Subject Area: Reading
Month-at-a-Glance Scope and Sequence
Month: September
GLE (Strand,
Standard)
[Harcourt Text] / · 6 - Make and support judgments about text. (A4, 1.2) [H1-1]
· 7 - State both literal and/or inferred main ideas. (A1, 1.2) [H3-1]
CMT Strand / A1 – Determine the main idea (nonfiction) theme (fiction) of the text.
A4 – Use information from the text to make predictions based on what is read.
Materials / Harcourt – Theme 1, Lesson 1 – The Best School Year Ever; Theme 3, Lesson 1 – The Stone Age News
Other – narrative/expository video shorts; current events (print and web)
Strategies
(ETS) / Making judgments:
· Teams read 2 sides of an issue and debate each side (Cooperative learning)
· Given a judgment, note evidence in reading that supports the judgment (Notetaking)
· View video clips and evaluate an event or issue (Nonlinguistic representations)
· Written response rubric: 2=state opinion using TTQA and support with 2 pieces of evidence (at least one from the text); 1=state opinion and support with 1 piece of evidence from the text; 0=opinion not stated, not connected to the text, or not supported with evidence (Providing feedback)
· Write an opinion paper or journal entry after reading about a current issue (Informational writing)
· After reading, students compose questions for peers that ask them to make (and support) a judgment, peers evaluate responses using the rubric (Cooperative learning)
· Read short passages and write open-ended responses to reading (Homework & Practice)
Main idea:
· While reading “Stone Age News” model finding the main idea of the first article, then gradually shift responsibility for finding the main idea to the students (Practice)
· View video clips of fiction and non-fiction and determine the main idea (Nonlinguistic representations)
· Main idea and evidence T-chart (Nonlinguistic representations)
· Compare/contrast short stories with same and/or different main ideas (Similarities & Differences)
· Read a passage with a partner/group and find the main idea and evidence together (Cooperative Learning)
· Give students the main idea of a passage, read the passage together, and have students note evidence for the main idea (Notetaking)
· Use the title/pictures/synopses of reading passages to predict possible main ideas (Generate and Test Hypotheses)
· Written response rubric: 2=state the main idea using TTQA and support with 2 pieces of evidence from the text; 1=state the main idea and support with 1 piece of evidence; 0=main idea not stated, incorrect, or not supported with evidence (Providing Feedback)
· Draw a detailed picture that demonstrates a main idea, give to a peer to analyze for evidence of the main idea (Nonlinguistic representations)
· Read short passages and write open-ended responses to reading (Homework & Practice)
Assessments / CFAs, quizzes, written responses to reading
Vocabulary – (H1-1) compliment, inventive, embarrassment, resourceful, shrewd, enterprising, quality; (H3-1) astounded, sociable, scouring, reliable, newfangled, specialty, skewer, flourished; (Concepts) judgment, opinion, main idea, theme, evidence, support
Grade 6 – Windham Public SchoolsSubject Area: Reading
Month-at-a-Glance Scope and Sequence
Month: October
GLE (Strand,
Standard)
[Harcourt Text] / · 11 – Summarize information, including introduction and closing statements, main idea, most important supporting text-based facts, details and/or ideas, connections between the key ideas, and in one’s own words. (A3, 1.2) [H2-5; H1-4]
CMT Strand / A3 – Select and use relevant information from the text in order to summarize events and/or ideas in the text.
