Roselle Public Schools ELA Curriculum Units Grade 6
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Roselle Public Schools ELA Curriculum Units Grade 6 1 Revised 2018 Unit: 3 / Marking Period 3 Curriculum Area: English Language Arts Unit Title: New Perspectives Reading Genre(s):Realistic fiction, Narrative Nonfiction, Drama, Poetry, and Biography Writing Genre(s): ● Narrative Writing ● Literary Analysis ● Routine Writing Grade Level: 6 Time Frame: 9 weeks 8 weeks Instruction plus 5 days of Assessment Pacing Guide Unit Overview The main purpose of this unit is for students to identify the types of changes that might transform how individuals view the world according to their experiences and relationships. This unit will offer students different perspectives on how people respond to change and therefore seek new perspectives. Students will deconstruct and interpret text in a variety of meaningful ways. Students participate in instruction that hones reading skills through brief, specific lessons, teacher and student models, and thinking activities. Incorporating important aspects of narrative reading and writing strategies, the students learn the academic and social importance of reading and writing while employing the selected tools and instruction. The unit also emphasizes interaction between readers and writers. What are the elements of narrative writing? How do authors describe people and places in their writing? From exposure to this unit, students will gain a clear understanding of setting, characters, problem/solution, and plot. Students learn to analyze the intentional use of narrative techniques, identify how an author develops a narrator's point of view within a text, discuss author's craft, and track theories about textual meaning while contrasting text in different forms or genres. Essential Questions Enduring Understandings ● How are people transformed through their experiences and relationships? ● How are people transformed through their experiences and relationships? ● What writing strategies do authors use to strengthen their stories? ● People are often transformed through their experiences and relationships with others. ● People are often transformed through their experiences and relationships with others.
Transcript of Roselle Public Schools ELA Curriculum Units Grade 6
Roselle Public Schools
ELA Curriculum Units
Grade 6 1
Revised 2018
Unit: 3 / Marking Period 3
Curriculum Area: English Language Arts
Unit Title: New Perspectives
Reading Genre(s):Realistic fiction, Narrative Nonfiction, Drama,
Poetry, and Biography
Writing Genre(s):
● Narrative Writing
● Literary Analysis
● Routine Writing
Grade Level: 6
Time Frame: 9 weeks
8 weeks Instruction plus 5 days of Assessment
Pacing Guide
Unit Overview
The main purpose of this unit is for students to identify the types of changes that might transform how individuals view the world according to
their experiences and relationships. This unit will offer students different perspectives on how people respond to change and therefore seek new
perspectives. Students will deconstruct and interpret text in a variety of meaningful ways. Students participate in instruction that hones reading
skills through brief, specific lessons, teacher and student models, and thinking activities. Incorporating important aspects of narrative reading
and writing strategies, the students learn the academic and social importance of reading and writing while employing the selected tools and
instruction. The unit also emphasizes interaction between readers and writers. What are the elements of narrative writing? How do authors
describe people and places in their writing? From exposure to this unit, students will gain a clear understanding of setting, characters,
problem/solution, and plot. Students learn to analyze the intentional use of narrative techniques, identify how an author develops a narrator's
point of view within a text, discuss author's craft, and track theories about textual meaning while contrasting text in different forms or genres.
Essential Questions Enduring Understandings
● How are people transformed through their experiences and
relationships?
● How are people transformed through their experiences and
relationships?
● What writing strategies do authors use to strengthen their
stories?
● People are often transformed through their experiences and
relationships with others.
● People are often transformed through their experiences and
relationships with others.
Roselle Public Schools
ELA Curriculum Units
Grade 6 2
Revised 2018
● How does my understanding of literary elements increase my
enjoyment of fiction?
● What impact does listening have?
● How does reading influence us?
● How will one determine the elements and events that caused a
change in plot?
● How will one write a narrative to develop real or imagined
experiences using effective techniques?
● How will one interpret information from various media and
formats?
● Good writers use a repertoire of strategies that enables them to
vary form and style, in order to write for different purposes,
audiences, and contexts.
● Strategic readers can develop, select, and apply strategies to
enhance their comprehension.
● Listening skills are critical for learning and communicating.
● Authors write with different purposes in mind.
District / School Required Texts and Media Formats District / School Supplementary Resources
Wonders Reading Program Weekly Units - McGraw Hill
● Reading/Writers Workshop
● Literature Anthology
● Wonders Leveled Readers
● Wonders Connected
● Wonders Mini Lessons
WONDERS READING/WRITING WORKSHOP
RL.6.1 RL.6.3 RL.6.4 RL.6.5
Journey to Freedom (historical fiction), page 324
RL.6.2 My Visit to Arizona (free verse fiction), page 280
Mentor texts for Reader’s and Writer’s Workshop
CCSS I Can Statements Grade 6
www.readwritethink.org (Read Write Think)
www.standardssolution.com (Standards Solution)
Inspired Instruction PD and Resources
www.scholastic.com (Scholastic)
www.newsela.com (Newsela)
Achivethecore.org
PARCC Resources
Roselle Public Schools
ELA Curriculum Units
Grade 6 3
Revised 2018
WONDERS LITERATURE ANTHOLOGY
RL.6.1 RL.6.2 RL.6.5
The Case of the Magic Marker Mischief Maker (drama), page 294
RL.6.5
Home of the Brave (realistic fiction), page 310
RL.6.6
To Mrs. Garcia, in the office (poetry), page 327
RL.6.9
A Scholar in the Family (drama), page 170
The People Could Fly (folktale), page 372
READING/WRITING WORKSHOP
RL.6.1
The Rockers Build a Soccer Field (Realistic fiction), page 166
“Jewels from the Sea (narrative nonfiction), page 194
RL.6.2
Facing the Storm (Realistic fiction), page 180
Rl.6.2
Treasure in the Attic (drama), page 266
RL.6.6 Hey Nilda (poetry), page 294
Hi Rachel (poetry), page 296
Roselle Language Arts Areas of Focus
Roselle Public Schools
ELA Curriculum Units
Grade 6 4
Revised 2018
RI.6.3 RI.6.4 RI.6.6
She Had to Walk Before She Could Run (biography), page 252
RI.6.5
Marian Anderson: Struggles and Triumphs (biography), page 208
Literature Anthology
RL.6.2
How Tía Lola Came to Visit Stay (realistic fiction), page 180
RL.6.2
Lizzie Bright and the Buckminster Boy” (realistic fiction), page 196
RI.6.8
Seeing Things His Own Way (biography), page 276
RI..6.1
The Pot That Juan Built (narrative nonfiction), page 212
Roselle Public Schools
ELA Curriculum Units
Grade 6 5
Revised 2018
District/School Formative Assessment Plan District/School Summative Assessment Plan
● Reading Inventory (Read 180)
● Reading Wonders Bi-weekly Assessments
● Anecdotal Records
● Writing portfolio
● iReady (Growth Monitoring)
● Performance Task (LAT)
Main Resource Performance Task Make that Money
● Collaborative Discussion
● iReady Reading Diagnostic Assessment
● District Benchmark Writing Assessment -LAT ( Pre and Post
Assessment )
● Unit 3 Summative Assessment (LAT)
Instructional Best Practices
● Identifying Similarities and Differences
● Summarizing and Note Taking
● Reinforcing Effort and Providing Recognition
● Homework and Practice
● Modeling
● Cooperative Learning
● Setting Objectives and providing Feedback
● Cues, Questions, and Advance Organizers
● Roselle Required Reading and Writing Artifacts
Word Wall
PARCC Rubrics
Student Work display with rubric score
Teacher feedback,
Student Reflection,
Reading Journal(notebook)
Student Portfolios
conference logs
● Gradual Release of Responsibility
● Managing response rates
● Checks for understanding
● Diagrams, charts and graphs
● Coaching
● Reading partners
● Visuals
● Collaborative problem solving
● Active engagement strategies
● Establishing metacognitive reflection and articulation
Roselle Public Schools
ELA Curriculum Units
Grade 6 6
Revised 2018
data charts/logs
NJSLS Learning Plan
Content Standards and Key Knowledge Exemplar Lessons and Activities
Students will know how to..
