Draft February 2017 · Web viewGiven the connotative word or phrase from the text, identify the best option from two or more examples that represents the intended meaning. ... Read

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Grade 6Domain: LITERATURECluster: Key Ideas and DetailsSTANDARD CODE STANDARDLAFS.6.RL.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ACCESS POINTSLAFS.6.RL.1.AP.1a Refer to details and examples in a text when explaining what the text says explicitly.

Essential UnderstandingsIdentify a detail or example in a text.

Explain what a text says explicitly.LAFS.6.RL.1.AP.1b Use specific details from the text (words, interactions, thoughts, motivations) to support

inferences or conclusions about characters, including how they change during the course of the story.Essential UnderstandingsIdentify characters in a story.

Describe characters in a story.

Identify text that supports conclusions about characters.

Identify how a character changes in a story.LAFS.6.RL.1.AP.1c Use the specific details from the text to support inferences and explanations about plot

development.Essential UnderstandingsIdentify the beginning, middle and ending of a story.

Locate details that support inferences.

Locate details that support plot development.

Identify the problem/situation in the story.

Identify how the problem/situation is resolved.

Identify inferences that can be made from a story.LAFS.6.RL.1.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the

text distinct from personal opinions or judgments.

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ACCESS POINTSLAFS.6.RL.1.AP.2a Select key details about a character and relate those details to a theme within the text.

Essential UnderstandingsFrom a list, select key details about a character in a given story.

Determine the theme of a story from a list.LAFS.6.RL.1.AP.2b Determine the theme(s) of a story, drama or poem, including how it is conveyed through

particular details.Essential UnderstandingsFrom a list, select key details relevant to a given story.

Determine the theme of a story from a list.LAFS.6.RL.1.AP.2c Summarize a text from beginning to end in a few sentences without including personal

opinions.Essential UnderstandingsIdentify what happens in the beginning and ending of a story.

Summarize what happens first, next and last.LAFS.6.RL.1.3 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.ACCESS POINTSLAFS.6.RL.1.AP.3a Describe how the plot unfolds in a story.

Essential UnderstandingsIdentify the beginning, middle and ending of a story.

Identify the problem/situation in the story.

Identify how the problem/situation is resolved.

Identify inferences that can be made from a story.LAFS.6.RL.1.AP.3b Analyze a character’s interactions throughout a story as they relate to conflict and resolution.

Essential UnderstandingsIdentify characters in a story.

Describe characters in a story.

Identify how a character changes in a story.Cluster: Craft and Structure


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STANDARD CODE STANDARDLAFS.6.RL.2.4 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.ACCESS POINTSLAFS.6.RL.2.AP.4a Identify phrases with figurative language.

Essential UnderstandingsIdentify a phrase that contains a simile from a list.

Identify a phrase that contains a metaphor from a list.

Sort a list of phrases into three groups – similes, metaphors and literal (not a simile or a metaphor).

Identify an idiom or proverb from a list.

Define alliteration.

Identify a phrase or sentence that contains alliteration from a list.

Identify a phrase that contains allusion or personification from a list.

Identify a phrase, sentence or paragraph that contains irony from a list.

Identify the sentence that contains a pun from a list of sentences.

Sort a list of statements containing allusions and personifications into correct groups.

Identify a phrase that contains an oxymoron from a list.

Identify a phrase that contains hyperbole from a list.

Identify a requested figure of speech (e.g., hyperbole, oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and sentences.

LAFS.6.RL.2.AP.4b Determine the meaning of figurative phrases as used in text.Essential UnderstandingsMatch the figurative phrase to its meaning.

Given the figurative language from the text, identify the best option from two or more examples that represents the intended meaning.

Use context clues to define a figurative phrase. LAFS.6.RL.2.AP.4c Identify connotative meaning in a given text.


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Essential UnderstandingsMatch the connotative word or phrase to its meaning.

Given the connotative word or phrase from the text, identify the best option from two or more examples that represents the intended meaning.

Use context clues to define a connotative meaning.LAFS.6.RL.2.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to

the development of the theme, setting, or plot.ACCESS POINTSLAFS.6.RL.2.AP.5a Identify important events in a text.

Essential UnderstandingsIdentify an important part of the story (e.g., a sentence, event and scene)

Place an important part of a story into a list of the major events from a story in order.LAFS.6.RL.2.AP.5b Identify the events that contributed the most to the theme, setting or plot.

Essential UnderstandingsSort details and identify those that are most important to theme, plot or setting.

LAFS.6.RL.2.6 Explain how an author develops the point of view of the narrator or speaker in a text.ACCESS POINTSLAFS.6.RL.2.AP.6a Determine the narrative point of view.

Essential UnderstandingsIdentify the narrator of a story.

Identify details from the text that support who the narrator is.

Identify the narrator's opinion.LAFS.6.RL.2.AP.6b Identify and describe how the narrative point of view influences the reader’s interpretation.

Essential UnderstandingsIdentify an example from the text where the narrator is giving an opinion about something in the story rather than presenting facts.

Identify how a narrator feels/reacts to a key event in the story.LAFS.6.RL.2.AP.6c Explain how an author develops the point of view of the narrator or speaker in a text.

Essential UnderstandingsIdentify an example from the text where the narrator's opinion about something in the story develops.

Identify how a narrator feels/reacts to a key event in the story.