Materials / Harcourt – Theme 2, Lesson 5 – Flood; Theme 1, Lesson 4 – The Marble Champ
Other – Current events (print & web)
Strategies
(ETS) / Summarizing:
· Written response rubric: 3=state the main idea of the passage in an introduction sentence, support with at least 2 details/events from the text, and end with a concluding sentence; 2= state the main idea and support with 2 details from the text; 1=state the main idea and support with at least 1 detail from the text; 0=main idea not stated, incorrect, or not supported (Providing Feedback)
· Read a newspaper article with partner(s), identify the 5 Ws, combine the 5 Ws to form a summary (Notetaking; Cooperative Learning)
· Weekly reading response logs (Homework and Practice)
· Before reading, provide students with a partially completed outline that includes main idea and/or some supporting details (Advanced Organizers)
· Story map (fiction) or Pillar/Web (non-fiction) (Nonlinguistic representations)
· View fiction and non-fiction video clips and/or internet articles and summarize (Nonlinguistic representations)
· Use a highlighter to accent the main idea and supporting details in a passage (Notetaking)
· Discuss recent TV shows/movies seen with a peer by summarizing, then discuss what information was important to include in the summary (Cooperative learning)
· Alphaboxes (note important vocab while reading to include in summary later); Gist (summarize, then reduce the summary to a limited number of words – to emphasize what are “important” details) (Summarizing & Notetaking)
· Compare and contrast “good” and “bad” summaries. Students analyze for what should be included in a good summary and what might make a summary not useful. (Similarities & Differences)
· View pictures; students summarize what is going on in the picture noting the main idea/theme and important details that helped form the main idea (Nonlinguistic representations)
· Summarize a passage (or a favorite episode of a TV show) (Homework & Practice)
Assessments / CFAs, Summarizing Pretest and Summarizing Post Test from 2009-2010 6th grade data team, quizzes, written responses to reading
Vocabulary – (H2-5) levees, seeping, flood plain, reservoirs, yearned, awed, crested; (H1-4) reluctantly, rummaged, flexed, instinct, exhaustion, fumed; (Concepts) summary, summarize, main idea, theme, supporting details, introduction, conclusion
Grade 6 – Windham Public SchoolsSubject Area: Reading
Month-at-a-Glance Scope and Sequence
Month: November
GLE (Strand,
Standard)
[Harcourt Text] / · 12 – Describe how major and minor characters change over time. (A2, 1.2) [H4-2]
· 9 – Identify the point of view used (first, second, third or omniscient) and interpret how point of view influences the text, e.g., how would a story change if the point of view changed. (A2, 2.1) [H1-5]
CMT Strand / A2 – Identify or infer important characters, problems, settings, events, relationships and details.
Materials / Harcourt – Theme 4, Lesson 2 – Fall Secrets; Theme 1, Lesson 5 – Darnell Rock Reporting
Other – Fractured Fairy Tales; Movie-Hoodwinked
Strategies
(ETS) / Character change:
· Written response rubric: 2=explains how character changes in a meaningful way using TTQA and explains why character changes using evidence from the text; 1=explains how character changes in a superficial way and explains why a character changes using evidence from the text; 0=explains only how or why the character changes (or neither) (Providing Feedback)
· Compare and contrast physical traits to personality traits (Similarities and Differences)
· Character map (to differentiate physical and personality traits); story map (to compare the character at the beginning and end of the story) (Nonlinguistic representations)
· Students compare/contrast themselves today vs. when they were little using a Venn diagram (Similarities and differences, nonlinguistic representations)
· Provide example of character change before reading and have students note evidence that the change occurred while reading (Advanced organizers; Notetaking)
· Draw a series of pictures showing physical change (like a man turning into a werewolf) and another series showing internal change (like the way a person feels before and after a test using facial expressions) (Nonlinguistic representations)
· Read the beginning of a story, make and later revisit a prediction about how a character might change (Generate and test hypotheses)
· Read short passages and write open-responses to reading (Practice)
Point of view:
· Written response rubric (use summary rubric from October but the main idea must be expressed from the given character’s perspective) (Providing Feedback)
· Rewrite a story/article from another’s point of view (Informational writing; summarizing)
· Read a story, assign groups different characters, use the assigned character’s point of view to summarize the story, share different summaries with the class (Summarize; Cooperative Learning)
· Compare/contrast different points of view of a story (like a fairy tale and a fractured fairy tale) or a current event/historical issue (Similarities and Differences)
· Before reading, ask questions like “How would you feel if you were (character with description) and (an event) happened?” (Questioning)
Assessments / CFAs, quizzes, written responses to reading
Vocabulary – (H4-2) presentation, flawless, persevered, melodious, lilting, legacy; (H1-5) agenda, issue, funding, violations, ordinance, postpone, effective; (Concepts) character change, personality traits, perspective, point-of-view
Grade 6 – Windham Public SchoolsSubject Area: Reading
Month-at-a-Glance Scope and Sequence
Month: December
GLE (Strand,
Standard)
[Harcourt Text] / · d –Explain how characters deal with diversity, e.g., culture, ethnicity, and conflicts of human experience, relating these to real life situations. (B3, 2.3/2.4) [H5-3]
· 13 – Explain how information in a text could be applied to understand a similar situation or concept in another text. (C1/C2, 1.2) [H4-3]
CMT Strand
(ETS) / B3 – Use stated or implied evidence from the text to draw and/or support a conclusion.
C1 – Make connections between the text and outside experiences and knowledge.
C2 – Select, synthesize and/or use relevant information within the text to write a personal response to the text.