Students will be able to...
RL.6.1 Cite textual evidence and make relevant connections to
support analysis of what the text says explicitly as well as inferences
drawn from the text.
RI.6.1 Cite textual evidence and make relevant connections to
support analysis of what the text says explicitly as well as
inferences drawn from the text.
● Closely read the text (questioning, determining importance,
looking for patterns) to extract quality evidence to support a
claim
● Use evidence from the text to make and check predictions
when reading
● Make personal connections, make connections to other texts,
and/or make global connections when relevant
● Gather evidence from the text to support inferences or
explicit meaning.
● Read and analyze a variety of literary genres and
informational texts
● Closely examine the text’s explicit content
● Probe a segment of text in order to study and evaluate its
multiple, deeper, and varied meanings
RL.6.1
Wonders Cite Textual Evidence
iReady Cite Textual Evidence
Cite Textual Evidence
Roselle Public Schools
ELA Curriculum Units
Grade 6 7
Revised 2018
● Reconstruct and understand the text segment’s new
meaning
● Combine text information and prior knowledge (personal
experience and/or previous reading) to create new information
in the form of inferences
● Refer to the text for support when analyzing and drawing
inferences
● Correctly cite evidence from the text (this is the first time the
term “cite” is used, before that it says quote accurately and
refer to)
RL6. 2 Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from
personal opinions or judgments.
RI.6.2 Determine a central idea of a text and how it is conveyed
through particular details; provide a summary of the text distinct from
personal opinions or judgments.
● Determine the theme or central message
● Explain the theme or central idea using key details
from the text as evidence, including details from the
beginning, middle, and end of the text
● Identify and use knowledge of common graphic
features (charts, maps, diagrams, captions,
illustrations) to help determine the central idea of a
text
● Summarize texts by evaluating key details in which
the central idea or theme is located
RL6.2
Wonders Main Idea
iReady Central Idea
Determine Central Idea
Roselle Public Schools
ELA Curriculum Units
Grade 6 8
Revised 2018
● Distinguish key (thematic) details from all other
details
● Evaluate recurring ideas and changes in the characters
and plot over the course of the text
● Evaluate why the author made those changes, the
impact the changes had on the reader, and the
effectiveness of the author’s choices
● Distinguish between essential and nonessential details
of a text to support creating unbiased summaries
withholding personal opinion and judgment
● Determine central messages or main ideas in a text
● Identify details to support the main idea
● Analyze how the details of the text help to support and
reveal the central idea or theme
● Provide an analysis of the impact of poetic devices
(rhyme scheme, alliteration, consonance, etc) on a
particular section of a text
RL.6.3. 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.
● Explain the parts of a plot; provide a summary of each
part
● Observe and analyze how story characters and plot
interact and develop throughout a given text
● Read and evaluate texts with the goal of
understanding how the story’s events and setting
impact and shape the characters in different ways
RL.6.3.
Wonders Plot
Describe how plot unfolds
Roselle Public Schools
ELA Curriculum Units
Grade 6 9
Revised 2018
● Determine how particular episodes may trigger
various responses in characters, revealing one or more
of the characters’ traits
RL.6.4. 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
● Demonstrate the ability to determine the meaning of words
and phrases as they are used in a text (e.g., figurative,
connotative)
● Provide an analysis of the impact of specific word choice on
meaning and/or tone
● Analyze why the author made a specific word choice
● Analyze the impact of the word choice on the reader
● Evaluate the effectiveness of the author’s word choice
● Identify poetic devices used in text
Provide an analysis of the impact of poetic devices (rhyme
scheme, alliteration, consonance, etc) on a particular section of a
text
RI.6.5. 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 how individual elements of a work (section,
chapter, scene, or stanza, etc.) contribute to a text’s overall
scope
● Recognize how form relates to function and how a part relates
to a whole
● Distinguish between different text structures
● Identify part to whole and whole to part relationships
RL6.4
Determine meaning words and phrases
Wonders Figurative language
RL6.5 Wonders Text Structure
iReady Text Structure
Sentence, Paragraph, Chapter, or Section Fits
Roselle Public Schools
ELA Curriculum Units
Grade 6 10
Revised 2018
● Observe how the individual components of the text add to
the development of the theme, setting, and plot
● Analyze why the author included a specific section (chapter,
scene, or stanza, etc.) of the text
● Analyze the impact the specific section (chapter, scene, or
stanza, etc.) has on you, the reader
● Evaluate the effectiveness of the author’s choice to include
this section (chapter, scene, or stanza, etc.)
RL.6.6. Explain how an author develops the point of view of the
narrator or speaker in a text.
RI.6.6. Determine an author's point of view or purpose in a text
and explain how it is conveyed in the text.
● Identify various points of view
● Determine how the author develops the point-of-view of the
narrator or speaker in the text
● Reflect upon certain scenes or portions within a text and
imagine how their content/style would change if the narrator’s
or speaker’s point-of-view shifted to an alternate point-of-
view, including the effect of these changes on the reader
● Determine how the author’s word choice helps develop the
narrator or speaker’s point of view
● Evaluate the effectiveness of the author’s choice in point of
view
RL.6.7. 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.
