ENGLISH-LANGUAGE ARTS – GRADE LEVEL CONTENT …：英语艺术–年级水平的内容…

ENGLISH-LANGUAGE ARTS – GRADE LEVEL CONTENT …：英语艺术–年级水平的内容… SIXTH GRADE ENGLISH-LANGUAGE ARTS – GRADE LEVEL CONTENT EXPECTATIONS Jackson County SIXTH GRADE Overview/Table of Contents READING Grade Level Content Expectations Instructional Strategies Assessment Word Study – students will… Select bolded, italic, underlined headings to link to document *MiCLASS=Michigan Content Literacy Assessments, Standards, and Strategies Created by the Teachers of Jackson County 8/2//2005 1 Jackson County ISD SIXTH GRADE READING Grade Level Content Expectations Instructional Strategies Assessment R.WS.06.01 Word Study Rubric • use word structure, sentence structure, and prediction to aid in QRI (Qualitative Reading Inventory) or Jerry decoding and understanding the meanings of words encountered Johns in context Apply: Miscue Analysis Form R.WS.06.02 QRI or Jerry Johns • use structural, syntactic, and semantic analysis to recognize Apply: Miscue Analysis Form unfamiliar words in context (e.g., origins and meanings of foreign words, words with multiple meanings, knowledge of major word chunks/rimes, syllabication) R.WS.06.03 QRI or Jerry Johns • recognize frequently encountered words automatically R.WS.06.04 • know the meaning of frequently encountered words in written QRI or Jerry Johns as pretest and oral contexts (research to support specific words) R.WS.06.05 Use Graphic Organizers: MiCLASS • apply strategies to construct meaning and identify unknown , Vocabulary Analysis Map , QRI or Jerry Johns as pretest words , Linear Arrays , Reading Strategy Awareness Inventory , Frayer’s Model R.WS.06.06 MiCLASS • read fluently sixth grade level texts (increasingly demanding , QRI or Jerry Johns as pretest texts read with fluency as the year proceeds) , Administer Fluency Snapshot R.WS.06.07 MiCLASS • use strategies (e.g., connotation, denotation) and authentic , QRI or Jerry Johns as pretest content-related resources to determine the meaning of words and , Reading Strategy Checklist phrases in context (e.g., regional idioms, content area vocabulary, , Comprehension Strategy Application technical terms Created by the Teachers of Jackson County 8/2//2005 2 Jackson County ISD SIXTH GRADE SIXTH GRADE READING Grade Level Content Expectations Instructional Strategies Assessment Narrative Text – students will… R.NT.06.01 Writing in Response to Reading Rubric • describe how characters in classic and contemporary literature Profundity Character Study recognized for quality and literary merit form opinions about one ELA MEAP Prototype: www.jcisd.org or another in ways that can be fair and unfair Student uses Narrative Text WorksheetApply: Narrative Text Worksheet Rubric After reading a piece of fiction, student uses a R.NT.06.02 • analyze elements and style of narrative genres (e.g.; folktales, Concept Map fantasy, adventure, action) Apply: Components of Genre Chart Use: Character Analysis Organizer R.NT.06.03 • analyze the role of dialogue, plot, characters, themes, major and Profundity Character Study minor characters, and climax Use Narrative Text Worksheet R.NT.06.04 • analyze how authors use dialogue, imagery, and understatement Apply: Narrative Text Rubric to develop plot Use: Literary Devices Chart Informational Text – students will… R.IT.06.01 Components of Genre Chart • analyze elements and style of informational genre (e.g., research report, how-to-articles, essays) Use Graphic Organizers: R.IT.06.02 • analyze organizational patterns , Problem Solution Graphic Organizer , MEAP Writing Informational Text Patterns R.IT.06.03 Textual Aides Chart • explain how authors use text features to enhance the understanding of central, key, and supporting ideas (e.g., footnotes, bibliographies, introductions, summaries, conclusions, appendices) Created by the Teachers of Jackson County 8/2//2005 3 Jackson County ISD SIXTH GRADE SIXTH GRADE READING Grade Level Content Expectations Instructional Strategies Assessment Comprehension – students will… Narrative Writing from Knowledge and Personal R.CM.06.01 • connect personal knowledge, experience, and understanding of Experience Apply: the world to themes and