Materials / Harcourt – Theme 5, Lesson 3 – Braille; Theme 4, Lesson 3 Girls
Other – historical fiction, fables, how-to videos
Strategies / Diversity and conflict:
· Written response rubric: 2=Answered the question using TTQA and supported the connection with 2 supporting details (at least 1 from the text); 1=Answered the question and supported the connection with at least 1 detail from the text; 0=did not answer or did not support the question (Providing feedback)
· Use a Venn diagram to compare/contrast personal experiences to experiences in the passage (Similarities & Differences; Nonlinguistic representations)
· Draw pictures of “conflict”; sort pictures by physical and emotional conflict (Nonlinguistic representations)
· Write a journal response to reading given a prompt (Practice)
· Define the concept of diversity by grouping and looking for similarities and differences in tastes/experiences with peers (Similarities and Differences; Cooperative Learning)
· View and discuss artwork showing conflict and diversity (e.g. Norman Rockwell prints) (Nonlinguistic representations)
· Brainstorm challenges faced in our culture (Cooperative learning)
Applying information in a text:
· Written response rubric: 2=Answered the question using TTQA and supported the connection with 2 supporting details (at least 1 from the text); 1=Answered the question and supported the connection with at least 1 detail from the text; 0=did not answer or did not support the question (Providing feedback)
· Use postits to note areas in text that connect (or could connect) to personal experience/other texts (Notetaking)
· Predict how a nonfiction text could be helpful to others (Generate/Test Hypotheses)
· Play a game; explain how the rules of this game could be helpful in another situation (Nonlinguistic representations)
· Read fables; explain how the moral of a fable could be applied to own life (Practice)
· Provide directions on searching for a website, students search for another website, exit question on how the first task helped them with the second task (Practice)
· View a video that gives general directions on a craft technique, create a craft using the technique, reflect on how the first information helped with making the craft (Nonlinguistic representations)
Assessments / CFAs, quizzes, written responses to reading
Vocabulary – (H5-3) devised, gradually, stylus, precision, dormitory, transcribed; (H4-3) persistence, acknowledged, visibility, ingenuity, initial, inquiries, milestone; (Concepts) diversity, conflict, experience, connection, culture, ethnicity, apply
Grade 6 – Windham Public SchoolsSubject Area: Reading
Month-at-a-Glance Scope and Sequence
Month: January
GLE (Strand,
Standard)
[Harcourt Text] / · 15 – Evaluate the author’s use of various techniques to influence readers’ perspectives, e.g., appeal of characters in a graphic novels and picture books, logic and credibility of plots and settings, use of figurative language. (D1, 1.4/2.4) [H4-4]
· 16 – Understand how social, cultural and historical contexts contribute to an author’s perspective (D3, 1.4/2.4) [H4-5]
CMT Strand / D1 – Analyze and evaluate the author’s craft including use of literary devices and textual elements.
D3 – Demonstrate an awareness of an author’s or character’s values customs and beliefs included in the text.
Materials / Harcourt – Theme 4, Lesson 4 – A Do It Yourself Project; Theme 4, Lesson 5 – Blacksmith
Other – Graphic novels; picture books; poetry; plays; historical fiction
Strategies
(ETS) / Author’s techniques:
· Compare/Contrast figurative language vs. literal meaning using pictures (Nonlinguistic representations; similarities and differences)
· Read aloud picture books which highlight various authors’ techniques and discuss as a group (Nonlinguistic representations)
· Figurative language interpretation games (Cooperative learning)
· Read/analyze and create graphic novels or comics (Nonlinguistic representations; Practice)
· Written response rubric: 2=identify an example of figurative language using TTQA and explain why the author chose the language using specific information from the text; 1=identify an example of figurative language and explain why the author chose the language using general information from the text; 0=did not identify an example of figurative language or did not support its purpose with information from the text (Providing feedback)
Influences on author’s perspective:
· Read a text and discuss author’s values as a group (Cooperative learning; Practice)
· Literature circles – read books with the same theme but different historical contexts (Cooperative learning)
· Listen to musical pieces, explain how the author is feeling (Nonlinguistic representations)
· Compare/contrast author’s beliefs to own beliefs after reading (Similarities and Differences)
· Written response rubric: 2=describe the author’s feelings using TTQA and give 2 pieces of evidence from the text to support your opinion about the author’s feelings; 1=describe the author’s feelings and give at least 1 piece of evidence from the text; 0=did not describe the author’s feelings or did not include supporting evidence for an opinion about the author’s feelings (Providing Feedback)
· Read short passages and respond to open-ended questions in writing (Informational writing and practice)
Assessments / CFAs, quizzes, written responses to reading
Vocabulary – (H4-4) realistic, miniature, three-dimensional, dependent, recognition, represent; (H4-5) tributes, rugged, forge, ornamental, install, portable; (Concepts) techniques, perspective, credibility, logic, figurative language, social, cultural, historical, context