RL.6.6
Author's Point of View
Wonders Author's Point of View
RL.6.7.
Compare and contrast experience reading story
Wonders Compare and Contrast
Roselle Public Schools
ELA Curriculum Units
Grade 6 11
Revised 2018
● Compare and contrast texts across various genres on the
same theme or topic
● Evaluate multiple approaches to the same subject
● Compare text to multimedia as it impacts the audience
RL.6.9.Compare and contrast and reflect on (e.g. practical
knowledge, historical/cultural context, and background knowledge)
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.
● Compare and contrast texts of different genres that share
similar themes
● Analyze how each author conveys the same message through
different avenues
● Investigate the authors’ dissimilar backgrounds that inspire
such works (themes)
● Compare/contrast how each author infuses their philosophy
and persona into their work
● Analyze the impact of the differences in forms or genres on
the reader
● Evaluate the effectiveness of each author’s approach to the
theme and topic
W.6.3. Write narratives to develop real or imagined experiences or
events using effective technique, relevant descriptive details, and
well-structured event sequences.
W.6.3.A. 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.
RL.6.9.
Contrast and Compare Texts Different Forms or Genres
Wonders Text Structure
W.6.3
Wonders Narrative Writing
Narrative Writing
Roselle Public Schools
ELA Curriculum Units
Grade 6 12
Revised 2018
W.6.3.B. Use narrative techniques, such as dialogue, pacing,
and description, to develop experiences, events, and/or
characters.
W.6.3.C. Use a variety of transition words, phrases, and clauses
to convey sequence and signal shifts from one time frame or
setting to another.
W.6.3.D. Use precise words and phrases, relevant descriptive
details, and sensory language to convey experiences and
events.
W.6.3.E. Provide a conclusion that follows from the narrated
experiences or events.
W.6.4. Produce clear and coherent writing in which the
development, organization, voice, and style are appropriate to
task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1–3 above.)
● Identify defining characteristics of different genres of
writing
● Unpack a writing prompt
● Write for a specific purpose and audience
● Select an appropriate text structure or format for the task
● Use language that is precise and powerful to create voice
● Create a tone that is appropriate for one’s audience
W.6.5. 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.
● Revise and edit intentionally to improve writing
● Generate ideas to develop topic
● Revise writing with a partner or self-editing checklists
W.6.3.B
Use narrative techniques
W.6.3.E.
Provide Narrative Conclusion
W.6.4
Produce clear coherent writing
Wonders Voice
W.6.5
Wonders Strong Writing
Strengthen Writing
Roselle Public Schools
ELA Curriculum Units
Grade 6 13
Revised 2018
● Distinguish between editing and revising
W.6.6. 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.
● Use technological resources to enhance writing
● Give and receive feedback using technology
● Seek out authentic publishing opportunities
● Use tools including blogs and wikis, to develop writing and
communicate with students in their classes
● Type a minimum of three pages in a single sitting
● Use keyboarding skills to make typing more efficient
● Type three pages in an appropriate amount of time
W.6.9. (Choice) Draw evidence from literary or informational
texts to support analysis, reflection, and research.
W.6.9.A. Apply grade 6 Reading standards to literature (e.g.,
"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").
● Write a clear thesis statement
● Identify evidence that supports claims in literary analysis
● Incorporate evidence into written pieces, using introductory
phrases and transitions
● Logically connect evidence to claims in writing
W.6.10. Write routinely over extended time frames (time for
research, reflection, metacognition/self correction, 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
Wonders Draw Evidence
Draw Evidence Literary Texts
Roselle Public Schools
ELA Curriculum Units
Grade 6 14
Revised 2018
● Practice writing in a myriad of situations (journals,
dialogues, creative tasks, etc.)
● Reflect on and be able to explain purposeful decisions made
while writing
● Respond to a wide-variety of topics for an array of purposes
and audiences
● Produce written reflections
SL.6.1. 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.
SL.6.1.A. Come to discussions prepared, having read or studied
required material; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on ideas
under discussion.
SL.6.1.B. Follow rules for collegial discussions, set specific goals
and deadlines, and define individual roles as needed.
SL.6.1.C. Pose and respond to specific questions with elaboration
and detail by making comments that contribute to the topic, text, or
issue under discussion.
SL.6.1.D. Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection and
paraphrasing.
● Read required texts prior to discussions\
● Prepare for discussions
● Use previous knowledge to expand discussions about a topic
● Engage in conversations about grade-appropriate topics and
text
W.6.10
Write Routinely
SL.6.1.
Collaborative Discussions
Wonders Collaborative Discussions
SL.6.1.C.
Respond to Specific Questions with Elaboration
SL.6.1.D.
Roselle Public Schools
ELA Curriculum Units
Grade 6 15
Revised 2018
● Participate in a variety of rich, structured conversations
● Define and identify rules for discussions, including group
and individual roles
● Model appropriate behavior during discussions
● Craft and respond to specific questions based on the topic or
text, elaborating when necessary
● Reflect on and paraphrase what was discussed
● Summarize the ideas expressed
● claims
SL.6.2. 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
● Interpret and evaluate information presented in diverse
media and formats
● Explain how each medium shapes or influences the
audience’s perception and understanding of the information
presented
● Evaluate the effectiveness of the chosen format for
presenting the information
● Observe how various mediums appeal to one or more senses
with varying levels of intensity
● Compare the reading of a speech to watching a video of the
speech
SL.6.4. Present claims and findings, sequencing ideas logically
and using pertinent descriptions, facts, and details to accentuate
main ideas or themes; use appropriate speaking behaviors (e.g.,
eye contact, adequate volume, and clear pronunciation).
Demonstrate Understanding of Multiple Perspectives
Roselle Public Schools
ELA Curriculum Units
Grade 6 16
Revised 2018
● Utilize skills that are common to the language production
domain of writing
● Organize ideas in a logical, sequential order.
● Present information using sound, detailed, and relevant
evidence in a coherent manner
● Use appropriate eye contact, adequate volume, and clear
pronunciation
SL.6.6. Adapt speech to a variety of contexts and tasks,
demonstrating command of formal English when indicated or
appropriate. (See grade 6 Language standards 1 and 3 for
specific expectations.)
● Orally present information, using appropriate speech, in
a variety of situations
● Manipulate the speech based upon context
L.6.1. Demonstrate command of the conventions of standard
English grammar and usage when writing or speaking.
