Longview ISD6th Grade ELA Unit 1-1-6

6th Grade TEKS with Specificities
6.2Listening/Speaking/ Critical Listening. The student listens critically to analyze and evaluate a speaker’s message(s).
6.2FEvaluate a spoken message in terms of its content, credibility, and delivery (6-8).
Including:
  • evaluating newspaper articles and editorials read aloud
  • Evaluates the effectiveness and clarity of a speaker
  • Evaluates the comprehensiveness and credibility of information presented
  • speaker, including the speaker’s use of fact and opinion
  • Listens critically to television and radio newscasts and editorials to judge their content, credibility, and delivery
6.8Reading/Variety of Texts. The student reads widely for different purposes in varied sources.
6.8DRead to take action such as to complete forms, make informed recommendations, and write a response (6-8).
Including:
  • writes a response after reading a letter to the editor of a local newspaper
6.10Reading/Comprehension. The student comprehends selections using a variety of strategies.
6.10AUse his/her own knowledge and experience to comprehend.
Including:
  • Predicts outcomes and actions in fiction selections and narrative poems, based on content clues and on his or her own experiences
  • Uses his or her own experience and knowledge to understand texts (I)
  • Relates the themes of fiction and poetry selections to his or her own life
6.10BEstablish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems. (I) such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8).
Including:
  • self-directed and teacher-directed purposes consciously chosen and articulated by either the teacher or student
6.10CMonitor his/her own comprehension and make modifications when understanding breaks down such as by rereading a portion aloud, using reference aids, searching for clues, and asking questions (4-8).
On-going process skill, including:
  • Takes independent action when he or she has trouble understanding text (e.g., rereads, asks for help)
  • Uses contextual, syntactic, and structural analysis strategies to understand the meaning of unfamiliar words
6.10DDescribe mental images that text descriptions evoke (4-8).
Including:
  • responds appropriately on a personal level, both orally and in writing, to fiction and poetry selections such as
  • Descriptions of characters (e.g., physical, emotional, psychological characteristics)
  • Descriptions of events
  • Descriptions of setting
  • Mental images created by “mood and tone words”
/ 6.10EUse the text s structure or progression of ideas such as cause and effect or chronology to locate and recall information. such as cause and effect or chronology to locate and recall information (4-8).
Including:
  • Recognize what text structure an author used for the entire text (e.g., compare/contrast, cause/effect, and chronological ordering).
  • Recognize how an author organized a portion of the text, e.g., a single significant event in the plot and then asking, “Why did that happen?”
6.10FDetermine a texts main (or major) ideas and how those ideas are supported with details.
  • Determine the Main Idea of Entire Expository Passage (e.g., what the passage is mainly/mostly about?”)
  • Determine the Main Idea of a Single Narrative or Expository Paragraph or Set of Paragraphs
  • Identify the Text Support for A Given Main Idea Question, With an Emphasis on Cause/Effect Questions/Reasoning
6.10GParaphrase and summarize text to recall, inform, and organize ideas. (M)
Including:
  • Write and identify best summary that includes:
  • 2-4 sentences
  • the main idea of the passage,
  • multiple, accurate details that support that main idea, and
  • details that come from the beginning, middle, and end of the passage
6.10LRepresent text information in different ways such as in outline, timeline, or graphic organizer such as in outline, timeline, or graphic organizer (4-8).
Including:
  • Identifying Similarities and Differences,
  • Drawing Conclusions,
  • Identifying the Main Idea,
  • Sequencing of Events, and
  • Analyzing Characters and Events.
Using:
  • Diagram/Chart--Sequence of Events or Chronology of Events
  • Diagram/Chart: Characteristics/Subsets of an "Activity/Event" or Classification of Events
  • Diagram/Chart: Main Idea (missing main idea or missing supporting detail) or Cause/Effect Relationships
  • Diagram/Chart: Obtaining Information
  • Venn Diagram: Comparison/Contrast of Traits/Characteristics of Two Characters or other text issues
  • Outline: Process steps/chronology (single capital letter plus numbers 1-4)
  • Web: Characteristics/Motivation of a Character (including how characters relate to other characters and why characters do what they do)
  • Map: setting (with key or legend) or plot
6.10MUse study strategies to learn and recall important ideasfrom texts such as preview, question, reread, and record (6-8). / 6.12Reading/Text Structure/Literary Concepts.The student analyzes the characteristics of various types of texts (genres).
6.12CCompare communication in different forms such as contrasting a dramatic performance with a print version of the same story or comparing story variants, both within and across paired texts, typically a narrative text paired with an expository text (2-8)
Including answering questions to:
  • Connect ideas
  • Compare and contrast characters
  • Compare ideas
  • Compare themes
6.12GRecognize and analyze story plot, setting, and problem resolution (4-8).
Recognize Plot Elements (when they are used and for what purpose)
  • Exposition (intro. of characters, setting, etc., includes point of view)
  • Narrative hook
  • Rising Action
  • Climax
  • Falling Action
  • Resolution
Analyze text in order to determine:
  • How the author builds suspense
  • The story problem?
  • When the story problem begins
  • How the author develops the plot
  • How the point of view influence the reader’s understanding of character
  • The cause of the conflict
Setting
Recognize the setting of a work or portion of a work
  • Time
  • Historical time
  • clock time
  • Place
  • real
  • imaginary
Recognizes the purpose/significance of setting
  • to establish a plot line
  • to establish unique conflicts/resolutions
  • to establish the mood or tone of a work
  • to influence the reader’s perception
6.12JRecognize and interpret literary devices such as flashback, foreshadowing, and symbolism (6-8).
Flashback as”…a way of presenting scenes or incidents that took place before the opening scene.
Symbolism as “…anything that signifies or stands for something else.
Style/diction as the writer used specific words, phrases, or allusions
Point of View (see 12H)
Figurative language (see 9B)
TAKS NOTE: TAKS also tests figurative language, point of view, and other literary devices. The emphasis is on why the author uses the literary device – not on naming/labeling the device.

8/27/2007DRAFT