communicates the topic andpurpose of the text to the

intended audience

Review note-taking tips and

read a sample set of notes

Express an opinion or

judgment about information,ideas, opinions, themes, and

experiences in books, essays,articles, and advertisements

Draw conclusions and make

inferences on the basis of

ELA1-6.L.4








ELA2-6.R.9ELA2-6.R.10

ELA2-6.R.11ELA2-6.R.15

ELA2-6.R.13ELA2-6.L.1














ELA4-6.S.4

Adjectives

Compound Subjects and

Objects

Commas

Quotation marks andParagraph Indentation

VOCABULARY


explicit and implied information,

with assistance

Evaluate examples, details, orreasons used to support ideas

POETRY:


genres by reciting teacher-selected creative poems

LITERARY DEVICES:

Identify how the use of literary

devices such as flashback, andmetaphor, affect meaning

ELA PREPARATION:


STRATEGIES:





questions


Projects from Novels and shortstories

LISTENING:

Listen to two stories and takeX-notes

Answer short responses

utilizing RAFT technique

Complete graphic organizerbased on both short stories


essay

Listen attentively, for anextended period of time, to a

variety of texts read aloud

Listen attentively for differentpurposes, both student-

determined and teacher-

determined


Implement proper

Capitalization

Practice the correct use ofcommas

Recognize when to use

Quotation Marks andIndentation appropriately

Develop the proper use of

Contractions

Point out and fill-in the properuse of semicolons, colons, and

hyphens

VOCABULARY:

Acquire new vocabulary byengaging with a variety of

texts written by a range ofdifferent authors


meaning through direct andindirect means

Use a thesaurus to identify

synonyms, homophones,antonyms


strategies quickly, accurately,and automatically when

decoding unfamiliar words

LITERATURE/WRITING:

Journal assignments

Projects



Homework




comprehension, to clarifyunderstanding, and focus

readingRead grade-level text and


questions

Book Report

ELA PREPARATION:

Practice tests were scored

using the sample rubrics

Writing Prompts were scoredusing the 6th grade writing

rubric



understanding and focusreading










How can one's experience

change his/her point of view?

In what ways can poetryenhance our understanding of

the world around us?

ELA PREPARATION:

LITERATURE/WRITING:

NOVEL: Choose fromGrade 6 novels listed in the

resource column


How to Write a CreativeEssay


Book Review

Editorial

Questions for Investigation -How do we form/develop

investigative questions?

Broaden Vocabulary

LITERATURE/WRITING:

Recognize how one's ownpoint of view contributes to

forming an opinion aboutinformation and ideas

Identify qualities that make the

character's lifestyle interesting


indirect means




ELA1-6.R.10ELA1-6.R.11

ELA1-6.R.12ELA1-6.R.14

ELA1-6.R.17ELA1-6.W.2




ELA1-6.W.11ELA1-6.W.12



How can we use readingcomprehension strategies to

improve our understanding ofliterary and informational

texts?

What note-taking proceduresare useful during a listening

exercise?


How can we apply what wehave learned about our writing

to future assignments?

How can we use editing andrevision skills to improve our

writing?

VOCABULARY:

How can we enrich ourvocabulary by recognizing new

words in context and usingnew words in writing?




POETRY:

Thematically-related poemsre: creativity-what is it, how

does it effect a person'spoint of view?

LITERARY DEVICES:

Flashback

Metaphor

ELA PREPARATION:


STRATEGIES:

Comprehension Strategies(Before, During, and Post

Active Reading)

Marginal Notes andHighlighting Strategies


Multiple Choice

Strategies (Predict answer,process of elimination, refer

to story for proof)

(Reading & Writing Task,Listening Task, Independent

Essay)

Review ELA Listening 'X'

Notes Strategy

EDITING AND

REVISION:

