th Grade Reading and Language Arts Des Moines Public Schools
Transcript of th Grade Reading and Language Arts Des Moines Public Schools
6th Grade Reading and Language Arts
Des Moines Public Schools
The Des Moines Public Schools Curriculum guide contains the prioritized standards, required pacing, materials and resources, and assessment correlates for the school year. This document is intended to be used in conjunction with the District Level Assessment and classroom assessments to scaffold our students in mastery of the Iowa Core State Standards.
2012-2013 Curriculum Guide (Revised 10-11-12)
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
A Portrait of our Des Moines Public School Student
To prepare the students of Des Moines Public Schools for college and career readiness, 6th grade reading/language arts is aligned with the Iowa Core Standards
and will provide students instruction in reading, writing, speaking, listening, and language. Students will read works of exemplary craft and thought whose range
extends across genres, cultures, and centuries. Through wide and deep reading of literature and literary nonfiction and thoughtful exposure to visual media of
steadily increasing sophistication, this class will provide literary and cultural knowledge, references, and images; the ability to evaluate arguments; and the
capacity to surmount the challenges posed by complex texts.
When writing in 6th grade, students will take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats
deliberately. They will combine elements of different kinds of writing to produce complex and nuanced writing. They will use technology strategically when
creating, refining, and collaborating on writing and visual media. They will become adept at gathering information, evaluating sources, and citing material
accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. Students will produce high‐quality first draft text under a
tight deadline as well as revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.
6th graders will have opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built
around important content in various topics. They will work to contribute appropriately to these conversations, to make comparisons and contrasts, and to
analyze and synthesize their ideas using evidence.
Students will learn conventions of Standard English. In this class, students will be able to choose words, syntax, and punctuation to express themselves and
achieve particular effects. Students will work to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly
from an array of strategies to aid them.
The content of this class will focus around the guiding questions to be taught in 6 units over the length of the school year. Students will also work on projects, in-
class writing, and wide-reading on grade level.
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
How to use this document
The curriculum guide breaks the school year into six units. Units 1, 2, and 3 are to be completed before Benchmark 1 (around the end of first semester), and
Units 4, 5, and 6 are to be completed by the end of second semester. Approximately 6 weeks should be devoted to each unit of study. There are two district
level reading assessments; the first to be given after Unit 3, and the second to be given after Unit 6. Each benchmark will be comprehensive. There are also two
district level writing assessments—a pre-test in the early fall and a post-test in the late spring (See Appendix C for dates of administration.)
Each unit has listed Priority Standards which come directly from the Iowa Core. The standards that will be assessed district-wide can be found in the shaded
boxes in the “Standards” column. The complete standard is listed in Appendix A of this document. These standards have been broken down into more
approachable learner objectives or “Student Can” Statements. Each learner objective has been assigned a letter so that corresponding test items can be easily
identified. The learner objectives are taken directly from the standards and are a more manageable approach to acquisition of the larger standard. Each unit
has a Big Idea and Essential Questions that can be answered through study of the learner objectives and Journeys’ lessons. The column Instructional Focus is a
list of concepts and vocabulary that should be used abundantly with students. Lesson indicates the corresponding instructional material from Journeys, which
explicitly teaches mastery of standards through learner objectives.
Priority Standards and their corresponding lessons from Journeys should be taught with fidelity to the Journeys process and components. Lessons corresponding
only to Supporting Standards (those not shaded in gray) can be taught in a more condensed or abbreviated format. The sequence of lessons in Journeys is
critical, and lessons should NOT be taught out of sequence.
Standard Test Item
Learner Objectives – Students can Instructional Focus Journeys
RL 1
4, 22 a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this
influences the events or plot of the story. c. Determine how a character’s behaviors or motives contribute to the
resolution.
character plot story structure motives resolution
Lesson 1
Lesson 4
2, 8, 9, 12
13, 14, 19
Test item refers to question number on the district level assessment that matches the corresponding learner objective. (For example, “2” in the test item
column refers to question number 2 on the assessment which tests student’s ability to analyze the meaning of a text, or learner objective RL.7.1.a.)
Any text that is underlined throughout the document is hyperlinked. Click on it and it will lead you to more information. The two district-level reading assessments can be found on Data Director by selecting English Language Arts, Grade 6, 2012-13. The on-demand writing assessment is also on Data Director, select English – Writing, Grade 6, 2012-13.
All standards listed in the shaded boxes are standards that students are expected to master and will be assessed over district-wide by district level assessments.
They are listed in full in the appendix, and hyper-linked to the Common Core website.
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 1 Big Idea: We all need to communicate. Unit 1 Essential Questions: How might a story character reflect the author? Why might the author write about his or her life? How can text and graphics retell a story? How might a character solve a problem by listening? How can facts and opinions tell a true story?
