Reading – 6th Grade
COURSE OVERVIEW
The Reading curriculum is an integrative, multi-thematic course of study including reading, writing, speaking, and listening instruction. An advanced understanding with the application of the following areas are incorporated into the language arts curriculum- critical reading of all content areas, listening, speaking, and literary analysis/interpretation.
*identify characteristics of realistic fiction, historical fiction, and expository text
*identify key facts about the Great Depression
*visualize the text for better understanding
*determine the meaning of unfamiliar words using context clues, Greek roots, and root words
*reread for better understanding
*identify point of view and the author’s point of view
*compare and contrast characters, settings, plots
*identify sequence of events
*identify main idea and supporting details
*recognize, define, and use vocabulary in context
*write about reading using writing process skills
*read, spell, and use words with short/long vowels, r-controlled vowels, frequently misspelled words, compound words, words with vowel and consonant alternations, prefixes/suffixes, Greek/Latin prefixes and suffixes
*interpret idioms
*define homophones and homographs
*identify/interpret figurative language
*read/discuss chapters in novel
*discuss key questions
*include other fictional and nonfiction sources to reinforce content standards and understandings from Unit 1 reading anthology
*create Venn-diagrams depicting characteristics of characters, settings, plots
*identify similes and metaphors in text then interpret their meaning in context
*write an analysis
*identify/analyze the many inventions, irrigation, aqueducts, writing, and mathematics we use today began in ancient civilization.
*conclude that the basis for democracy began in ancient times.
*analyze that life in ancient civilizations had its pleasures and difficulties much like life today.
*ask and answer questions about text and make predictions to better understand the text
*cite evidence that helps determine an author’s point of view
*cite evidence from text to support a problem/solution and compare/contrast text structure
*read/identify the theme of lyric poetry and a sonnet
*identify characteristics of expository text, historical fiction, lyric poetry, and the sonnet
*interpret adages and proverbs
*read, spell, and use words with irregular plurals, inflected endings, closed and open syllables, consonant +le syllables, words from around the world, and words from mythology
*determine word meaning using Latin roots, Greek/Latin prefixes/suffixes, connotation/denotation, and personification
*understand characteristics of realistic fiction, narrative nonfiction, biography, and expository text
*demonstrate that all ideas are important and should be heard
*respect the opinions of others
*offer/defend opinions, even if different from others
*recognize that persistence pays off
*make predictions and summarize
*determine the meaning of unfamiliar words using context clues, prefixes/ suffixes, and synonyms/antonyms
* cite evidence that supports a sequence and cause/effect text structure
* cite evidence that identifies and supports main ideas and key details
*spell, define, and use words with vowel team syllables, r-controlled vowel syllables, frequently misspelled words, prefixes, suffixes -ion, -tion, -ible, -able, -ance, -ence, - ent, -ant
*complete a problem/solution chart that outlines key events
*list character traits and determine cause/effect relationship with the character’s transformation
*make inferences about the main character’s thoughts and feelings, citing evidence to support claims
*read a variety of poetry
*choose a poem to read to class
*listen critically and provide feedback to classmates using a rubric that evaluates the 3 criteria
*convey a poem’s meaning through an oral presentation
*read a poem fluently, honoring line breaks, punctuation
CC.1.2.6.A Determine the 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.
CC.1.2.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.
CC.1.2.6.C Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
CC.1.2.6.D Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
CC.1.2.6.E Analyze the author’s structure through the use of paragraphs, chapters, or sections.
CC.1.2.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.
CC.1.2.6.G 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.
CC.1.2.6.H Evaluate an author’s argument by examining claims and determining if they are supported by evidence
CC.1.2.6.I Examine how two authors present similar information in different types of text.
CC.1.2.6.J 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.
CC.1.2.6.K Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.2.6.L Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.3.6.A 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.
CC.1.3.6.B Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations drawn from the text.
CC.1.3.6.C Describe how a particular story 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.
