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6th Grade Week 1 The Power of Ideas Activity Practice
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 6-7 , 9 Modeled/Shared Reading
Read Aloud: The Giver by Lois Lowry Giver Activities
Oral Language Engage Students’ Thinking
What Are Life’s Big Questions?
pg 2 - 3
What is a FRIEND?
Who’s really IN CHARGE?
When is STRENGTH more than muscle?
When is CHANGE good?
Word Work
Intermediate Phonics Florida Center of Reading
Suggested Spelling words:
surprised, decide, include, answered,
abbreviated, compared, omitting, deciding, borrowed, satisfied,
borrowing, patrolling, comparing, dignifying, satisfying, including,
omitted, dignified, interfered, interfering, abbreviating, exercised,
exercising
Reading Literacy Genres
Reading Literature pg 4-5 Close Read
Reading Poetry pg 6 Reading Drama pg 7
Reading Nonfiction pg 8 Reading a Biography pg 9 Reading The Media pg 10
Strategies That Work: Literature pg 11-12 Know Your Purpose / Taking Notes pg 15
Comprehension: Inferences, Visualize, Predict
Main Idea and Details pg 15 “The Circuit” pg 13
Vocabulary
Academic Vocabulary plot, conflict, character, setting, theme, point of view
form, sound, images actor, scene, dialogue, stage directions Create a Personal Word List pg 15
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Reading Passages
Research Activity
Group 2 Approaching / Strategic
Concept Support pg 4 -5
Spider Map Venn Diagram (Drama/Fiction) pg 7
Group 3 Intensive / Below
Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension Plot
Vocabulary Affixes
Word Study Affixes game
Writing short story
Fluency 3 min Timed Test
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing
Writing Templates Expressing Ideas in Writing pg 16-18
Purpose, Audience, Format
Grammar Activities
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 2 "The School Play" Gary Soto
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL support pg 23
Modeled/Shared Reading Read Aloud: “ The Giver” by Lois Lowry
Oral Language
What do you fear most? pg 30
Discussion Prompts pg 36-37
Word Work
Intermediate Phonics Florida Center of Reading
Suggested Spelling Words
command, despite, essential, interrupt, Tennessee, Mississippi, according,
connect, announce, broccoli, barricade, college, accomplish, afford, dilemma,
committed, embassy, collect, immediate, sloppiness, unnecessary, rebuttal,
concessionaire, disseminate, accomplishment
Introducing
Word Origins, meaning of foreign words, and root words.
Using Resource materials and Aids: Using a glossary, dictionary, and
thesaurus
Reading The School Play pg 32
Comprehension Literary Analysis: Plot pg 31
Reading Strategy: Mentoring -- question answer guide Question answer guide
Vocabulary narrative, relentless, prop, smirk, climax,
Fluency Discussion Prompts pg 36-37
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Center Resources
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
or Listening Center
Comprehension Plots of Element
Vocabulary Vocabulary
Worksheet A
Word Study Phonics Links
Writing
Sentence Fragment
Fluency
Fluency Activities Monitoring
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing for Unit 1 Write a short story
Use commas correctly in dates, addresses, and letters. Maintain pronoun-antecedent agreement
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 3 The Good Deed by Marion Dane Bauer
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 45
Modeled/Shared Reading Read Aloud: “The Giver” by Lois Lowry
Oral Language
Can first Impressions be
trusted?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words assure, chose, breath, later, choose,
allude, excess, access, breadth, recent, assent, ascent, immigrant,
envelope, latter, formally, eliminate, formerly, proceeding, preceding,
illuminate, emigrant
Introducing Interpreting Information
Outlines, graphic organizers, note cards
Reading
“The Good Deed by Marion Dane Bauer pg 44
Comprehension Literary Analysis: Conflict pg 43
Reading Strategy: Connect -- What’s happening student connection pg 43
Vocabulary impressions, accusation, impaired, pert, generic, incredibly, trite
Fluency
Discussion Prompts pg 46-47
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Conflict Study Guide
Vocabulary Good Deed Vocabulary
Word Study Phonics Links Noun Suffixes
Writing
Run on sentences
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 1 Write a short story.
Use commas correctly in dates, addresses, and letters. Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 4 Lob’s Girl by Joan Aiken
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 85
Modeled/Shared Reading Read Aloud: “The Giver” by Lois Lowry
Oral Language
How powerful is Loyalty?
