fspsliteracy.pbworks.comfspsliteracy.pbworks.com/w/file/fetch/83862997/6th Grad… · Web viewIntegrate information presented in different media or formats (e.g., visually, quantitatively)

FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- WEEK 1 READING WORKSHOP: WHOLE GROUP LESSONS

COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS

MATERIALS, EXPLANATIONS &

EXAMPLESASSESSMENTS

ComprehensionMain CC Standards

CC.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

(This standard is the Focus Wall target skill for the week.)

(The rigor of this standard is not addressed in this Journeys lesson.)

(The entire standard is not addressed in this Journeys lesson.)

I will utilize media or graphics to develop a coherent understanding of a topic.

IntegrateQuantitatively

UtilizeCoherent

GRW: p.403 (T)STW1: p. 117-121 (T)CT: p. 69, Lesson 10

Comprehension/ Fluency J – L 15

Skill:Text and Graphic

Features

Strategy:Monitor/ Clarify

Genre:Narrative Nonfiction

Essential Question:How do text and graphics show a crisis in space?

J – L 15

Read Aloud“Moon Machines”

Target Skill: Text and Graphic Features

Projectable 15.1(Read Aloud: Model Oral Fluency)

CLLG: p. 69 Target Vocabulary T305

Main Selection“Team Moon”T312-T322

Genre: Narrative Nonfiction CLLG: p. 68 Introduce Text and

Graphic Features; Analyze/Evaluate T328-T329

Projectable 15.2 (Text and Graphic Features; Analyze/Evaluate)

PB: p. 169 Projectables: 15.3a,

15.3b, 15.3c (Column Chart: Text and Graphic Features)

Stop & Think T314,T318 Deepen

Comprehension; Interpret Text and Graphic Features: T328-T329

(OPTIONAL)J – L 15

T346 Weekly Tests

15.4-15.5

Embedded CC StandardsCC.RI.6.5 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 .

(This standard is the Focus Wall target strategy for the week.)


I will analyze how a sentence, paragraph, chapter, or section fits into the structure of a text and contributes to the development of the task.

AnalyzeStructure

Contributes

GRW: p. 402-404 (T)

CC.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative , connotative , and technical meanings .


(This standard is indirectly addressed through “Develop Comprehension” questions in the main selection.)

I will determine the figurative, connotative, or technical meaning of words or phrases in a grade six text.

Figurative, Connotative

Technical meaning

BTW: p. 39 (T)CT: Book 4, Lesson 10, p. 2CT: Book 4, Lesson 12, p. 26Common Core Appendix A, p. 32-34

CC.L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CC.L.6.5a I n ter p ret fi gu res o f s p eech (e. g. , p e rs o n ificati o n ) in c o n t e xt .


I will interpret figures of speech in context.

InterpretPersonification

Figures of speech

http://www.readwritethink.org/

http://www.readworks.org/

GRW (figurative language)WP: p. 45 (figurative language)

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FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- WEEK 1


LC: Book 6, p. 175, Lesson 13

Projectable 15.4 (Column Chart: Interpret Text and Graphic Features)

PB: p. 170

AL: graphic features, text features, visuals, caption

Connect To“The Woman in the Moon”

T324-T326Genre: Folktale MC: T327 CLLG: p.69

Vocabulary TA R G E TED V OCA B U L A R Y &

S TR A TE G I E S J – L 15

STRATEGY:Suffixes

-ous, -ic, -ure

WORD CARDSCards 141-150

ascent, perilous, unpredictability, lunar, likelihood,

hovering, impending,

presumably, option, random

Int r od u ce V o cabula r y J – L 15

T306-307Develop Background

“Moon Machines”T304-T305

“Flying to the Moon”T308-T309

Vocabulary Strategies

Suffixes –ous, -ic, -ure T332-T333

Projectable 15.5 (Suffixes –ous, -ic, -ure)

PB: p.171AL: suffix


T346 Weekly Tests

Target Vocabulary Suffixes

-ous, -ic, -ure15.2-15.3

CC. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.CC.L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible)

(This standard is only taught in the “Vocabulary Strategies” section of Journeys.)