Punctuation, Spelling,Grammar and Capitalization

Proper Nouns and Proper

Recognize organizational

formats to assist incomprehension of information

texts

Apply thinking skills, such asdefine, classify, and infer, to

interpret data, facts, and ideasfrom informational texts, with

assistance

Define the elements ofnarrative non-fiction

State or summarize a main

idea and support it or elaborateon it with relevant details


collaboratively in groupdisucssions of texts

Share reading experiences to

build a relationship with peersor adults; for example, read

together silently or aloud witha partner or in small groups

Present a point of view or

interpretation of the text, suchas its theme or the author's

intended message, and supportit with relevant details from the

text



intended audience








with assistance

ELA1-6.L.5







ELA2-6.R.10ELA2-6.R.11

ELA2-6.R.13ELA2-6.R.15



ELA2-6.W.10ELA2-6.W.11








ELA3-6.W.6ELA3-6.W.10

ELA3-6.W.11ELA3-6.L.1











ELA4-6.S.4

Adjectives

Compound Subjects and

Objects

Commas


VOCABULARY



POETRY:



LITERARY DEVICES:



ELA PREPARATION:


STRATEGIES:





questions


Projects from Novels and shortstories

LISTENING:






essay




determined and teacher-determined


Implement proper

Capitalization

Practice the correct use ofcommas

Recognize when to use

Quotation Marks andIndentation appropriately

Develop the proper use of

Contractions

Point out and fill-in the properuse of semicolons, colons, and

hyphens

VOCABULARY:

Acquire new vocabulary byengaging with a variety of

texts written by a range ofdifferent authors


meaning through direct andindirect means

Use a thesaurus to identify

synonyms, homophones,antonyms


strategies quickly, accurately,and automatically when

decoding unfamiliar words

LITERATURE/WRITING:

Journal assignments

Projects



Homework


LA PREPARATION:






questions

Book Report

ELA PREPARATION:

Practice tests were scoredusing the sample rubrics

Writing Prompts were scored

using the 6th grade writingrubric













How can one's experiencechange his/her point of view?

In what ways can poetry

enhance our understanding ofthe world around us?

ELA PREPARATION:


comprehension strategies to

LITERATURE/WRITING:


REALISTIC/ FICTION: Novel

Paragraphs (Restate, Answer,

For Example (3), Tie Together)

Transitions/seguencing

Cause & effect

LITERARY DEVICES

setting, chacters, mood, plot,character traits

ELA PREPARATION:


STRATEGIES:

Comprehension strategies(Before, During and Post Active

LITERATURE/WRITING:

Skim material to gain anoverview of content or locate

specific information

Identify information that is

implied rather than stated

Read, view, and interpret textsfrom a variety of genres


genres

Identify literary elements ofdifferent genres


use of language createsimages or feelings, with

assistance



LITERATURE/WRITING:

Journal assignments

Projects



Homework


LA PREPARATION:


STRATEGIES:

Ask questions toself-monitor comprehension,

to clarify understanding, andfocus reading





ELA1-6.R.10ELA1-6.R.11

ELA1-6.R.12ELA1-6.R.14

ELA1-6.R.17ELA1-6.W.2








ELA1-6.S.5

improve our understanding of





How can we apply what we

have learned about our writingto future assignments?

How can we use editing and

revision skills to improve ourwriting?




Reading)

Marginal notes & highlighting

strategies

Short answer techniques

Multiple choice strategies

(Predict answer, process ofelimination, refer to story for

proof)

NYS ELA Student PracticeWorkbook - Buckledown

(Reading, Writing, Listening &

Independent Essay)

(Multiple Choice, ReadingComprehension, Grammar,

Writing)


Punctuation, spelling, grammar

& capitalization

Kinds of sentences, subjectsand predicates, independent &

dependent clauses,compound & complex

sentences and combiningsentences

Nouns:common, proper,

singular/plural, possessive

VOCABULARY:

Literature Works story'sVocabulary from Novels

Facts and details

Analyze information

Library Search

Demonstrate personalresponse to grade-level texts

through a range of responses,such as writing, drama, and

oral presentationsDraw conclusions and make


with assistance

Note and describe aspects ofthe writer's craft and explain

the role that craftingtechniques play in helping the

reader comprehend the textCreate a poster

Develop a paragraph usingappropriate transitions to

summarize plot from novel

Write an essay

comparing/contrasting

Recognize how writer's craftaffects the mood, setting and

characterization in the storyScott Foresman Unit 3)

