Assessment FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content WEEK 1

READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Comprehension / Comprehension/
Fluency Read to Self
(on level texts)
Retell a familiar text
Setting up rituals and routines / ·  Journeys Assessments and Materials / (OPTIONAL)
Every child will be assessed with the initial diagnostic tool called the Comprehensive Screening Assessment that comes with the Houghton Mifflin series. This assessment should be completed during the first two weeks of school.
CC.RL.6.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / ·  I will use evidence from the text to support my analysis of what the text says and inferences I make. / Textual evidence Analysis
Explicitly
Inference / GRW: p. 365(T)
TDC: p.18-19 (T)
TC: Book 4, p. 14, Lesson 11 p. 106
RP: p. 81-90
SW-2: p. 141-142
CT: Book 4, p. 47, Lesson 14
Vocabulary / TARGETED VOCABULARY & STRATEGIES
Setting up rituals and routines
Word Study & Decoding
Setting up rituals and routines / ·  Journeys Assessments and Materials
CC. 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.
CC.L.6.4a 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. / ·  I will use context clues to figure out the meaning of words and phrases. / Context clues
Function / http://dictionary.reference.com/
WTW: p.253 & 265 (Greek and Latin roots)
BWL
WJ: Chapter 7
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVES / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / Grammar
Complete
Sentences / ·  Journeys Assessments and Materials
CC. L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
CC. L.6.1e Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language. / ·  Complete Sentences / Recognize
Variations
Strategies
Expression Conventional language / http://languagearts.pppst.com/index.html
MI
EE
Writing / Writing
Review Writing Process
Setting up rituals and routines / ·  Journeys
Assessments and Materials / Optional: Writing Pre-Prompt Comprehensive Screening Assessment
CC. 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. / ·  I will write for an appropriate time based on a specific task, purpose, and audience. / Routinely
Reflection
Revision / GRW: Chapter 5
WP: Chapters 1 & 2
LC: Book 1
WBT
SMALL GROUP STANDARDS
CC.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.
CC.RI.6.10 By the end of the year read and comprehend literary nonfiction in the grades 6-8 complexity band proficiently, with scaffolding as needed at the high end of the range.
CONTENT AREA STANDARDS LESSONS
SOCIAL STUIDES
SOCIAL STUIDES STANDARDS: / FOCUS / MATERIALS & LINKS TO LESSONS / NOTEBOOK PROMPTS
SCIENCE STANDARDS: / FOCUS/ESSENTIAL QUESTIONS / MATERIALS / NOTEBOOK PROMPTS

September 11, 2012 Quarter 1-58

Unit 1: Lesson 1 FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content WEEK 2