L.6.1.B. Use intensive pronouns (e.g., myself, ourselves)
L.6.1.E. Recognize variations from standard English in their own and
others' writing and speaking, and identify and use strategies to
improve expression in conventional language.
● Identify pronouns in writing
● Ensure that pronouns are in the proper case (subjective,
objective, possessive
● Revise grammatical errors in writing
● Perform peer reviews of writing to identify and correct
grammatical errors
● Identify and use strategies to revise writing
SL.6.4. Present Claims
L.6.1.
Demonstrate Command of Conventions
Roselle Public Schools
ELA Curriculum Units
Grade 6 17
Revised 2018
L.6.2. Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
L.6.2.A. Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements.
L.6.2.B. Spell correctly.
● Define and identify nonrestrictive/parenthetical elements in
writing
● Determine the appropriate punctuation to set off
nonrestrictive/parenthetical elements
● Apply common rules and patterns to spell words correctly in
writing
L.6.3. Use knowledge of language and its conventions when
writing, speaking, reading, or listening.
L.6.3.A. Vary sentence patterns for meaning, reader/listener interest,
and style/voice.
L.6.3.B. Maintain consistency in style and tone.
● Identify various sentence patterns in reading
● Incorporate various sentence patterns to create style and
voice in writing
● Use a consistent style and tone when writing or speaking
L.6.4. Determine or clarify the meaning of unknown and
multiple-meaning words or phrases based on grade 6 reading and
content, choosing flexibly from a range of strategies.
L.6.4.A. Use context (e.g., the overall meaning of a sentence or
paragraph; a word's position or function in a sentence) as a clue to the
meaning of a word or phrase.
L.6.4.C. Consult reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a
word or determine or clarify its precise meaning or its part of speech.
L.6.3.A
Vary Sentence Patterns
L.6.4.
Wonders Context Clues
Clarify meaning unknown words
iReady Multiple Meaning Words
L.6.4.A
Use context clues for overall meaning
Roselle Public Schools
ELA Curriculum Units
Grade 6 18
Revised 2018
L.6.4.D. Verify the preliminary determination of the meaning of a
word or phrase (e.g., by checking the inferred meaning in context or
in a dictionary).
● Use a word’s position in a sentence as a clue to the meaning
of a word
● Use a combination of context clues, structural clues, and the
word’s position in the sentence to determine the meaning of
an unknown word or phrase
● Use dictionaries, glossaries, and/or thesauruses to find the
pronunciation of a word
● Use dictionaries, glossaries, and/or thesauruses to determine
the actual meaning of a word or its part of speech.
● Use reference materials to check the inferred meaning of
words
L.6.5. Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
L.6.5.A. Interpret figures of speech (e.g., personification) in context.
L.6.5.C. Distinguish among the connotations (associations) of words
with similar denotations (definitions) (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
L.6.6. 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.
● Understand and apply conversational, academic, and
domain specific vocabulary
● Acquire and use accurately a range of general academic and
domain-specific words and phrases sufficient for reading,
L.6.5
Wonders Figurative language
Demonstrate understanding figurative language
Roselle Public Schools
ELA Curriculum Units
Grade 6 19
Revised 2018
writing, speaking, and listening at the college and career
readiness level
● Demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term important to
comprehension or expression
● Acquire and use accurately grade appropriate general
academic and domain specific words and phrases
● Dissect assignments and determine the key processes required
L.6.6.
Acquire grade appropriate Academic and Domain Words
Related Misconception(s)
RL.6.1 Answering questions about a passage is enough to gauge comprehension.If students comprehend a piece of text, then they should be
able to tell you connections they made to the text or draw their own conclusions about the events in the text. Since comprehension is the
ultimate goal of reading, we want to make sure we provide our students with several different strategies to build their comprehension. Some
strategies include: activating prior knowledge, picture walks, discussions, graphic organizers, and predicting (Jennings, Caldwell, & Lerner,
2014). (RL.6.1 Lesson)
Readers’ Workshop
Procedures: Required Resources:
Roselle Public Schools
ELA Curriculum Units
Grade 6 20
Revised 2018
● Independent Reading
● Mini-Lessons
● Read-Alouds
● Shared Reading
● Interactive Read-Alouds
● Literacy Stations
● Guided Reading
● Before:
1. KWL Chart
2. Metacognitive Questioning
3. Gallery Walk
4. Vocabulary Building Marzano's Six Steps to Effective
Vocabulary Instruction
● During:
1. Context Clues for Unfamiliar Vocabulary
2. StoryBoard
3. Reader’s Log or Response Log
4. Dialectical Journal
5. Graphic Organizers (Compare and Contrast –Venn
Diagram, Sequencing, Problem-Solution
6. Story Map)
7. Reciprocal Teaching Process: Each student takes a
different role (e.g. Read, Predict, Visualize, Clarify,
Question, and Summarize)
8. Literature Circles
9. Socratic Seminar Socratic Seminar: A Reading and
Discussion Strategy
● After
1. Summarizing
2. Paraphrasing
3. Bridging Text to Making Connections, Comparing and
contrasting texts
4. Quick Write Procedure
Connected On line Resources
https://connected.mcgraw-hill.com/connected/login.do
● Wonders Reading/Writing Workshop Mini-Lessons
● Reading/Writing Workshop Text
● Wonders Literature Anthology
https://connected.mcgraw-hill.com/connected/login.do
● Wonders Leveled texts
● Point of View Activity
● Main Idea Practice
● Inference Practice
● Reading Comprehension Worksheets
● Read Aloud Strategy
● Newsela
Roselle Public Schools
ELA Curriculum Units
Grade 6 21
Revised 2018
5. Exit Ticket
Guided Reading Mini Lesson
Clemson Reading Recovery
https://readingrecovery.clemson.edu/guided-reading/
Reading Comprehension Skills and Strategies
Unit 3 Reading Strategies
● Reading Comprehension
● Making connections
● Determining Importance
● Summarizing & Synthesizing
● Make, Confirm,Revise Predictions
● Reread
● Ask and Answer Questions
● Visualize
● Predictions
● Summarize
● Analyzing Author’s Craft
Unit 3 Reading Skills
● Reading comprehension
● Draw inferences
● Cite specific examples and details to support inferences
● Analyze the text