ELA PREPARATION:


STRATEGIES:

Use a variety of strategies(e.g. summarizing, forming

questions, visualizing andmaking connections) to

support understanding of textsread

Employ self-monitoring

strategies and engage inself-correcting behaviors when

comprehension has beendisrupted

Ask questions to self-monitor

comprehension, to clarifyunderstanding and to focus

reading


Compare two stories andaccurately write two short

responses(RAFT)

Complete graphic organizerbased on stories

answer literal, inferential,


Book Report

ELA PREPARATION:



Writing Prompts werescored using the 6th grade

writing rubric



comprehension, to clarifyunderstanding and focus

reading Read grade-level text and


questions

ELA1-6.S.4





ELA2-6.R.9ELA2-6.R.10

ELA2-6.R.11ELA2-6.R.13



ELA2-6.W.10ELA2-6.W.11









ELA3-6.W.10ELA3-6.W.11










ELA4-6.S.4

Write a complete essay in

response to question based onstories (ICE)


Outline and Write IndependentEssay that follows along with

Unit 3 Scott ForesmanLISTENING:


X-Notes

Produce two short answersutilizing RAFT



Create essay based on bothstories


Point out predicates and verbs

Practices Verb-Tenses (Past,Present, and Future)

Recognize irregular verbs

Use correct grammatical

construction

Use prewriting activities (e.g.brainstorming, note-taking,

outlining, and paragraphing)

Use the writing process (e.g.,prewriting, drafting, revising,

proofreading, and editing)

Observe the rules ofpunctuation, capitalization, and

spelling

Use signal/transitional words(e.g., in addition, for example,

finally, as a result, finally, as aresult, similarly, and on the

other hand) to provide clues toorganizational format

Use a variety of spelling

resources such as dictionariesand spell-check tools to

support correct spelling



How can being active readershelp us develop our writing

skills?

Why is it important to createwritten responses to the

literature we read?


How can one's experiencechange his/her point of view?

In what ways can poetry

enhance our understanding ofthe world around us?

ELA PREPARATION:


comprehension strategies toimprove our understanding of





How can we apply what we

have learned about our writingto future assignments?

How can we use editing and

revision skills to improve ourwriting?




LITERATURE/WRITING:

NOVEL: Choose from Grade6 novels listed in the resource

column


How to Write a Creative Essay


Book Review

Editorial

Questions for Investigation -

How do we form/developinvestigative questions?

Broaden Vocabulary




ELA PREPARATION:


Comprehension Strategies

(Before, During, and PostActive Reading)

Marginal Notes and

Highlighting Strategies


Multiple ChoiceStrategies (Predict answer,

process of elimination, refer tostory for proof)

(Reading & Writing Task,Listening Task, Independent

Essay)

Review ELA Listening 'X' Notes

LITERATURE/WRITING:

Recognize how one's ownpoint of view contributes to

forming an opinion aboutinformation and ideas

Identify qualities that make the

character's lifestyle interesting


indirect means

Recognize organizationalformats to assist in

comprehension of informationtexts

Apply thinking skills, such as

define, classify, and infer, tointerpret data, facts, and ideas

from informational texts, withassistance

Define the elements of

narrative non-fiction

State or summarize a mainidea and support it or elaborate

on it with relevant details


disucssions of texts

Share reading experiences tobuild a relationship with peers

or adults; for example, readtogether silently or aloud with

a partner or in small groups

Present a point of view orinterpretation of the text, such

as its theme or the author'sintended message, and support

it with relevant details from thetext

LITERATURE/WRITING:

Journal assignments

Projects



Homework







questions

Book Report

ELA PREPARATION:



Writing Prompts were scoredusing the 6th grade writing

rubric









ELA1-6.R.10ELA1-6.R.11

ELA1-6.R.12ELA1-6.R.14

ELA1-6.R.17ELA1-6.R.18




ELA1-6.W.9ELA1-6.W.11

ELA1-6.W.12ELA1-6.L.1









ELA2-6.R.9ELA2-6.R.10

ELA2-6.R.11ELA2-6.R.13

ELA2-6.R.15ELA2-6.R.14




ELA2-6.W.10ELA2-6.W.11







Strategy


Punctuation, Spelling, Grammarand Capitalization

Pronouns

Commas


VOCABULARY




intended audience








with assistance


POETRY:



LITERARY DEVICES:



ELA PREPARATION:


STRATEGIES:





questions


ELA3-6.W.5

ELA3-6.W.6ELA3-6.W.10

ELA3-6.W.11ELA3-6.L.1








Projects from Novels and short

stories

LISTENING:






essay




determined and teacher-determined


Implement properCapitalization

Practice the correct use of

commas

Recognize when to useQuotation Marks and

Indentation appropriately

Develop the proper use ofContractions

Point out and fill-in the proper

use of semicolons, colons, andhyphens

VOCABULARY:

Acquire new vocabulary by

engaging with a variety oftexts written by a range of

different authors


indirect means

Use a thesaurus to identifysynonyms, homophones,

antonyms


strategies quickly, accurately,

and automatically whendecoding unfamiliar words


What we have learned allyear?

Writing Review

Grammar Review

Listening Review

Comprehension

Note taking tips

Reading Strategies

Study Stategies

Review all grammar rules andskills

Review how to take notes/writing a paragraph

Summative Review Packets

Homework

Grammar Final

ELA Final

Key to Standards used in this Map

ELA1-6.R.1 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.01 - locate and use school and public library resources, with some direction, to

acquire information [Grade 6]

ELA1-6.R.3 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.03 - read to collect and interpret data, facts, and ideas from multiple sources[Grade 6]

ELA1-6.R.5 [9 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.05 - skim material to gain an overview of content or locate specific information[Grade 6]

ELA1-6.R.6 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.06 - use text features, such as headings, captions, and titles, to understand andinterpret informational texts [Grade 6]

ELA1-6.R.7 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.07 - recognize organizational formats to assist in comprehension of informationaltexts [Grade 6]

ELA1-6.R.8 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.08 - identify missing, conflicting, unclear, and irrelevant information [Grade 6]

ELA1-6.R.10 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.10 - identify information that is implied rather than stated [Grade 6]

ELA1-6.R.11 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.11 - compare and contrast information about one topic from multiple sources

[Grade 6]

ELA1-6.R.12 [9 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.12 - recognize how new information is related to prior knowledge or experience

[Grade 6]

ELA1-6.R.14 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.14 - apply thinking skills, such as define, classify, and infer, to interpret data,facts, and ideas from informational texts, with assistance [Grade 6]

ELA1-6.R.16 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.16 - condense, combine, or categorize new information from one or moresources, with assistance [Grade 6]

ELA1-6.R.17 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.17 - draw conclusions and make inferences on the basis of explicit and impliedinformation, with assistance [Grade 6]

ELA1-6.R.18 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.18 - make, confirm, or revise predictions, with assistance [Grade 6]

ELA2-6.R.1 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.01 - read, view, and interpret texts from a variety of genres [Grade 6]

ELA2-6.R.2 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.02 - define characteristics of different genres [Grade 6]

ELA2-6.R.3 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.03 - select literary texts on the basis of personal needs and interests and readsilently for enjoyment for extended periods [Grade 6]

ELA2-6.R.4 [10 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.04 - read aloud from a variety of genres (e.g., plays and poems) - use inflectionand intonation appropriate to text read and audience [Grade 6]

ELA2-6.R.5 [9 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.05 - recognize that the same story can be told in different genres (e.g., novels,

poems, or plays) [Grade 6]

ELA2-6.R.6 [9 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.06 - identify literary elements, (e.g., setting, plot, character, rhythm, and rhyme)of different genres [Grade 6]

ELA2-6.R.7 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.07 - recognize how the author uses literary devices, such as simile, metaphor,

and personification, to create meaning [Grade 6]

ELA2-6.R.8 [10 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.08 - recognize how different authors treat similar themes [Grade 6]