I will use common Greek and Latin affixes and roots to figure out word meaning.

GreekLatin

AffixesRoots

http://dictionary.reference.com/WTW: p.253 & 265 (Greek and Latin roots)BWLWJ: Chapter 7

CC. L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.CC. L.6.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

(This standard is not addressed in Journeys lesson- use additional materials to address this standard.)

I will use the relationship between words to better understand each word’s meaning.

Cause/effect http://www.readwritethink.org/http://www.readworks.org/GRW (figurative language)WP: p. 45 (figurative language)LC: Book 6, p. 175, Lesson 13

CC. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.CC.L.6.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning

I will use print and digital reference materials to determine pronunciation, meaning, or part of speech of a word.

ConsultDigital

PronunciationClarifyPrecise


Module 2- Page 2

http://dictionary.reference.com/







FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- WEEK 1or its part of speech.


Spelling Decoding and Spelling J – L 8

Common Final Syllables

Spelling: Final /∂l/, /∂n/, and /∂r/

J – L 8

Decoding T187

Detailed Spelling Plan T192-T193

Day 1: Teach the Principle/PretestPB: p.88

Day 2: Word SortPB: p.89

Day 5: Spelling Assessment

(OPTIONAL)J – L 8

T203 Weekly Decoding Test

8.11-8.12

T193 Spelling Assessment

Refer to FSPS Ongoing CCSS Grade 6 for CC.L.6.2b when teaching spelling.

WRITING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS

Grammar G rammar J – L 18

Adjectives and Adverbs

Detailed Grammar P lan J – L 18

T192-T195

Day 1: Teach Kinds of Adjectives and AdverbsProjectable 18.6PB: p. 211

Day 2: Teach Articles and DemonstrativesProjectable 18.7PB: p. 212


T201 Weekly Tests

18.13-18.14

Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher may use the lessons as described in Journeys lesson to review grammar skills.

CC. L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I will be able to correctly use and identify adjectives and adverbs.

RecognizeVariationsStrategiesExpression

Conventional language

http://languagearts.pppst.com/index.htmlMIEE

Writing Refer to JourneysLessons 3, &11

Narrative Writing Focus:(Narrative Description)

*Essays

Teacher may differentiate activities according to the class needs in order to teach the weekly writing components and standards.

Refer to FSPS Informational Writing Criteria C.

Refer to FSPS Narrative Writing Criteria B *PARCC 6C.2 PBA

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand

Module 2- Page 3

http://languagearts.pppst.com/index.html



FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- WEEK 1the specific criteria specified by CC.W.6.2, CC.W.6.2a, CC.W.6.2b, CC.W.6.2c, CC.W.6.2d, CC.W.6.2e, and CC.W.6.2f.

*Use these standards for weeks 1, 2, and 3.

CC.W.6.2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CC.W.6.2a 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.

(Refer to FSPS Informational Writing Criteria C)

(Refer to Journeys Lessons 16-18)

I will write an informative piece, which examines a topic and conveys ideas, where I introduce a topic, organize ideas with appropriate structure, and include formatting, graphics and multimedia when useful.

ClassificationCause/effectFormattingMultimedia

NCL: p. 59-60NCL: p. 62NCL: p. 76NCL: p. 86NCL: p. 94 (6)NCL: p. 95, Lesson Appendix P (T)Is That a Fact: p. 52 (T)

CC.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CC.W.6.2b Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.



I will write an informative piece, which examines a topic and conveys ideas, where I use facts, definitions, details, and quotations, or other examples to develop the topic.

Relevant factsConcrete detailsInformative piece

Conveys

NCL: p. 91NCL: p. 99NCL: p. 101

CC.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CC.W.6.2c Use appropriate transitions to clarify the relationships among ideas and concepts.



I will write an informative piece, which examines a topic and conveys ideas, where I use appropriate transitions to clarify relationships among ideas.

Informative pieceConveysClarify

Transitions

NCL: p. 93

CC.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CC.W.6.2d Use precise language and domain-specific vocabulary to inform about or explain the topic.

I will write an informative piece, which examines a topic and conveys ideas, where I use precise language and vocabulary to inform or explains the topic.