perspectives in the text Writing from Knowledge and Experience Rubric Writing in Response to Reading Rubric MiCLASS , Narrative Profundity Scale or , Informational Profundity Scale Students do a retelling using R.CM.06.02 • read, retell and summarize grade level appropriate narrative and Retelling Graphic Organizer informational texts of grade level appropriate informational text Apply: Retelling Rubric MiCLASS Use: Narrative Profundity Organizer Apply: , Narrative Profundity Scale or , Informational Profundity Scale General Writing Assignment Apply: R.CM.06.03 • state global themes, universal truths, and principles within and Writing in Response to Reading Rubric across texts to create a deeper understanding MiCLASS Use: Narrative Profundity Organizer , Narrative Profundity Scale or , Informational Profundity Scale Content area constructed response items. Use R.CM.06.04 • apply significant knowledge from what has been read in grade evaluation from MiCLASS: level appropriate science and social studies texts , Math Constructed Response Rubric , Science Constructed Response Rubric , Social Studies Constructed Response Rubric Metacognition – students will… Created by the Teachers of Jackson County 8/2//2005 4 Jackson County ISD SIXTH GRADE READING Grade Level Content Expectations Instructional Strategies Assessment R.MT.06.01 Active Reading Activity • independently self-monitor comprehension when reading or MiCLASS: listening to text by automatically using and discussing the , Reading Strategy Checklist strategies used by mature readers to increase comprehension and , Reading Strategy Awareness Inventory or engage in interpretative discussions (e.g., predicting, constructing , Comprehension: Agency mental images representing ideas in text, questioning, rereading or listening again if uncertain about meaning, inferring, summarizing) Active Reading Activity or R.MT.06.02 • plan, monitor, regulate, and evaluate skills, strategies, and MEAP Writing processes for their own reading comprehension by applying MiCLASS: appropriate metacognitive skills (e.g. SQ3R, pattern guides, Reading Strategy Awareness Inventory process of reading guides) Critical Standards – students will… Blank Rubric available for Students apply rubric to evaluate their own work R.CS.06.01 • compare the appropriateness of shared, individual, and expert development of individual/class General Analytic 6 Traits Rubric standards based on purpose, context, and audience in order to rubrics assess their own work and work of others Reading Attitude – students will… R.AT.06.01 Reading Attitude Rubric • be enthusiastic about reading and do substantial reading on their MiCLASS own , Vocabulary Development Rubric or , Comprehension: Agency Created by the Teachers of Jackson County 8/2//2005 5 Jackson County ISD SIXTH GRADE WRITING Grade Level Content Expectations Instructional Strategies Assessment students will… Writing Genres – General Writing Assignment W.GN.06.01 • write a cohesive narrative piece (e.g., personal narrative, Apply: adventure, tall tale, folk tale, fantasy) that includes elements of , General Analytic 6 Trait Rubric or characterization for major and minor characters, internal and/or , Story Rubric external conflict, and address issues of plot, theme, and imagery , Writing from Knowledge and Experience Rubric General Writing Assignment W.GN.06.02 • write an essay (e.g., personal, persuasive, or comparative) for House Graphic Organizer authentic audiences that includes organizational patterns that Problem Solution Graphic Organizer support key ideas MEAP Writing Research Paper Chart Apply: Research Paper Rubric Problem Solution Report Rubric or Informational 6 Trait Rubric Prewriting with Research Paper Chart W.GN.06.03 • formulate research questions using multiple resources and Apply: Research Paper Rubric perspectives that allow them to organize, analyze, and explore Problem Solution Report Rubric or problems and pose solutions that culminate in a presented, final Informational 6 Trait Rubric project Writing Process – students will… Created by the Teachers of Jackson County 8/2//2005 6 Jackson County ISD SIXTH GRADE WRITING Grade Level Content Expectations