ELA2-6.R.9 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.09 - identify the ways in which characters change and develop throughout a story[Grade 6]

ELA2-6.R.10 [9 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.10 - interpret characters, plot, setting, and theme, using evidence from the text,with assistance [Grade 6]

ELA2-6.R.11 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.11 - identify the author’s point of view, such as first-person narrator and

omniscient narrator, with assistance [Grade 6]

ELA2-6.R.13 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.13 - recognize how the author’s use of language creates images or feelings, with

assistance [Grade 6]

ELA2-6.R.14 [1 occurrence] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.14 - identify poetic elements, such as repetition, rhythm, and rhyming patterns, in

order to interpret poetry, with assistance [Grade 6]

ELA2-6.R.15 [7 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.15 - identify social and cultural context and other characteristics of the time

period to enhance understanding and appreciation of text, with assistance [Grade 6]

ELA3-6.R.1 [8 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 6.R.01 - evaluate information, ideas, opinions, and themes by identifying - a centralidea and supporting details - precise and vague language - statements of fact, opinion, and exaggeration - missing or unclear information [Grade 6]

ELA3-6.R.3 [9 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 6.R.03 - identify different perspectives, such as social, cultural, ethnic, and historical,on an issue presented in one or more than one text [Grade 6]

ELA3-6.R.5 [9 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 6.R.05 - evaluate, with assistance, the validity and accuracy of information, ideas,themes, opinions, and experiences in text to - identify conflicting information - consider the background and qualifications of the writer - evaluate examples, details, or reasons

used to support ideas - identify differing points of view in texts and presentations - identify cultural and ethnic values and their impact on content, with assistance - identifymultiple levels of meaning [Grade 6]

ELA4-6.R.1 [9 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 6.R.01 - share reading experiences to build a relationship with peers or adults; forexample, read together silently or aloud with a partner or in small groups [Grade 6]

ELA4-6.R.2 [8 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 6.R.02 - respect the age, gender, position, and cultural traditions of the writer [Grade

6]

ELA4-6.R.3 [2 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 6.R.03 - recognize the types of language (e.g., jargon, colloquialisms, informal

vocabulary, and email conventions) that are appropriate to social communication [Grade 6]

ELA1-6.W.2 [8 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.02 - take notes to record and organize relevant data, facts, and ideas [Grade 6]

ELA1-6.W.3 [8 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.03 - state a main idea and support it with details and examples [Grade 6]

ELA1-6.W.4 [8 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.04 - compare and contrast ideas and information from two or three sources[Grade 6]

ELA1-6.W.5 [8 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.05 - adopt an organizational format, such as chronological order, that isappropriate for informational writing [Grade 6]

ELA1-6.W.6 [9 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.06 - use paragraphing to organize ideas and information [Grade 6]

ELA1-6.W.7 [9 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.07 - use paraphrasing, with assistance [Grade 6]

ELA1-6.W.9 [9 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.09 - include relevant and exclude irrelevant information, with assistance [Grade 6]

ELA1-6.W.11 [6 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.11 - support ideas with examples, definitions, analogies, and direct references tothe text, with assistance [Grade 6]

ELA1-6.W.12 [7 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.12 - answer questions about informational material and write accurate andcomplete responses, with assistance [Grade 6]

ELA2-6.W.1 [1 occurrence] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.01 - write original literary texts - use organizing structures, such as stanzas,chapters, scenes, and verses - develop characters, create a setting, and establish a plot - use examples of literary devices, such as rhythm, rhyme, simile, and personification -

establish a consistent point of view (e.g., first or third person) - use vocabulary to create a desired effect [Grade 6]

ELA2-6.W.2 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.02 - write interpretive essays to - summarize the plot - describe the charactersand explain how they change - describe the setting and recognize its importance to the story - draw a conclusion about the work - interpret the impact of literary devices, such

as simile and personification - recognize the impact of rhythm and rhyme in poems [Grade 6]

ELA2-6.W.3 [8 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.03 - respond to literature, connecting the response to personal experience [Grade

6]