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Cluster: Integration of Knowledge and IdeasSTANDARD CODE STANDARDLAFS.6.RL.3.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or

live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.ACCESS POINTSLAFS.6.RL.3.AP.7a Compare the similarities of reading a story or drama to listening to or viewing an audio, video

or live version of the text.Essential UnderstandingsIdentify a preference for the experience of a book read or read aloud versus a video or live performance.

Given provided information (e.g., story elements), identify what is the same in two sources or mediums.

LAFS.6.RL.3.AP.7b Contrast the differences of reading a story or drama to listening to or viewing an audio, video or live version of the text.Essential UnderstandingsIdentify what is different in two sources of a text.

LAFS.6.RL.3.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.ACCESS POINTSLAFS.6.RL.3.AP.9a Compare texts from different genres that have a similar theme or address the same topic.

Essential UnderstandingsIdentify the theme or topic of a written story.

Identify similarities between two texts on same topic.LAFS.6.RL.3.AP.9b Contrast texts from different genres that have a similar theme or address the same topic.

Essential UnderstandingsIdentify differences between two texts of a similar theme.

Cluster: Range of Reading and Level of Text ComplexitySTANDARD CODE STANDARDLAFS.6.RL.4.10 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.ACCESS POINTSLAFS.6.RL.4.AP.10a Read or listen to a variety of texts or adapted texts, including historical novels, fantasy stories


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and novels, poetry, fiction and nonfiction novels.Essential UnderstandingsRead or be read to a variety of fictional texts or adapted texts.

LAFS.6.RL.4.AP.10b Use a variety of strategies to derive meaning from a variety of texts.Essential UnderstandingsUse predicting to understand texts.

Identify main ideas and restate in your own words.

Make connections to understand texts.

Make text to text connections.

Make self to text connections.

Use summarizing to understand texts.

Use synthesizing to understand texts.Domain: INFORMATIONAL TEXTCluster: Key Ideas and DetailsSTANDARD CODE STANDARDLAFS.6.RI.1.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

ACCESS POINTSLAFS.6.RI.1.AP.1a Use textual evidence to support inferences.

Essential UnderstandingsMake an inference from an informational text.

Match evidence to a given inference from a text.LAFS.6.RI.1.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text

distinct from personal opinions or judgments.ACCESS POINTSLAFS.6.RI.1.AP.2a Provide a summary of the text based on details from the text.

Essential UnderstandingsIdentify the main idea of a text.

Identify key details related to the main idea of a text.

Identify a factual summary/statement about the text.LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through


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examples or anecdotes).ACCESS POINTSLAFS.6.RI.1.AP.3a Identify key individuals, events or ideas in a text.

Essential UnderstandingsIdentify important people, events or ideas in the text.

Identify a description of an event or individual in a text.LAFS.6.RI.1.AP.3b Determine how key individuals, events or ideas are introduced in a text.

Essential UnderstandingsIdentify text that introduces important people, events or ideas in the text.

Identify text that provides descriptions of an event or individual in a text.

Create a timeline of how one individual or idea is developed in text selection.LAFS.6.RI.1.AP.3c Determine how key individuals, events or ideas are illustrated in a text.

Essential UnderstandingsIdentify text that provides an illustration of an event or individual in a text.

LAFS.6.RI.1.AP.3d Determine how key individuals, events or ideas are elaborated or expanded on in a text.Essential UnderstandingsIdentify a description in the text that elaborates an event or individual in a text.

Create a timeline of how one individual or idea is expanded or elaborated on in text selection.Cluster: Craft and StructureSTANDARD CODE STANDARDLAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical

meanings.ACCESS POINTSLAFS.6.RI.2.AP.4a Identify phrases with figurative language.

Essential UnderstandingsDefine various types of figurative language.

Identify the meaning of a simile from a sentence.

Identify the meaning of a metaphor from a sentence.

Sort a group of sentences into three groups – similes, metaphors and literal (not a simile or a metaphor).

Identify the meaning of an idiom or proverb. [e.g., She is pulling my leg. (idiom) Ignorance is


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bliss. (proverb)].LAFS.6.RI.2.AP.4b Determine meaning of figurative phrases as used in text.

Essential UnderstandingsMatch the figurative phrase to its meaning as used in text.

Given the figurative language from the text, identify the best option from two or more examples that represents the intended meaning.

Use context clues to define a figurative phrase as used in text. LAFS.6.RI.2.AP.4c Identify meanings of connotations used in text.

Essential UnderstandingsMatch the connotative word or phrase to its meaning.

Given the connotative word or phrase from the text, identify the best option from two or more examples that represents the intended meaning.

Use context clues to define a connotative meaning. LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and

contributes to the development of the ideas.ACCESS POINTSLAFS.6.RI.2.AP.5a Use signal words as a means of locating information.

Essential UnderstandingsIdentify the location of signal words (e.g., next, first, second, third, last, finally and now) in a text.

LAFS.6.RI.2.AP.5b Outline a given text to show how ideas build upon one another.Essential UnderstandingsIdentify key ideas in a text.

Organize ideas given in a text or list into an outline.LAFS.6.RI.2.AP.5c Determine the structure of a text (e.g., chronological order, cause/effect, compare/contrast,

problem/solution).Essential UnderstandingsIdentify what happens in the beginning, middle and ending of a text.

Summarize what happens first, next and last.

Identify signal words that contribute to text structure (cause/effect, problem/solution and compare/contrast).