Reading: Literature & Informational and Fluency
Standard
Test 1 Items
Learner Objective - Students Can Instructional Focus Journeys
RL 3
a. Analyze character traits and determine motives throughout a story.
b. Identify how a character changes throughout a story and how this influences the
events or plot of the story.
c. Determine how a character’s behaviors or motives contribute to the resolution.
character
plot
story structure
motives
resolution
Lesson 1
Lesson 4
RI 6
32, 33 a. Identify and record clues within a text that can help determine an author’s
viewpoint.
b. Determine how an author develops their point of view or purpose throughout a
text.
author’s viewpoint
bias Lesson 2
30
RL 5
a. Analyze how parts of a text fit together into the overall structure of a text. b. Use textual evidence to support thinking.
text/graphic features
icon Lesson 3
RI 8
24, 25 a. Identify and record facts and opinions throughout a text.
b. Distinguish between opinions that are supported by facts and opinions that
aren’t.
c. Determine the author’s purpose based on their opinions within the text.
fact
opinion Lesson 5
29, 34
27
RL 2
17 a. Analyze how particular parts of a story contribute to the overall theme.
b. Determine the theme of a story.
c. Provide an objective summary.
theme
summary Extending the CC: Unit 1
3, 11,
20, 21
RL 9
a. Compare and contrast how texts in different genres approach similar themes and
topics.
b. Support comparison with evidence from the text.
genre
theme
compare/contrast
Extending the CC: Unit 1
IA.2
a. Read on-level text, both silently and orally, at an appropriate rate with accuracy
and fluency to support comprehension.
Read on-level text, both silently and
orally, at an appropriate rate with
accuracy and fluency to support
comprehension.
Lessons 1-5
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 1 Writing and Language
Standard Priority Standard Learner Objective – Students Can Journeys
W 3
Write narratives to develop real or imagined experiences or events
using effective technique, relevant descriptive details, and well-
structured event sequences.
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.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
a. I can write a narrative that vividly describes an event.
b. I can develop a beginning, middle, and end to describe the event.
c. I know and can use narrative techniques in my writing like pacing, dialogue, and descriptive details.
d. I can use transition words, phrases and clauses to show changes in time or setting.
e. I can pick the right word, using varied words and sensory language.
f. I can include a reflective conclusion. g. I can write in-class and on-demand to respond to
a prompt.
Lessons 1-5
L 1 Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language
Distinguish between standard and non-standard
English and determine situations in which either is
appropriate.
Extending the CC: Unit 1
L 3 a. Vary sentence patterns for meaning, reader/listener
interest, and style. b. Maintain consistency in style and tone.
Use a variety of sentences (e.g., simple,
compound, complex) in writing to keep the
reader/listener interested and to convey meaning.
Select and maintain a style and tone to match my
purpose throughout my piece.
Lessons 1-5
L 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
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.
Use context clues to determine the meaning of a word. Lesson 3
Recognize and use words with the prefixes: dis-, ex-, inter-, and non-.
Lesson 1
Recognize and use words with the suffixes: -er, -or, -ar, -ist, -ian, -ent.
Lesson 2
Recognize and use words with the prefixes: de-, trans-. Lesson 4
Use reference materials to determine the pronunciation and meaning of a word.
Lesson 5
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
L 2 a. Spell correctly.
Spell words with short and long vowel sounds. Lesson 1
Lesson 2
Spell words with the /ou/, /ōō/, /ô/, /oi/. Lesson 3
Spell words with the vowel + /r/ sounds. Lesson 4
Spell words with the same sound but have different spelling and meanings (homophones).
Lesson 5
Unit 1 Speaking and Listening
Standard Learner Objectives Instructional Focus Journeys
SL 2
a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.
interpret contribute
Lesson 1
SL 4
a. Present claims and findings while speaking. b. Sequence ideas logically while speaking. c. Use pertinent descriptions, facts, and details to accentuate main ideas or themes while speaking. d. Use appropriate eye contact, adequate volume, and clear pronunciation.
pertinent information accentuate themes
Lesson 2 Lesson 4
SL 1
a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles. f. Participate in teacher-led discussions.
collaboration evidence listen attentively contribute
Lesson 3 ECC: Unit 1
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 2 Big Idea: When we connect with each other, we all gain. Unit 2 Essential Questions: How can other people help us overcome fear? Why are certain activities important to a family’s culture? How can team members learn to cooperate? What causes two castaways to trust each other? How are two groups’ traditions alike and different?