READING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Comprehension / Comprehension/
Fluency
Skill:
Understanding Characters
Strategy:
Question
Genre:
Realistic Fiction / Read Aloud
“ Kids in Print”
T12-T13
·  Target Skill: Understanding Characters
·  Projectable 1.1 (Model Oral Fluency)
·  CLLG: p. 41
·  Target Vocabulary T13
Main Selection
“The School Story”
T20-T30
Genre: Realistic Fiction
·  CLLG p. 40
·  Introduce: Understanding Characters; Question T18-T19
·  Projectable 1.2 (Understanding Characters; Question)
PB: 1
·  Projectables 1.3a, 1.3b (Inference Map: Understanding Characters)
·  Stop and Think T24, T26 T31
·  Deepen Comprehension: Analyze Character Traits T36-T3
·  Projectable 1.4 (Inference Map: Analyze Character Traits)
PB: p. 2
AL: motives, behavior
Connect To
“History of the Book”
T32-T35
Genre: Informational Text
·  MC: T35
·  CLLG p. 41 / (Optional)
T54 Weekly Test
1.4-1.5
CC.RL.6.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. / ·  I will use evidence from the text to support my analysis of what the text says and inferences I make. / Textual evidence Analysis
Explicitly
Inference / GRW: p. 365(T)
TDC: p.18-19 (T)
TC: Book 4, p. 14, Lesson 11, p. 106
RP: p. 81-90
SW-2: p. 141-142
CT: Book 4, p. 47, Lesson 14
CC.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. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). / ·  I will describe how a story’s plot unfolds using a series of episodes.
·  I will explain how the characters respond or change as the plot advances.
·  I will analyze how an individual, event, or idea is introduced, illustrated, and elaborated in a text. / Episodes
Plot
Resolution
Analyze
Elaborated Anecdotes / GRW: p. 441-446
p. 17-23
TDC: p. 19-22 (T)
GRW: p. 395-396 (T)
GRW: p. 396-397 (T)
BWL: p. 72, Chapter 5
TDC: p. 156
CC.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. / ·  I will determine the figurative and literal meaning of words and phrases based on how they are used in a text.
·  I will analyze the impact of specific word choice on the meaning and tone of the passage. / Figurative
Literal
Connotative Analyze
Tone / RM: p. 107-110
GRW: p. 376 (T)
p. 397-398 (T)
TDC: p. 61-63 (T)
CT: Book 4, p. 2, Lesson 10, p. 14, Lesson 11
CC.RL.6.6: Analyze how an author develops the point of view of the narrator or speaker in a text. / ·  I will analyze how an author develops the point of view of a narrator or text’s characters. / Analyze
Point of view
Narrator / GRW: p. 397 (T)
CT: Book 5, p.44, Lesson 20
CC.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. / ·  I will read and comprehend literature at the sixth grade level proficiently. / Comprehend
Text complexity band
Proficiently Scaffolding / Common Core Appendices A-B
GRW: p. 225-227 (T)
Reading Standards for Informational Literature
CC.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. / ·  I will determine the figurative, connotative, or technical meaning of words or phrases in a grade six text. / Figurative Connotative Technical meaning / BWL: p. 39 (T)
CT: Book 4, Lesson 10, p. 2
CT: Book 4, Lesson 12, p. 26
Common Core Appendix A p. 32-34
CC.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. / ·  I will utilize media or graphics to develop a coherent understanding of a topic. / Integrate Quantitatively Utilize
Coherent / GRW: p. 403 (T)
STW1: p. 117-121 (T)
CT: p. 69, Lesson 10
Speaking and Listening Standards
CC.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.
CC.SL.6.1a 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. / ·  I will read or study required material to prepare for a class discussion.
·  I will participate by referring to my findings on the topic during discussion.
·  I will question and reflect on the ideas under discussion. / Explicitly Evidence
Probe
Reflect / AVENUES: Level F TE Page References: T42g, T66e-T66f, T145, T186e-T186f, T213, T222g, T277, T286g, T318g, T359
CC.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.
CC.SL.6.1d Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. / ·  I will review ideas expressed and demonstrate understanding of multiple perspectives presented during the discussion. / Multiple perspectives Reflection Paraphrasing / AVENUES: Level F TE Page References: T53, T145, T186e-T186f, T213, T222g, T277, T286g, T318g, T410g
CC.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. / ·  I will interpret information presented in diverse media formats and explain how it contributes to the topic under study. / Interpret
Diverse media Quantitatively / AVENUES: Level F TE Page References: T278-T279, T426-T427
CC.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. / ·  I will use important descriptions, facts, and details to emphasize the main idea or theme.
·  I will use appropriate eye contact, adequate volume, and clear pronunciation. / Claims
Pertinent Accentuate Adequate / AVENUES: Level F TE Page References T113a-T113b, T174-T175, T175a-T175b, T215a-T215b, T217c-T217d, T279a-T279b, T305a-T305b, T337a-T337b, T403a-T403b, T485a-T485b
Vocabulary / Targeted Vocabulary & Strategies
Strategy:
Prefixes dis-, ex-, inter-, non-
WORD CARDS
Cards 1-10
Target Vocabulary:
publishing, manuscript, editorial pressuring, disclose, maze, literary, revisions, wry, muted
AL: affix, base word, prefix / Introduce Vocabulary
T14-T15
Develop Background
“How Is a Book Made?” T16-T17
Vocabulary Strategies
T40-T41
Prefixes dis-, ex-, inter-, non-
·  Projectable 1.5 (Prefixes dis-, ex-, inter-, non- / (Optional)
T54 Weekly Test
Target Vocabulary
Prefixes dis-, ex-, inter-, non-
1.2-1.3
CC. 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.
CC.L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). / ·  I will use common Greek and Latin affixes and roots to figure out word meaning. / Greek
Latin
Affixes
Roots / http://dictionary.reference.com/
WTW: p. 253 & 265 (Greek and Latin roots)
BWL
WJ: Chapter 7
CC. 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.
CC. L.6.4c 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. / ·  I will use print and digital reference materials to determine pronunciation, meaning, or part of speech of a word. / Consult
Digital Pronunciation Clarify
Precise / http://dictionary.reference.com/
WTW: p.253 & 265 (Greek and Latin roots)
BWL
WJ: Chapter 7
Spelling / Decoding and Spelling
VCCV Syllable Pattern
Spelling: Short Vowels
Spelling Words:
(Basic) batch, reject, vanish, sloppy, rhythm, blunder, strict, meadow, recover, cleanse, text, mystery, expand, bluff, promptly, initials, statue, polish, somehow, dreadful
(Review) swift, tense, modern, grasp, bundle
(Challenge) salary, quintet, magnetic, tepid, intact / ·  Decoding T44-T45
Detailed Spelling Plan
T44-T45
·  Day 1: Teach the Principle/Pretest
PB: p.4
·  Day 2: Word Sort
PB: p. 5
·  Day 3: Word Families
·  Day 4: Connect to Writing
PB: p. 6
·  Day 5: Spelling Assessment / (Optional)
T55 Weekly Decoding Test
1.6-1.7
T45 Spelling Assessment
CC.L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
CC.L.6.2b Spell correctly. / ·  I will spell correctly. / Correctly / http://grammar.ccc.commnet.edu/grammar/powerpoint.htm
MI
TP
CC. 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.
CC. L.6.4d 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). / ·  I will verify what I think a word means by looking it up. / Verify
Preliminary Inferred meaning / http://dictionary.reference.com/
WTW: p.253 & 265 (Greek and Latin roots)
BWL
WJ: Chapter 7
WRITING WORKSHOP: WHOLE GROUP LESSONS
COMMON CORE STATE STANDARDS / OBJECTIVE / ESSENTIAL VOCABULARY / RESOURCES / LESSON FOCUS / MATERIALS, EXPLANATIONS & EXAMPLES / ASSESSMENTS
Grammar / Grammar
Complete Sentences / Detailed Grammar Plan
T46-T49
·  Day 1: Teach subjects predicates
Projectable 1.6
PB: p. 7
·  Day 2: Teach complete subjects & predicates
Projectable 1.7
PB: p. 8
·  Day 3: Fragments & Run-ons Projectable 1.8
PB: p. 9
·  Day 4: Review Complete Sentences and Fragments
Spiral Review: Contractions
PB: p. 10
·  Day 5: Connect to
Writing (Sentence
Fluency)
PB: p. 11
AL: complete sentence, fragment, complete subject, complete predicate / (Optional)
T55 Weekly Test
1.8-1.9
CC. LP.6.3.1f Ensure subject-verb and pronoun- antecedent agreement.
(Language Progressive Skill) / ·  I will write sentences with subject-verb agreement. / Agreement / http://languagearts.p.p.p.st.com/index.html