● Recognize and analyze theme
● Understand symbolism
● Make inferences
● Support theme or idea with details from the text
● Understand the difference between fact and opinion or judgment
● Describe a plot
● Sequence a series of episodes in a story or drama
● Identify the problem
● Summarize
● Describe how characters change throughout a story or drama
● Determine the resolution of a story or drama
Roselle Public Schools
ELA Curriculum Units
Grade 6 22
Revised 2018
● Describe how characters respond as the plot moves toward
resolution
● Sequence a series of episodes
● Identify the problem
● Summarize
● Describe how characters change throughout a story or drama
● Determine the resolution of a story or drama
● Describe how characters respond as the plot moves toward
resolution
● Understand synonyms
● Understand connotations
● Understand figurative language (simile, metaphor, analogy,
hyperbole, personification, idioms, onomatopoeia)
● Compare & contrast
● Understand how word choice impacts meaning
● Understand how word choice impacts tone Interpret words and
phrases
● Make inferences
● Understand text structures and their parts
● Understand how theme, setting, or plot develops
● Understand and analyze how text structure contributes to the
development of the theme, setting and plot
● Identify the point of view
● Understand and explain how the point of view is developed by
the narrator or speaker
● Compare & contrast the experience of reading a story, drama, or
poem to listening to or viewing an audio, video, or live version
of the text
● Contrast what students “hear” and “see” when reading to what
they perceive when they listen or watch
● Understand the compare/contrast pattern
● Recognize text forms and genres
● Understand how themes are developed
Roselle Public Schools
ELA Curriculum Units
Grade 6 23
Revised 2018
● Identify text topics
● Draw inferences
● Support inference with evidence from the text
● Analyze the text
● Determine the central idea
● Identify supporting details
● Identify point of view
● Identify author’s purpose
● Understand and explain how point of view /purpose develops
and is conveyed
Writers’ Workshop
Procedures:
● Mini-Lessons
● Independent Writing
● Writing Conferencing
● Group Share
● Guided Writing
● Writing Stations
● Peer Editing
Required Resources
● Wonders Reading/Writing Workshop Mini Lessons
● Writer’s Workspace ( Connected Online Tools Workshop) (Unit
4 )Narrative Writing: Wonders Narrative
● Writer's Workspace ● Computer Literacy Lessons
● Graphic Organizer Tool
● Model Essays
● Rubric Generator Tool
● Rubrics
● Workshop
● PARCC Writing Format
● Achieve the Core
Suggested Resources:
● Teacher Tube
● Writing Instruction
● Writing, Inquiry, Collaboration & Reading
● Conferencing Video
● Compare/Contrast Map
Roselle Public Schools
ELA Curriculum Units
Grade 6 24
Revised 2018
● Essay Map
● Implementing the Writing Process
● Mini Lessons
● Graphic Organizers
Writing Tasks
Primary Focus Secondary Focus Grammar Routine Writing
Portfolio Pieces:
1. Wonders Narrative
Writing
2. 3rd. Writing
Benchmark
Assessment
Prompt(LAT)
3. Unit 3 Performance
Task (LAT)
4. Literary Analysis
(Teacher created)
Wonders Analysis Writing
● Recognize and correct
inappropriate shifts in pronoun
number and person
● Recognize and correct vague
pronouns
● Interpret figures of speech
(e.g., personification) in
context.
● Demonstrate command of the
conventions of standard
English capitalization,
punctuation, and spelling
● Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.
● Incorporate various sentence
patterns to create style and
voice
● Use context (e.g., the overall
● Do Now
● Note Taking
● Exit Ticket
● Short Constructed Response
● Portfolio Writing Reflection
● Cornell Notes
● Google Classroom
● Current Events for Paired Texts
● Dialectic Journals
● Text Dependent Questions
● Multiple Standards Graphic Organizers
Roselle Public Schools
ELA Curriculum Units
Grade 6 25
Revised 2018
meaning of a sentence or
paragraph; a word's position or
function in a sentence) as a
clue to the meaning of a word
or phrase.
● Demonstrate understanding of
figurative language, word
relationships, and nuances in
word meanings.
● Distinguish among the
connotations (associations) of
words with similar denotations
(definitions) (e.g., stingy,
scrimping, economical,
unwasteful, thrifty).
● Acquire and use accurately
grade-appropriate general
academic and domain-specific
words and phrases
● Wonders Grammar
Content Vocabulary Spelling
Weekly unit vocabulary - Wonders Readers’ Workshop by
McGraw-Hill
Teachers’ Guide - Wonders- McGraw Hill
Roselle Public Schools
ELA Curriculum Units
Grade 6 26
Revised 2018
Required Speaking and Listening Suggested Speaking and Listening
● Whole group discussion
● Pair-Share
● Small group discussions
● Literature Circles
● Teacher directed discussions
● Student-led presentations
● Follow agreed upon rules for discussion
● Questioning techniques
● Active Listening Strategies
● Oral Presentations
● Oral Reading
● Oral response to questions
● Book talk
● Create audio recordings
● Class debates
● Readers’ Theater
● Oral Report
Collaboration
● Accountable Talk Toolkit
● Accountable Language Stems
● Group Work and Study Teams
Presentations
● US News Guide to Oral Presentations
● ReadWriteThink Presentation Rubric
● ESL Partyland
Performance Task Options
Professional Resources
Task#1 Performance Task
GRADE: 6 Reading Informational Texts and Argument Writing
Performance Assessment TCRWP Common-Core-Aligned (RST)
TCRWP Performance Task
● Leave Animals Out of the Classroom 10-2012.pdf Text
● Should You Have a Pet in Your Classroom[1].pdf Text
● Sixth Grade Common Core Assessment 10-26-2012.pdf Task
● Sixth Grade Performance Assessment Rubric 10-26-12.pdf
Rubric
Connected (Main Resource)
Reading/Writing Mini Lessons
Reading/Writing Workshop Strategy Mini Lesson
Wonders Web Resources
Wonders Professional Development
Roselle Public Schools
ELA Curriculum Units
Grade 6 27
Revised 2018
Wonders Model and Teach
Wonders Unlock CCSS Handbook
Center Activities/ Graphic Organizers
Teaching Skills with Mentor Texts
Edutopia DOK Article
DOK Wheel
Books to Support Readers' and Writers' by Strategy
iReady Teacher Toolbox
PARCC Resources
Edutopia Checks for Understanding
ELA
NJSLS & NJCCS
Resources Per Standard
NJ Core Resources
Achievethecore
Learners Dictionary
Kahoot Checks for Understanding
Roselle Public Schools
ELA Curriculum Units
Grade 6 28
Revised 2018
Newsela
Edutopia Checks for Understanding
Levels of Thinking in Bloom’s and Webb’s Depth of Knowledge
