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Grade 6 -‐ September Theme: Keeping Promises

Taking Time to Build Community

MEAP Preparation Beginning of the Year Assessments

Essential Questions:

• What expectations do you have for the new school year? • What goals have you set for yourself?

Suggested Theme-‐based Literature: Making Meaning selections:

• “Why Mosquitoes Buzz in People’s Ears” by Verna Aardema [Making Meaning – Unit I] • “ And Still the Turtle Watched” by Sheila MacGill-‐Callahan [Making Meaning – Unit I] • “Chato’s Kitchen” by Gary Soto [Making Meaning – Unit I]

Other Literature: • Williwaw by Tom Bodett • “Saving Shiloh” by Phyllis Reynolds Naylor [ Harcourt Basal] • Self-‐Selected Literature from the leveled classroom library

Suggested Theme-‐based Reading Informational Text: For Teachers:

• First Six Weeks of School by Paula Denton & Roxann Kriete; pg. 64-‐77 and 106-‐115 [Community Building] • The Highly Engaged Classroom by Robert Marzano [Community Building]

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• Restorative Circles in Schools by Bob Costello, Joshua Wachtel & Ted Wachtel; pg. 24-‐28 [Restorative Practices] For Students:

• Time for Kids: Magazine Articles [Siding with an Argument or News] • National Geographic for Kids • Social Studies –The United States Today, Unit 4 • The Bill of Rights • The Constitution (Constitution Day is September 17th) • Science Stories; Foss Kit #1 – “Variables”

Media:

• Video: • Music: • Art: • Internet:

Vocabulary: * See Appendix for vocabulary instruction ideas L.6.4-‐6 I. Academic Vocabulary:

• Review of 5th grade genre vocabulary • Reading strategy vocabulary: Making connections, asking Questions, Inferring, visualizing, predicting, determining Important Ideas, synthesizing, repairing comprehension, compare/contrast

II. Content Vocabulary:

• Folktales, mosquitoes, summons, mischief • First Nations, forlorn, lodge, barrio, hombre, chorizo

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Student Learning Targets

Resources

Formative Assessment

Common Core Standards

Reading Instruction Guided Reading – small group instruction based on students’ instructional reading levels Literature Circles – small, temporary groups based on student book choices

Making Meaning – instruction in reading strategy use when reading complex text Study Island -‐ self-‐paced computer-‐based instruction in a wide range of Common Core ELA skills

Guiding Readers and Writers by Fountas and Pinnell Classroom leveled library Scholastic leveled library

Making Meaning Unit 1 (2 weeks) -‐ The Reading Life – Fiction

• Listening and discussing • Following procedures • Turn to Your Partner • Student Response Book page 1

Teacher observation Unit assessment Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6

Reading Literature Key Ideas and Details • Cite textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text.

• Determine theme or central idea of a text and how it is conveyed through p0articular details; provide a summary of the text distinct from personal opinions or judgments

• Describe how a particular story’s or

See Common Core Reading Literature Standards on pages 36-‐37 Making Meaning, Unit 1 (Fiction) -‐

• Text to self connections • Think, pair, share • Heads together • Independent Daily Reading

procedures

RL.6.1 RL.6.2 RL.6.3

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drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

Craft and Structure • Determine the meaning of words and

phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone

• Analyze how a particular sentence, chapter, scene or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot

• Explain how an author develops the point of view of the narrator or speaker in a text

Integration of Knowledge and Ideas • Compare and contrast the experience of

reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch

• Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics

RL.6.4 RL.6.5 RL.6.6 RL.6.7 RL.6.9

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Range of Reading and Level of Text Complexity • By the end of the year, read and

comprehend literature, including stories, dramas, and poems, in the grades 6-‐8 text complexity band proficiently, with scaffolding as needed at the high end of the range

See pages 57-‐58 of the Common Core 6-‐12 for an explanation of text complexity

RL.6.10

Reading Informational Text: Key Ideas and Details • Cite textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text

• Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct

• Analyze in detail how a key individual, event, or ideas is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)


phrases as they are used in a text, including figurative, connotative, and technical meanings

• Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to

See Common Core Reading Informational Text Standards on page 39

RI.6.1 RI.6.2 RI.6.3 RI.6.4 RI.6.5

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the development of the ideas • Determine the author’s point of view or

purpose in a text and explain how it is conveyed in the text

Integration of Knowledge and Ideas • Integrate information presented in different

media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue

• Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not

• Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by


comprehend literary nonfiction in the grades 6-‐8 text complexity band proficiently, with scaffolding as needed at the high end of the range


RI.6.6 RI.6.7 RI.6.8 RI.6.9 RI.6.10

Writing Instruction: NARRATIVE

Note: Common Core Writing focuses on three text types: Opinion/Argument, Informative/Explanatory, and Narrative Writing. The Narrative text type fits with the first units of Calkins’ Writers Workshop. See

See W.6.1-‐3

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I. Writing Workshop Skills: NARRATIVE writing, introduced II. Common Core Writing Skills: Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences

• Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically

• Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters

• Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another

• Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events

Common Core Writing Standards, pages 41-‐4. Begin Launching the Writing Workshop, Unit 1 of Calkins Units of Study (seventeen sessions.) This unit may not be completed until the end of the first week of October. See also A Guide to the Writing Workshop by Lucy Calkins as a teacher reference, p. 16-‐25

W.6.3(a-‐e) W.6.4.6.46.4 W.6.5 W.6.6 W.6.10 W.6.3(a) W.6.3(b) W.6.3(c) W.6.3(d) W.6.3(e)

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• Provide a conclusion that follows from the narrated experiences or events

Production and Distribution of Writing • Produce clear and coherent writing in

which the development, organization, and style are appropriate to task, purpose, and audience

• With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach

• Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting

Research to Build and Present Knowledge • Conduct short research projects to answer

a question, drawing on several sources and refocusing the inquiry when appropriate

• Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources

• Draw evidence from literary or

See editing for conventions for Grade 6 in the Language section of the Common Core on page 52 Tux Typing for keyboarding instruction available on the district shared network Use of netbooks

W.6.4 W.6.5 W.6.6 L.6.1-‐3 W.6.7 W.6.8

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informational texts to support analysis, reflection, and research (both fiction and nonfiction)

Range of Writing • Write routinely over extended time frames

(time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences

W.6.9 W.6.10

Speaking and Listening: Comprehension and Collaboration

• Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly…

• Interpret information presented in diverse media and formats, (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study

• Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not

Presentation and Knowledge and Ideas

See Speaking and Listening standards for Grade 6 in the Common Core, pages 49-‐50 Making Meaning, Unit 1:

• Think, pair, share strategy • Heads Together • Class meeting ground rules

SL.6.1(a-‐d) SL.6.2 SL.6.3

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• Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation

• Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information

• Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate

See Language Standards 1-‐3 for Grade 6 in Common Core Language standards on page 52

SL.6.4 SL.6.5 SL.6.6 L..1-‐3

Language Conventions of Standard English

• Demonstrate command of the conventions of standard English grammar and usage when writing or speaking…

• Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing…

Knowledge of Language • Use knowledge of language and its

conventions when writing, speaking, reading, or listening

Vocabulary Acquisition and Use • Determine or clarify the meaning of

unknown and multiple-‐meaning words and

See Common Core Language Standards on pages 52-‐53 Daily Oral Language activities Vocabulary teaching strategies:

• Multiple exposure of targeted words • Repetition & Reinforcement

L.6.1(a-‐e) L.6.2(a-‐b) L.6.3(a-‐b) L.6.4(a-‐d)

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phrases based on grade 6 reading and content, choosing flexibly from a range of strategies…