Reading: Literature & Informational and Fluency
Standard
Test Items
Learner Objective - Students Can Instructional Focus
Journeys
RL 1
a. Analyze the meaning of a text. b. Support analysis with explicit ideas from the text and personal inferences about the text.
analyze inference support
Lesson 6
RI 8
28 d. Trace an argument and claims through a text. e. Evaluate an argument and claims. f. Distinguish between claims that are supported by reasons and evidence and claims that are not.
argument claims evidence support
Lesson 7 23
26, 31
RL 3
a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot of the story. c. Determine how a character’s behaviors or motives contribute to the resolution.
character plot story structure motives resolution
Lesson 8
Lesson 9
RL 5
1, 6, 7 10 a. Analyze how parts of a text fit together into the overall structure of a text.
b. Use textual evidence to support thinking.
plot story structure chronological order
Lesson 8
RI 5
a. Recognize the compare/contrast text structure and analyze how the parts fit together throughout the text. b. Analyze how each part contributes to the development of ideas. c. Support thinking with textual evidence.
compare/contrast text structure evidence
Lesson 10
RL 2 c. Determine the theme of a poem and explain how particular details work together to create the theme
throughout the piece. poem theme
Extending the CC: Unit 2
RL 7
a. Compare and contrast the experience of reading a drama or poem to listening or viewing an audio or live version.
b. Contrast what is seen and heard when reading to what is perceived when listening or watching. c. Support thinking with textual evidence.
compare/contrast poem drama
RL 5
RL 6
a. Explain how a poet develops the point of view. b. Analyze how stanzas in a poem contribute to the development of the poem’s theme.
point of view poem
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
IA.2
a. I can adjust my rate, pitch, and volume to reflect meaning. b. I can stress words appropriately while read aloud. c. I can use my voice to show that a sentence is over and pause to show the end of a phrase or clause. d. I can monitor my understanding while I read and pause to reread if something didn’t make sense. e. I can vary my intonation while reading aloud to reflect moods, tones, and feelings throughout a text.
Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.
Lessons 6-10
Unit 2 Writing and Language
Standard
Standard Learner Objective – Students Can Journeys
W 1
Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using credible
sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s)
and reasons. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument
presented.
a. State an opinion b. Develop argument in writing to support an opinion c. Select clear reasons and relevant (credible sources) to
support claim d. Demonstrate understanding of topic e. Use words, phrases, and clauses to clarify relationships f. Write with a formal style g. Write in a predictable structure that has a logical
development of an opinion, related evidence, and conclusion that follows argument
Lessons 6-10
W 4
Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience
a. Write a summary paragraph b. Develop a topic sentence, supportive details, and
conclusion
L 3 a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone.
a. Use a variety of sentences (e.g., simple, compound, complex) in writing to keep the reader/listener interested and to convey meaning.
b. Select and maintain a style and tone to match my purpose throughout my piece.
Lesson 8
Lesson 9
L 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
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.
Use context clues to determine the meaning of a word.
Lesson 6
Lesson 10
Determine the meaning of a word using what I know about common roots and affixes.
Lesson 8
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
L 5 a. Interpret figures of speech (e.g., personification) in context. Use a combination of context clues and reference materials to
determine the meaning of common idioms. Lesson 7
L 6
a. Distinguish among the connotations (associations) of words with similar
denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful,
thrift).
Understand how connotations add positive or negative associations to a word’s denotation.
Lesson 9
L 2
a. Spell correctly. Spell words with ie or ei. Lesson 6 Spell words with the final /ǝr/ sounds. Lesson 7 Spell words with the final /ǝl/, /ǝn/, /ǝr/. Lesson 8 Spell words with –ed or –ing endings. Lesson 9 Spell words with different endings and suffixes. Lesson 10
Unit 2 Speaking and Listening
Standard Learner Objectives Instructional Focus Journeys
SL 1
a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles. f. Participate in teacher-led discussions. g. Ask and answer specific questions and elaborate on the remarks of others. h. Review key ideas expressed during the discussion. i. Understand multiple perspectives through reflection and paraphrasing.
collaboration evidence listen attentively contribute
Lesson 6 Lesson 8 Lesson 9
SL 2
a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.
interpret contribute
Lesson 10
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 3 Big Idea: Sometimes you need to give it all you’ve got. Unit 3 Essential Questions: Why does a character take risks for a friend? How does a sky setting shape a story’s events? What drives people to explore remote places? Why does an author choose to write about a coach? How do text and graphics features show a crisis in space?
Reading: Literature & Informational and Fluency Standard Test 1
Item Learner Objectives- Students can Instructional Focus Journeys
RL 3
4, 22 a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot of
the story. c. Determine how a character’s behaviors or motives contribute to the resolution.
character plot story structure motives resolution
Lesson 11 Lesson 12
2, 8, 9, 12
13, 14, 19
RI 2 a. Identify and record details throughout a text to help determine the central idea. b. Explain how particular details work together to create the central idea within a text. c. Summarize the text objectively.
details central idea summarize
Lesson 13
RL 1
5, 18 a. Analyze the meaning, or author’s purpose, of a text. b. Support analysis with explicit ideas from the text and personal inference made about the text.