Cognitive Rigor Chart
5 Strategies For Middle School Classrooms
Spectrum of Standards by Grade; Breakdown of Standards and Sample
Lessons
Multiple Approaches to Monitoring Student Understanding
Checks for Understanding~Multiple Response Strategies
Current Event Lessons
Smithsonian Tween Tribune
Critical Thinking Lessons in Literacy
Whole Brain Teaching Video
Critical Thinking Lesson Plans
Academic Vocabulary
Reading Literature
RL.6.1 analyze, explicit, inference, textual evidence, conclude,
author’s purpose
Writing:
Roselle Public Schools
ELA Curriculum Units
Grade 6 29
Revised 2018
RL.6.2 theme, central idea, convey, details, summarize, fact, opinion,
judgement
RL.6.3 describe, plot, episodes, characters/character traits resolution
, dialogue
RL.6.4phrases, figurative meaning, connotative meaning analyze,
specific, impact, meaning , tone , word choice determine
RL.6.5 analyze, scene, stanza text structure, theme, setting, plot
RL.6.6 author, point of view, develop, narrator, speaker in the text
RL.6.7compare, contrast, experience, drama, poetry, viewing
audio, perception, similarities, differences
RL.6.9compare, contrast, similarities, difference, text, genres,
theme, historical novels, fantasy, realism
Reading Informational:
RI.6.1 analyze, explicit, inference, textual evidence, generalizations,
accurate, concepts
RI.6.2 theme, idea, convey, details, summary, distinct, fact, opinion,
judgment, suggest
RI.6.6 author, point of view, develop, narrator, speaker in text
Speaking and Listening:
SL.6.1 precise language, collaborative, discussion, issues, express
support, formal language, evidence, elaborate, perspective,
reflection, paraphrase
SL.6.2 Interpret diverse media formats visually quantitatively,
orally, contributes, print media digital media, issue
SL.6.4 claim finding argument narrative informative response to
literature sequence logical pertinent description, nonverbal
elements, accentuate, theme, eye contact, adequate volume, clear
pronunciation, transitions, concrete details conclusion
SL.6.6 context, demonstrate, formal English, appropriate audience,
formal presentation, purpose, language conventions, enunciation
W.6.3 plot, characters, setting resolution point of view, sensory
details, concrete, dialogue, rising action, sequence, events mood
narrator, descriptive language, transitions
W.6.4 organization, style, task purpose, audience
W.6.5 planning, revising , editing, rewriting, organization
W.6.6 publish, keyboarding medium, collaborate , interact , skills
W.6.7 key words, site words, research, project, inquiry, investigation,
precise
W.6.9 analyze, evidence, support, research, credible, author, reason
W6.10 reflection, revision, rough draft, editing, summary
Language:
L.6.1.language conventions, standard English proper case intensive
pronoun, vague pronouns, conventional language, antecedent subject
pronoun, object pronoun, possessive pronoun
L.6.2 phrase,clause, nonrestrictive, parenthetical element
L.6.3. Sentence variety, tone, style, voice
L.6.4 context clues, root word, affix, prefix, suffix, dictionary, glossary,
pronunciation, verify, context
L.6.5planning , revising, editing , rewriting , organization
L.6.6 academic words, domain specific words, vocabulary,
comprehension, expression signal spatial and temporal relationships
Roselle Public Schools
ELA Curriculum Units
Grade 6 30
Revised 2018
NJ CCCS 8.1 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in
order to solve problems individually and collaborate and to create and communicate knowledge.
Students will:
Understand and use technology systems
INDICATOR:
8.1.5.A.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems.
Students will:
Select and use applications effectively and productively.
INDICATORS:
8.1.5.A.2 Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures.
8.1.5.A.3 Use a graphic organizer to organize information about problem or issue.
8.1.5.A.4 Graph data using a spreadsheet, analyze and produce a report that explains the analysis of the data.
8.1.5.A.5 Create and use a database to answer basic questions.
8.1.5.A.6 Export data from a database into a spreadsheet; analyze and produce a report that explains the analysis of the data.
21st Century Themes and Skills
21st Century Themes
21st Century Skill
(Taught, Encouraged, Assessed)
● Global Awareness
● Environmental Literacy
● Health Literacy
● Civic Literacy
● Financial, Economic, Business, and
Entrepreneurial Literacy
● Creativity and Innovation (E)
● Critical Thinking and Problem Solving (T) (A)
● Communication (T)
● Collaboration (T)
21st Century Life and Careers Standards
Roselle Public Schools
ELA Curriculum Units
Grade 6 31
Revised 2018
Career Ready Practices:
● CRP1: Act as a responsible and contributing citizen and employee.
● CRP2: Apply appropriate academic and technical skills.
● CRP3: Attend to personal health and financial well-being.
● CRP4: Communicate clearly and effectively and with reason.
● CRP5: Consider the environmental, social and economic impacts of decisions.
● CRP6: Demonstrate creativity and innovation.
● CRP7: Employ valid and reliable research strategies.
● CRP8: Utilize critical thinking to make sense of problems and persevere in solving them.
● CRP9: Model integrity, ethical leadership and effective management.
● CRP10: Plan education and career paths aligned to personal goals.
● CRP11: Use technology to enhance productivity.
● CRP12: Work productively in teams while using global competence.
9.1 Personal Financial Literacy - Income And Careers
9.2 Career Awareness, Exploration, And Preparation - Career
Awareness
● 9.1.4.A.1 Explain the difference between a career and a job,
and identify various jobs in the community and the related
earnings.
● 9.1.4.A.2 Identify potential sources of income.
9.1.8.A.1 Explain the meaning and purposes of taxes and tax
deductions and why fees for various benefits (e.g., medical
benefits) are taken out of pay.
9.1.8.A.2 Relate how career choices, education choices, skills,
entrepreneurship, and economic conditions affect income.
Roselle Public Schools
ELA Curriculum Units
Grade 6 32
Revised 2018
● 9.1.4.A.3 Explain how income affects spending and take-
home pay.
9.1.8.A.3 Differentiate among ways that workers can improve
earning power through the acquisition of new knowledge and
skills.
9.1.8.A.4 Relate earning power to quality of life across
cultures.
9.1.8.A.5 Relate how the demand for certain skills
determines an individual’s earning power.
9.1.8.A.6 Explain how income affects spending decisions.