Word Work Intermediate Phonics
Florida Centers of Reading
Spelling Words
illegal, irresponsible, illegible, immerse, impolite, improper,
inexpensive, illogical, illiterate, irrelevant, irresistible, impatient,
immature, informal, inconsiderate, incapable, imperfect, irregular,
inconvenient, inaccurate, irrational, irreplaceable, inability, indefinitely,
immaterial
Introducing Interpreting Information
Outlines, graphic organizers, note cards
Reading “Lob’s Girl” by Joan Aiken pg 82
Comprehension
Literary Analysis: Foreshadowing pg 83 Reading Strategy: Connect -- Identify sequence pg 83, 93
Vocabulary
agitated, erupt, reluctant, melancholy, atone, decisively, literal and figurative meanings pg 98
Fluency
Discussion Prompts pg 84, 88, 89
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Above/On-Level Passages Library Resources
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Foreshadowing
Vocabulary Lob Girls Vocabulary
Word Study Phonics Links
Writing Possessive Nouns
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 1 Write a short story.
Use commas correctly in dates, addresses, and letters. Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
6th Grade Week 5 Woodsong by Gary Paulsen
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 113
Modeled/Shared Reading Read Aloud: “The Giver” by Lois Lowry
Oral Language
Does nature demand respect?
Word Work Intermediate Phonics
Florida Centers for Reading
Spelling Words
disturb, worst, determine, enormous, parachute, equator, numerous,
records, thorough, service, evaporate, furthermore, tutor, exterior,
informative, monarchy, remorseful, operations, asparagus, mortified,
stubbornness
Introducing Literary Genre- analyze characteristics of genre
Literary Elements- Author’s purpose, point of view
Reading “Woodsong” by Gary Paulsen
Comprehension
Literary Analysis: Setting in nonfiction pg 111 Reading Strategy: Connect -- identify Author’s purpose pg 111
Vocabulary
coherent, hibernation, scavenge, eject, novelty, truce
Fluency Discussion Prompts pg 116, 117, 118
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension McDougal Littell
Unit 1
Vocabulary McDougal Littell
Unit 1
Word Study Phonics Links
Writing McDougal
Littell Unit 1
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 1 Write a short story.
Use commas correctly in dates, addresses, and letters. Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 6 The Horse Snake
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal LIttell Literature
ELL Support pg 125
Modeled/Shared Reading Read Aloud: “The Giver” by Lois Lowry
Oral Language
When is there strength in numbers?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words
married, hobbies, memories, bakeries, abilities, cranberries,
authorities, pitied, applying, carrying, butterflies, melodies, emptiness,
noisiest, classified, cloudier, empties, personalities, facilities, hastily,
sneakiest, grizzlies, harmonious, shakiness
Introducing
Key idea of teamwork analyze narrative nonfiction
read a memoir and a radio transcript
Reading “The Horse Snake by Huynh Quang pg 122
Comprehension
Literary Analysis: Narrative nonfiction pg 123 Reading Strategy: Connect --Trace Chronological Order
Vocabulary
assume, nocturnal, stealthily, gait, petrify, succumb Academic Vocabulary -- pg 125
despite, regions, presumed, nevertheless, approached
Fluency Discussion Prompts pg 128, 129, 133
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing
narrative nonfiction Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 1 Write a short story.
Use commas correctly in dates, addresses, and letters. Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 7 The Walrus and the Carpenter
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
Ell Support pg 136
Modeled/Shared Reading Read Aloud: “The Giver” by Lois Lowry
Oral Language
Have you ever been fooled?
Word Work Intermediate Phonics
Florida Centers for Reading
Spelling Words
distance, address, injury, admire, property, necessary, lemonade,
clumsy, trudge, magnify, modern, reluctant, comedy, strict, honesty,
dungeon, triple, thunderstorm, hundredth, reconcile, swimmer, adequate, insulation, subjected,
canopy
Introducing Interpreting Information
setting pg 136
Reading “The Walrus and the Carpenter” by Lewis Carroll
Comprehension
Literary Analysis: Narrative poetry pg 135 Reading Strategy: Connect -Visualize pg 135
Vocabulary
impressions, accusation, impaired, pert, generic, incredibly, trite
Fluency Discussion Prompts pg 138,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing
Narrative Poetry
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 1 Write a short story.