Instructional Strategies Assessment General Writing Assignment W.PR.06.01 • set a purpose, consider audience, and replicate authors’ styles Apply: and patterns when writing narrative or informational text Informational 6 Trait Rubric or General Analytic 6 Traits Rubric W.PR.06.02 Story Graphic Organizer • apply a variety of pre-writing strategies for both narrative (e.g., House Graphic Organizer graphic organizers such as story maps or webs designed to Problem Solution Graphic Organizer develop a plot that includes major and minor characters, builds Apply: Problem Solution Report Rubric climax, and uses dialogue to enhance a theme) and informational text (e.g., problem/ solution, and sequence) Write from Knowledge and Personal Experience W.PR.06.03 • review and revise their drafts with audience and purpose in revising in context mind regarding consistent voice and genre characteristics Revision Checklist (Student) General Analytic 6 Traits Rubric Write from Knowledge and Personal Experience W.PR.06.04 • write for a specific purpose by using multiple paragraphs, revising in context sentence variety, and voice to meet the needs of an audience (e.g. Revision Checklist (Student) word choice, level of formality, example) General Analytic 6 Traits Rubric Writing from Knowledge & Experience Rubric W.PR.06.05 • edit their writing using proofreaders’ checklists both Editing and Proofreading Checklist individually and in peer editing groups How’s My Writing? (Student Rubric) Created by the Teachers of Jackson County 8/2//2005 7 Jackson County ISD SIXTH GRADE SIXTH GRADE WRITING Grade Level Content Expectations Instructional Strategies Assessment Personal Style – students will… General Writing Assignment W.PS.06.01 • exhibit individual style to enhance the written message (e.g., in Apply: General Analytic 6 Traits Rubric, narrative text: personification, humor, element of surprise; in Informational 6 Trait Rubric, or informational text: emotional appeal, strong opinion, credible Revision Checklist (Student) support) Writing from Knowledge and Experience Rubric Grammar and Usage – In the context of their writing, students will… General Writing Assignment W.GR.06.01 • use style conventions (e.g., MLA) and a variety of grammatical Apply: General Analytic 6 Traits Rubric, structures in their writing including indefinite and predicate Informational 6 Trait Rubric pronouns, transitive and intransitive verbs, adjective and adverb Grammar Assessment phrases, adjective and adverb subordinate clauses, comparative ELA MEAP Prototype: www.jcisd.org adverbs and adjectives, superlatives, conjunctions, compound sentences, appositives, independent and dependent clauses, introductory phrases, periods, commas, quotation marks, and the uses of underlining and italics for specific purposes Spelling – students will… General Writing Assignment Apply: W.SP.06.01 • spell frequently misspelled words correctly (e.g., their, there, Editing and Proofreading Checklist they’re) in the context of their own writing Handwriting – students will… W.HW.06.01 Editing and Proofreading Checklist • write legibly in their compositions Writing Attitude – students will… W.AT.06.01 Writing Attitude Rubric • be enthusiastic about writing MiCLASS: Vocabulary Development Rubric Comprehension: Agency Rubric Created by the Teachers of Jackson County 8/2//2005 8 Jackson County ISD SIXTH GRADE SIXTH GRADE SPEAKING Grade Level Content Expectations Instructional Strategies Assessment Conventions – students will… Oral Language Activities and/or Conversations Can S.CN.06.01 • ask and respond to questions and remarks to engage the Apply: audience when presenting texts Speaking Rubric Speaking Rubric Informational Expressive Oral Language (Speaking) Rubric Oral Language Activities and/or Conversations Can S.CN.06.02 • use rhyme, rhythm, cadence, and word play for effect when Apply: presenting Speaking Rubric Speaking Rubric Informational Expressive Oral Language (Speaking) Rubric Oral Language Activities and/or Conversations Can S.CN.06.03 • present their work in standard American English if it is their Apply: first language (students whose second language is English will Speaking Rubric present their