Informative piece ConveysPrecise

Domain-specific InformExplain

NCL: p. 96, 97

Module 2- Page 4

FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- WEEK 1(Refer to FSPS Informational Writing Criteria C)


CC.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CC. W.6.2e Establish and maintain a formal style.



I will write an informative piece, which examines a topic and conveys ideas, where I establish and maintain a formal style.

Informative piece Conveys

Formal style

Is That a Fact?

CC.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CC.W.6.2f Provide a concluding statement or section that follows from and supports the information or explanation presented.



I will write an informative piece, which examines a topic and conveys ideas, where I provide a supportive concluding statement or section for the information or explanation presented.

Concluding statement

Informative pieceConvey

Is That a Fact?

CC. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CC.L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.

I will vary sentence patterns. I will write for interest and style.

Sentence patternsInterest

Style

http://www.writingwithclarity.com/2011/07/make-writing-more-lively-and-effective-vary-your-sentence-patterns/

Module 2- Page 5




FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 2READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS

Comprehension: Extended Text Study

Teacher Selected Materials forExtended Text Study

(Integrate Poetry)

Teacher may choose standards that best match the extended text study genre Suggested Comprehension strategies and skills: Story Structure & Comparisons Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RL.6.2RL.6.3RL.6.5

(PARCC 6A.1 PBA)

Spelling Decoding and SpellingJ – L 12

Recognizing Common Prefixes

Spelling: Prefixes: in-, im-, il-, or ir-

J – L 12

Decoding T115

Detailed Spelling PlanT120-T121

Day 1: Teach the Principle/PretestPB: p.136-138

Day 2: Word SortPB: p. 137



T131 Decoding Test

12.6-12.7


Journeys spelling lesson does not teach a grade-level standard. Teacher will need to substitute CC.L.6.4b and create their own lessons for the week. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.6.4b.

CC.L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.CC.L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word. (e.g., audience, auditory, audible).


GreekLatin

AffixesRoots


Module 2- Page 6



FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 2




EXAMPLESASSESSMENTS

Grammar

Shifts in Pronoun

Number and Person

This Journeys grammar lesson does not teach a grade-level standard. Teacher will need to

substitute these standards and create their own lessons for the week.



Journeys Lesson 17 focuses on kinds of pronouns. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.6.1c.

CC. L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC. L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.

(Journeys grammar lesson does not teach a grade-level standard. Teacher will need to substitute these standards and create their own lessons for the week.)

I will identify and correct inappropriate shifts in pronoun number and person.

Inappropriate shiftsPronoun


WritingRefer to JourneysLessons 3, &11


*Essays



Refer to FSPS Narrative Writing Criteria B. *PARCC 6C.2 PBA

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.6.2, CC.W.6.2a, CC.W.6.2b, CC.W.6.2c, CC.W.6.2d, CC.W.6.2e and CC.W.6.3f and CC.W.9.

* Refer back to M2- Week 1 for CC.W.6.2 (a-f).

CC. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CC.L.6.3b Maintain consistency in style and tone.


I will maintain a consistent style in writing. I will maintain a consistent tone in writing.

ConsistentStyleTone

http://www.umuc.edu/writingcenter/onlineguide/chapter3-21.cfm

http://grammar.ccc.commnet.edu/grammar/composition/

Module 2- Page 7

http://grammar.ccc.commnet.edu/grammar/composition/tone.htm








FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 2tone.htm

CC. W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.CC.W .6.9a Apply grade 6 Reading standards to literature

I will compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

CompareContrastGenres

Historical NovelsFantasy stories

LC: Book 3, p. 71, Lesson, 6 p. 83, Lesson 7NCL: p. 58-60Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

END OF FIRST QUARTER October 16, 2014

Module 2- Page 8


FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 3READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS



(Integrate Poetry)

Teacher may choose standards that best match the extended text study genre Suggested Comprehension strategies and skills: Author’s Purpose & Visualize Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RL.6.2RL.6.3RL.6.5

(PARCC 6A.3 PBA)

SPELLING Decoding and SpellingJ – L 13

Consonant Alternations

Spelling:Words with -ion

J – L 13

Decoding T187






T203 Decoding Test

13.11-13.12


Teacher may differentiate activities according to the class needs in order to teach the weekly spelling components and standards.