ELA2-6.W.5 [2 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.05 - express opinions and support them through specific references to the text,

with assistance [Grade 6]

ELA2-6.W.6 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.06 - demonstrate understanding of plot and theme, with assistance [Grade 6]

ELA2-6.W.7 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.07 - identify and describe characters and their motivations, with assistance

[Grade 6]

ELA2-6.W.9 [1 occurrence] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.09 - identify how the use of literary devices, such as symbolism, metaphor and

simile, personification, and flashback, affects meaning, with assistance [Grade 6]

ELA2-6.W.10 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.10 - draw conclusions and provide reasons for the conclusions, with assistance

[Grade 6]

ELA2-6.W.11 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.11 - compare and contrast characters, setting, mood, and voice in more thanone literary text or performance, with assistance [Grade 6]

ELA3-6.W.1 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.01 - use strategies, such as note taking, semantic webbing or mapping, andoutlining, to plan and organize writing [Grade 6]

ELA3-6.W.2 [8 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.02 - use supporting evidence from text to evaluate ideas, information, themes, orexperiences [Grade 6]

ELA3-6.W.3 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.03 - analyze the impact of an event or issue from personal, peer group, andschool community perspectives [Grade 6]

ELA3-6.W.4 [1 occurrence] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.04 - use information and ideas from other subject areas and personal experiences

to form and express opinions and judgments [Grade 6]

ELA3-6.W.5 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.05 - adopt an organizational format (e.g., compare/contrast) appropriate for

critical analysis and evaluation [Grade 6]

ELA3-6.W.6 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.06 - use precise vocabulary in writing analysis and evaluation [Grade 6]

ELA3-6.W.8 [3 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.08 - present clear analysis, using examples, details, and reasons from text, withassistance [Grade 6]

ELA3-6.W.10 [4 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.10 - explain connections between and among texts to extend the meaning of

each individual text, with assistance [Grade 6]

ELA3-6.W.11 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.11 - compare and contrast literary elements in more than one genre and/or by

more than one author, with assistance [Grade 6]

ELA4-6.W.1 [8 occurrences] - ELA Standard 4 - Writing Strand - Performance Indicator 6.W.01 - share the process of writing with peers and adults; for example, write a

condolence note, get well-card, or thank-you letter with a writing partner or in small groups [Grade 6]

ELA4-6.W.2 [8 occurrences] - ELA Standard 4 - Writing Strand - Performance Indicator 6.W.02 - respect the age, gender, social position, and cultural traditions of the recipient

[Grade 6]

ELA4-6.W.3 [1 occurrence] - ELA Standard 4 - Writing Strand - Performance Indicator 6.W.03 - develop a personal voice that enables the reader to get to know the writer[Grade 6]

ELA4-6.W.4 [2 occurrences] - ELA Standard 4 - Writing Strand - Performance Indicator 6.W.04 - write personal reactions about experiences, events, and observations, usinga form of social communication [Grade 6]

ELA1-6.L.1 [9 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.01 - follow a sequence of instructions consisting of at least three steps whenengaging in a task or assignment [Grade 6]

ELA1-6.L.2 [8 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.02 - identify essential details for note taking [Grade 6]

ELA1-6.L.3 [9 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.03 - distinguish between fact and opinion [Grade 6]

ELA1-6.L.4 [8 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.04 - identify information that is implicit rather than stated [Grade 6]

ELA1-6.L.5 [10 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.05 - connect new information to prior knowledge or experience [Grade 6]

ELA1-6.L.6 [8 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.06 - recall significant ideas and details, with assistance [Grade 6]

ELA2-6.L.1 [8 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 6.L.01 - distinguish different genres, such as story, biography, poem, or play [Grade

6]

ELA2-6.L.2 [8 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 6.L.02 - identify a character’s motivation [Grade 6]

ELA2-6.L.4 [8 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 6.L.04 - identify cultural and historical influences in texts and performances [Grade 6]

ELA3-6.L.1 [7 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.01 - form an opinion or judgment about the validity and accuracy of information,

ideas, opinions, issues, themes, and experiences, with assistance [Grade 6]