Identify the presence of cause/effect in a text. Identify the presence of problem/solution in a


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text.

Identify the presence of compare/contrast in a text.LAFS.6.RI.2.AP.5d Determine how the information in each section contributes to the whole or to the

development of ideas.Essential UnderstandingsIdentify what happens in the beginning, middle and ending of a text.

Summarize what happens first, next and last.

Outline a text to show how sections fit together.LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

ACCESS POINTSLAFS.6.RI.2.AP.6a Identify the author’s point of view.

Essential UnderstandingsIdentify the author's point of view.

Identify evidence from the text that supports author's point of view.LAFS.6.RI.2.AP.6b Identify the reason(s) the author wrote the text.

Essential UnderstandingsList two examples of how the purpose can be conveyed (e.g., persuasive, opinion and information).

Identify the author’s purpose (e.g., pervasive/convince or informational/teach).Cluster: Integration of Knowledge and IdeasSTANDARD CODE STANDARDLAFS.6.RI.3.7 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.ACCESS POINTSLAFS.6.RI.3.AP.7a Identify what is learned from different media or formats compared to what is learned via

written words or spoken words.Essential UnderstandingsIdentify a topic from a single source.

Identify the details, ideas and opinions linked to the topic from a single source.

Identify a common topic from two or more diverse sources (e.g., presented visually, quantitatively and orally).

Identify common information (e.g., details, ideas and opinions) from multiple diverse sources


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(e.g., presented visually, quantitatively and orally).LAFS.6.RI.3.AP.7b Summarize information gained from a variety of sources, including media or texts.

Essential UnderstandingsIdentify the topic from each source.

Identify the details, ideas and opinions linked to the topic from each source.


Identify common information (e.g., details, ideas and opinions) from multiple diverse sources (e.g., presented visually, quantitatively and orally).

LAFS.6.RI.3.AP.7c Identify relevant details from several texts on the same topic (e.g., what are the important things that you learned?).Essential UnderstandingsIdentify two texts on the same topic.

Locate important information within each text related to a provided topic.

Identify statements from the text that agree or disagree on the same topic.

Compare two statements about the same topic.LAFS.6.RI.3.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and

evidence from claims that are not.ACCESS POINTSLAFS.6.RI.3.AP.8a Identify an argument or claim that the author makes.

Essential UnderstandingsIdentify a fact from the text.

Identify a claim from the text.

Differentiate a fact versus a claim.LAFS.6.RI.3.AP.8b Evaluate the claim or argument; determine if it is supported by evidence.

Essential UnderstandingsIdentify a claim from the text.

List one to two examples of evidence the author uses to support claim.LAFS.6.RI.3.AP.8c Distinguish claims or arguments from those that are supported by evidence from those that

are not.Essential Understandings


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Identify two claims from the text.

Identify evidence used to support a claim.

Identify claims that do not have supporting evidence.LAFS.6.RI.3.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a

biography on the same person).ACCESS POINTSLAFS.6.RI.3.AP.9a Compare two texts on the same topic or event.

Essential UnderstandingsIdentify two texts on the same topic.

Locate important information within each text related to a provided topic.

Identify statements from each text that agree or disagree on the same topic.

Compare two statements about the same topic.

List common details that both texts provide.LAFS.6.RI.3.AP.9b Contrast two texts on the same topic or event.

Essential UnderstandingsIdentify differences in each text provided.

Cluster: Range of Reading and Level of Text ComplexitySTANDARD CODE STANDARDLAFS.6.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently,

with scaffolding as needed at the high end of the range.ACCESS POINTSLAFS.6.RI.4.AP.10a Read or listen to a variety of nonfiction texts, including biographies, essays, speeches,

journals, news articles and nonfiction novels.Essential UnderstandingsRead or be read to a variety of nonfictional texts or adapted texts.

Read independently with technology (e.g., audio books and technology programs).LAFS.6.RI.4.AP.10b Use a variety of strategies to derive meaning from a variety of print and non-print texts.

Essential UnderstandingsIdentify common prefixes, suffixes and root words in text.

Use common affixes to help define words (morphemic analysis).


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Use context to help derive meaning.

Verify definition of unknown words using a dictionary.Domain: WRITINGCluster: Text Types and PurposesSTANDARD CODE STANDARD

LAFS.6.W.1.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly.b. Support claim(s) with clear reasons and relevant evidence, using creditable sources and demonstrating an

understanding of the topic or text.c. Use words, phrases, and clauses to clarify the relationship among claim(s) and reasons.d. Establish and maintain a formal style.e. Provide a concluding statement or section that follows from the argument presented.

ACCESS POINTSLAFS.6.W.1.AP.1a Write an introduction that introduces the writer’s claim within an argument.

Essential Understandings (Persuasive)Match the correct introduction from a given list to a text provided.

Identify the claim within a persuasive text.

Develop a list of ideas to support a claim.LAFS.6.W.1.AP.1b Create an organizational structure in which ideas are logically grouped to support the writer’s

claim.Essential Understandings (Persuasive)Given a writer’s claims, identify the writer’s perspective on the topic (e.g., pro or con).

Identify a reason/evidence that supports a claim within a persuasive text.

Develop a list of ideas that support a claim.

Group the ideas into categories that link to the claim.LAFS.6.W.1.AP.1c Write arguments to support claims with clear reasons and relevant evidence from credible

sources.Essential Understandings (Persuasive)From a given list of possible arguments, choose those which support a claim.

