Revised 6/17/2010
Grade 6 Language and Literacy Curriculum Map
Word AnalysisSpelling
Vocabulary / Fluency / Comprehension / Writing / Speaking Listening
Language / Study Skills
Research
Use flexible strategies to decode unknown words:
· Phonics
· Word patterns
· Context clues
· Structural Analysis
Use Correct Spelling:
· Correctly spell high frequency words
· Spell common orthographic patterns (batch/catch)
· Spell irregular words
· Write the correct word in sets of homonyms and homographs
· Spell additional words with notable phonemic changes where morphemes (smallest meaningful elements of speech) are joined
· Words that involve any rules for connecting morphemes
Spell grade level vocabulary (see list to be covered on ISAT):
· Homonyms (spell/pronounce alike - meaning different)
· Homographs (spell alike - pronunciation/meaning different)
· Homophone (spell different – pronunciation alike: to, too, two)
· Contractions
Recognize miscues and use self-correction strategies
Use root words, prefixes and suffixes for decoding, spelling and word meaning:
· Prefixes (ambi-, de-, di-, ex-, fore-, para-, super-, sym-, syn-, sys-, ultra-)
· Suffixes (-ous, -ship))
· Roots (arch, bene, bio,cycle, duct, tempo, vale, vali) / Read age-appropriate materials orally with accuracy, appropriate rate/rhythm, volume, expression, and flow that sounds like everyday speech
Select books appropriate to reading levels or interest (just right books)
Read books from a variety of culture / Apply reading strategies to improve understanding and fluency:
Predict:
· Make predictions before and during reading
· Confirm, modify, or reject predictions after reading
Make Connections:
· Text-to-self
· Text-to-text
· Text-to-world
· Discuss prior knowledge of topics and relate to the text before reading
· Use a variety of graphic organizers to connect important ideas in text to prior knowledge and other reading (K-W-L, Anticipation guide, DR-TA)
· Connect literary selections to historical context
Questioning:
· To clarify understanding before, during , and after reading
· Ask and respond to open-ended questions
Use Sensory Images/Visualize:
· I see..., I hear..., I feel..., I taste..., I smell..., It's like a movie in my head
Determine what’s important/Summarize:
· Identify the main idea
· Identify the details
· Identify themes and topics
· Summarize
· Retell
· Sequence events
· Distinguish between minor and significant details in a passage
Infer:
· Information from text + What I know = Inference
· Draw conclusions or make generalizations and support them
· Identify fact and opinion
· Identify cause and effect
· Identify point of view
· Identify author’s purposes and be able to explain how author’s choice of words appeals to the senses, creates imagery, suggests mood and set a tone
· Determine what characters are like by what they say or do
· Determine character motives by citing the text
· Determine how illustrators use art to express their ideas about the mood, tone or the characters / Construct complete sentences:
· Subject (noun/pronoun) and /verb agreement
· Use regular and irregular verbs
· With phrases that have parallel structure
· That do not use the passive voice (“Tom hit the ball” instead of “the ball was hit by Tom”)
· Reduce wordiness
· Use correlative conjunctions (either/or, neither/nor, not only/but also)
· Combine sentences to make complex sentences using contractions
· Remove information that does not belong in a paragraph
Apply spelling skills to writing
Use stages of the writing process to develop paragraphs with focus, organization, elaboration and integration:
· Prewriting
· Drafting
· Revising/Editing (conferencing with self, peer, teacher)
· Publishing
Proofread own writing
· Identify a sentence that doesn’t belong in a paragraph
· Identify a closing sentence that could be added to the end of a paragraph
Students should start to develop a personal voice and style / Listen attentively in formal and informal situations:
· Evaluate the situation and assume appropriate listening mode
· Focus attention on speaker
· Identify and analyze factors that will impact the message (dialect, language styles, setting, word choice)
· Differentiate between formal and informal purposes for listening
· Distinguish between nonverbal and verbal messages
· Differentiate between the speaker’s factual and emotional content by analyzing verbal/nonverbal messages
· Infer speaker’s bias and purpose
· Recognize personal bias and its impact on the message
· Separate main ideas from supporting facts/details
· Anticipate information that might be forthcoming from presenter
· Formulate questions needed to gather and clarify information
· Contribute relevant and idea-inspiring comments during discussions
· Paraphrase and summarize
· Modify, control and block out distractions
· Restate instructions and complete the task / Locate and use information from various sources to answer questions, solve problems, and communicate ideas:
· Select a topic from a list of topics
· Formulate questions to direct research
· Gather information based on hypotheses
· Define the focus of research
· Apply criteria for determining credibility of sources
· Arrange information in an orderly manner (outlining, sequencing)
· Develop a bibliography using a simple, acceptable form
· Design and prepare a project using multiple sources
Organize and integrate information from a variety of resources:
DICTIONARY
· Alphabetical order through the fourth letter