Use commas correctly in dates, addresses, and letters. Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 8 The Prince and the Pauper
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 145
Modeled/Shared Reading Read Aloud: “The Giver” by Lois Lowry
Oral Language
Who would you be if you could?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words
attention, convention, collection, compression, reaction, resolution, extension, extension, precipitation,
exploration, occupation, destination, infection, orientation,
recommendation, concentration, designation, abbreviation,
investigation, cancellation, temptation Introducing
Conflict in drama pg 149, 150,151, 152
Reading “The Prince and the Pauper” by Mark Twain pg 142
Comprehension
Literary Analysis: Conflict in Drama pg 143 Reading Strategy: Connect --Reading Play pg 143
Vocabulary
successor, pauper, affliction, sane, recollection, impostor pg 143
Fluency
Discussion Prompts pg 146, 147, 148, 149, 151
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics Lessons
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension Comprehension
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing pg 158
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes
Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 1 Write a short story.
Use commas correctly in dates, addresses, and letters. Maintain pronoun-antecedent agreement.
Identify and correct sentence fragments and run-on sentences.
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 9 Eleven
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 185
Modeled/Shared Reading Read Aloud: “The Diary of a young girl” by Anne Frank
Oral Language
Is Age more than a
number?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words attention, convention, collection, compression, reaction, resolution,
extension, expression, precipitation, extension, exploration, occupation, destination, infection, orientation,
recommendation, reception, destruction, version, administration,
concentration, designation, abbreviation, investigation,
cancellation, temptation
Introducing First person point of view pg 186, 187,
Reading “Eleven” by Sandra Cisneros pg 182
Comprehension
Literary Analysis: First person point of view pg 183 Reading Strategy: Connect --Connect pg 183
Vocabulary
alley, except, invisible, raggedy pg 183
Fluency Discussion Prompts pg 186,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension McDougal Littel
Unit 2
Vocabulary McDougal Littel
Unit 2
Word Study Phonics Links
Writing
McDougal Littell Unit 2
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 2 Write a description of a person
Use present, past, and future verb tenses correctly Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 10 Ghost of the Lagoon
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal LIttell Literature
ELL Support pg 195
Modeled/Shared Reading Read Aloud: “The Giver” by Lois Lowry
Oral Language
What makes a Hero?
Word Work Intermediate Phonics
Florida Centers for Reading
Spelling Words through, neighborhood, poetry,
building, thoroughbred, soldier, prefer, enemy, boulevard, license, adjusted,
tongue, perform, beautician, precipitous, tremendous, remodel,
poetic, animation, instrument, mediocre, judge, neutrality, unusually, baccalaureate, perceptible, actuality
Introducing
Personification, Onomatopoeia, Third person point of view
Reading “Ghost of the Lagoon” by Armstrong Sperry pg 190
Comprehension
Literary Analysis: Third person point of view pg 191 Reading Strategy: Connect -- predict pg 191
Vocabulary
pursuit, lagoon, reef, tense, restless, vulnerable pg 191 personification, onomatopoeia
Fluency
Discussion Prompts pg 194, 196, 198, 200,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension McDougal Lit tell
Unit 2
Vocabulary McDougal Littel
Unit 2
Word Study Phonics Links
Writing
McDougal Little Unit 2
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 2 Write a description of a person
Use present, past, and future verb tenses correctly Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 11 Tuesday of the Other June
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal LIttell Literature
ELL Support pg 195
Modeled/Shared Reading Read Aloud: “The Diary of a young girl” by Anne Frank
Oral Language
How do you deal with a bully?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words insect’s, who’s, o’clock, horse’s, here’s, grandma’s, boys’, actors, boss’s babies’, mustn’t, man’s,
everyone’s, boy’s, buyer’s advertiser’s, baby’s, brother’s,
mayor’s, champion’s, Canada’s, parent’s
Introducing
Summary, Characterization
Reading “Tuesday of the Other June” by Norma Fox Mazer pg 204
Comprehension
Literary Analysis: Characterization pg 205 Reading Strategy: Connect -- visualize pg 205
Vocabulary
daze, torment, emerald, devoted, rigid, dazzling pg 205
Fluency Discussion Prompts pg 211, 212, 213,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension McDougal Littell
Unit 2
Vocabulary McDougal Little
Unit 2
Word Study Phonics Links
Writing
McDougal Littell Unit 2
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 2 Write a description of a person
Use present, past, and future verb tenses correctly Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 12 President Cleveland, Where are you?