Distinguish relevant from irrelevant sources given to support a claim.LAFS.6.W.1.AP.1d Use words, phrases and clauses to link claims and reasons.


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Essential Understandings (Persuasive)Given a list of words, phrases and clauses, choose which ones to use to link claims and reasons.

List word, phrases and clauses that might be used to link claims and reasons (e.g., “For that reason,” “Therefore,” “A second point that should be made”).

LAFS.6.W.1.AP.1e Provide a concluding statement or section that follows the argument presented.Essential Understandings (Persuasive)Identify an appropriate concluding statement/section based upon claim(s) within a persuasive text.

Develop a short list of the most important ideas from a provided text to include in a concluding statement or section.

LAFS.6.W.1.AP.1f Distinguish claims presented orally or in writing that are supported by reasons and claims that are not.Essential Understandings (Persuasive)Distinguish claims presented orally or in writing.

Distinguish claims that are supported by reasons and evidence from claims that are not.LAFS.6.W.1.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the

selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

c. Use appropriate transitions to clarify the relationships among ideas and concepts.d. Use precise language and domain-specific vocabulary to inform about or explain the topic.e. Establish and maintain a formal style.f. Provide a concluding statement or section that follows from the information or explanation presented.

ACCESS POINTSLAFS.6.W.1.AP.2a Organize ideas, concepts and information (e.g., using definition, classification,

comparison/contrast, cause/effect).Essential Understandings (Informational)Identify relationship of set of items in various categories (e.g., definition, classification, compare/contrast and cause/effect).


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Identify the text structure of a provided text.

With guidance and support, outline a list of key ideas, concepts and information from a provided text.

LAFS.6.W.1.AP.2b Provide an introduction that includes context/background information establishing a central idea or focus about a topic.Essential Understandings (Informational)Identify the introductory paragraph for a provided topic that includes context or background information and established a central idea or focus.

Within the introduction of an informational text, state the topic.LAFS.6.W.1.AP.2c Develop the topic (add additional information related to the topic) with relevant facts,

definitions, concrete details, quotations, or other information and examples.Essential Understandings (Informational)Sort relevant and irrelevant information related to a given topic into the correct categories.

Identify facts and details related to a specified topic.

Develop the topic by identifying at least one relevant fact, definition, quote, example or detail.

LAFS.6.W.1.AP.2d Include formatting (e.g., headings), graphics (e.g., charts, tables) and multimedia when useful to promote reading understanding.Essential Understandings (Informational)Identify different types of text features found in informational text.

Match text feature populated with information to a provided text.

Identify potential text features that could be included in the informational text to support the topic.

With guidance and support, and when appropriate, support the information within the text by including simple text features (e.g., numbers, labels, diagrams, charts and graphics).

With guidance and support and when appropriate, include formatting (e.g., headings), illustrations and multimedia to support the information.

LAFS.6.W.1.AP.2e Use transitional words, phrases and clauses that connect ideas and create cohesion within writing.Essential Understandings (Informational)Identify the transition words or phrases within a given text that connect ideas and create cohesion (e.g., “A second kind of” and “In the same way”).


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Add transitional words, phrases or clauses to connect ideas and create cohesion within given informational writing.

LAFS.6.W.1.AP.2f Use precise language and domain-specific vocabulary to inform about or explain the topic.Essential Understandings (Informational)Identify precise language within a provided informational text.

Identify the most descriptive or specific noun/verb appropriate for provided text (e.g., instead of “Volcanoes blow up.” use “Mt. Vesuvius erupted.”).

Use a resource (e.g., thesaurus) to revise given text to become more descriptive.

Identify precise language and domain-specific vocabulary within an informational text that is appropriate to the specific topic.

LAFS.6.W.1.AP.2g Maintain a consistent style and voice throughout writing.Essential Understandings (Informational)Distinguish third-person writing from first-person writing.

Identify specific style of writing.

With guidance and support, distinguish active voice from passive voice.LAFS.6.W.1.AP.2h Provide a concluding statement or section that follows from and summarizes the information

presented.Essential Understandings (Informational)Identify the appropriate concluding section for a provided informational text.

Develop a short list of the most important ideas from a provided text to include in a concluding statement or section.

LAFS.6.W.1.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

e. Provide a conclusion that follows from the narrated experiences or events.


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ACCESS POINTSLAFS.6.W.1.AP.3a Engage and orient the reader by establishing a context and introducing a narrator and/or

characters.Essential Understandings (Narrative)Describe a character and setting for a given text. Identify text that introduces a character.

Identify text that establishes the context of a story.

Identify an engaging beginning of a story from provided choices.LAFS.6.W.1.AP.3b Organize ideas and event so that they unfold naturally.

Essential Understandings (Narrative)Sequence a set of illustrations that match a text.

Sequence events of beginning, middle and ending of a text.

With support (e.g., a graphic organizer), create a simple story about a real or imagined experience with a beginning, middle and ending.

LAFS.6.W.1.AP.3c When appropriate use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.Essential Understandings (Narrative)Given two lists, match narrative techniques, such as dialogue and description, to the correct example.

Add dialogue and/or description in an original story.LAFS.6.W.1.AP.3d Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts

from one time frame or setting to another.Essential Understandings (Narrative)Match transition words, phrases and clauses within a text.