• Demonstrate understanding of figurative language, word relationships, and nuances in word meanings…

• Acquire and use accurately grade-‐appropriate general academic and domain-‐specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression

• Frayer Model • Think-‐Pair-‐Share • Leveled Reading

L.6.5(a-‐c) L.6.6

Assessments: Formative Assessment:

Reading • DRA – Reading (DRA-‐2 Kits) • Study Island –ELA, Math, Science, & Social

Studies • MEAP Prep Packet, Exit Cards, Whole

Group Discussion and Teacher Observation • Reading Log – Individual Daily Reading

[Making Meaning – Blackline Masters 36] • Writer’s Notebook [Suggested Reading:

Notebook Know-‐How: Strategies for the Writer’s Notebook by Aimee Buckner & Ralph Fletcher]

• Turn and Talk assessment

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Writing: Selection writing summary

Summative Assessments: Reading:

• Log Response Book pages

Writing • Comparison Essay [MEAP Prep] • Writing an Argument to Take a Position

[MEAP Prep] • Social Skills Assessment

Page iv and 34-‐35 of Assessment Resource Book

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Grade 6 -‐ October Theme: Self-‐Reliance

MEAP Preparation

Beginning of the Year Assessments Essential Questions:

• Are you meeting the goals that you set for yourself in September? • How are you a contributing member of this community? • How do you think you did listening to others during class meetings? [Making Meaning]

Suggested Theme-‐based Literature:

• “Williwaw” by Tom Bodett [See Genre Unit – RESA Binder; PBL (Project Based Learning) Wrap-‐Up] • Self-‐Selected Literature: Leveled Reading from our library or classroom bins:

Suggested Theme-‐based Reading Informational Text: Making Meaning selections:

• “Life in the Oceans” by Lucy Baker • “ Extreme Sports; From the X-‐Games to the Olympics” • “Plugged In… and Checked Out” • “Asian Indian Americans” Student Selections: • Study Island Lessons: Units 2-‐6; History, Geography, Civics, Economics, Public/Citizen Involvement • Social Studies –MEAP Prep [Textbook: Ch. 1, 2; look at text features, timelines, and maps] • Time for Kids by Magazine Articles [Text Features / Siding with an Argument or News] • National Geographic for Kids [Title I Science Supplemental Text]

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• Science Stories; Foss Kit #1 – “Variables” (continued) Teacher selections: • First Six Weeks of School by Paula Denton & Roxann Kriete; pg. 140-‐149 [Community Building] • The Highly Engaged Classroom by Robert Marzano [Community Building; Student engagement] • Restorative Circles in Schools by Bob Costello, Joshua Wachtel & Ted Wachtel; pgs. 28-‐36 [Restorative Practices]

Media:


Vocabulary: I. Academic Vocabulary: * See Appendix for vocabulary teaching ideas

• Making connections L.6.4-‐6 • Asking Questions • Inferring • Visualizing • Predicting • Determining Important Idea • Synthesizing • Repairing Comprehension • Compare/Contrast


• Expository • Debris • Devastate • Intensive • Status

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• Competitor • Spectator • Leisure • Skimming • Gist


Resources Formative Assessment


Reading Instruction Guided Reading – small group instruction based on students’ instructional reading levels Literature Circles – small temporary groups based on student book choices


Guiding Readers and Writers by Fountas and Pinnell Classroom leveled library Scholastic Leveled Library Making Meaning, Unit 2 – Recognizing Text Features -‐ Expository (3 weeks)

• Explaining your thinking • Think, Pair, Share procedures • Expository text features • Use of post-‐it notes • Skimming for information • Student Response Books pages 2-‐12

Teacher conferencing/ observation running records Unit Assessments Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6


what the text says explicitly as well as

See Common Core Reading Literature Standards on pages 36-‐37

RL.6.1

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inferences drawn from the text. • Determine theme or central idea of a text

and how it is conveyed through p0articular details; provide a summary of the text distinct from personal opinions or judgments

• Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.






reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to

RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7

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what they perceive when they listen or watch





RL.6.9 RL.6.10






phrases as they are used in a text, including

See Common Core Reading Informational Text Standards on page 39 Making Meaning, Unit 2:

• Recognizing expository text features • Knowing uses for each text feature • Skimming for information • Introducing uses of post-‐it notes

RI.6.1 RI.6.2 RI.6.3 RI.6.4

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figurative, connotative, and technical meanings

• Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas

• Determine the author’s point of view or purpose in a text and explain how it is conveyed in the text








RI.6.5 RI.6.6 RI.6.7 RI.6.8 RI.6.9 RI.6.10

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Writing Instruction: NARRATIVE writing, continued I. Writing Workshop Skills: II. Common Core Writing Skills: Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences



• Use a variety of transition words, phrases, and clauses to convey sequence and signal

See Common Core Writing Standards on pages 42-‐44. Students will display increasing skill at writing narratives during this second month of narrative instruction. Complete remaining Launching the Writing Workshop sessions during the first two weeks of October. Then begin the first half of Raising the Quality of Personal Narrative Writing, Unit 2 of Units of Study by Lucy Calkins (fourteen teaching sessions.) Anticipate portfolio submission next month. Students begin to evaluate which piece(s) to take to publication.

W.6.3(a-‐e) W.6.4 W.6.5 W.6.6 W.6.10 W.6.3(a) W.6.3(a) W.6.3(b) W.6.3(c) W.6.3(d) W.6.3(e)

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shifts from one time frame or setting to another









• Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or

Tux Typing for keyboarding instruction available on district shared network Use of netbooks

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paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources

• Draw evidence from literary or informational texts to support analysis, reflection, and research (both fiction and nonfiction)






• Delineate a speaker’s argument and specific claims, distinguishing claims that

See Common Core Speaking and Listening Standards on page 49 Making Meaning, Unit 2:

• Turn and Talk procedure • Supporting an opinion with

information from the text

SL.6.1(a-‐d) SL.6.2 SL.6.3

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are supported by reasons and evidence from claims that are not





See Language Standards 1-‐3 for Grade 6 in Common Core 6-‐12 Language standards, page 52

SL.6.4 SL.6.5 SL.6.6 L.1-‐3





conventions when writing, speaking,

See Common Core Language Standards on pages 52-‐53

L.6.1(a-‐e) L.6.2(a-‐b) L.6.3(a-‐b)

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reading, or listening Vocabulary Acquisition and Use

• Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies…



Teaching strategies:

• Multiple exposure of targeted words • Repetition & Reinforcement • Frayer Model • Think-‐Pair-‐Share • Leveled Reading

L.6.4(a-‐d) L.6.5(a-‐c) L.6.6


Reading • DRA – Reading (DRA-‐2 Kits) • Study Island –ELA, Math, Science, & Social

Studies assessments • MEAP Prep Packet, Exit Cards, Whole

Group Discussion and Teacher Observation • Individual Daily Reading Log and

Conference Notes from Making Meaning – Blackline Masters 36

• Making Meaning: Turn/Talk observations

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Writing • Evaluation of writer’s notebook; review of

workshop conference notes

Suggested Reading: Notebook Know-‐How: Strategies for the Writer’s Notebook by Aimee Buckner & Ralph Fletcher Assess student writing progress using assessments on front and back covers of Calkins Units of Study. Teachers can compose common rubrics for each text type.


• Individual Comprehension Assessment (end of unit)

• Response book page1 Writing

• Comparison Essay and/or Writing an Argument to Take a Position [MEAP Prep]

• Selection Writing Summary

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Grade 6 -‐ November Theme: Leadership

Essential Questions: • How are you becoming a leader in your cooperative working group? • How do the famous people, you know from history, influence you in your leadership roles?