Teacher may use the words and the spelling principle as described in Journeys lesson to review spelling skills.

Journeys Lesson 13 focuses on words with -ion. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.6.4b.

CC. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.CC.L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).


GreekLatin

AffixesRoots


Module 2- Page 9


FORT SMITH PUBLIC SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 3




EXAMPLESASSESSMENTS

Grammar

Shifts in Pronoun

Number and Person

This Journeys grammar lesson does not teach a grade-level standard. Teacher will need to

substitute these standards and create their own lessons for the week.



Journeys Lesson 17 focuses on kinds of pronouns. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.6.1c.CC. L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC. L.6.1c Recognize and correct inappropriate shifts in pronoun number and person.

(Journeys grammar lesson does not teach a grade-level standard. Teacher will need to substitute these standards and create their own lessons for the week.)

I will identify and correct inappropriate shifts in pronoun number and person.

Inappropriate shiftsPronoun


Writing

Refer to JourneysLessons 3, &11


*Essays



Refer to FSPS Narrative Writing Criteria B. *PARCC 6.C.2 PBA

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.6.2, CC.W.6.2a, CC.W.6.2b, CC.W.6.2c, CC.W.6.2d, CC.W.6.2e and CC.W.6.3f and CC.W.9.

*Refer to M2- Weeks 1 & 2.

Module 2- Page 10



FORT SMITH SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 4READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS



(Integrate Poetry)

Teacher may choose standards that best match the extended text study genre Suggested Comprehension strategies and skills: Text Structure & Summarize Refer to FSPS Extended Text Study Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RL.6.2RL.6.3RL.6.5

(PARCC 6A.2 PBA)

Spelling Spelling & Decoding J – L 15

Common Final Syllables

Spelling: Final /iz/, /iv/, and /ij/ Sounds

J – L 15

Decoding T331





J – L 15


15.6-15.7




CC. L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.CC.L.6.2b Spell correctly.

(Refer to FSPS Ongoing CCSS Grade 6)

I will spell correctly. Correctly http://grammar.ccc.commnet.edu/grammar/powerpoint.htmMITP

Module 2- Page 11

http://grammar.ccc.commnet.edu/grammar/powerpoint.htm



FORT SMITH SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 4




EXAMPLESASSESSMENTS

Grammar GrammarChoose

appropriately from the lessons.

J – L 17

Intensive Pronouns

Recognizing Vague Pronouns

District Grammar Focus

Intensive Pronouns

Detailed Grammar P lan Choose appropriately from

the lessons.J – L 17

T118-T121

Day 3: Teach Reflexive Pronouns (need to use the term intensive) Projectable 17.8PB: p. 201

AL: intensive pronoun, reflexive pronoun

(OPTIONAL)Choose

appropriately from the lessons.

J – L 17

T127 Weekly Tests

17.9-17.10

Journeys grammar lesson does not teach a grade-level standard. Teacher will need to substitute CC.L.6.2a and create their own lessons for the week. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.6.2a.

CC.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.6.1b Use i n t e n si v e p r o n o un s (e.g., myself, ourselves).

(The vocabulary of this standard is not addressed in this Journeys lesson.)

I will use intensive pronouns

Intensive pronouns


CC.L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).(The Journeys grammar lesson does not teach a grade-level standard.)

I will identify and correct vague pronouns.

Vague pronouns

Ambiguous


Writing

Refer to JourneysLessons 16-18

Informational(Inform)

&Refer to Journeys

Lessons 21-25 (Opinion Structure)


Refer to FSPS Informational Writing Criteria C

Refer to FSPS Argumentative Writing Criteria E. *PARCC 6A PBA

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.6.2, CC.W.6.2a, CC.W.6.2b, CC.W.6.2c, CC.W.6.2d, CC.W.6.2e, CC.W.6.2f, CC.W.6.1, CC.W.6.1a, CC.W.6.1b, CC.W.6.1c, CC.W.6.1d, and CC.W.6.1e.