From a given list, identify the transition words or phrases that convey sequence or signal shifts from one time frame to another (e.g., “In the past,” and “The next day,”).

Add a variety of transition words or phrases to convey sequence and signal shifts from one time frame or setting to another within a story.

LAFS.6.W.1.AP.3e Use precise words and phrases, relevant descriptive details and sensory language to convey experiences and events.Essential Understandings (Narrative)Identify a visual image to match provided text.

Identify precise words and phrases, relevant details and/or sensory language that convey


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experiences and events in a provided text.

Add precise words and phrases and relevant details to a familiar story that does not include these elements.

LAFS.6.W.1.AP.3f Provide a conclusion that follows from the narrated experiences or events.Essential Understandings (Narrative)From a given list, identify the appropriate conclusion to a provided story.

Add an appropriate conclusion to a narrated experience or sequence of events.LAFS.6.W.1.AP.3g Use figurative language appropriately, including similes and metaphors.

Essential UnderstandingsDefine figurative language.

Identify the meaning of a simile from a sentence. Identify the meaning of a metaphor from a sentence.

Sort a group of sentences into three groups – similes, metaphors and literal (not a simile or a metaphor).

Match a literal sentence to a figurative phrase (e.g., Cat got your tongue? Do you have nothing to say?).

Cluster: Production and Distribution of WritingSTANDARD CODE STANDARDLAFS.6.W.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,

and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)ACCESS POINTSLAFS.6.W.2.AP.4a Produce a clear, coherent, permanent product that is appropriate to the specific task (e.g.,

topic), purpose (e.g., to inform) and audience (e.g., reader).Essential Understandings (Informational)Given a specific purpose, produce a permanent product (i.e., identify text appropriate to the purpose, descriptive sentences and a concluding statement).

LAFS.6.W.2.AP.4b Produce a clear, coherent permanent product that is appropriate to the specific task, purpose (e.g., to entertain) and audience.Essential Understandings (Narrative)Given a specific purpose, produce a permanent product (i.e., identify text appropriate to the purpose, descriptive sentences and a concluding statement).

LAFS.6.W.2.AP.4c Produce a clear, coherent permanent product that is appropriate to the specific task, purpose (e.g., to make an argument supported by claims) and audience.


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Essential Understandings (Persuasive)Given a specific purpose, produce a permanent product (i.e., select text appropriate to the purpose, identify descriptive sentences and select a concluding statement).

LAFS.6.W.2.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach.ACCESS POINTSLAFS.6.W.2.AP.5a With guidance and support from peers and adults, develop a plan for writing (e.g., define

purpose, state your claim, gather evidence, create your argument, provide a meaningful conclusion).Essential Understandings (Persuasive)With guidance and support from peers and adults, use provided information to plan a persuasive text that includes a topic, information to gather, outline of content, and a conclusion.

With guidance and support from peers and adults, choose a topic for a persuasive text to be written.

With guidance and support from peers and adults, list information that will be included in a text to be written.

With guidance and support from peers and adults, develop a plan for an original text, based on the topic and information written earlier, including a conclusion for the text.

LAFS.6.W.2.AP.5b With guidance and support from peers and adults, develop a plan for writing (e.g., choose a topic, introduce story elements, develop storyline, conclude story).Essential Understandings (Narrative)With guidance and support from peers and adults, identify a topic for a story to be written.

With guidance and support from peers and adults, identify story elements that will be included in a story to be written.

With guidance and support from peers and adults, develop a story line for an original story, based on the topic and story elements identified earlier, including a conclusion for the story.

LAFS.6.W.2.AP.5c With guidance and support from peers and adults, develop a plan for writing (e.g., determine the topic, gather information, develop the topic, provide a meaningful conclusion).Essential Understandings (Informational)With guidance and support from peers and adults, identify a topic for an informational text to be written.

With guidance and support from peers and adults, identify information that will be included in a text to be written.


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With guidance and support from peers and adults, develop a plan for an original text, based on the topic and information identified earlier, including a conclusion for the text.

LAFS.6.W.2.AP.5d With guidance and support from peers and adults, strengthen writing by revising and editing.Essential Understandings (Persuasive)With guidance and support from adults and peers, add text that contributes to a provided text.

LAFS.6.W.2.AP.5e With guidance and support from peers and adults, strengthen writing by revising and editing (e.g., review product, strengthening story).Essential Understandings (Narrative)With guidance and support from adults and peers, add text that contributes to a provided story.

With guidance and support from peers and adults, remove text that does not contribute to the provided story.

With guidance and support from peers and adults, rearrange provided text to create cohesion.Essential Understandings (Narrative)Use a support (e.g., an editing checklist, model text) to edit a draft by attending to common writing conventions.

LAFS.6.W.2.AP.5f With guidance and support from peers and adults, strengthen writing as needed by revising and editing.Essential Understandings (Informational)With guidance and support from adults and peers, add text that contributes to a provided text.

With guidance and support from peers and adults, remove text that does not contribute to the provided text.

With guidance and support from peers and adults, rearrange provided text to create cohesion.

Use a support (e.g., an editing checklist or model text) to edit a draft by attending to common writing conventions.

LAFS.6.W.2.AP.5g With guidance and support from peers and adults, develop and strengthen writing by planning, revising, editing, rewriting or trying a new approach.Essential Understandings (Informational) (Persuasive)With guidance and support from adults and peers, add text that contributes to a provided text.