[e.g., Asian American Shahab Ahmed: 1st Bengali elected official in the United States.] • How have leaders in the Asian Community made their way in the United States? [Making Meaning]


Suggested Mentor Texts: • “Thank You, M’am” by Langston Hughes in America Street: A Multicultural Anthology of Stories [Making Meaning – Unit 4] • “Shells” in Every Living Thing by Cynthia Rylant [Making Meaning – Unit 4] • “Baseball Saved Us” by Ken Mochizuki [Making Meaning – Unit 4] Other Literature: • Self-‐Selected Literature from school or classroom leveled library

Suggested Theme-‐based Reading Informational Text: Making Meaning Unit 2 – Recognizing Text Features

• “Asian Indian Americans” by Carolyn P. Yoder • “ Whales” by Seymour Simon

Student Texts: • Study Island Lessons: Science Processes (DISCIPLINE 1) • Social Studies – Textbook; Ch.3 – U.S. Regions, Climate, Landforms; Ch. 5 -‐ Canada • Science Stories; Foss Kit #1 – “Variables” (continued) • Science Explorer: Motion, Forces & Energy – Textbook; Ch. 1 – Motion; Ch.2 -‐ Forces

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• Time for Kids by Magazine Articles [Comparing & Contrasting Text Features ; expository and narrative texts] • National Geographic for Kids [Title I Science Supplemental Text]

Teacher Texts: • Restorative Circles in Schools by Bob Costello, Joshua Wachtel & Ted Wachtel; pg. 37-‐45 [Restorative Practices]

Media:


Vocabulary: * See Appendix for vocabulary instruction ideas I. Academic Vocabulary L.6.4-‐6

• asking questions • plagiarism • primary source • secondary source • bibliography • publisher • researcher • evaluate • entry • hypothesis • procedure • synthesizing


• prejudice • invaded • internment

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• -‐extract aning • ice box • frail/willowy • gawked • phenomenon


Resources Formative Assessment




Guiding Readers and Writers by Fountas & Pinnell Scholastic leveled libraries Classroom library Units 3 and 4 of Making Meaning: Questioning Nonfiction; Analyzing Text Structure Fiction

• Stop, Ask, Question procedure • Review story elements • Class meeting ground rules • Confirming thinking • Self monitoring questions • Student Response Books 14-‐24

Teacher observation of partner work; individual Daily Reading Logs; teacher conferencing notes Unit Assessments Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6

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Unit 4 Making Meaning: Analyzing the Text Structure of Fiction

• Stop, Ask, Question procedure • Review story elements • Class meeting ground rules • Symbols to answer questions • Confirming thinking with prompts • Self monitoring questions

RL.6.1 RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6

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RL.6.7 RL.6.9 RL.6.10




• Analyze in detail how a key individual, event, or ideas is introduced, illustrated, and elaborated in a text (e.g., through

Unit 3 Making Meaning: Questioning Nonfiction; Analyzing Text Structure Fiction

• Stop, Ask, Question procedure • Review story elements • Class meeting ground rules • Confirming thinking • Self monitoring questions

RI.6.1 RI.6.2 RI.6.3

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examples or anecdotes) Craft and Structure • Determine the meaning of words and









comprehend literary nonfiction in the grades


RI.6.4 RI.6.5 RI.6.6 RI.6.7 RI.6.8 RI.6.9 RI.6.10

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6-‐8 text complexity band proficiently, with scaffolding as needed at the high end of the range

Writing Instruction: NARRATIVE, conclusion I. Writing Workshop Skills: II. Common Core Writing Skills: Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences



• Use a variety of transition words, phrases, and clauses to convey sequence and signal

See Common Core Writing Grades 6-‐12, pages 41-‐44 Complete the fourteen teaching sessions of Raising the Quality of Narrative Writing, Unit 2 of Units of Study by Lucy Calkins begun in October Develop a portfolio-‐quality piece of Narrative Writing using Common Core criteria for Grade 6 before moving to informational text.

Develop a portfolio-‐quality piece of Narrative Writing using Common Core criteria before moving to informational text. Students are assessed on their narrative writing skills, using a teacher-‐designed rubric based on the assessments in the front and back covers Launching and

W.6.3(a-‐e) W.6.4 W.6.5. W.6.6 W.6.10 W.6.3(a) W.6.3(b) W.6.3(c)

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shifts from one time frame or setting to another









• Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or

Raising the Quality.

W.6.3(d) W.6.3(e) W.6.4 W.6.5 W.6.6 W.6.7 W.6.8

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paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources




W.6.9 W.6.10




• Delineate a speaker’s argument and specific claims, distinguishing claims that

See Speaking and Listening standards for Grade 6 in the Common Core 6-‐12, pages 49-‐50 Making Meaning, Units 3 and 4 –

• Stop and Ask questions • Discuss relationships between story

elements • Using prompts to listen and connect

ideas

SL.6.1(a-‐d) SL.6.2 SL.6.3

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are supported by reasons and evidence from claims that are not






SL.6.4 SL.6.5 SL.6.6 L..1-‐3





conventions when writing, speaking,

See Common Core Language Standards on pages 52-‐53 Daily Oral Language activities

L.6.1(a-‐e) L.6.2(a-‐b) L.6.3(a-‐b)

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reading, or listening Vocabulary Acquisition and Use

• Determine or clarify the meaning of unknown and multiple-‐meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies…




• Multiple exposure of targeted words • Repetition & Reinforcement • Individualized daily reading • Frayer Model • Think-‐Pair-‐Share • Turn and Talk • Leveled Reading

L.6.4(a-‐d) L.6.5(a-‐c) L.6.6


Reading • Study Island –ELA, Math, Science, & Social

Studies • Reading Log – Individual Daily Reading

[Making Meaning – Blackline Masters 36] IDR conference notes Response Book pages Writing • Writer’s Notebook

Suggested Reading: Notebook Know-‐How: Strategies for the Writer’s Notebook by Aimee Buckner & Ralph Fletcher]

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Summative Assessments: Reading

• Individual Daily Reading Logs • Individual Comprehension Assessment

Writing • Assessment of Portfolio Narrative Writing

piece • Comparison Essay [MEAP Prep] and/or

Writing an Argument to Take a Position [MEAP Prep]

Teachers develop rubrics for scoring narrative writing. See front and back covers of Calkins Units of Study for assessment ideas.

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Grade 6 -‐ December Theme: Diversity

Essential Questions: • How does living in this city help you understand the cultural differences of others? • How does living in the United States exhibit the diverse cultures of the world? • What does dialogue in a story show us about a person’s personality traits?