* Use these standards for M2- Weeks 4 and 5 (Wk. 5 add W.6.8)CC.W.6.2 Write informative/ explanatory texts to I will write an Classification NCL: p. 59-60

Module 2- Page 12





FORT SMITH SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 4examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CC.W.6.2a 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.



informative piece, which examines a topic and conveys ideas, where I introduce a topic, organize ideas with appropriate structure, and include formatting, graphics and multimedia when useful.

Cause/effectFormattingMultimedia

NCL: p. 62NCL: p. 76NCL: p. 86NCL: p. 94 (6)NCL: p. 95, Lesson Appendix P (T)Is That a Fact: p. 52 (T)

Embedded Writing Focus:(Argumentative)

*Reports






Conveys

NCL: p. 91NCL: p. 99NCL: p. 101






Transitions

NCL: p. 93







NCL: p. 96, 97

Module 2- Page 13







Formal style

Is That a Fact?







Is That a Fact?

CC.W.6.1 Write arguments to support claims with clear reasons and relevant evidence CC. W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.

(Refer to FSPS Argumentative Writing Criteria E)

I will write an argument with clear reasons and relevant evidence, where I introduce claims and organize the reasons/evidence clearly.

ArgumentRelevantEvidenceClaims

LC: Book 3, p. 71, Lesson, 6 p. 83, Lesson 7NCL: p. 58-60Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

CC.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.CC. W.6.1b I will write an argument with clear reasons and relevant evidence, where I support claims with clear and relevant reasons, use credible sources and demonstrate understanding of the topic.


I will write an argument with clear reasons and relevant evidence, where I support claims with clear and relevant reasons, use credible sources and demonstrate understanding of the topic.

ClaimsRelevantEvidenceCredible

WBT: p. 130-146Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

CC.W.6.1 Write arguments to support claims I will write an argument Clauses LC: Book 3, p. 183, Lesson 15

Module 2- Page 14

http://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons






FORT SMITH SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 4with clear reasons and relevant evidence.CC. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.


with clear reasons and relevant evidence, where I use words, phrases, and clauses to clarify relationships among claims and reasons.

ClarifyClaims

Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

CC.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.CC. W.6.1d Establish and maintain a formal style.


I will write an argument with clear reasons and relevant evidence, where I establish and maintain a formal style.

Argument Relevant Evidence

Formal style Establish

LC: Book 3, p. 195, Lesson 16Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

CC. W.6.1 Write arguments to support claims with clear reasons and relevant evidence.CC.W.6.1e Provide a concluding statement or section that follows from the argument presented.


I will write an argument with clear reasons and relevant evidence, where I provide a concluding statement or section that flows from the presented argument.

ArgumentRelevant evidence


NCL: p. 102-103NCL: Appendix R (T)Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

CC. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CC.L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.(This standard is not addressed in Journeys lesson- use additional materials to address this standard.)


Sentence patternsInterestStyle


Module 2- Page 15














READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS

Comprehension: Research Connections

Teacher Selected Materials for Research Connections.

Teacher may choose standards that best match the research connections genre Suggested Comprehension strategies and skills: Text and Graphic Features & Analyze/Evaluate Refer to FSPS Research Connections Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RI.6.3RI.6.5RI.6.6RI.6.7RI.6.8RI.6.9

(PARCC 6B.4 PBA)


Comparing Related Words

Spelling:Suffixes

–ent, -ant

J – L 16

Decoding T37


Day 1: Teach the Principle/PretestPB: p. 184





16.6-16.7







GreekLatin

AffixesRoots


Module 2- Page 16







EXAMPLESASSESSMENTS

Grammar

J – L 17

Intensive Pronouns

Recognizing Vague Pronouns

Refer to M2- Week 4 for details.

Journeys grammar lesson does not teach a grade-level standard. Teacher will need to substitute CC.L.6.1b and create their own lessons for the week. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the criteria specified by CC.L.6.1d.

CC.L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.6.1b Use i n t e n si v e p r o n o un s (e.g., myself, ourselves).

(The vocabulary of this standard is not addressed in this Journeys lesson.)