CC.1.3.6.D Determine an author’s purpose in a text and explain how it is conveyed in a text.
CC.1.3.6.E Analyze how the structure of a text contributes to the development of theme, setting, and plot.
CC.1.3.6.F Determine the meaning of words and phrases as they are used in grade-level reading and content, including interpretation of figurative language in context.
CC.1.3.6.G Compare and contrast the experiences of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what is “seen” and “heard” when reading the text to what is perceived when listening or watching
CC.1.3.6.H Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics as well as their use of additional literary elements.
CC.1.3.6.I Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.3.6.J 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.
CC.1.3.6.K Read and comprehend literary fiction on grade level, reading independently and proficiently.
CC.1.4.6.A Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information clearly.
CC.1.4.6.B Identify and introduce the topic for the intended audience
CC.1.4.6.C Develop and analyze the topic with relevant facts, definitions, concrete details, quotations, or other information and examples; include graphics and multimedia when useful to aiding comprehension.
CC.1.4.6.D Organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; use appropriate transitions to clarify the relationships among ideas and concepts; provide a concluding statement or section; include formatting when useful to aiding comprehension.
CC.1.4.6.E Write with an awareness of the stylistic aspects of composition. ∙ Use precise language and domain-specific vocabulary to inform about or explain the topic. ∙ Use sentences of varying lengths and complexities. ∙ Develop and maintain a consistent voice. ∙ Establish and maintain a formal style.
CC.1.4.6.F Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.6.H Introduce and state an opinion on a topic.
CC.1.4.6.I Use clear reasons and relevant evidence to support claims, using credible sources and demonstrating an understanding of the topic.
CC.1.4.6.J Organize the claim(s) with clear reasons and evidence clearly; clarify relationships among claim(s) and reasons by using words, phrases, and clauses; provide a concluding statement or section that follows from the argument presented.
CC.1.4.6.K Write with an awareness of the stylistic aspects of composition. ∙ Use precise language and domain-specific vocabulary to inform about or explain the topic. ∙ Use sentences of varying lengths and complexities. ∙ Develop and maintain a consistent voice. ∙ Establish and maintain a formal style.
CC.1.4.6.L Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.6.M Write narratives to develop real or imagined experiences or events.
CC.1.4.6.N Engage and orient the reader by establishing a context and introducing a narrator and/or characters.
CC.1.4.6.O Use narrative techniques such as dialogue, description, and pacing to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
CC.1.4.6.P Organize an event sequence that unfolds naturally and logically, using a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another; provide a conclusion that follows from the narrated experiences and events.
CC.1.4.6.Q Write with an awareness of the stylistic aspects of writing. ∙ Vary sentence patterns for meaning, reader/listener interest, and style. ∙ Use precise language. ∙ Develop and maintain a consistent voice.
CC.1.4.6.R Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.
CC.1.4.6.S Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading standards for literature and literary nonfiction.
CC.1.4.6.T With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
CC.1.4.6.U 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.
C.1.4.6.V Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
CC.1.4.6.W 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.
CC.1.4.6.X 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.
CC.1.5.6.A Engage effectively in a range of collaborative discussions, on grade-level topics, texts, and issues, building on others’ ideas and expressing their own clearly.
CC.1.5.6.B Delineate a speaker’s argument and specific claims by identifying specific reasons and evidence and recognize arguments or claims not supported by factual evidence.
CC.1.5.6.C 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.
CC.1.5.6.D 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.
CC.1.5.6.E Adapt speech to a variety of contexts and tasks.
CC.1.5.6.F Include multimedia components and visual displays in presentations to clarify information.
CC.1.5.6.G Demonstrate command of the conventions of standard English when speaking based on Grade 6 level and content.
Unit 1 - Changes - Where the Red Fern Grows: Changes transform the way people look at the world.
Essential Question(s): *How do new experiences offer new perspectives?
*Why do people form alliances?
*How do life forms vary in different environments?