work in their developing version of standard Speaking Rubric Informational American English) Expressive Oral Language (Speaking) Rubric Discourse – students will… Created by the Teachers of Jackson County 8/2//2005 9 Jackson County ISD SIXTH GRADE SPEAKING Grade Level Content Expectations Instructional Strategies Assessment Responding to Multiple Text Types S.DS.06.01 • engage in interactive, extended discourse to socially construct meaning (e.g., book clubs, literature circles, partnerships, or other conversation protocols) S.DS.06.02 Responding to Multiple Text Types • discuss multiple text types in order to compare/contrast ideas, Take A Stand form, and style to evaluate quality and to identify personally with Speaking Rubric a universal theme MiCLASS Collaborative Reasoning , Metacognition Rubric , Argument Schema Rubric , Dialectics Rubric S.DS.06.03 Responding to Multiple Text Types • discuss their written narratives that include a variety of literary MiCLASS Collaborative Reasoning and plot devices (e.g., established context plot, point of view, , Metacognition Rubric sensory details, dialogue, suspense) , Argument Schema Rubric Problem Solution Presentation S.DS.06.04 • plan a focused and coherent oral presentation using an Use: Problem Solution Report Graphic Organizer, informational text pattern (e.g., problem/solution sequence), Problem Solution Report, and select a focus question to address, and organize the message to Apply: Problem Solution Report Rubric, or ensure that it matches the intent and the audience to which it will Speaking Rubric be delivered Take a Stand Created by the Teachers of Jackson County 8/2//2005 10 Jackson County ISD SIXTH GRADE SIXTH GRADE LISTENING & VIEWING Grade Level Content Expectations Instructional Strategies Assessment Conventions – students will… L.CN.06.01 Listening/Viewing Checklist • respond to, evaluate, and analyze speeches and presentations Listener’s Response delivered by peers Summary/Personal Response Checklist MiCLASS Collaborative Reasoning , Metacognition Rubric , Argument Schema Rubric , Dialectics Rubric L.CN.06.02 Listening/Viewing Checklist • demonstrate the appropriate social skills of audience behavior (e.g., eye contact, quiet and still, attentive, supportive) during speeches and presentations Response – students will… Created by the Teachers of Jackson County 8/2//2005 11 Jackson County ISD SIXTH GRADE LISTENING & VIEWING Grade Level Content Expectations Instructional Strategies Assessment Responding to Multiple Texts Types or L.RP.06.01 • summarize, take notes on key points, and ask clarifying Listener’s Response questions L.RP.06.02 Responding to Multiple Texts Types or • respond thoughtfully to both classic and contemporary texts Response to Oral Interpretation of Literature recognized for quality and literary merit MiCLASS Collaborative Reasoning , Metacognition Rubric , Dialectics Rubric L.RP.06.03 Responding to Multiple Texts Types or • identify a speaker’s affective communications expressed Listener’s Response through tone, mood, and emotional cues L.RP.06.04 Responding to Multiple Texts Types or • relate a speaker’s verbal communications (e.g., tone of voice) to Response to Oral Interpretation of Literature the non-verbal message communication (e.g., eye contact, posture, gestures) L.RP.06.05 Responding to Multiple Texts Types or • respond to multiple texts when listened to or viewed by Response to Oral Interpretation of Literature speaking, illustrating, and/or writing in order to compare/contrast similarities and differences in idea, form, and style to evaluate MiCLASS Collaborative Reasoning quality and to identify personal and universal themes , Dialectics Rubric , Argument Schema Rubric L.RP.06.06 Listener’s Response • respond to, evaluate, and analyze the credibility of a speaker MiCLASS Collaborative Reasoning who uses persuasion to affirm his/her point of view in a speech or , Metacognition Rubric presentation , Argument Schema Rubric L.RP.06.07 Visual Image Response • identify persuasive and propaganda techniques used in television, and identify false and misleading information Created by the Teachers of Jackson County 8/2//2005 12 Jackson County ISD