I will use intensive pronouns

Intensive pronouns


CC.L.6.1Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.CC.L.6.1d Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

(The Journeys grammar lesson does not teach a grade-level standard.)

I will identify and correct vague pronouns.

Vague pronouns Ambiguous


Writing Refer to JourneysLessons 16-18Informational

(Inform)&

Refer to JourneysLessons 21-25 (Opinion Structure)


*Explanations


Refer to FSPS Informational Writing Criteria C

Refer to FSPS Argumentative Writing Criteria E. *PARCC 6B.4 PBA

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.6.2, CC.W.6.2a, CC.W.6.2b, CC.W.6.2c, CC.W.6.2e, CC.W.6.2f, CC.W.6.1, CC.W.6.1a, CC.W.6.1b, CC.W.6.1c, CC.W.6.1d, CC.W.6.1e, and CC.W.6.8.

*Refer to M2- Week 4 for CC.W 6.2 (a-f) and CC.W 6.1 (a-e). Add CC.W.6.8.

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FORT SMITH SCHOOLS – GRADE 6 Curriculum: Literacy & Integrated Content M2- Week 5CC.W.6.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

I will recall relevant information from experiences or gather relevant information from print and digital sources. I will summarize or paraphrase information in notes and finished work. I will provide a list of sources

RelevantDigital Sources

SummarizeParaphrase

CT: Book 6, Lesson 22, pg. 2-13

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READING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE

STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCES LESSON FOCUS


EXAMPLESASSESSMENTS


Teacher Selected Materials for Research Connections.

Teacher may choose standards that best match the research connections genre Suggested Comprehension strategies and skills: Key Ideas and Details & Compare/Contrast Refer to FSPS Research Connections Criteria Refer to FSPS Vocabulary Instruction Guidelines K-6

RI.6.2RI.6.3RI.6.5RI.6.6RI.6.8RI.6.9

(PARCC 6B.7 PBA)


More Common Suffixes

Spelling: Suffixes:-able, -ible, -ate

J – L 17

Decoding T111


Day 1: Teach the Principle/PretestPB: p. 196


Day 3: Word Families Day 5: Spelling

Assessment

J – L 17


17.7-17.8







GreekLatin

AffixesRoots


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WRITING WORKSHOP: WHOLE GROUP LESSONSCOMMON CORE STATE

STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCE LESSON FOCUS


EXAMPLESASSESSMENTS

Grammar Choose appropriately from the lessons.

Refer to J- L 19 & 20

Prepositions


Teacher may use the lessons as described in Journeys lesson to review grammar skills..

CC. L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

I will learn to correctly use and identify prepositions

RecognizeVariationsStrategiesExpression

Conventional language


Writing Refer to JourneysLessons 21-25 (Opinion Structure)


*Essays


Refer to FSPS Argumentative Writing Criteria E. *PAECC 6B.7 PBA

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.6.8, CC.W.6.1, CC.W.6.1a, CC.W.6.1b, CC.W.6.1c, CC.W.6.1d, and CC.W.6.1e.

CC.W.6.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

I will recall relevant information from experiences or gather relevant information from print and digital sources. I will summarize or paraphrase information in notes and finished work. I will provide a list of sources


SummarizeParaphrase


CC.W.6.1 Write arguments to support claims with clear reasons and relevant evidence CC. W.6.1a Introduce claim(s) and organize the reasons and evidence clearly.


I will write an argument with clear reasons and relevant evidence, where I introduce claims and organize the reasons/evidence clearly.

ArgumentRelevantEvidenceClaims

LC: Book 3, p. 71, Lesson, 6 p. 83, Lesson 7NCL: p. 58-60Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C

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%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

CC.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.CC. W.6.1b I will write an argument with clear reasons and relevant evidence, where I support claims with clear and relevant reasons, use credible sources and demonstrate understanding of the topic.


I will write an argument with clear reasons and relevant evidence, where I support claims with clear and relevant reasons, use credible sources and demonstrate understanding of the topic.

ClaimsRelevantEvidenceCredible

WBT: p. 130-146Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

CC.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.CC. W.6.1c Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.


I will write an argument with clear reasons and relevant evidence, where I use words, phrases, and clauses to clarify relationships among claims and reasons.