Modifications for Special Education Students Modifications for At-Risk Students
● Modify activities/assignments/projects/assessments
● Breakdown activities/assignments/projects/assessments into
manageable units
● Additional time to complete
activities/assignments/projects/assessments
● Provide an option for alternative
activities/assignments/projects/assessments
● Modify Content
● Modify Amount
● Adjust Pacing of Content
● Small Group Intervention/Remediation
● Individual Intervention/Remediation
● Additional Support Materia
● Lower-Level Text
● Guided Notes
● Graphic Organizers
● Other Modifications for Special Education: Read
180
● Modify activities/assignments/projects
● Breakdownactivities/assignments/projects/assessme
nts into manageable units
● Modify activities/assignments/projects/assessments
● Breakdown activities/assignments/projects/assessments into
manageable units
● Additional time to complete
activities/assignments/projects/assessments
● Provide an option for alternative
activities/assignments/projects/assessments
● Modify Content
● Modify Amount
● Adjust Pacing of Content
● Small Group
Intervention/Remediation
● Individual Intervention/Remediation
● Additional Support Materials
● Lower-Level Text
● Guided Notes
● Graphic Organizer
● Read 180
● Breakdown
activities/assignments/projects/assessments into
manageable units
● Additional time to complete
Roselle Public Schools
ELA Curriculum Units
Grade 6 33
Revised 2018
● Additional time to complete
activities/assignments/projects/assessments
● Provide an option for alternative
activities/assignments/projects/assessments
● Allow student to receive reading text in various
forms (written, verbal, audio)
● Pre-teach new vocabulary
● Modify Content
● Modify Amount of work given
● Modify Assessment
● Modify Homework
● Re-teach skill if needed
● Allow student to make test corrections or re-take
assessment
● Adjust Pacing of Content
● Small Group Instruction
● Individual Intervention/Remediation
● Additional Support Material
● Lower-Level Text
● Guided Notes
● Graphic Organizers
* Based on Student’s IEP
● activities/assignments/projects/assessments
● Provide an option for alternative
● activities/assignments/projects/assessments
● Small Group Instruction
● Intervention/Remediation
● Individual Intervention/Remediation
● Additional Support Materials
● Guided Notes
● Graphic Organizers
● Tutoring
English Language Learners Extensions for Gifted Students
All WIDA Can Do Descriptors can be found at this link:
https://www.wida.us/standards/CAN_DOs/
☐ Grade 6 WIDA Can Do Descriptors:
● Listening
● Speaking
● Reading
● Modify activities/assignments/projects/assessments
● Provide an option for alternative
activities/assignments/projects/assessments
● Modify Content
● Adjust Pacing of Content
● Small Group Enrichment
Roselle Public Schools
ELA Curriculum Units
Grade 6 34
Revised 2018
● Writing
● Oral Language
● Individual Enrichment
● Higher-Level Text
● Other Modifications for Gifted Students:
Suggested Activities
☐ Do Now/Warm-Up
☐ Whole Group
☐ Small Groups
☐ Guided Practice
☐ Independent Practice
☐ Daily 5
☐ CAFÉ
☐Address objectives in lesson plans
☐Sheltered Instruction Observation Protocol (SIOP)
☐ Centers
☐ Intervention/Remediation
☐ Introduce Key Concept
☐ Projects
☐ Academic Games
☐ Identify and review objectives for lesson
☐ Morning Message
☐ Other Suggested Activities:
Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students
Roselle Public Schools
ELA Curriculum Units
Grade 6 35
Revised 2018
Characteristics of Accomplished & Competent Classroom and ESL Teachers with ELL’s
In order to communicate effectively with students, ensure comprehension, and develop understanding of classroom material,
accomplished and competent mainstream and content area teachers demonstrate many of the following characteristics:
1. Use many visual aids or realistic manipulatives.
2. Model appropriate behavior and language for students.
3. Use gestures, body language, and facial expressions to develop understanding.
4. Perform demonstrations to ensure comprehension and in depth understanding.
5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques.
6. Provide vocabulary previews of forthcoming lessons.
7. Ask students to make predictions when reading stories aloud.
8. Adapt and simplify material in textbooks to make it more comprehensible.
9. Provide cooperative learning groups.
10. Utilize peer tutoring.
11. Provide multicultural content in classroom.
12. Seek out primary language support for students needing assistance.
13. Create a non-threatening environment where students feel comfortable to take risks with language.
14. Make connections between content being taught and students’ prior knowledge and experiences.
Roselle Public Schools
ELA Curriculum Units
Grade 6 36
Revised 2018
15. Provide much time for student engagement and interaction with the teacher.
16. Allow time for students to practice and apply daily lessons.
General Suggestion "Best Practices" for Helping English Language Learners
1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing.
2. Assign a peer tutor (buddy) to help explain what is happening in the classroom.
3. Use a consistent vocabulary for daily routines.
4. Provide pictures to illustrate new words and terms.
5. Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons.
6. Present clear illustrations and concrete examples to help students understand complex concepts and skills.
7. Adapt difficult passages from textbooks and record on tape for listening activities.
8. Create a library of supplementary books and workbooks written in simple English.
9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals.
10. Use outline maps for students to practice writing in the details and label.
11. Use cooperative groupings in your classroom and assign the ELL student a task in the group.
12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL
student before the lesson begins.
Roselle Public Schools
ELA Curriculum Units
Grade 6 37
Revised 2018
13. Make the ELL student a part of the class as much as possible by acknowledging him/her often.
14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment.
15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English.
16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task.
17. Paraphrase and model correct grammar for ELL students’ responses.
18. Offer a variety of reference materials that meets the students’ instructional level.
19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language.
20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete.
21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships.
22. Keep a variety of number games to be played by pairs of students or small groups.
23. Show the same information through a variety of different charts and visuals.
24. Write instructions and problems using shorter and less complex sentences.
25. Use student pairs for team learning, especially for reports, experiments, and projects.
26. Limit the number of problems that must be solved.
27. De-emphasize speed and emphasize accuracy of work.
28. Ask numerous questions that require higher level thinking responses.
Roselle Public Schools
ELA Curriculum Units
Grade 6 38
Revised 2018
29. Use language experience techniques in discussing concepts and ideas.
30. Assign short homework tasks that require reading.
31. Have students use a timeline to arrange and sequence important facts.
32. Have students underline key words or important
Writing Strategies for English Language Learners
A. Modeled Writing
● Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper.
● Focus is on a brief piece of writing that relates to real-life experiences.
● Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using
graphic organizers, writing phrases or simple sentences.
● Lesson should focus on a particular skill or strategy.
B. Shared Writing
● Strategy builds on the previous methodology, Modeled Writing.
● Creates a gradual release of responsibility to the student and should be used after modeled writing.
● Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive
environment, and helps them see writing strategies in progress.
● Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing.
● Students work together supportively to compose and read text.
Roselle Public Schools
ELA Curriculum Units
Grade 6 39
Revised 2018
● Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before
attempting to write.
C. Writing to Test Prompts
● Display a sample writing prompt using text prompts and quotations.