author’s purpose inference
Lesson 14 16
RI 7
a. Gather information presented through text and graphic features. b. Combine information presented through words and graphic features to support understanding of
a text. c. Develop a coherent understanding of a topic.
text/graphic features
Lesson 15
d. Integrate information from different media or formats about a given topic (ECC: Unit 3) Extending the CC: Unit 3
RI 6 32, 33 a. Identify and record clues within a text that can help determine an author’s viewpoint.
b. Determine how an author develops their point of view or purpose throughout a text. point of view Extending the
CC: Unit 3 30
RI 9 a. Compare and contrast two authors’ presentations of similar events. compare/contrast
IA.2 a.
b. I can use my voice to show that a sentence is over and pause to show the end of a phrase or clause.
c. I can vary my expression while reading aloud to reflect moods, tones, and feelings throughout a text.
d. I can stress words appropriately while read aloud. e. I can monitor my understanding while I read and pause to reread if something didn’t make sense. f. I can vary my intonation while reading aloud to reflect moods, tones, and feelings throughout a
text.
Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.
Lessons 11-15
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 3 Writing & Language
Priority Standard Learner Objectives- Students can Journeys
W 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. 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.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
a. I can write a narrative that vividly describes an event.
b. I can develop a beginning, middle, and end to describe the event.
c. I know and can use narrative techniques in my writing like pacing, dialogue, and descriptive details.
d. I can use transition words, phrases and clauses to show changes in time or setting.
e. I can pick the right word, using varied words and sensory language.
f. I can include a reflective conclusion. g. I can write in-class and on-demand to respond to a
prompt.
Lessons 11-15
L 1
a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
b. Recognize and correct inappropriate shifts in pronoun number and person. c. Recognize and correct vague pronouns (i.e., ones with unclear or
ambiguous antecedents).
Identify and use subject, object, and possessive pronouns correctly when writing and editing.
Lesson 11 Lesson 12
Recognize and use inappropriate shifts in pronoun number and person when writing and editing.
Clarify vague or ambiguous pronouns in writing and editing.
Extending the CC: Unit 3
L 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
Recognize and use words with the suffixes: -ion, -ation; -ent, -ant, -ence, -ance; -ous, -ic, -ure.
Lesson 11 Lesson 13 Lesson 15
Recognize and use words with the prefixes: en-, ad-. Lesson 12
L 5 a. Interpret figures of speech (e.g., personification) in context. Create or complete an analogy using context clues to determine the meaning of words.
Lesson 14
L 2 a. Spell correctly.
Spell words with the suffixes: -ion, -ation. Lesson 11 Lesson 13
Spell words with the prefixes: in-, im-, il-, ir-. Lesson 12
Spell words with the prefixes: com-, con-. Lesson 14
Spell words with the final /īz/, /ĭv/, /ĭj/ sounds. Lesson 15
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 3 Speaking and Listening Standard Learner Objectives Instructional Focus Journeys
SL 1
a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles. f. Participate in teacher-led discussions. g. Ask and answer specific questions and elaborate on the remarks of others. h. Review key ideas expressed during the discussion. i. Understand multiple perspectives through reflection and paraphrasing.
collaboration evidence listen attentively contribute
Lesson 11 Lesson 14
SL 2
a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.
interpret contribute
Lesson 12 ECC: Unit 2
SL 4 a. Present claims and findings and sequence ideas logically while speaking. b. Use pertinent descriptions, facts, and details to accentuate main ideas or themes
claims findings logical sequence pertinent descriptions, facts, and details
Lesson 13
SL 6 a. Adapt speech appropriately to task and situation. adapt appropriately Lesson 15
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 4 Big Idea: The past is full of amazing stories. Unit 4 Essential Questions: How do new clues match old ideas about Vikings? What can we prove about China’s first emperor? How can a mythic hero defeat a monster? How did a pharaoh’s daughter become a pharaoh? What important details do we know about Pompeii? Reading: Literature & Informational and Fluency Standard Test 2 Item Learner Objectives- Students can Instructional Focus Journeys
RI 2
a. Summarize a text objectively. b. Explain how particular details work together to create a central idea within a text.
objective summary central idea details
Lesson 16 Lesson 20
RI 8
1, 2 a. Identify and record facts and opinions throughout a text. b. Distinguish between opinions that are supported by facts and opinions that aren’t. c. Determine the author’s purpose based on their opinions within the text.
fact opinion
Lesson 17 14
15
RL 3
a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot
of the story. c. Determine how a character’s behaviors or motives contribute to the resolution.
character plot story structure motives resolution
Lesson 18
RI 3
6, 10, 11, 24 a. Analyze how an author introduces, illustrates, and elaborates on an individual, event, or idea. b. Support thinking with specific information from the text.
introduce illustrates elaborates individuals, events, ideas
Lesson 19 ECC: Unit 4
RI 7
23 a. Gather information presented in different media or formats. b. Synthesize information from multiple sources and formats. c. Develop a coherent understanding of a topic or issue.
synthesize information coherent understanding
ECC: Unit 4 21, 22
IA.2
a. I can adjust my rate to reflect punctuation and what is happening in the story to make my reading sound smooth and natural.
b. I can monitor my understanding while I read and pause to reread if something didn’t make sense.
c. I can vary my expression while reading aloud to reflect moods, tones, and feelings throughout a text.
d. I can vary my intonation while reading aloud to reflect moods, tones, and feelings throughout a text.
Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.
Lessons 16-20
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 4 Writing & Language
Priority Standard Learner Objectives- Students can Journeys
W 2
a. 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.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from
the information or explanation presented
a. Identify qualities of informative/explanatory pieces. b. Examine topics by selecting, organizing, and analyzing relevant content. c. Introduce a topic. d. Organize ideas, concepts, and information using strategies such as definition,
classification, comparison/contrast, and cause/effect with a predictable structure. e. Incorporate useful formatting, graphics, and multimedia in
informative/explanatory pieces. f. Employ facts, definitions, concrete details, quotations, examples, and other
information to develop a topic. g. Employ appropriate transitions to clarify relationships among ideas and concepts. h. Include precise language and domain-specific vocabulary in
informative/explanatory pieces. i. Establish and maintain a formal style. j. Create a concluding statement or section that follows from the information or
explanation presented.
Lessons 16-20
W 8
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.
a. Locate relevant print and digital sources and gather information relevant to topic. b. Assess credibility of each source. c. Quote of paraphrase data and conclusions to avoid plagiarism. d. Provide basic bibliographic information.
Lesson 19 Lesson 20
L 1 a. Use intensive pronouns (e.g., myself, ourselves). Recognize and use intensive pronouns when writing and editing. Lesson 17
L 2 a. Use punctuation (commas, parentheses, dashes) to set off
nonrestrictive/parenthetical elements. Use commas, dashes, and parentheses to set off parenthetical elements. ECC: Unit 4
L 4
a. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
b. 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).
Recognize and use words derived from the same base word to determine the meaning of a word.
Lesson 17
Recognize and use the suffixes –ful, -less, -ly, -ness, -ment, -ship to determine the meaning of a word.
Lesson 18
Use common Greek affixes and roots to determine the meaning of a word. Lesson 19
Recognize and use the prefixes un-, re-, in-, im-, ir-, il- to determine the meaning of a word.
Lesson 20
Recognize and use words by understanding their origins. Lesson 16
L 2 b. Spell correctly.
Spell words with the suffixes: -ent, -ant. Lesson 16
Spell words with the suffixes: -able, -ible, -ate. Lesson 17
Spell words with the /sh/ sound represented in a variety of spelling patterns (sh, ti, ci, or ss).
Lesson 18
Spell the plural forms of words ending with ff, f, or o. Lesson 19
Spell words with the prefixes: dis-, ex-, inter-. Lesson 20
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 4 Speaking and Listening Standard Learner Objectives Instructional Focus Journeys
SL 1
a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles.
collaboration evidence listen attentively contribute
Lesson 16 Lesson 18
SL 2
a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.
interpret contribute
Lesson 19 Lesson 20
SL 3 a. Listen attentively to a speaker delineate a main argument and specific claims. b. Distinguish claims supported by evidence from those not supported by evidence.
main argument specific claims evidence
Lesson 17
SL 5 a. Clarify information using images. adapt appropriately Lesson 20
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 5 Big Idea: Changing things for the better is worth the challenge. Unit 5 Essential Questions: How does a new friendship affect an old one? How did two brothers change the world? How does courage make a difference? Why did the author write about a historic concert? What events show how technology has changed? Reading: Literature & Informational and Fluency Standard Test 2 Item Learner Objectives- Students can Instructional Focus Journeys
RL 3
a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot
of the story. c. Determine how a character’s behaviors or motives contribute to the resolution.
character plot story structure motives resolution
Lesson 21 Lesson 23
RI 1 19, 28
a. Analyze the meaning of a text. b. Support analysis with explicit details and inferences about a text.
meaning explicit inferences
Lesson 22 12, 29
RI 6 20 a. Identify and record clues within a text that can help determine an author’s viewpoint.
b. Determine how an author develops their point of view or purpose throughout a text. author’s viewpoint bias
Lesson 24 ECC: Unit 5 7, 18, 31
RI 5
25 a. Recognize the sequential text structure and analyze how the parts fit together throughout the text.
b. Analyze how each part contributes to the development of ideas. c. Support thinking with textual evidence.
sequential text structure evidence
Lesson 25 ECC: Unit 5
8, 26, 30, 27
RI 2 a. Summarize a text objectively. b. Explain how particular details work together to create a central idea within a text.
objective summary central idea details
ECC: Unit 5
IA.2
a. I can stress words appropriately while read aloud. b. I can adjust my rate to reflect punctuation and what is happening in the story to make my
reading sound smooth and natural. c. I can vary my expression while reading aloud to reflect moods, tones, and feelings throughout a
text. d. I can monitor my understanding while I read and pause to reread if something didn’t make
sense.
Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.
Lessons 21-25
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 5 Writing & Language
Priority Standard Learner Objectives- Students can Journeys
W 1
a. Introduce claim(s) and organize the reasons and evidence clearly. b. Support claim(s) with clear reasons and relevant evidence, using
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the
argument presented.
a. Accurately state their position. b. Write an argument to support a claim in order of importance. c. Support each reason with facts and examples. d. Demonstrate understanding of topic. e. Use words, phrases, and clauses to clarify relationships. f. Write with a formal style using persuasive language with a polite
and confident tone. g. Write with a predictable structure (introduction with statement
of claim, clearly organized evidence, and concluding statement that calls for action or section that follows argument).
Lessons 21-25 ECC: Unit 5
W 8
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.
a. Locate relevant print and digital sources and gather information relevant to topic.
b. Assess credibility of each source. c. Quote of paraphrase data and conclusions to avoid plagiarism. d. Provide basic bibliographic information.
Lesson 24 Lesson 25
L 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
Use context clues to determine the meaning of a word. Lesson 21 Lesson 23
Recognize and use the prefixes com-, con-, pre-, pro to determine the meaning of a word.
Lesson 24
Recognize and use the suffixes –able, -ible to determine the meaning of a word.
Lesson 25
L 5
a. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
b. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Use word relationships and analogies to better understand words. ECC: Unit 5
Understand connotations and denotations of words. Lesson 22
L 2 c. Spell correctly.
Spell words with the prefixes: pre- or pro-. Lesson 21
Spell words with silent letters. Lesson 22
Spell words with the suffixes: -ic, -ure, -ous. Lesson 23
Spell words with the prefixes: de-, trans-. Lesson 24
Spell words with common prefixes, suffixes, and root/base words. Lesson 25
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 5 Speaking and Listening Standard Learner Objectives Instructional Focus Journeys
SL 5 a. Clarify information using images, charts/graphs, and props. adapt appropriately Lesson 21
SL 4 a. Present claims and findings and sequence ideas logically while speaking. b. Use pertinent descriptions, facts, and details to accentuate main ideas or themes. c. Use adequate eye contact, volume, and pronunciation while speaking.
claims findings logical sequence pertinent descriptions, facts, and details
Lesson 22 Lesson 25
SL 6 a. Adapt speech appropriately to task and situation. adapt appropriately Lesson 23 ECC- Unit 5
SL 3 a. Listen attentively to a speaker delineate a main argument and specific claims. b. Distinguish claims supported by evidence from those not supported by evidence.
main argument specific claims evidence
Lesson 24
SL 2 a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.
interpret contribute
Lesson 19 Lesson 20
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 6 Big Idea: We affect nature and nature affects us. Unit 6 Essential Questions: What are important ideas about objects in space? What can you conclude about the job of a park ranger? What can you tell about a character who cares for nature? Why is it important that we respect wild animals? How can text and graphics show the power of weather? Reading: Literature & Informational and Fluency Standard Test 2
Item Learner Objectives- Students can Instructional Focus Journeys
RI 2 17
a. Summarize a text objectively. b. Explain how particular details work together to create a central idea within a text.
objective summary central idea details
Lesson 26
5, 9, 13
RI 1 a. Analyze the meaning of a text. b. Support analysis with explicit details and inferences about a text.
meaning explicit inferences
Lesson 27
RL 3
32, 34 a. Analyze character traits and determine motives throughout a story. b. Identify how a character changes throughout a story and how this influences the events or plot of the story. c. Determine how a character’s behaviors or motives contribute to the resolution.
character plot story structure motives resolution
Lesson 28
38, 48
35, 45
RI 8
a. Identify and record facts and opinions throughout a text. b. Distinguish between opinions that are supported by facts and opinions that aren’t. c. Determine the author’s purpose based on their opinions within the text.
fact opinion
Lesson 29
RI 7
a. Gather information presented through text and graphic features. b. Combine information presented through words and graphic features to support understanding of a text. c. Develop a coherent understanding of a topic. d. Integrate information from different media or formats about a given topic.
text/graphic features Lesson 30
IA.2
a. I can stress words appropriately while read aloud. b. I can adjust my rate, pitch, and volume to reflect meaning. c. I can pronounce words accurately while I read in order to maintain the meaning of a text. d. I can read with expression by using rhythm and punctuation clues when I read. e. I can use my voice to show that a sentence is over and pause to show the end of a phrase or clause.
Read on-level text, both silently and orally, at an appropriate rate with accuracy and fluency to support comprehension.