Suggested Theme-‐based Literature: Making Meaning Suggested Mentor Texts (Unit 5) • “Encounter” by Jane Yolen ] • “ As I Grew Older” • “Mother to Son” by Langston Hughes • “A Tea” by Angela Johnson • “PTA” • “The Red River” Self-‐Selected Literature: • Leveled Reading from our classroom or school library • Lower Level Biographies

Suggested Theme-‐based Reading Informational Text: Student References:

• Social Studies –Chapter 6 – Latin America: Land and History • Unit 3 -‐ Leveled Readers [Social Studies mini books: “Hispaniola: Island of Two Nations” by Andrea Pelleschi [Extra Support] • “Lost World of the Olmec” by Brian couples [On Level], “America’s First City: Caral” by Matt Ravel [Challenge]. • Science Stories; Foss Kit #1 – “Variables”` • National Geographic for Kids [Title I Science Supplemental Text] • Lower Level Biographies – Suggested Titles

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Teacher References: • Restorative Circles in Schools by Bob Costello, Joshua Wachtel & Ted Wachtel; review using Check-‐In/check-‐Out Circles

[Restorative Practices, pgs. 37-‐40] Media:


Vocabulary: I. Academic Vocabulary: *See Appendix for vocabulary teaching ideas

• Making Connections L.6.4-‐6 • Asking Questions • Inferring • Visualizing • Predicting • Determining Important Ideas • Synthesizing • Repairing Comprehension • Compare/Contrast

II. Content Vocabulary: • zemis • awkwardly • stanzas • mood • tone • dialect


Resources



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Reading Instruction Guided Reading – small group instruction based on students’ instructional reading levels

Literature Circles – small, temporary groups based on student book choices


Guiding Readers and Writers by Fountas & Pinnell Classroom leveled libraries Scholastic leveled libraries Making Meaning, Unit 5 (3 weeks): Making Inferences: Fiction & Poetry –

• Make and use inferences • Use text to defend inferences • Understanding poetry through

inference and visualization • Heads together • Using prompts to confirm thinking • Self-‐monitoring questions • Double-‐entry journals

Running Records; teacher observation Unit Assessments Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RF.6 RL.6 RI.6


Resources





• Determine theme or central idea of a text and how it is conveyed through p0articular

See Common Core Reading Literature Standards on pages 36-‐37 Making Meaning, Unit 5 (3 weeks): Making Inferences: Fiction & Poetry –

• Make and use inferences • Use text to defend inferences

RL.6.1 RL.6.2

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details; provide a summary of the text distinct from personal opinions or judgments








• Compare and contrast texts in different

• Understanding poetry through inference and visualization

• Heads together • Using prompts to confirm thinking • Self-‐monitoring questions • Double-‐entry journals

RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7 RL.6.9

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forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics




RL.6.10







• Analyze how a particular sentence,

See Common Core Reading Informational Text Standards on pages 39-‐40

RI.6.1 RI.6.2 RI.6.3 RI.6.4

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paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas









RI.6.5 RI.6.6 RI.6.7 RI.6.8 RI.6.9 RI.6.10

Writing Instruction: INFORMATIONAL/ EXPOSITORY, introduction

Informational writing is one of three text types emphasized in the Common Core. See

W.6.2(a-‐f)

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I. Writing Workshop: Students will learn informational writing skills: • How to collect essay ideas • How to write explicit thesis statements and

topic sentences • How to elaborate on ideas (e.g. “The

thought that I have about this is…” or “This makes me realize that…”)

• How to angle a story to support a thesis Students will organize their drafts, using: • “Boxes and bullets” format for organizing

ideas • Ideas and transitions to make their essays cohesive

Students will demonstrate how to support a thesis: • Using statistics, citations, observations, etc.

Teachers will confer with students, introducing the concept of science fair/social studies research for writing topics II. Common Core Writing: Text Types and Purposes Students will write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content

Common Core Writing Standards for Grades 6-‐12 on pages 41-‐44 Begin first half of Breathing Life into Essays by Lucy Calkins (seventeen sessions) to teach informational writing. Other helpful resources:

• Nonfiction Mentor Texts by Dorfman and Cappelli. See Chapters 1-‐3 and 6 for informational writing.

• Calkins Unit 5 Literary Essays: Writing About Reading is also applicable to informational writing

• Making Meaning, preview of Unit 7-‐ How to Make a Papier-‐mache’ Mask (Week 3); Student response book pages 56-‐57

• Revisit November Making Meaning lessons for Science Fair research writing and “How-‐To” writing. See Unit 1 lessons 5, 11, and 13;see Unit 2 lessons 8 and 10

Prepare students to select writing selections suitable for portfolio submission for next month.

W.6.4 W.6.5 w.6.6 W.6.7* W.6.8 W.6.9(a) W.6.10 W.6.2

44

• Introduce a topic, organize ideas, concepts and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect, include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension • Develop the topic with relevant facts,

definitions, concrete details, quotations, or other information and examples

• Use appropriate transitions to clarify the relationships among ideas and concepts

• Use precise language and domain-‐specific vocabulary to inform about or explain the topic

• Establish and maintain a formal style • Provide a concluding statement or section that

follows from the information or explanation presented

Production and Distribution of Writing • Produce clear and coherent writing in which

the development, organization, and style are appropriate to task, purpose, and audience



See Common Core Language Standards 1-‐3 on page 52 Use of netbooks Tux Typing for keyboarding instruction available on the district shared network

W.6.2(a) W.6.2b) W.6.2(c) W.6.2(d) W.6.2(e) W.6.2(f) W.6.4 W.6.5, L.6.1-‐3 W.6.6

45

Research to Build and Present Knowledge • Conduct short research projects to answer a

question, drawing on several sources and refocusing the inquiry when appropriate


• Draw evidence from literary or informational texts to support analysis, reflection, and research (literature and literary nonfiction)



W.6.7 W.6.8 W.6.9 W.6.10



• Interpret information presented in diverse media and formats, (e.g., visually, quantitatively, orally) and explain how it

See Speaking and Listening standards for Grade 6 in the Common Core on pages 49-‐50 Making Meaning, Unit 5 (3 weeks): Making Inferences: Fiction & Poetry –

• Use text to defend inferences • Heads together strategy • Using prompts to confirm thinking • Self-‐monitoring questions

Restorative Practices

SL.6.1(a-‐d) SL.6.2

46

contributes to a topic, text, or issue under study


Presentation and Knowledge and Ideas • Present claims and findings, sequencing

ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation




SL.6.3 SL.6.4 SL.6.5 SL.6.6 L.1-‐3




Knowledge of Language

See Common Core Language Standards on pages 52-‐53 Daily Oral Language activities

L.6.1(a-‐e) L.6.2(a-‐b)

47

• Use knowledge of language and its conventions when writing, speaking, reading, or listening


unknown and multiple-‐meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies…




• Multiple exposure of targeted words • Repetition & Reinforcement • Frayer Model • Think-‐Pair-‐Share • Leveled Reading • Differentiating between Fact &

Opinion • Double-‐Entry Journals

L.6.3(a-‐b) L.6.4(a-‐d) L.6.5(a-‐c) L.6.6


Reading • Exit Cards, Whole Group Discussion and

Teacher Observation of partner work • Individual Daily Reading • Reading Logs • IDR Conference Notes • Study Island assessments • Reading Logs – Individual Daily Reading and

Suggested Reading: Notebook Know-‐How: Strategies for the Writer’s Notebook by

48

Conference Notes [Making Meaning – Blackline Masters 36]

Writing: • Writer’s Notebook evaluation

Aimee Buckner & Ralph Fletcher] Assess student writing progress using assessments on front and back covers of Calkins Units of Study. Teachers can compose common rubrics for each text type.


• Student Response Book pages 25-‐34 Writing

• Writing Responses to Literature [Reading Journals] and Written Responses to Writing Prompts [Writing Journals]

• “How-‐To” (Step-‐by-‐Step papers) • Informative/Explanatory [Science Fair

Procedures – Science Boards] • Selection Writing Summary Social Skills Assessment – p. iv

49

Grade 6 -‐ January Theme: Survival

Science Fair Preparation Midyear Assessments

Essential Questions: • How have successful leaders in history influenced you in the choices you make in your life? • How do your leadership skills, talked about in November, help you to survive as an independent learner?


Making Meaning – Units 6 and 7 Student Response Bk.: pgs. 32-‐35, 36-‐37 • “PTA” by Cynthia Rylant • “ The Red River” by Jane Kurtz • “Train to Somewhere” by Eve Bunting Other Literature: • Bud, Not Buddy by Christopher Paul Curtis [See Genre Unit – RESA Binder] • Hatchet by Gary Paulsen • Paul Bunyan or Pecos Bill by Steven Kellogg [RESA resources] • Self-‐Selected Literature: Leveled Reading from our library or classroom bins.