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With guidance and support from peers and adults, remove text that does not contribute to the provided text.

With guidance and support from peers and adults, rearrange provided text to create cohesion.Essential Understandings (Narrative)With guidance and support from adults and peers, add text that contributes to a provided story.

With guidance and support from peers and adults, remove text that does not contribute to the provided story.

With guidance and support from peers and adults, rearrange provided text to create cohesion.Essential Understandings (Across Text Types)Use a support (e.g., an editing checklist or model text) to edit a draft by attending to common writing conventions.

LAFS.6.W.2.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.ACCESS POINTSLAFS.6.W.2.AP.6a Use technology to produce and publish writing (e.g., use the Internet to gather information,

word processing to generate and collaborate on writing).Essential Understandings (Across Text Types)With guidance and support, use the Internet to gather information to inform writing.

With guidance and support, use features of technology (e.g., a simple search; creating a simple, one-page text; and finding and using clip art from the Internet) to create a simple text.

LAFS.6.W.2.AP.6b Develop sufficient keyboarding skills.Essential Understandings (Across Text Types)Explore the features of a keyboard.

Use a mouse to navigate a website or document.

Type a letter or word on the keyboard when presented orally.

Use common keys when prompted (e.g., Enter, space bar, Shift and Backspace).

Use core features of common word processing programs (e.g., Save, Print, Bold and Italics).Cluster: Research to Build and Present Knowledge


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STANDARD CODE STANDARDLAFS.6.W.3.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when

appropriate.ACCESS POINTSLAFS.6.W.3.AP.7a Follow steps to complete a short research project. (e.g., determine topic, locating information

on a topic, organizing information related to the topic, drafting a permanent product).Essential Understandings (Informational)With guidance and support, identify a topic for a short research project.

With guidance and support, complete a short research project by following simple steps.LAFS.6.W.3.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or

paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.ACCESS POINTSLAFS.6.W.3.AP.8a Gather relevant information (e.g., highlight in text, quote or paraphrase from text or

discussion) from print and/or digital sourcesEssential Understandings (Persuasive)Find sources (e.g., library books, magazines and Internet) that relate to a given persuasive topic.

Find at least one fact to include in the writer’s persuasive text.LAFS.6.W.3.AP.8b Gather information (e.g., highlight, quote or paraphrase from source) relevant to the topic

from print and/or digital sources.Essential Understandings (Informational)With guidance and support from adults, find sources (e.g., library books, magazines and Internet) that relate to a given informational topic.

With guidance and support from adults, gather information (e.g., highlight and take notes) from provided sources to answer a question.

With guidance and support from adults, find information (using search tools) to include in the writer’s informational text.

LAFS.6.W.3.AP.8c Quote or paraphrase the data and conclusions of others in writing while avoiding plagiarism.Essential Understandings (Informational)Identify in given writing where information attributed to others is utilized.

With guidance and support, students will accurately quote others when presenting their own writing.


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Essential Understandings (Persuasive)Identify in given writing where information attributed to others is utilized.

Accurately quote others when presenting a persuasive argument.LAFS.6.W.3.AP.8d Provide a bibliography for sources that contributed to the content within a writing piece.

Essential Understandings (Informational)Identify sources that match an informational text topic.

With guidance and support, write a list of sources used to write the informational report.Essential Understandings (Persuasive)Identify sources that match a persuasive topic.

Write a list of sources to use to write the persuasive essay.LAFS.6.W.3.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

9a. Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).9b. Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not”).ACCESS POINTSLAFS.6.W.3.AP.9a Analyze mentor texts to support knowledge of persuasive writing (e.g., analyze newspaper

editorials to explore the way the author developed the argument).Essential Understandings (Persuasive)Using multiple mentor texts, examine ways persuasive writers conclude their persuasive essays, looking for patterns or ways to conclude their own texts.

Match evidence provided in different texts to claims.Cluster: Range of WritingSTANDARD CODE STANDARDLAFS.6.W.4.10 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.ACCESS POINTSLAFS.6.W.4.AP.10a Write routinely over shorter time frames (e.g., journal entry, letter, graphic organizer) for a

range of discipline-specific tasks, purposes and audiences.Essential UnderstandingsBuild stamina by participating in a daily writing routine (e.g., write for 5 minutes working up to an extended period of time).


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LAFS.6.W.4.AP.10b Write routinely in a genre over extended time frames (planning, drafting, editing, revising, publishing) for a range of discipline-specific tasks, purposes and audiences.Essential UnderstandingsStudents write multiple texts during the school year.

Domain: SPEAKING AND LISTENINGCluster: Comprehension and CollaborationSTANDARD CODE STANDARDLAFS.6.SL.1.1 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.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.1b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.1c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.1d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.ACCESS POINTSLAFS.6.SL.1.AP.1a Make appropriate comments that contribute to a collaborative discussion.

Essential UnderstandingsIdentify comments related to the discussion.

Share comments related to discussion.

Use appropriate sentence stems to facilitate discussion (e.g., I agree/disagree with …, The text states …, and How do you feel about …).

LAFS.6.SL.1.AP.1b Review the key ideas expressed within a collaborative discussion.Essential UnderstandingsIdentify key ideas related to the discussion.

LAFS.6.SL.1.2 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.ACCESS POINTSLAFS.6.SL.1.AP.2a Explain information learned from various mediums.

Essential UnderstandingsIdentify a topic from a single source.