ClausesClarifyClaims


CC.W.6.1 Write arguments to support claims with clear reasons and relevant evidence.CC. W.6.1d Establish and maintain a formal style.


I will write an argument with clear reasons and relevant evidence, where I establish and maintain a formal style.

Argument Relevant Evidence

Formal style Establish


CC. W.6.1 Write arguments to support claims with clear reasons and relevant evidence.CC.W.6.1e Provide a concluding statement or section that follows from the argument presented.


I will write an argument with clear reasons and relevant evidence, where I provide a concluding statement or section that flows from the presented argument.

ArgumentRelevant evidence


NCL: p. 102-103NCL: Appendix R (T)Teaching Argument Writing—George Hillockshttp://learnzillion.com/lessons?utf8=%E2%9C%93&filters%5Bsubject%5D=ela&query=argumentative+writing&commit=Search+lessons

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Module 2- Page 22


TLI: Literacy - Research Simulation Task November 18, 2014 A.M.READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS

Comprehension Comprehension/ Fluency J – L 16

Skill:Author’s Purpose

Strategy:Compare/Contras

Genre:Informational Text;

Poetry

Essential Question:How do new clues match old ideas about Vikings?

J – L 16

Read Aloud“Viking Goddess:

The Legend of Freya”T12-T13

Target Skill: Compare & Contrast

Projectable 16.1 (Model Oral Fluency)

CLLG: p. 71 Target Vocabulary T13

Main Selection“The Real Vikings”

T20-T29Genre: Informational Text

CLLG: p 71 Introduce: Compare and

Contrast; Summarize T18-T19

Projectable 16.2 (Compare and Contrast; Summarize)

PB: p. 181 Projectable 16.3a, 16.3b

(Venn Diagram: Compare and Contrast)

Stop & Think T25, T27 Deepen

Comprehension: T34-T35

Projectable 16.4 (Venn


T52 Weekly Tests

16.4-16.5

Main CC StandardsCC.RI.6.9 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).

(This standard is the Focus Wall target skill for the week.)


(This standard is only taught in the “Connect To” and “Making Connections” of Journeys.)

I will compare and contrast two authors’ presentation of the same event or topic.

CompareContrastMemoir

Biography

STW: p. 169-171CT: Book 6, p. 2, Lesson 22STW1: p. 137 (T)GRW: Appendix 34

Embedded CC StandardsCC.RI.6.2 Determine a c e n tral i d e a of a text and how it is conveyed through particular details; p r ov i d e a s u mm ary of the t e xt d isti n ct from p e rs o n al o p i n i o n s or j udg me n ts .

(This standard is the Focus Wall target strategy for the week.)


(This standard is only taught in the “Your Turn” section of the Main Selection of Journeys.)


I will use evidence from the text to support my analysis of what the text says and inferences I make.

EvidenceAnalysisExplicitly

Inferences

CT: Book 5, p. 56, Lesson 19Book 6, p. 36, Lesson 25STW1: p. 166 (T)NRP: p. 90-91NRP: p. 124

CC.RI.6.4 Determine the meaning of words and phrases as they are used in a text, including fi gu ra t i ve , c o nn o tati ve , and t e c hn ical me a n i ng s .


I will determine the figurative, connotative, or technical meaning of words or phrases in a grade six text.

FigurativeConnotative

Technical meaning

BTW: p. 39 (T)CT: Book 4, Lesson 10, p. 2CT: Book 4, Lesson 12, p. 26Common Core Appendix A, p. 32-34

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(The entire standard is not addressed in this Journeys lesson.) Diagram: Text Structure:

Compare and Contrast) PB: p. 182AL: compare and contrast, summarize, text structure

CC.RI.6.5 Analyze how a p ar t ic u lar s e n t e n c e , p ara g ra ph , c h a p t e r , or s e cti o n fits into the overall structure of a text and contributes to the development of the ideas.



I will analyze how a sentence, paragraph, chapter, or section fits into the structure of a text and contributes to the development of the task.