*What factors influence how people use money
*Write and perform scenes not included in the novel, Where the Red Fern Grows. The novel is written in 1st person. What conversations do you think occurred when the narrator was not present? Choose a scene not described in the book. With your small group, write then perform the scene.
*read/discuss chapters in novel
*discuss key questions
*include other fictional and nonfiction sources to reinforce content standards and understandings from Unit 1 reading anthology
*create Venn-diagrams depicting characteristics of characters, settings, plots
*identify similes and metaphors in text then interpret their meaning in context
*write an analysis
Unit 2 - Ancient Cultures: We can benefit from reading about past civilizations.
Essential Question(s):
*What contributions were made by early civilizations?
*How did democracy develop?
*What was life like for people in ancient cultures?
*What influences the development of a culture?
*What can the past teach us?
*Write the questions/answers for and then conduct an interview about the influences on an ancient culture. With a partner, research an ancient culture to organize information.
*oral/written responses to the essential questions
*draw the solution to a problem faced by ancient cultures
*introduce vocabulary using vocabulary routine on the Visual Vocabulary Cards
*Close Readings of texts to identify problem/solution text structure
*create charts depicting problems ancient civilizations faced and their solutions to these problems
*work with partners to generated questions to ask/answers in an interview with “someone from an ancient culture”
*discuss ways in which we have benefited from ancient inventions
*create/present an Arts installation around an ancient culture/field of study in correlation with Soc. Studies
Unit 3 - Accomplishments: What does it take to accomplish a goal?
Essential Question(s):
*What happens when people share ideas?
*What kinds of challenges transform people?
*What can people accomplish by working together?
*How can one person affect the opinions of others?
*What steps can be taken to promote a health environment?
*Make a poster about a challenge people have faced. Work in pairs to show the before/after transformation
*oral/written responses to essential questions
*oral/written summaries of various texts or portions of texts
*use vocabulary routine to present new vocabulary words
*Close Reading of texts to identify text structure as sequencing or cause and effect
*work in groups to collaborate on a unit project
*write about a personal experience when facing a challenge
*write an analysis of texts
Unit 4 - Hatchet: We can surprise ourselves with what we are capable of doing when need be.
Essential Question(s):
*How would you react in a life-threatening situation?
*How does the advice to “Get motivated” help in difficult situations?
*Why might someone consider a “thing” a friend?
*Feeling sorry for yourself doesn’t work
*the wilderness in northern Canada can be both beautiful and dangerous
*Anything important is worth the wait
* we should strive to improve all aspects of our lives
*Create a list of 8 items you would want to help you survive in the wilderness. All items must fit in your pocket. Be ready to explain/defend your choices
*write an analysis explaining the connection between problem/solution and cause/effect relationship of events
*author study of Gary Paulsen
*read 1-2 chapters together in class daily
*complete problem/solution chart
* answer questions relevant to events in specific chapters
*journal daily to respond to the essential questions, to summarize chapters, or make/confirm/revise predictions
Unit 5 - Oral Presentations/Poetry: *How we orally express poetry can affect understanding.
*How can good oral presentation skills be useful in real life situations?
*Why do people write poetry?
*You must understand a poem before you can orally present it to an audience in a way they’ll understand.
*Good oral presentations include being loud and clear, using eye contact, and using appropriate expression.
*Oral presentations take practice to improve!
*Students will participate in a poetry Coffee House. Each student is to read/recite a favorite, rehearsed poem to their own class period. Oral presentations will be scored by the teacher according to the observed skills listed on the rubric students have used to practice their presentations.
*observation of working in groups to provide constructive criticism to classmates as prescribed by the oral presentation rubric
*teacher demonstrates examples of “poor” and “good” oral presentations
*discuss importance of oral presentation skills - examine rubric
*assign theme of poem (humorous, patriotic) and require students to choose one poem to present to the class at the Coffee House
*work in small groups to practice reading poems aloud
*Coffee House - students share chosen poem - teacher evaluates presentation according to rubric
*students/teacher reflect on presentation - strengths/weaknesses
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