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LAFS.6.SL.1.AP.2b Explain how information gained via media and formats contributes to the understanding of a topic, text or issue under study.Essential UnderstandingsIdentify the topic and media source.


Identify visuals and audio within a text that contributes to the topic.


LAFS.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.ACCESS POINTSLAFS.6.SL.1.AP.3a Summarize the points a speaker makes.

Essential UnderstandingsIdentify the main idea of a text.

Identify key details related to the main idea of a text.

Identify a factual summary/statement about the text.LAFS.6.SL.1.AP.3b Summarize the points an author makes.

Essential UnderstandingsIdentify the most important key details related to the main idea of a text.

Summarize the points an author makes with textual support.LAFS.6.SL.1.AP.3c Distinguish claims or arguments that are supported by evidence from those that are not.

Essential UnderstandingsIdentify a fact from the text.

Identify a claim from the text.

Differentiate a fact versus a claim.LAFS.6.SL.1.AP.3d Distinguish claims presented orally or in writing that are supported by reasons and claims


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that are not.Essential UnderstandingsDistinguish claims presented orally or in writing.

Distinguish claims that are supported by reasons and evidence from claims that are not.Cluster: Presentation of Knowledge and IdeasSTANDARD CODE STANDARDLAFS.6.SL.2.4 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.ACCESS POINTSLAFS.6.SL.2.AP.4a Report on a topic, story or claim with a logical sequence of ideas, appropriate facts and

relevant, descriptive details.Essential Understandings (Across Text Types)Order factual statements to describe a sequence of events or ideas.

Sort relevant and irrelevant information related to a given topic into the correct categories.

Develop the topic by identifying at least two relevant facts and descriptive details related to the topic.

Speak clearly with adequate volume when delivering report.LAFS.6.SL.2.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify

information.ACCESS POINTSLAFS.6.SL.2.AP.5a Use captioned pictures, labeled diagrams, tables or other visual displays in presentations

when appropriate to support the topic or theme.Essential Understandings (Across Text Types)Identify from provided choices which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and diagrams).

Identify the most important facts/details in a report.

With guidance and support, determine what multimedia features should/could be included in the writer’s report to emphasize certain facts or details.

LAFS.6.SL.2.AP.5b Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.Essential Understandings (Across Text Types)Identify from provided choices which multimedia feature matches the information provided in a report (e.g., audio clip, embedded video, maps and diagrams).


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Identify the most important facts/details in the presentation.

With guidance and support, determine what multimedia features should/could be included in the presentation to emphasize certain facts or details.

LAFS.6.SL.2.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. ACCESS POINTSLAFS.6.SL.2.AP.6a Recognize situations when the use of formal English is necessary (e.g., making a presentation

vs. talking with friends).Essential UnderstandingsIdentify a given text or conversation as formal or informal English

Domain: LANGUAGECluster: Conventions of Standard EnglishSTANDARD CODE STANDARDLAFS.6.L.1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Ensure that pronouns are in the proper case (subjective, objective, possessive).b. Use intensive pronouns (e.g., myself, ourselves).c. Recognize and correct inappropriate shifts in pronoun number and person.d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use

strategies to improve expression in conventional language.

ACCESS POINTSLAFS.6.L.1.AP.1a Use strategies (e.g., clarify language and grammar, vary sentence patterns, maintain

consistent tone and style) to improve written expression in conventional language.Essential Understandings (Across Text Types)With guidance and support, determine the places in a written text that need clarity (e.g., for clear language, to correct inappropriate grammar usage, and to vary sentences).

With guidance and support, use teacher feedback to improve a short written text.LAFS.6.L.1.AP.1b Identify and use pronouns accurately in writing.

Essential Understandings (Across Text Types)Identify relative adverbs (e.g., where, when and why) in writing.

Identify personal, possessive and indefinite pronouns (e.g., I, me and my; they, them and


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their; anyone; and everything) in writing.

Identify reflexive pronouns (e.g., myself and ourselves) in writing.LAFS.6.L.1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.b. Spell correctly.

ACCESS POINTSLAFS.6.L.1.AP.2a Use commas, parentheses and/or dashes in writing to set off nonrestrictive/parenthetical

elements.Essential Understandings (Across Text Types)Determine when it might be appropriate to include a comma, parentheses, and/or dashes in writing.

Identify sentences that need commas.LAFS.6.L.1.AP.2b Spell words correctly in writing.

Essential Understandings (Across Text Types)Use spelling features typically representative of Letter Name spellers (beginning consonants, ending consonants, preconsonatal nasals, medial vowels, affricates).

Use spelling features typically representative of Within Word spellers (long vowel patterns (e.g. ai, ue, oa, ee), long vowel patterns with silent e marker, ambiguous vowel patterns (e.g. ou, ow, oi), r- controlled vowels, etc.).

Use spelling features typically representative of Syllables and Affixes spellers (e.g., open/closed syllables, doubling, etc.).

Cluster: KnowledgeSTANDARD CODE STANDARDLAFS.6.L.2.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

a. Vary sentence patterns for meaning, reader/listener interest, and styleb. Maintain consistency in style and tone.

ACCESS POINTSLAFS.6.L.2.AP.3a Vary sentence patterns for meaning, reader interest and style within writing.

Essential Understandings (Across Text Types)


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When revising, decide which sentences need more details (expand).

When revising, decide which sentences should be combined.