AnalyzeStructure

Contributes

GRW: p. 402-404 (T)

CC.RI.6.6 Determine an author’s point of view or pu r p o se in a t e xt and e x p lain h o w it is c o n v e y ed in the text.



I will determine the author’s point of view and explain how it is conveyed through the text.

Point of viewConveyed

CT: Book 5, p. 44, Lesson 20STW: p. 169-171

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Vocabulary Targeted Vocabulary& Strategies

J – L 16

STRATEGY:Word Origins

WORD CARDSCards 151-160

TARGET VOCABULARY:

ruthless, unearthed,ancestral, forge

Int r od u ce V o cabula r y J – L 16

T14-T15

Develop Background“Viking Goddess: The

Legend of FreyaT12-T13

“Artifacts: Windows into the Past”

T16-T17


T52 Weekly Tests

Target StrategyWord Families

16.2-16.3

CC. L.6.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.CC.L.6.4b Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible)



GreekLatin

AffixesRoots


Spelling

Review SkillsReview Skills



Journeys Lesson 20 focuses on prefixes. Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.L.6.4b.

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EXAMPLESASSESSMENTS

Grammar

Review Skills Teacher may differentiate activities according to the class needs in order to teach the weekly grammar

components and standards.


WritingRefer to Journeys

Lessons 16

Informational(Inform: Compare/ Contrast Paragraph)

*Speeches


Refer to FSPS Informational Writing Criteria C. *PARCC 6B.4 & 6B.7 PBA

Teacher will need to review the English Language Arts Common Core Standards Unpacking document to understand the specific criteria specified by CC.W.6.2, CC.W.6.2a, CC.W.6.2b, CC.W.6.2c, CC.W.6.2d, CC.W.6.2e, CC.W.6.2f, and CC.W.6.8CC.W.6.2 Write informative/ explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.CC.W.6.2a 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.



I will write an informative piece, which examines a topic and conveys ideas, where I introduce a topic, organize ideas with appropriate structure, and include formatting, graphics and multimedia when useful.

ClassificationCause/effectFormattingMultimedia

NCL: p. 59-60NCL: p. 62NCL: p. 76NCL: p. 86NCL: p. 94 (6)NCL: p. 95, Lesson Appendix P (T)Is That a Fact: p. 52 (T)






Conveys

NCL: p. 91NCL: p. 99NCL: p. 101

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Transitions

NCL: p. 93







NCL: p. 96, 97






Formal style

Is That a Fact?







Is That a Fact?

CC.W.6.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or

I will recall relevant information from experiences



Module 2- Page 27


paraphrase information in notes and finished work, and provide a list of sources.

or gather relevant information from print and digital sources. I will summarize or paraphrase information in notes and finished work. I will provide a list of sources

SummarizeParaphrase

CC. L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening.CC.L.6.3a Vary sentence patterns for meaning, reader/listener interest, and style.



Sentence patternsInterestStyle


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READING WORKSHOP: WHOLE GROUP LESSONS



EXAMPLESASSESSMENTS


Refer to PARCC Practice TestWritten Expression with Prose Constructed Responses (PCR)

Teacher may choose standards that best match the research connections genre Suggested Comprehension strategies and skills: Key Ideas and Details & Craft and Structure Refer to FSPS Vocabulary Instruction Guidelines K-6

Review all RL & RI Standards

Spelling

Review SkillsReview Skills




COMMON CORE STATE STANDARDS OBJECTIVE ESSENTIAL VOCABULARY RESOURCE LESSON FOCUS


EXAMPLESASSESSMENTS

Grammar

Review Skills Teacher may differentiate activities according to the class needs in order to teach the weekly grammar components and standards.

Teacher may use the lessons as described in Journeys lesson to review grammar skills..

Module 2- Page 29


Writing

TLI Writing Focus

Refer to PARCC Practice TestWritten Expression with Prose Constructed Responses (PCR)Review all Writing & Language Standards

Nov. 26-28 THANKSGIVING RECESS

Module 2- Page 30

Documents

fspsliteracy.pbworks.comfspsliteracy.pbworks.com/w/file/fetch/83862997/6th Grad… · Web viewIntegrate information presented in different media or formats (e.g., visually, quantitatively)