· Identify words between guide words in the dictionary (up to third letters)
· Use a dictionary pronunciation key (vowels, vowel digraphs, consonants and diphthongs)
· Interpret a dictionary definition
· Match a dictionary definition to a word used in context
Grade 6 Language and Literacy Curriculum Map (cont’d)
Spelling
Vocabulary / Comprehension / Writing / Speaking
Listening
Language / Study Skills
Research
Use Phonics for decoding and spelling:
· Short vowels
· Digraphs (sh, ch, th, wh, ph)
· Long vowels
· Magic e (cvc/cvce)
· Regular vowel teams (ai, ay, ee, ea, ei-ceiling, ey, ie-pie, oa, oe, ui)
· Y as a vowel (i-my, e-funny)
· R controlled vowels (ar, or, er, ir, ur)
· Special vowel sounds (au/aw, ou, ow, oi/oy, ew, oo)
· Silent letters (kn, wr, gh, tch, dge, gn)
Use structural analysis for decoding and spelling:
· Compound words
· Contractions
· Root words (Greek & Latin)
· Prefixes
· Suffixes
· Word families
· Plurals
· Syllables
· Possessives
Determine meanings of new words:
· Discuss the meanings and multiple meanings, connotation/denotation of new words in independent and group activities
· Use root words, synonyms, homonyms, and antonyms to define words
· Use a variety of resources to clarify meanings of unfamiliar words:
§ Dictionaries
§ Thesauruses
§ Indices glossaries
§ Internet
§ Interviews
§ Available technology
Use context clues to:
· Clarify word meaning
· Clarify sentence meaning
· Clarify passage meaning
· Determine meaning when the word has multiple meanings or different connotations
· Use synonyms and antonyms to determine meanings of new words
· Determine idiom meaning
· Determine analogy meaning / Fluency / Synthesize:
· Merge new information in text with existing knowledge to create an original idea
· Compare and contrast
§ Topics
§ Characters’ attributes across stories
§ Themes
§ Content
§ Genre of the literature
§ Story elements
§ Extend literary text (alternate endings, additional dialog for a character
Monitor for Meaning-Use Fix up Strategies:
· Apply self-monitoring and self-correcting strategies during reading to check and clarify for understanding
· Identify purposes for reading before and during reading
· Use skimming to preview reading materials and scanning to detect major visual patterns and identify text structure before reading
· Use prior knowledge and make connections
· Apply survey strategies (use of bold print, organization of content, key words, graphics)
· Continuously check and clarify for understanding
· Reread
· Read ahead
· Uses visual and context clues
· Ask questions
· Summarize/retell/re-enact/role play
· Demonstrate understanding by using graphic organizers (Venn Diagrams, semantic webs) to represent passage content
Text Structure/Genre:
Identify and understand literary techniques:
· Figurative language
· Foreshadowing
· Similes
· Personification
· Metaphors
· Alliteration
· Onomatopoeia
· Colloquial speech
· Point of view
· Characterization
· Imagery
· Dialogue
· Symbolism
· Flashback
Identify whether or not a passage is narrative, persuasive or expository / Write a 5 paragraph essay that includes: (focus, support, organization, and integration)
· Expository: write an expository passage describing, explaining or interpreting a topic based on personal experience or a prompt (be able to compare and contrast two familiar things) and be able to writhe a “how to” paragraph
· Persuasive: take a stance on one of two choices and give your reasons for your stance
· Narrative: write a personal narrative about a problem that you or someone else (real or imagined) had in the past, and how it was solved (must clearly identify a protagonist/cause and effect relationship is apparent)
FOCUS:
· Presents and maintains a clear, logical main idea throughout
· Sets the purpose through a thematic introduction or preview
· Writes an effective closing that relates to the topic
SUPPORT:
· The main idea is supported and explained with specific details/reasons that connect to theme to create depth
· Use well chosen words that suit the message
· Maintain consistent voice throughout
ORGANIZATION:
· Must have clarity and logical flow of ideas
· Must have explicitness of the text structure or plan
· Clear structure with beginning, middle, and end
· Use appropriate paragraphing for major points
· Use appropriate transitions to connect ideas
· Vary sentence length
INTEGRATION:
· An evaluation of the composition based on a focused, global judgment of how effectively the composition fulfills the assignment
· Fully developed based on grade level
· Includes a clear, purposeful focus and voice
· Writing is in-depth with balances support
· Achieved coherence and cohesion throughout / Speak effectively using language appropriate to the situation and audience:
· Demonstrate awareness of characteristics of an audience (age, gender, background knowledge, level of interest in topic) and prepare appropriate presentations
· Use language that is clear, audible, and appropriate
· Use appropriate grammar, word choice, and pacing
· Evaluate and select details appropriate for informing, entertaining and persuading
· Incorporate appropriate nonverbal expressions that support the message (facial expressions, gestures, posture, eye contact)
· Prepare and practice the presentation to fit within a given time limit
· Use notes and outlines
· Contribute to group discussions by following accepted guidelines of verbal interaction (taking turns, respect, appropriate volume)
· Identify and use discussion techniques to arrive at a consensus of opinion / THESAURUS