When revising, decide which sentences are not necessary in the writing and can be deleted.

Identify what sentences in a piece of writing could be varied.Cluster: VocabularySTANDARD CODE STANDARDLAFS.6.L.3.4 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.a. 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.b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).c. 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.d. 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).ACCESS POINTSLAFS.6.L.3.AP.4a Use context (e.g., the overall meaning of a sentence, paragraph or text; a word’s position in a

sentence) to determine the meaning of unknown or multiple meaning words.Essential UnderstandingsRecall the meaning of frequently used nouns.

Identify multiple meaning words up to two grade levels below the student’s grade level.

Identify the context in which the unknown word is being used by looking at the text before and after it.

List the possible meanings of an unknown word by using the context (words surrounding the unknown word).

Use a dictionary to verify the meaning guessed by using the surrounding words.LAFS.6.L.3.AP.4b Use common grade-appropriate roots and affixes as clues to the meaning of a word.

Essential UnderstandingsIdentify common inflectional endings in words (“Find the words that mean more than one” i.e., have an -s or -es at the end).


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Identify the meaning of the most common suffixes.

Identify the meaning of the most common prefixes.

Identify an affix or inflectional ending for a frequently occurring word.

Identify the meaning of common inflections and affixes. Identify the meaning of roots.LAFS.6.L.3.AP.4c Verify the prediction of the meaning of a new word or phrase.

Essential UnderstandingsIdentify affixes and roots to predict new words.

Identify the definition when presented with the entire listing of a word from a dictionary.

Identify the part of speech of a word when presented with the entire listing of a word from a dictionary.

Use the context to help decide which definition (from a list of definitions) is the most appropriate choice.

LAFS.6.L.3.AP.4d Consult reference materials to find the pronunciation of a word.Essential UnderstandingsSort a given list of words into alphabetical order.


Identify the part of speech of a word when presented with the entire listing of a word from a dictionary.


LAFS.6.L.3.AP.4e Find the synonym for a word.Essential UnderstandingsIdentify the purpose or use of reference materials (e.g., dictionaries, glossaries and thesauruses).

LAFS.6.L.3.AP.4f Find the precise meaning of a word.Essential UnderstandingsSort a given list of words into alphabetical order.


Identify the part of speech of a word when presented with the entire listing of a word from a


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dictionary.


Consult a dictionary (print or digital) to clarify precise meaning.LAFS.6.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

a. Interpret figures of speech (e.g., personification) in context.b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better

understand each of the words.c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy,

scrimping, economical, unwasteful, thrifty).

ACCESS POINTSLAFS.6.L.3.AP.5a Use the relationship between particular words (e.g., synonyms, antonyms, homographs) in

writing to promote understanding of each of the words.Essential Understandings (Across Text Types)Pair synonyms, antonyms, and/or homonyms.

During revision, identify which nouns/verbs are best to use to convey exact meaning (e.g., The dog made noises at the man. versus The German Shepherd growled at the mailman.).

LAFS.6.L.3.AP.5b Use figurative language in context, including similes and metaphors.Essential Understandings (Narrative)Define figurative language.

Identify a sentence that uses a simile or metaphor.

Write a sentence using a simile or metaphor.LAFS.6.L.3.AP.5c Use the relationship between particular words (e.g., cause/effect, part/whole, item/category)

to better understand each of the words.Essential UnderstandingsFor a given pair of words, determine the relationship between the words (e.g., cause/effect, part/whole and category).

LAFS.6.L.3.AP.5d Explain the meaning of figures of speech (e.g., personification, idioms, proverbs) in context.Essential UnderstandingsIdentify a phrase that contains a simile from a list.


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Identify a phrase that contains a metaphor from a list.

Sort a list of phrases into three groups – similes, metaphors and literal (not a simile or a metaphor).

Identify an idiom or proverb from a list.

Define alliteration.

Identify a phrase or sentence that contains alliteration from a list.

Identify a phrase that contains allusion or personification from a list.

Identify a phrase, sentence or paragraph that contains irony from a list.

Identify the sentence that contains a pun from a list of sentences.

Sort a list of statements containing allusions and personifications into correct groups.

Identify a phrase that contains an oxymoron from a list.

Identify a phrase that contains hyperbole from a list.

Identify a requested figure of speech (e.g., hyperbole, oxymoron, irony, pun, alliteration, allusion, personification, simile, metaphor or analogy) within a list of phrases and sentences.

LAFS.6.L.3.AP.5e Identify the connotative meaning (the idea associated with the word) of a word or phrase.Essential UnderstandingsFrom a given list of words with similar denotations, choose an appropriate word to be used in a given context (e.g., short, stubby or petite – which word would you use to describe a friend’s mother?).

Use a dictionary to define words with similar denotations.

Define connotative meaning.LAFS.6.L.3.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather

vocabulary knowledge when considering a word or phrase important to comprehension or expression.ACCESS POINTSLAFS.6.L.3.AP.6a Use grade-appropriate general academic and domain-specific words and phrases accurately


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within writing.Essential UnderstandingsIdentify which general academic or domain-specific vocabulary, from a list, completes a sentence.

Identify which general academic and domain-specific vocabulary from a list would be included based upon a topic within informational or persuasive writing.


Documents

Draft February 2017 · Web viewGiven the connotative word or phrase from the text, identify the best option from two or more examples that represents the intended meaning. ... Read