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL support pg 231
Modeled/Shared Reading Read Aloud: “The Diary of a young girl” by Anne Frank
Oral Language
What would you do for your
family?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words autumn, science, condemn, debt, solemn, league, fatigue, vague,
scenic, anguish, discipline, guilty, guardian, adolescent, monologue,
subtitle, reminiscent, intrigue, disguised, fascinate, descendant, columns, guiding, undoubtedly,
susceptible
Introducing Interpreting Information Alliteration and imagery Pre-reading strategies
comprehend fiction and non-fiction
Reading “President Cleveland, Where are you”? by Robert Cormier
Comprehension
Literary Analysis: Character pg 229 Reading Strategy: Connect -- Set a purpose for reading pg 229
Vocabulary
allot, frenzied, skirmish, assassinate, incredulous, stalemate, contempt, massacre, divulge, obsess pg 229
Alliteration and imagery
Fluency Discussion Prompts pg 46-47
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension McDougal Littell
Unit 2
Vocabulary McDougal Littell
Unit 2
Word Study Phonics Links
Writing
McDougal Littell Unit 2
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 2 Write a description of a person
Use present, past, and future verb tense correctly Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 13 President Cleveland, where are you?
Aaron’s gift.
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 231
Modeled/Shared Reading Read Aloud: “Diary of a young girl” by Anne Frank
Oral Language
What would you do for your
family?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words brief, grief, shield, eighty, yield,
neither, groceries, deceive, vein, receipt, ascertain, neighborly, wield,
leisure, apiece, receiver, conceivable, retrieval, unwieldy, hygiene, diesel,
heifer, fierceness, debrief, perceivable
Introducing Key ideas of family
identify and analyze character compare characters
Reading “President Cleveland, Where are you? by Robert Cormier and
Aaron’s gift by Myron Levoy pg 228 Comparing Characters
Comprehension
Literary Analysis: Character pg 229 Reading Strategy: Connect --Set a purpose for reading pg 229
Vocabulary
allot, frenzied, skirmish, assassinate, incredulous, massacre, obsess, stalemate pg 229
Fluency
Discussion Prompts pg 230, 232, 235, 237,238, 239
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension McDougal Little
Unit 2
Vocabulary McDougal
Littell Unit 2
Word Study Phonics Links
Writing McDougal Littell
Unit 2
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 2 Write a description of a person
Use present, past, and future verb tenses correctly Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 14 Role Playing and Discovery
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg pg 261
Modeled/Shared Reading Read Aloud: “Diary of young girl” by Anne Frank
Oral Language
What makes a perfect Saturday?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words costume, preview, United States,
interview, uniform, New York, attitude, assume, humid, discontinue, absolutely, pursue, universe,
translucent, reunion, ewe, deduce, aptitude, sewer, viewpoint, fugitive, values, brewery, pewter, reviewer
Introducing
Author’s Purpose
Reading “Role Playing and Discovery” by Jerry Pinkney pg 258
Comprehension
Literary Analysis: Personal Essay pg 259 Reading Strategy: Connect --Identify Author’s Purpose
Vocabulary
impressionable, intensity, resounding, profound
Fluency Discussion Prompts pg 265
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing
Writing Activities
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 2 Write a description of a person
Use present, past, and future verb tenses correctly Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 15 “The Red Guards”
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 269
Modeled/Shared Reading Read Aloud: “Diary of a young girl” by Anne Frank
Oral Language
What happens when Freedom
Vanishes?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words exhale, overflow, exhaust, postwar, postdate, exclude, underline, inhale,
postman, exclaim, underweight, overweight, understudy, premonition, prevailed, preposterous, precursor,
overpaid
Introducing Key idea of freedom
analyze author’s perspective read a memoir and an interview
Reading “The Red Guards” pg 266
Comprehension Literary Analysis: Author’s Perspective pg 267
Reading Strategy: Connect -- Identify Symbol pg 267
Vocabulary zealous, indistinct, leniency, aggressively, acrid, confiscate
Fluency
Discussion
Prompts pg 273, 276
Small Group Differentiated Instruction
45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension McDougal Littell
Unit 2
Vocabulary McDougal Littell
Unit 2
Word Study Phonics Links
Writing
McDougal Littell Unit 2
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 2 Write a description of a person
Use present, past, and future verb tenses correctly Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and object pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 16 Life Doesn’t Frighten me/On Turning ten
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 281
Modeled/Shared Reading Read Aloud: “Diary of a young girl” by Anne Frank
Oral Language
How do we know we’re grown up?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words hyphen, level, eagle, forgotten, amphibian, propeller, toboggan,