Suggested Theme-‐based Reading Informational Text:

Making Meaning -‐ Unit 6 • “Volcano: The Eruption and Healing of Mount St. Helens” by Patricia Lauber • “Life in the Oceans” by Lucy Baker

50

• “Hard at Work” • “Genetically Modified Food” Student References: • Time for Kids Magazine Articles [Siding with an Argument or News] • National Geographic for Kids [Title I Science Supplemental Text] • Social Studies –Chapter 7 – Mexico Today; Chapter 8 -‐ Central America & the Caribbean Islands • Unit 3 -‐ Leveled Readers [Social Studies mini books: “Hispaniola: Island of Two Nations” by Andrea Pelleschi [Extra Support], “Lost

World of the Olmec” by Brian couples [On Level] • “America’s First City: Caral” by Matt Ravel [Challenge]. • Science Stories; Foss Kit #2 – “Landforms” Teacher Resource: • Restorative Circles in Schools by Bob Costello, Joshua Wachtel & Ted Wachtel; • “Responsive Circles” pgs. 49-‐58 [Restorative Practices]

Media: • Video: • Music: • Art: • Internet:

Vocabulary: * See Appendix for vocabulary instruction ideas I. Academic Vocabulary: L.6.4-‐6

• Making connections • Asking Questions • Inferring • Visualizing • Predicting • Determining Important Ideas • Synthesizing • Repairing Comprehension • Compare/Contrast

51

• Simile • Metaphor


• exaggeration • frontier • scrawny • slang [down-‐in-‐the-‐dumps]


Resources





Guiding Readers and Writers by Fountas & Pinnell Classroom leveled library Scholastic leveled library Making Meaning, Units 6 & 7: Making Inferences (Fiction and Nonfiction) and Analyzing Text Structure (Nonfiction)

Teacher observation; running records Unit assessments Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6


what the text says explicitly as well as


RL.6.1

52

inferences drawn from the text. • Determine theme or central idea of a text

and how it is conveyed through p0articular details; provide a summary of the text distinct from personal opinions or judgments







reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to

Making Meaning, Unit 6 (Fiction) -‐ • Using inference to understand text • Using inference to explore

cause/effect • Group brainstorming • Using prompts to extend thinking • Repeating back what you heard said • Use of post-‐it notes to track thinking • Double entry journal • Self-‐monitoring questions

RL.6.2 RL.6.3 RL.6.4 RL.6.5 RL.6.6 RL.6.7

53

what they perceive when they listen or watch





RL.6.9 RL.6.10






See Common Core Reading Informational Text Standards on page 39 Making Meaning, Unit 6 (Nonfiction) -‐

• Using inference to understand text • Using inference to explore

cause/effect • Group brainstorming • Using prompts to extend thinking • Repeating back what you heard said • Use of post-‐it notes to track thinking • Double entry journal • Self-‐monitoring questions

RI.6.1 RI.6.2 RI.6.3

54










Making Meaning, Unit 7 (Nonfiction) –

• Analyzing text features • How expository text is organized

See pages 57-‐58 of the Common Core for an explanation of text complexity

RI.6.4 RI.6.5 RI.6.6 RI.6.7 RI.6.8 RI.6.9 RI.6.10

55

Writing Instruction: INFORMATIONAL, concluded I. Writing Workshop Skills: Students will demonstrate skill in writing a thesis-‐ driven essay: • Generating ideas for collecting essay ideas • Writing explicit thesis statements and topic

sentences • Elaborating on ideas (e.g. “The thought that

I have about this is…” or “This makes me realize that…”)

• Angling a story to support a thesis • Organizing a draft of informational/essay

writing: o Using “boxes and bullets” format for

organizing ideas o Making their essays cohesive

• Supporting their thesis: o Using statistics, citations, observations,

etc. to support a thesis Teachers will confer with students, building independence in research topic selection, organization, and writing.

II. Common Core Writing: Text Types and Purposes:

Write informative/explanatory texts to

See Common Core Writing Standards on pages 42-‐44 Complete Breathing Life into Essays by Lucy Calkins (seventeen sessions) begun in December See also Nonfiction Mentor Texts by Dorfman and Cappelli, Chapters 1-‐3 and 6 for more ideas on teaching informational writing

Develop a portfolio-‐worthy sample of informational writing using Common

W.6.2(a-‐f) W.6.4 W.6.5 W.6.6 W.6.7 W.6.8 W.6.9(b) W.6.10

56

examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

• Introduce a topic, organize ideas, concepts and information, using strategies such as definition, classification, comparison/ contrast, and cause/effect, include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension

• Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples

• Use appropriate transitions to clarify the relationships among ideas and concepts

• Use precise language and domain-‐specific vocabulary to inform about the topic

• Establish and maintain a formal style • Provide a concluding statement or section

that follows from the information or explanation presented


which the development, organization, and style are appropriate to task, purpose, and audience • With some guidance and support from

peers and adults, develop and strengthen

Core criteria for Grade 6. Students are assessed on their informational/expository writing skills, using a teacher-‐designed rubric based on the assessments in the front and back covers of Breathing Life into Essays.

W.6.2(a) W.6.2(b) W.6.2(c) W.6.2(d) W.6.2(e) W.6.2(f) W.6.4 W.6.5

57

writing as needed by planning, revising, editing, rewriting, or trying a new approach





• Draw evidence from literary or informational texts to support analysis, reflection, and research (literature and literary nonfiction)



Tux Typing for keyboarding instruction available on district shared network Use of netbooks

W.6.6 W.6.7 W.6.8 W.6.9(a-‐b) W.6.10

58








• Adapt speech to a variety of contexts and

See Speaking and Listening standards for Grade 6 in the Common Core on pages 49-‐50 Making Meaning, Unit 6:

• Group brainstorming • Using prompts to extend thinking • Repeating back what you heard said • Self-‐monitoring questions


SL.6.1(a-‐d) SL.6.2 SL.6.3 SL.6.4 SL.6.5 SL.6.6 L..6.1-‐3

59

tasks, demonstrating command of formal English when indicated or appropriate










See Common Core Language Standards on pages 52-‐53 Vocabulary teaching strategies:


L.6.1(a-‐e) L.6.2(a-‐b) L.6.3(a-‐b) L.6.4(a-‐d) L.6.5(a-‐c) L.6.6

60



Studies assessments • Exit Cards, Whole Group Discussion / and

Teacher Observation of partner work • Individual Reading Logs from Making

Meaning – Blackline Masters 36] Writing • Writer’s Notebook evaluation



• Student Response Book pgs. 38-‐43 Writing

• Assessment of Portfolio Informational writing piece

• Making Meaning Response book; pgs. 34-‐35, 43 [Double-‐Entry Journal Items]

• Narrative Writing: Tall Tales and Poetry • Expository Writing: write using structures

learned in Making Meaning: Cause-‐n-‐Effect, Chronological, Compare & Contrast (Pros vs. Cons), Letters, and Narrative-‐Non Fiction

Teachers determine rubric for scoring informational writing pieces as well as narrative and expository. Suggested activity: Rewrite Making Meaning articles using a different structure from the one presented.]

61

Grade 6 -‐ February Theme: Heroism

Essential Questions: • Who are some of your real-‐life heroes? What makes them admirable? • What famous people in history would you consider heroes? • • What characteristics do you think heroes should have?

