Consensus Consolidation Form s2

Profile Sheet

Grade/Subject – Literature/Reading 6

Publisher/Text Title McDougal Littell/ Language of Literature, 6

English
Standard /

Rating

Adequate / Limited / No Evidence
6.3 / x
6.4 / x
6.5 / x
Additional Criteria
6-AC.1 / x
6-AC.2 / x
6-AC.3 / x
6-AC.4 / x

The Department of Education recommend to the Board of Education

YES __x_ NO ___

Profile Sheets

ENGLISH TEXTBOOK CORRELATION TO SELECTED

SIXTH GRADE STANDARDS OF LEARNING

Publisher McDougal Littell Text Language of Literature, 6

SELECTED SIXTH GRADE ENGLISH STANDARDS OF LEARNING

READING STANDARDS

/ Degree of Correlation: (A) Adequate (L) Limited (N) No evidence – Must provide comments to support the ratings other than Adequate.
6.3 The student will read and learn the meanings of unfamiliar words and phrases. / Adequate Overall
a. Identify word origins, derivations, and inflections. / Adequate
b. Identify analogies and figurative language. / Adequate
c. Use context and sentence structure to determine meanings and differentiate among multiple meanings of words. /

Adequate

d. Use word-reference materials. / Adequate

Virginia Department of Education 5

Profile Sheets

ENGLISH TEXTBOOK CORRELATION TO SELECTED

SIXTH GRADE STANDARDS OF LEARNING

Publisher McDougal Littell Text Language of Literature, 6

SELECTED SIXTH GRADE ENGLISH STANDARDS OF LEARNING

READING STANDARDS

/ Degree of Correlation: (A) Adequate (L) Limited (N) No evidence – Must provide comments to support the ratings other than Adequate.
6.4 The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry. /

Adequate Overall

a. Identify the elements of narrative structure, including setting, character, plot, conflict, and theme. / Adequate
b. Use knowledge of narrative and poetic structures to aid comprehension and predict outcomes. / Adequate
c. Describe the images created by language. /

Adequate

d. Describe how word choice and imagery contribute to the meaning of a text. /

Limited

e. Describe cause-effect relationships and their impact on plot. / Adequate
f. Use information stated explicitly in the text to draw conclusions and make inferences. / Adequate
g. Explain how character and plot development are used in a selection to support a central conflict or story line. / Adequate
h. Paraphrase and summarize the main points in the text. / Limited

Virginia Department of Education 5

Profile Sheets

ENGLISH TEXTBOOK CORRELATION TO SELECTED

SIXTH GRADE STANDARDS OF LEARNING

Publisher McDougal Littell Text Language of Literature, 6

SELECTED SIXTH GRADE ENGLISH STANDARDS OF LEARNING

READING STANDARDS

/ Degree of Correlation: (A) Adequate (L) Limited (N) No evidence – Must provide comments to support the ratings other than Adequate.
6.5 The student will read and demonstrate comprehension of a variety of informational selections. / Adequate Overall
a. Identify questions to be answered. /

Adequate

b. Make, confirm, or revised predictions. / Adequate
c. Use context to determine meanings of unfamiliar words and technical vocabulary. / Adequate
d. Draw conclusions and make inferences based on explicit and implied information. / Adequate
e. Organize the main idea and details to form a summary. / Limited
f. Compare and contrast information about one topic contained in different selections. / Adequate
g. Select informational sources appropriate for a given purpose. / Limited

Virginia Department of Education 5

Profile Sheets

ENGLISH TEXTBOOK CORRELATION TO SELECTED

SIXTH GRADE STANDARDS OF LEARNING

Publisher McDougal Littell Text Language of Literature, 6

ADDITIONAL CRITERIA SIXTH GRADE

ADDITIONAL CRITERIA

/ Degree of Correlation: (A) Adequate (L) Limited (N) No evidence – Must provide comments to support the ratings other than Adequate.
1. Where in the teacher’s manual is the scope and sequence of skills for the grade located? If the scope and sequence is not included in the teacher’s manual, attach a copy. / Adequate
2. What is the range of readability for selections in the student book? What formula(s) was/were used to determine readability estimates? /

Adequate

3. Where in the teacher’s manual can alternative instructional strategies and materials for students of differing abilities and learning needs be found? / Adequate
4. Where in the teacher’s manual can suggestions for a variety of formative and summative classroom assessments be found? / Limited

Virginia Department of Education 5