● Suggestion: Take quotations from President Obama’s inaugural speech for practice.
● Point to each part of the prompt, the directions, time etc. and explain each component.
● Students look for key words in the prompt and circle them. For example, if the word explain is in the writing prompt this
indicates expository writing.
● Create a list of tips to help students write to test prompts such as:
Read prompt carefully
Look for keywords that tell you what to write and that unlock meaning
Monitor your time
Make a list of vocabulary and ideas before you begin writing
Follow directions
Reread your writing
Check work for spelling, punctuation, and grammar
● Differentiate instruction for beginners, intermediate & advanced students.
Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures.
Intermediate: Students write a story for the prompt using simple sentences.
Advanced: Students respond to the prompt as if they were actually taking
exam.
Roselle Public Schools
ELA Curriculum Units
Grade 6 40
Revised 2018
Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students
Roselle Public Schools
ELA Curriculum Units
Grade 6 41
Revised 2018
Characteristics of Accomplished & Competent Classroom and ESL Teachers with ELL’s
In order to communicate effectively with students, ensure comprehension, and develop understanding of classroom material,
accomplished and competent mainstream and content area teachers demonstrate many of the following characteristics:
1. Use many visual aids or realistic manipulatives.
2. Model appropriate behavior and language for students.
3. Use gestures, body language, and facial expressions to develop understanding.
4. Perform demonstrations to ensure comprehension and in depth understanding.
5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques.
6. Provide vocabulary previews of forthcoming lessons.
7. Ask students to make predictions when reading stories aloud.
8. Adapt and simplify material in textbooks to make it more comprehensible.
9. Provide cooperative learning groups.
10. Utilize peer tutoring.
11. Provide multicultural content in classroom.
12. Seek out primary language support for students needing assistance.
13. Create a non-threatening environment where students feel comfortable to take risks with language.
14. Make connections between content being taught and students’ prior knowledge and experiences.
Roselle Public Schools
ELA Curriculum Units
Grade 6 42
Revised 2018
15. Provide much time for student engagement and interaction with the teacher.
16. Allow time for students to practice and apply daily lessons.
General Suggestion "Best Practices" for Helping English Language Learners
1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing.
2. Assign a peer tutor (buddy) to help explain what is happening in the classroom.
3. Use a consistent vocabulary for daily routines.
4. Provide pictures to illustrate new words and terms.
5. Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons.
6. Present clear illustrations and concrete examples to help students understand complex concepts and skills.
7. Adapt difficult passages from textbooks and record on tape for listening activities.
8. Create a library of supplementary books and workbooks written in simple English.
9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals.
10. Use outline maps for students to practice writing in the details and label.
11. Use cooperative groupings in your classroom and assign the ELL student a task in the group.
12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL
student before the lesson begins.
Roselle Public Schools
ELA Curriculum Units
Grade 6 43
Revised 2018
13. Make the ELL student a part of the class as much as possible by acknowledging him/her often.
14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment.
15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English.
16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task.
17. Paraphrase and model correct grammar for ELL students’ responses.
18. Offer a variety of reference materials that meets the students’ instructional level.
19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language.
20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete.
21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships.
22. Keep a variety of number games to be played by pairs of students or small groups.
23. Show the same information through a variety of different charts and visuals.
24. Write instructions and problems using shorter and less complex sentences.
25. Use student pairs for team learning, especially for reports, experiments, and projects.
26. Limit the number of problems that must be solved.
27. De-emphasize speed and emphasize accuracy of work.
28. Ask numerous questions that require higher level thinking responses.
Roselle Public Schools
ELA Curriculum Units
Grade 6 44
Revised 2018
29. Use language experience techniques in discussing concepts and ideas.
30. Assign short homework tasks that require reading.
31. Have students use a timeline to arrange and sequence important facts.
32. Have students underline key words or important fac
Writing Strategies for English Language Learners
A. Modeled Writing
● Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper.
● Focus is on a brief piece of writing that relates to real-life experiences.
● Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using
graphic organizers, writing phrases or simple sentences.
● Lesson should focus on a particular skill or strategy.
B. Shared Writing
● Strategy builds on the previous methodology, Modeled Writing.
● Creates a gradual release of responsibility to the student and should be used after modeled writing.
● Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive
environment, and helps them see writing strategies in progress.
● Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing.
● Students work together supportively to compose and read text.
Roselle Public Schools
ELA Curriculum Units
Grade 6 45
Revised 2018
● Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before
attempting to write.
C. Writing to Test Prompts
● Display a sample writing prompt using text prompts and quotations.
● Suggestion: Take quotations from President Obama’s inaugural speech for practice.
● Point to each part of the prompt, the directions, time etc. and explain each component.
● Students look for key words in the prompt and circle them. For example, if the word explain is in the writing prompt this
indicates expository writing.
● Create a list of tips to help students write to test prompts such as:
Read prompt carefully
Look for keywords that tell you what to write and that unlock meaning
Monitor your time
Make a list of vocabulary and ideas before you begin writing
Follow directions
Reread your writing
Check work for spelling, punctuation, and grammar
● Differentiate instruction for beginners, intermediate & advanced students.
Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures.
Intermediate: Students write a story for the prompt using simple sentences.
Advanced: Students respond to the prompt as if they were actually taking
exam.
Roselle Public Schools
ELA Curriculum Units
Grade 6 46
Revised 2018
Required Activities Suggested Activities
● Whole Group
● Small Groups
● Guided Practice
● Independent Practice
● Guided Reading utilizing Before, During, After activities
● 3 Part Objective (Condition, Behavior, measurable
Demonstration of Learning DOL)
● Identify and review objectives for lesson
● Sheltered Instruction Observation Protocol (SIOP)
● Centers
● Intervention/ Remediation
● Closure/ Reflection
● Do Now
● Projects
● Academic Games
● Address Standard and Objective for lesson
● Kagan Structures
● Writing Conferences
Roselle Public Schools
ELA Curriculum Units
Grade 6 47
Revised 2018
Interdisciplinary Connections
Social Studies:
CCSS.ELA-LITERACY.RH.6-8.1
Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RH.6-8.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source
distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to
history/social studies.
CCSS.ELA-LITERACY.RH.6-8.5
Describe how a text presents information (e.g., sequentially, comparatively, causally).
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital
texts.
CCSS.ELA-LITERACY.RH.6-8.10
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8 text complexity band independently
and proficiently.
Technology:
8.1 Educational Technology All students will use digital tools to access, manage, evaluate, and synthesize information in order to
solve problems individually and collaborate and to create and communicate knowledge.
8.1.2. A.2 Create a document with text using a word processing application.