Suggested Theme-‐based Literature: • Suggested Mentor Text: A Time for Andrew by Mary Downing Hahn • Self-‐Selected Literature from the classroom or school leveled library

Suggested Theme-‐based Reading Informational Text: Making Meaning -‐ Unit 7: Analyzing Text Structure; Weeks 1, 2 & 3 • “Hard at Work” by Ritu Upadhyay pgs. 312-‐314 • “Genetically Modified Food: A Powerful Technology” pgs. 324 & 325 • “Wolves: The Effects of Reintroduction on Ranchers” pgs. 338-‐339 • “Meltdown: Is Global Warming Caused by Humans?” pgs.350 & 351 • “How to Make a Papier-‐mache’ Mask” pgs. 362 & 363 • “Multiplex Movie Theater Schedule” pg. 364 • “Lincoln Middle School” schedule and map pg. 369-‐370 • “Rosie the Riveter: Women in a Time of War” Other references • Social Studies –Chapter 9 – South America • Unit 3 -‐ Leveled Readers [Social Studies mini books: “Hispaniola: Island of Two Nations” by Andrea Pelleschi [Extra Support], “Lost

World of the Olmec” by Brian couples [On Level], “America’s First City: Caral” by Matt Ravel [Challenge]. • Science Stories; Foss Kit #2 – “Landforms”` • National Geographic for Kids [Title I Science Supplemental Text]

62

• Biographies: Leading African-‐Americans Throughout History Teacher reference: Restorative Circles in Schools by Bob Costello, Joshua Wachtel & Ted Wachtel [Restorative Practices]





• Vast • Pesticides • Phenomenon


Resources



63



Guiding Readers and Writers by Fountas & Pinnell Scholastic leveled library Classroom leveled library Making Meaning, Unit 7 – Analyzing Text Structure (Nonfiction)

• Recognizing how expository text is organized

• Explore use of text structures in textbooks

• Create relationships between ideas • Post-‐it notes to track one’s thinking

Teacher Observation; conferencing Unit Assessments Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6




• Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a


RL.6.1 RL.6.2 RL.6.3

64

resolution. Craft and Structure • Determine the meaning of words and








comprehend literature, including stories,


RL.6.4 RL.6.5 RL.6.6 RL.6.7 RL.6.9 RL.6.10

65

dramas, and poems, in the grades 6-‐8 text complexity band proficiently, with scaffolding as needed at the high end of the range









Integration of Knowledge and Ideas

See Common Core Reading Informational Text Standards on page 39 Making Meaning, Unit 7 – Analyzing Text Structure (Nonfiction)

• Recognizing how expository text is organized

• Explore use of text structures in textbooks

• Create relationships between ideas • Post-‐it notes to track one’s thinking

RI.6.1 RI.6.2 RI.6.3 RI.6.4 RI.6.5 RI.6.6 RI.6.7

66

• Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue






RI.6.8 RI.6.9 RI.6.10

Writing Instruction: ARGUMENT, introduced I. Writing Workshop Skills: Instruction will focus on:

• How to develop an argument

Argument writing is a highly valued writing skill in the real world of both advanced education and work. It is one of the three text types addressed in Common Core writing. See Common Core Writing Standards on pages 41-‐44. Instruction in argument writing will take place within the writing workshop, where

W.6.1(a-‐e) W.6.1(a-‐e) W.6.4 W.6.5

67

• Knowing your audience • Counterargument • Presenting arguments in logical order

II. Common Core Writing Skills: Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences






writing process is emphasized. The primary resource for opinion/argument writing will be Nonfiction Mentor Texts by Dorfman and Cappellli. See Chapter 5: Writing to Persuade. Also see Guiding Readers and Writers by Fountas & Pinnell, Chapter 6 – “Nonfiction Writing in the Read World” Lucy Calkins Literary Essays: Writing About Reading is also helpful in teaching this text type (select from fifteen teaching sessions)

W.6.6 W.6.8 W.6.9(b) W.6.10 W.6.1(a) W.6.1(b) W.6.1(c) W.6.1(d) W.6.1(e)

68








• Draw evidence from literary or informational texts to support analysis, reflection, and research (both fiction and

Tux Typing for keyboarding instruction available on the district shared network Use of netbooks

W.6.4 W.6.5 W.6.6 W.6.7 W.6.8 W.6.9

69

nonfiction) Range of Writing

• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline specific tasks, purposes, and audiences

W.6.10






ideas logically and using pertinent descriptions, facts, and details to

See Speaking and Listening standards for Grade 6 in the Common Core on page 49

SL.6.1(a-‐d) SL.6.2 SL.6.3 SL.6.4

70

accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation




SL.6.5 SL.6.6 L..1-‐3








• Demonstrate understanding of figurative


• Multiple exposure of targeted words • Repetition & Reinforcement • Frayer Model • Leveled Reading • Think-‐Pair-‐Share • Differentiating between Fact and

L.6.1(a-‐e) L.6.2(a-‐b) L.6.3(a-‐b) L.6.4(a-‐d) L.6.5(a-‐c)

71

language, word relationships, and nuances in word meanings…


Opinion • Double-‐Entry Journals

L.6.6



Studies assessments • Exit Cards, Whole Group Discussion,

Teacher observation of partner work • Individual Daily Reading Log from Making

Meaning – Blackline Masters 36 • Individual Daily Reading Conference Notes Writing • Writer’s Notebook [

Suggested resource: Notebook Know-‐How: Strategies for the Writer’s Notebook by Aimee Buckner & Ralph Fletcher Assess student writing progress using assessments on front and back covers of Calkins Units of Study. Teachers can compose common rubrics for each text type.


• Individual Comprehension Assessment • Student Response Book pages 74-‐86

Writing • Adventure Narratives

72

Grade 6 -‐ March Theme: Change and Conflict

Essential Questions: • How do you handle change and conflict in your life? • How have the changes that you made back in November, after receiving your first report card this year, been working for you? • What conflicts do you face to achieving the goals you have set for yourself this year?


• Are You There God, It’s Me, Margaret by Judy Blume • Lost and Found ( The Bluford High Series #1) by Anne E. Schraff • Island of the Blue Dolphins by Scott O’Dell • Esperanza Rising by Pam Munoz Ryan • The Cay by Theodore Taylor • Self-‐Selected Literature from the school and classroom level library

Suggested Theme-‐based Reading Informational Text::

Making Meaning, Unit 8 Analyzing Text Structure/Important Ideas and Summarizing • “Abdul, Age 17, Afghan” • “Always Moving: Julisa Velarde” • “Dear Benjamin Banneker” • “Slower than the Rest” • Student selected text for week 5 Other texts: • Leveled Readers from Social Studies Harcourt Textbook • Social Studies Textbook Chapter 10– Ancient Greece and Rome; Ch 11-‐ Russian Empire/Explorers

73



• Making connections • Asking Questions • Inferring • Visualizing • Predicting • Determining Important Ideas • Synthesizing • Repairing Comprehension • Compare/Contrast • Analyze

II. Content Vocabulary: • Social Studies Vocabulary (10-‐11) • Science Vocabulary (1-‐3)


Resources




Guiding Readers and Writers by Fountas & Pinnell

Teacher observation; conferencing

74



Scholastic leveled library Classroom leveled library Making Meaning, Unit 8-‐ Determining Important Ideas and Summarizing (Fiction and Nonfiction)

• Distinguish important vs. supporting ideas in text

• Build summaries from important ideas

• Model thinking about what is important

• Support opinions with reasons • Note-‐taking

Unit assessments Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6





See Common Core Reading Literature Standards on page 38 Making Meaning, Unit 8: (Fiction)

• Determining importance • Summarizing • Note-‐taking

RL.6.1 RL.6.2 RL.6.3

75









comprehend literature, including stories, dramas, and poems, in the grades 6-‐8 text

See pages 57-‐58 of the Common Core for an explanation of text complexity

RL.6.4 RL.6.5 RL.6.6 RL.6.7 RL.6.9 RL.6.10

76

complexity band proficiently, with scaffolding as needed at the high end of the range