Lessons 26-30
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Unit 6 Writing & Language
ASSESSED WRITING STANDARD: DUE TO DATA DIRECTOR BY MAY 17th, 2013
W 3
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
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.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.
a. I can write a narrative that vividly describes an event.
b. I can develop a beginning, middle, and end to describe the event.
c. I know and can use narrative techniques in my writing like pacing, dialogue, and descriptive details.
d. I can use transition words, phrases and clauses to show changes in time or setting.
e. I can pick the right word, using varied words and sensory language.
f. I can include a reflective conclusion. g. I can write in-class and on-demand to respond to a
prompt.
District Writing Benchmark Prompt: Who do you know that always has an interesting story? Think of a friend you have, inside or outside of school. Tell one story that comes to mind when you think of this friend.
Priority Standard Learner Objectives- Students can Journeys
W 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
a. Produce clear and coherent writing. b. Analyze a writing task to determine what is required. c. Adapt writing to fulfill a specific purpose and meet the needs of an
audience. d. Develop ideas and organize ideas in a way appropriate to task and
purpose. e. Use style appropriate to task and purpose. f. Apply skills to a variety of types of writing.
Lesson 26 Lesson 27 Lesson 28
W 7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
a. Select a topic for short research. b. Develop a single research question. c. Locate several sources to answer research question(s). d. Refocus inquiry continually based on findings. e. Use a graphic organizer to record thoughts. f. Answer questions through research.
Lesson 29 Lesson 30
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
L 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.
b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning.
Use context clues to determine the meaning of a word. Lesson 28
Use common Greek and Latin word roots to determine the meaning of an unknown word.
Lesson 29
Use the suffixes: -ize, -ify, -ive, -ity to determine the meaning of an unknown word.
Lesson 30
L 5
a. Interpret figures of speech (e.g., personification) in context.
b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Demonstrate the use of similes, metaphors, and personification in writing. Lesson 27 Writing
Use word relationships and analogies to better understand words. Lesson 26
L 2 a. Spell correctly.
Spell words with foreign language origins. Lesson 26
Spell words with Greek word parts. Lesson 27
Spell words with Latin word roots. Lesson 28
Spell words with Greek and Latin word parts. Lesson 29
Spell words that are easily confused. Lesson 30
Unit 6 Speaking and Listening
Standard Learner Objectives Instructional Focus Journeys
SL 1
a. Prepare for collaborative discussions by reading, studying, investigating, and reflecting. b. Use evidence gained during preparation to explore ideas during the discussion. c. Listen attentively to discussions about grade level topics, texts, and ideas. d. Contribute to discussions about grade level topics, texts, and ideas. e. Follow agreed upon rules for discussions and carry out assigned roles.
collaboration evidence listen attentively contribute
Lesson 26 Lesson 27
SL 3 a. Listen attentively to a speaker delineate a main argument and specific claims. b. Distinguish claims supported by evidence from those not supported by evidence.
main argument specific claims evidence
Lesson 28
SL 5 a. Clarify information using images, charts/graphs, and props. adapt appropriately Lesson 29 Lesson 39
SL 2 a. Interpret information seen or heard in diverse media and formats. b. Consider how information contributes to the topic, text, or issue under study.
interpret contribute
Lesson 30
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Appendix A
Standards to be address yearlong - Listed here are standards and objectives that should be taught with a high degree of frequency in your classrooms, embedded into all
four units when appropriate. Standard Learner Objective - Students Can Instructional Focus Suggested Materials
RL 4
a. Determine meaning of unfamiliar words/phrases using context b. Identify and explain figurative and connotative language with textual support c. Identify and analyze an author’s use of rhyme d. Identify and analyze an author’s use of repetition of sounds
Context clues Figurative Language Rhyme Assonance and alliteration
RI 4
a. Determine the meaning of unfamiliar words/phrasing using context b. Use features of a text and/or a dictionary to determine the meaning of unfamiliar
words/phrases c. Identify and explain figurative, connotative, and technical language with textual
support d. Analyzer an author’s use of word choice to create meaning and tone
Context clues Reference materials Figurative Language Connotative Language Technical Language Meaning and tone
L 4
a. Determine the meaning of unknown words or phrases by using context clues b. Identify and use Greek and Latin affixes and roots as clues to the meaning of a word c. Use reference materials in print and digital formats to ascertain or verify a word’s
pronunciation, meaning, or part of speech
Greek and/or Latin word affixes and roots Discerning pronunciation
RL 10
a. Make meaning from difficult stories, dramas, and poems b. Engage with and appreciate appropriately complex texts c. Understand techniques for making meaning from difficult stories and poetry d. Understand and use techniques for selecting texts that are interesting, motivating
and appropriate
Genres Self-monitoring techniques for comprehension: questioning, summarizing, note-taking, etc.