ELA3-6.L.2 [2 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.02 - recognize that the criteria used to analyze and evaluate presentations maybe influenced by one's point of view and purpose for listening [Grade 6]

ELA3-6.L.3 [7 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.03 - recognize and use the perspectives of others, including teachers and peers,to analyze and evaluate presentations [Grade 6]

ELA3-6.L.6 [6 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.06 - consider the experience and qualifications of speakers in analyzing andevaluating presentations, with assistance [Grade 6]

ELA3-6.L.7 [7 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.07 - identify missing or unclear information, with assistance [Grade 6]

ELA4-6.L.1 [8 occurrences] - ELA Standard 4 - Listening Strand - Performance Indicator 6.L.01 - respect the age, gender, social position, and cultural traditions of the speaker[Grade 6]

ELA4-6.L.2 [9 occurrences] - ELA Standard 4 - Listening Strand - Performance Indicator 6.L.02 - recognize friendly communication on the basis of volume, tone, and rate ofthe speaker’s voice [Grade 6]

ELA4-6.L.3 [2 occurrences] - ELA Standard 4 - Listening Strand - Performance Indicator 6.L.03 - recognize that social communication may include informal language, such asjargon and colloquialisms [Grade 6]

ELA4-6.L.4 [1 occurrence] - ELA Standard 4 - Listening Strand - Performance Indicator 6.L.04 - recognize the meaning of the speaker’s nonverbal cues [Grade 6]

ELA1-6.S.1 [9 occurrences] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.01 - synthesize and paraphrase information [Grade 6]

ELA1-6.S.2 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.02 - make connections between sources of information [Grade 6]

ELA1-6.S.4 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.04 - summarize main points as part of the conclusion [Grade 6]

ELA1-6.S.5 [8 occurrences] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.05 - use notes, outlines, and visual aids appropriate to the presentation [Grade

6]

ELA2-6.S.1 [8 occurrences] - ELA Standard 2 - Speaking Strand - Performance Indicator 6.S.01 - use audible voice and pacing appropriate to content and audience when

presenting original works, such as stories, poems, and plays, to adults and peers [Grade 6]

ELA2-6.S.2 [8 occurrences] - ELA Standard 2 - Speaking Strand - Performance Indicator 6.S.02 - share book reviews [Grade 6]

ELA2-6.S.3 [1 occurrence] - ELA Standard 2 - Speaking Strand - Performance Indicator 6.S.03 - summarize the plot, describe the motivation of characters, and explain the

importance of setting [Grade 6]

ELA2-6.S.4 [8 occurrences] - ELA Standard 2 - Speaking Strand - Performance Indicator 6.S.04 - use notes or outlines appropriately in presentations [Grade 6]

ELA3-6.S.1 [8 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 6.S.01 - express an opinion or judgment about information, ideas, opinions, themes,and experiences in books, essays, articles, and advertisements [Grade 6]

ELA3-6.S.2 [8 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 6.S.02 - use information and ideas from other subject areas and from personalexperiences to form and express opinions and judgments [Grade 6]

ELA3-6.S.4 [8 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 6.S.04 - persuade, using appropriate language, tone, volume, and gestures [Grade

6]

ELA3-6.S.5 [8 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 6.S.05 - use notes or outlines appropriately in presentations [Grade 6]

ELA4-6.S.2 [8 occurrences] - ELA Standard 4 - Speaking Strand - Performance Indicator 6.S.02 - use the informal language of social communication [Grade 6]

ELA4-6.S.3 [8 occurrences] - ELA Standard 4 - Speaking Strand - Performance Indicator 6.S.03 - respect the age, gender, social position, culture, and interests of the listener

[Grade 6]

ELA4-6.S.4 [9 occurrences] - ELA Standard 4 - Speaking Strand - Performance Indicator 6.S.04 - use the rules of conversation, such as avoid interrupting and respondrespectfully [Grade 6]

Documents

Grade 6 ELA - Minisink Minisink Valley- ELA Type: ... elimination, refer to story for proof) ... B. ELA Practice test 2 C. ELA Practice test 3