• Integration of Knowledge and Ideas

See Common Core Reading Informational Text Standards on page 39 Making Meaning, Unit 8: (Nonfiction)

• Determining importance • Summarizing • Note-‐taking

RI.6.1 RI.6.2 RI.6.3 RI.6.4 RI.6.5 RI.6.6

77

• Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue






RI.6.7 RI.6.8 RI.6.9 RI.6.10

Writing Instruction: ARGUMENT, concluded I. Writing Workshop Skills: Instruction will focus on:

• How to develop an argument • Knowing your audience • Counterargument

See Common Core Writing Standards on pages 42-‐44 Instruction in argument writing will take place within the writing workshop, where writing process is emphasized. The primary resource for opinion writing content will be Nonfiction Mentor Texts by Dorfman and

Students will develop portfolio-‐ready samples of

W.6.1(a-‐e) W.6.4 W.6.5 W.6.6 W.6.9(b)

78

• Presenting arguments in logical order II. Common Core Writing Skills: Text Types and Purposes: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-‐structured event sequences







Cappelli. See Chapter 5: Writing to Persuade Complete remaining sessions of Literary Essays: Writing about Reading by Lucy Calkins (fifteen teaching sessions)

argument writing to show their mastery of this text type. Teachers will develop rubrics for scoring. See chapter 5 of Nonfiction Mentor Texts and Calkins Literary Essay front/back covers for assessment ideas.

W.6.10 W.6.1(a) W.6.1(b) W.6.1(c) W.6.1(d) W.6.1(e) W.6.4

79








Range of Writing

Tux Typing for keyboarding instruction available on district shared network. Use of netbooks

W.6.5 W.6.6 W.6.7 W.6.8 W.6.9(a-‐b)

80

• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences

W.6.10







See Speaking and Listening standards for Grade 6 in the Common Core 6-‐12, pages 49-‐50

SL.6.1(a-‐d) SL.6.2 SL.6.3 SL.6.4

81



See Language Standards 1-‐3 for Grade 6 in Common Core Language standards, page 52

SL.6.5 SL.6.6 L.1-‐3











L.6.1(a-‐e) L.6.2(a-‐b) L.6.3(a-‐b) L.6.4(a-‐d) L.6.5(a-‐c)

82


L.6.6




Teacher Observation of partner work • Individual Daily Reading Conference and

Reading Log from Making Meaning – Blackline Masters 36

Writing • Writer’s Notebook assessment • Selection writing summary



• Individual Comprehension Assessment • Student Response Book, pages 80-‐103

Writing • Portfolio sample of Argument writing • Comparison Essay [MEAP Prep] • Writing an Argument to Take a Position

[MEAP Prep]

83

Grade 6 -‐ April Theme: Choice

April is Poetry Month

Essential Questions: • When did you ever have to make a difficult choice? • What helped you as you made that decision?


• Walk Two Moons by Sharon Creech • Spiderwick by Lac and Depilo • The Giver by Lois Lowry • Everything on a Waffle by Polly Orvath • Self-‐Selected Literature from the school and classroom leveled library

Making Meaning selections: • “The Boy, The Dog, and The Spaceship”

Suggested Theme-‐based Reading Informational Text: Making Meaning selections (Unit 8):

• “Dear Benjamin Banneker” • “Slower Than the Rest” • “The Bermuda Triangle” • “Sports Overload?” • “Hooked!”

84

• “Review of Harris and Me” Other resources:

• Time For Kids Magazines • Science Text Topics • Social Studies Text Topics

Media:






85


Resources






Guiding Readers and Writers by Fountas & Pinnell Scholastic leveled library Classroom leveled library Making Meaning, Unit 8 (5 weeks): Determining Important Ideas and Summarizing (Fiction and Nonfiction)

Teacher conferencing; observation Unit assessments Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6




• Describe how a particular story’s or drama’s plot unfolds in a series of episodes

See Common Core Reading Literature Standards on pages 36-‐37 Making Meaning, Unit 8: (Fiction)

• Determine important ideas • Distinguish between important and

supporting ideas in text • Build summaries from important

ideas • Develop book and movie summaries • Support opinions with reasons

RL.6.1 RL.6.2 RL.6.3

86

as well as how the characters respond or change as the plot moves toward a resolution.








Range of Reading and Level of Text Complexity

• Note-‐taking and underlining important ideas

• How to form an opinion

RL.6.4 RL.6.5 RL.6.6 RL.6.7 RL.6.9

87

• By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-‐8 text complexity band proficiently, with scaffolding as needed at the high end of the range


RL.6.10








• Determine the author’s point of view or purpose in a text and explain how it is

See Common Core Reading Informational Text Standards on page 39 Making Meaning, Unit 8: (Nonfiction)

• Determine important ideas • Distinguish between important and

supporting ideas in text • Build summaries from important

ideas • Develop book and movie summaries • Support opinions with reasons • Note-‐taking and underlining

important ideas • How to form an opinion

RI.6.1 RI.6.2 RI.6.3 RI.6.4 RI.6.5 RI.6.6

88

conveyed in the text Integration of Knowledge and Ideas • Integrate information presented in different







RI.6.7 RI.6.8 RI.6.9 RI.6.10

Writing Instruction: April is Poetry Month I. Writing Workshop Skills: Teaching the appreciation and writing of the poetry genre:

• Various purposes of poetry • Capturing a big thought in one moment • Use of figurative language

See Common Core Writing Standards on pages 42-‐44 Teachers may refer to the following sources for teaching poetry:

• Upper grade teachers may consider borrowing copies of Lucy Calkins Units of Study, Unit 7: Poetry-‐ Powerful

Students will develop portfolio-‐ready samples of poetry.

RL.6.5 RL.6.10 W.6.10

89

• The music of poetry • Use of line breaks, white space • Writing in the style of an author • Creating a mood

II. Common Core Writing Skills:

• Teach the characteristic text features of poetry (as above)

Thoughts in Tiny Packages. It is included in the K-‐2 kit only, but is a valuable resource.

• See also Wayne RESA genre unit on Poetry; available free at RESA.net under Curriculum -‐ Scaffolded ELA Lessons for Struggling Learners.

• Making Meaning, Unit 5 addresses Fiction and Poetry

• The following pages of Nonficiton Mentor Texts are recommended for poetry:

“Point of View” poetry – p. 33 “How to Be” poems – p. 165-‐168 “Poetic Voice” -‐ pages 196-‐208 • Poems for Two Voices by Paul

Fleischmann

Teachers could consult the assessment rubrics on the front and back covers of Calkins Poetry Unit for assessment ideas.



• Interpret information presented in diverse media and formats, (e.g., visually, quantitatively, orally) and explain how it


• Speaking skills in whole group, small group, and partner pairs

• Discussion of essential questions • Giving reasons for one’s opinion

SL.6.1(a-‐d) SL.6.2

90

contributes to a topic, text, or issue under study







SL.6.3 SL.6.4 SL.6.5 SL.6.6 L.1-‐3





L.6.1(a-‐e) L.6.2(a-‐b)

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Knowledge of Language

• Use knowledge of language and its conventions when writing, speaking, reading, or listening







L.6.3(a-‐b) L.6.4(a-‐d) L.6.5(a-‐c) L.6.6




teacher observation of partner work

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• Individual Daily Reading Log and Conference from Making Meaning – Blackline Masters 36]

Writing • Writer’s Notebook

Suggested Reading: Notebook Know-‐How:

Strategies for the Writer’s Notebook by Aimee Buckner & Ralph Fletcher] Assess student writing progress using assessments on front and back covers of Calkins Units of Study. Teachers can compose common rubrics for each text type.