.
RI 10
a. Make meaning from difficult literary nonfiction b. Engage with and appreciate difficult texts c. Understand techniques for making meaning from difficult informational texts d. Understand and use techniques for selecting texts that are appropriate to topic and
taste
Literary non-fiction Self-monitoring techniques for comprehension: questioning, summarizing, note-taking, etc.
W 5
a. Use adult and peer guidance and support to strengthen writing b. Use planning, revision, editing, or rewriting to strengthen writing c. Explain and utilize techniques used to make writing appropriate and interesting for
audience
Planning, revising, editing, rewriting Peer-editing techniques Focused Correction Areas (FCA’s) Addressing audience
W 10
b. Complete various pieces of writing over varying lengths of time c. Organize clear and coherent pieces of writing for a variety of reasons and in a
variety of settings
Multitude of time and purpose for writing in class Clear and coherent for purpose/task
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Appendix B – Common Core State Standards/ Iowa Core State Standards
Reading Literature
Key Ideas and Details
RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.6.2. Determine a theme or 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.
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.
Craft and Structure
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.
RL.6.5. 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.
RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text.
Integration of Knowledge and Ideas
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.6.8. (Not applicable to literature)
RL.6.9. 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.
Range of Reading and Level of Text Complexity
RL.6.10. 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.
Reading Informational
Key Ideas and Details
RI.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
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.
RI.6.3. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
Craft and Structure
RI.6.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
RI.6.6. Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Integration of Knowledge and Ideas
RI.6.7. 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. 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.
RI.6.9. Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
Range of Reading and Level of Text Complexity
RI.6.10. By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed
at the high end of the range.
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Writing
Text Types and Purposes
W.6.1. Write arguments to support claims with clear reasons and relevant evidence.
o Introduce claim(s) and organize the reasons and evidence clearly.
o Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
o Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
o Establish and maintain a formal style.
o Provide a concluding statement or section that follows from the argument presented.
W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and
analysis of relevant content.
o 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.
o Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
o Use appropriate transitions to clarify the relationships among ideas and concepts.
o Use precise language and domain-specific vocabulary to inform about or explain the topic.
o Establish and maintain a formal style.
o Provide a concluding statement or section that follows from the information or explanation presented.
W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured
event sequences.
o 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.
o Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
o Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
o Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
o Provide a conclusion that follows from the narrated experiences or events.
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Production and Distribution of Writing
W.6.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-
specific expectations for writing types are defined in standards 1–3 above.)
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.
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.
Research to Build and Present Knowledge
W.6.7. Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
W.6.8. 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.
W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
o 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”).
o Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Range of Writing
W.6.10. 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.
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Speaking and Listening
Comprehension and Collaboration
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.
o 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.
o Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
o Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under
discussion.
o Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
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 study.
SL.6.3. Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Presentation of Knowledge and Ideas
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 eye contact, adequate volume, and clear pronunciation.
SL.6.5.. Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
SL.6.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
6th Grade English/Language Arts Curriculum Guide Des Moines Public Schools
Language
Conventions of Standard English
L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
o Ensure that pronouns are in the proper case (subjective, objective, possessive).
o Use intensive pronouns (e.g., myself, ourselves).
o Recognize and correct inappropriate shifts in pronoun number and person.*
o Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
o Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional
language.*
L.6.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
o Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
o Spell correctly.
Knowledge of Language
L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening.
o Vary sentence patterns for meaning, reader/listener interest, and style.*
o Maintain consistency in style and tone.*
Vocabulary Acquisition and Use
L.6.4. 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.
o 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.
o Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
o 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.
o 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).
L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
o Interpret figures of speech (e.g., personification) in context.
o Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
o 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
Appendix C
Pacing and Assessment
6th
Grade
August 22nd First Day of School 27th Begin Unit 1 September 3rd Labor Day – No School
14th Fall District Data Collection Due into DataDirector - SRI
26th Staff Development – No School October
5th District BASELINE Data Collection Due into DataDirector – Writing Assessment (Narrative)
29th Begin Unit 2 26th Staff Development – No School November 21-23rd
Thanksgiving Holiday
26th Begin Unit 3 December 24-31st
Winter Holiday
January 1st Winter Holiday 16th First Day of 2nd Semester 16th Begin Unit 4
18th Comprehensive Standards Benchmark 1 Due into DataDirector
(6-8) 21st MLK Day – No School February
1st Mid-Year District Data Collection Due into DataDirector - SRI
18th No School March 4th Begin Unit 5 15-22nd
Spring Recess
April
2-15th Iowa Assessment Administered Grades 6-8
22nd Begin Unit 6
26th Spring District Data Collection Due into DataDirector - SRI
May
17th District Data Collection Due into DataDirector – Writing Assessment (Argument)
24th Comprehensive Standards Benchmark 2 Due into DataDirector (6-8)
30th Last Day of School