· Find synonyms
· Find antonyms
ENCYCLOPEDIA
· find articles on a wide range of topics
· find out about famous people
INDEX
GLOSSARY
INTERNET
INTERVIEWS
ATLAS
· find distances and locations
ALMANAC
· find out the date something has happened
· find population information
NEWSPAPERS
· find out local information
BOOKS
· use the table of contents to find a particular chapter in a book
· identify the information on the title page of a book
· identify the information in the index of a book
· identify what might be in a chapter
· recognize the uses of the glossary
Use graphic aids, charts, maps, graphs
Library Research
· identify all information in card catalog or on-line catalog
· identify all sections of a library
· identify where to find books appropriate for researching a particular topic
Grade 6 Language and Literacy Curriculum Map (cont’d)
Research
Word Analysis
Spelling
Vocabulary / Fluency / Fiction – Identify and explain how contribute to meaning:
· Classify major types of fiction:
(Fairy tale, Tall tale, Fable, Mystery, Historical Fiction, Fantasy, Adventure, Realistic Fiction, Science Fiction, Myths, Legends)
· Theme
· Characters motivation (causes of actions)
· Relationships between main and supporting characters
· Setting
· Problem
· Events
· Solution
· Author’s purpose
· Plot (rising action, falling action and resolution)
· Subplot
· Cause and effect organizational patterns
Nonfiction
· Read a wide range of nonfiction (books, newspapers, magazines, textbooks)
· Use nonfiction text features to assist in comprehension of a passage such as: (tables, maps, charts, diagrams, misc. graphics, bold print, key words, headings, photographs)
· Classify major types of nonfiction (essay, biography, autobiography)
· Classify major types of expository text structure (description, sequence, chronological order, comparison, cause/effect, problem/solution)
Poetry
· Identify genres of poetry and prose
· Recognize that prose is written in sentences and organized in paragraphs
· Recognize both rhymed and unrhymed poetry
· Identify poetic devices (rhyme, rhyme scheme, unrhymed verse, rhythm, alliteration, onomatopoeia, repetition, simile, metaphor)
Literary elements
· Identify plot, main characters and supporting characters, setting
· Identify events important to the plot
· Identify author’s message
· Explain outcomes using the problem/conflict resolution
· Identify figurative language
Develop familiarity with available electronic literary forms
· Web sites
· Software
· Electronic mail / Use appropriate punctuation:
· Use periods with abbreviations
· Use appropriate end marks
· Use commas joining two independent clauses with “but” or “or”
· Use commas with appositives and a series
· Identify misplaced commas
· Use a comma to join two independent clauses
· Use comma with a conjunction
· Use commas for adjectives, nouns, and noun phrases in a series
· Use commas after long adverbial phrases or clauses at the beginning of a sentence
· Use quotation marks in direct quotations and for titles of short stories, plays, and poems
· Use apostrophes for irregular possessive plurals (children’s)
· Use a colon for preceding a list of words
· Use a colon when introducing quotations or formal statements (What you need to know is this: you’re the champion.)
· Use a colon with salutations of business letters
· Use semicolons between two closely related independent clauses
Use appropriate capitalization:
· Common titles of people
· Words in salutations and closings
· Street names
· Beginning of direct quotations
· Cities, states, countries, mountains, rivers, and lake
Demonstrate appropriate use of the various parts of speech:
· Nouns (common/proper)
· Pronouns
· Adjectives
· Adverbs
· Verbs (regular/irregular)
· Prepositions
· Conjunctions
· Correlative conjunctions (either, or, neither, nor, not, only, but, also)
· Interjections
Use age-appropriate prewriting strategies:
· Drawing
· Webbing
· Brainstorming
· Listing
· Note taking
· Graphic organizers or organize ideas
· Basic outlining
· Outline for a descriptive writing passage
· A chronological organized map
· Outline for writing a “how to” expository passage
Identify various parts of a sentence and paragraph:
· What does or does not belong in a category
· A closing sentence that could be added to the end of a paragraph
· Audience/for whom written
· A good topic sentence for a paragraph
· The author’s reason for writing a paragraph
· Appropriate chronological and other transition words (further, besides, moreover, similarly, nevertheless, equally, namely, thus)
· A sentence that doesn’t belong in a paragraph
· A good topic sentence for a paragraph
· Capitalized words that should not be capitalized / Speaking – Listening - Language / Analyze and evaluate information acquired form various sources:
· Evaluate sources by applying a set of criteria (accuracy, timeliness, reliability)
· Use information from footnotes, illustrations, diagrams, charts and graphs
· Use a bibliography
· Cite sources of all direct quotations and paraphrases/ summarized information
Communicate in an appropriate format, information that was gathered by inquiry or research (interviews, surveys, software presentations)
Use a variety of writing for a variety of audiences:
· Journals
· Reports
· Poetry
· Letters (friendly/business)
· Creative writing
· Editorials
· Pamphlets
· Manuals
· Autobiography
· Biography
· Radio scripts
· Plays
· TV commercials
· Web page
· Speeches
English Language Proficiency Standards