• Individual Comprehension Assessment • Student Response Books, pages 80-‐103

Writing • Assessment of Portfolio Poetry writing

sample(s)

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Grade 6 -‐ May Theme: Aspirations

End of Year Assessments

Essential Questions: • Reflect on the sequence of events you used to attain your aspirations. • What made the greatest contribution to succeeding? • What were the biggest obstacles?


• Walk Two Moons by Sharon Creech • James and the Giant Peach by Roald Dahl • Spiderwick by Lac and Depilo • The Giver by Lois Lowry • Everything on a Waffle by Polly Orvath • Self-‐Selected Literature from the school or classroom leveled library • “The Boy, The Dog, and the Spaceship” (Making Meaning, Unit 9)

Suggested Theme-‐based Reading Informational Text: Making Meaning, Unit 9

• “The Bermuda Triangle” • “Hooked!” • “Sports Overload?” • “Review of Harris and Me” Other resources: • Time For Kids Magazines

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• Science Text Topics • Social Studies Text Topics

Media:






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Resources






Guiding Readers and Writers by Fountas & Pinnell Classroom leveled library Scholastic leveled library Making Meaning, Unit 9: Synthesizing: Fiction and Nonfiction –

• synthesize text to form opinions • Use text to support conclusions • Factors to consider for opinions • Recognizing point of view

Teacher conferencing; observation Unit assessments Ongoing monitoring of student skills

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6




• Describe how a particular story’s or drama’s plot unfolds in a series of episodes

See Common Core Reading Literature Standards on pages 36-‐37 Meaning, Unit 9: Synthesizing: Fiction–


RL.6.1 RL.6.2 RL.6.3

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as well as how the characters respond or change as the plot moves toward a resolution.








Range of Reading and Level of Text Complexity

RL.6.4 RL.6.5 RL.6.6 RL.6.7 RL.6.9

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• By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6-‐8 text complexity band proficiently, with scaffolding as needed at the high end of the range


RL.6.10








• Determine the author’s point of view or purpose in a text and explain how it is

See Common Core Reading Informational Text Standards on page 39 Meaning, Unit 9: Synthesizing: Nonfiction–


RI.6.1 RI.6.2 RI.6.3 RI.6.4 RI.6.5 RI.6.6

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conveyed in the text Integration of Knowledge and Ideas • Integrate information presented in different







RI.6.7 RI.6.8 RI.6.9 RI.6.10

Writing Instruction: TEACHER’S CHOICE In the last month of Writers Workshop, teachers will have a choice of instructional targets. Students have been exposed to each of the Common Core writing text types. They may now

See Common Core Writing Standards on pages 42-‐44. During the pilot year of this ELA plan, teachers will be integrating Common Core requirements and monthly time lines for the first time. This month offers an opportunity

W.6.1-‐3 W.6.10

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combine what they’ve learned about the writing process and the types and purposes of writing.

for teachers to choose one of the following options for May. The choice option is not designed to “catch up” on unfinished work from previous monthly units. Instead, you are asked to pilot one of these options with fidelity. Scoring rubrics should be developed before beginning the unit. • Instruction in “blended” writing (taken

from the Common Core Research Notes, Appendix A). This is reprinted for you in the Appendix section. Students would learn how to combine the three text types of writing in one cohesive piece. o A sample lesson is attached in the

Appendix. Three versions of writing about the African country of Lesotho are presented with the features of each text type highlighted. These types of writing could then be combined in what the Common Core describes as “blended” writing

• Unit 4 of Lucy Calkins: Writing Fiction – Big Dreams (fifteen sessions) which was omitted in this plan due to time constraints. This unit includes: o Learning to write an effective

fictional story

Teachers decide on a unit of choice which requires a published piece of writing. Options include blended writing, fiction, or memoir. Rubric to be developed.

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o Identifying a story idea, character traits (both internal and external), and character wants and needs

o Developing a story line where character motivations meet obstacles

o Using Mentor texts as models o See Sessions IV, V, VIII, X, and XIII

• Consider Unit 6 of Calkins Units of Study: Memoir – The Art of Writing Well. This unit was also omitted due to time constraints but contains valuable teaching points, especially Session V and pages 94-‐95 on seed ideas.

• School or class activity involving each student’s portfolio samples. E.g. prepare to send on to next year’s teacher; showcase in the school; publish for presentation; preparation of a class anthology for placement in the school library.


• Engage effectively in a range of collaborative discussions (one-‐on-‐one, in groups, and teacher-‐led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and


• Whole group, small groups, and pairs through discussion of essential questions

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expressing their own clearly… • Interpret information presented in diverse

media and formats, (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study






• Supporting one’s opinions with reasons

• Identifying an author’s point of view • Sharing a book review with others


SL.6.2 SL.6.3 SL.6.4 SL.6.5 SL.6.6 L.1-‐3


• Demonstrate command of the conventions of standard English grammar and usage


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when writing or speaking… • Demonstrate command of the conventions

of standard English capitalization, punctuation, and spelling when writing…







Daily Oral Language activities Teaching strategies:


L.6.2(a-‐b) L.6.3(a-‐b) L.6.4(a-‐d) L.6.5(a-‐c) L.6.6



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Studies • Exit Cards, Whole Group Discussion /

Partner Work and Teacher Observation • Individual Daily Reading Log and

Conferencing -‐ Making Meaning – Blackline Masters 36

Writing • Writer’s Notebook • Teacher-‐student conference notes



• Individual Comprehension Assessment • Student Response Book, pages 87-‐103

Writing: • Evaluation of student writing piece from

Teacher’s Choice unit • Students select one of the three writing

structures to discuss their aspirations

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Grade 6 -‐ June Theme: Promises Kept

Essential Questions: • How have I honored the promises I made to myself in September? • In what ways am I different because of the things I have accomplished this year?


• “The Road Not Taken” by Robert Frost Suggested Theme-‐based Reading Informational Text:

Media:

• Video: • Music: • Art: • Internet: Google Robert Frost’s Road Not Taken (reading and musical version Google the Starfish story

Vocabulary: * See Appendix for vocabulary instruction ideas I . Academic Vocabulary: L.6.4-‐6

• Making connections • Asking Questions • Inferring • Visualizing • Predicting • Determining Important Ideas

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• Synthesizing • Repairing Comprehension • Compare/Contrast

II. Content Vocabulary: • diverge


Resources




Literature Circles – small, temporary groups based on student book choice


Completion of all year-‐end assessments Making Meaning, Unit 10: Preparation for summer literacy; sharing book recommendations

RL.6.1-‐10 RI.6.1-‐10 RL.6 RI.6

Reading Literature Range of Reading and Level of Text Complexity • By the end of the year, read and


Making Meaning, Unit 10: students chart reading comprehension and self-‐monitoring strategies; compile and share list of recommended books

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Reading Informational Text: Range of Reading and Level of Text Complexity • By the end of the year, read and



RI.6.10

Writing Instruction: I. Writing Workshop Skills: II. Common Core Writing Skills: Range of Writing

• Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-‐specific tasks, purposes, and audiences

Completion and publication of May writing activities. Also consider inviting students to sign up for public library cards and summer literacy programs. Develop a school-‐based summer reading/writing incentive program to encourage student growth over the summer. Arrange for school-‐wide display of reading records, library certificates, etc. as school reopens.

W.6.10




SL.6.1(a-‐d)

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L.6.1(a-‐e)


• Individual Daily Reading Logs • Reflections of the year • Student Response Book pages 101, 104-‐105

Writing • Students reflect on their writing progress

over the course of the school year; review of Portfolio pieces

Completion of year-‐end assessments

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