citizen, afghan, enlighten, multiple, conquer, collector, appetizer, tunnel,
encounter, civilian, ambassador, denominator
Introducing
key idea of being grown up identify and analyze speakers
read poetry
Reading “Life Doesn’t Frighten me by Maya Angelou
“ On Turning Ten” by Billy Collins
Comprehension Literary Analysis: Speakers pg 281
Reading Strategy: Connect -- Reading Poetry pg 281
Fluency Discussion Prompts pg 285,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing
pg 288
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 2 Write a description of a person
Use present, past, and future verb tenses correctly Use comparative and superlative forms of adjectives and adverbs correctly
Use subject and objective pronouns correctly
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 17 The Dog of Pompeii
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 315
Modeled/Shared Reading Read Aloud: “The Adventure of Tom Sawyer” by Mark Twain
Oral Language
What would you risk for someone
else?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words aspirin, desperate, temperature, accidentally, separate, skiing,
schedule, twelfth, promise, fishhook, environmental, counterfeit, average,
cabinet, antidote, unwritten, wondering, toughening, overrule,
xenophobia, sophomore, clothespin, disdainfully, unbearably, connoisseur
Introducing
Key Idea of risks identify and analyze historical fiction
including setting, analyze theme versus topic
Read historical fiction
Reading “The Dog of Pompeii” by Louis Untermeyer pg 312
Pre-Reading Video Comprehension
Literary Analysis: Theme Versus Topic pg 313 Reading Strategy: Connect -- Reading Historical Fiction
Vocabulary
agonize, dislodge, ponder, corrupt, emerge
Fluency Discussion Prompts pg 318, 320, 324
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension McDougal Littell Unit
2
Vocabulary McDougal Littell
Unit 3
Word Study Phonics Links
Writing
McDougal Littell Unit 3
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 3 Write an analysis essay
Combine sentences by using compound subjects and predicates use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 18 Nadia the Willful
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 339
Modeled/Shared Reading Read Aloud: “The Adventure of Tom Sawyer” by Mark Twain
Oral Language
Can Memories keep the past
alive?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words intelligence, disobedience, consistent, conscience, component, deodorant,
disobedient enrollment, compartment, significance, arrogance, hindrance, disturbance, hesitant, circumstance, croissant, ordinance, disinfectant, assailant, flamboyance, ingredient,
brilliance, diligence, indolence
Introducing Key idea of memories conflicts and theme
literary elements
Reading “Nadia the Willful” by Sue Alexander pg 336
Comprehension
Literary Analysis: Conflict and theme pg 337 Reading Strategy: Connect -- Compare and Contrast
Vocabulary
banish, clan, console, graciousness
Fluency Discussion Prompts pg 341
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension McDougal Little
Unit 3
Vocabulary McDougal Little
Unit 3
Word Study Phonics Links
Writing
McDougal Littell Unit 3
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 3
Write an analysis essay Combine sentences by using compound subjects and predicates
use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 19 Scout’s Honor
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 351
Modeled/Shared Reading Read Aloud: “The Adventure of Tom Sawyer” by Mark Twain
Oral Language
When is a trip an Adventure?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words weekend, teenager, itself,
skateboard, compact disc, hallway, daybreak, iceberg, ice skate,
turtleneck, sweatshirt, classmate, homeowner, doughnut, yourselves,
airmail, backbone, homemaker, ballpark, fainthearted, lifetime,
courtroom, everyplace, meantime, birdcage
Introducing
Key idea of adventure analyze character and theme
prediction
Reading “Scout’s Honor” pg 348
Comprehension
Literary Analysis: Character and Theme pg 349 Reading Strategy: Connect -- Predict pg 349
Vocabulary
congeal, khaki, retrieve, discard, retort, simultaneously
Fluency Discussion Prompts pg 353, 355, 356, 361
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing Pg 327
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 3
Write an analysis essay Combine sentences by using compound subjects and predicates
use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 20 Ant and Grasshopper/The Rich, The Poorer
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 369
Modeled/Shared Reading Read Aloud: “The Giver” by Lois Lowry
Oral Language
Should you Live for the present or
the future?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words fact, electric, magic, critic, faith, original, cooperate, individuality,
cooperation, cooperative, productivity, historians, individual, origin, criticize, intention, historical, factual, intent,
accountants, unfaithful
Introducing Key idea of saving
Identify and analyze theme Read and compare fables
Reading “Ant and Grasshopper” by James Reeves pg 366
“The Rich, the Poorer” by Dorothy West pg 366
Comprehension
Literary Analysis: Fable pg 366 Reading Strategy: Connect -- Set a purpose for reading
Vocabulary
clarity, frugal, intolerable, enhance, inefficient, lean
Fluency Discussion Prompts pg 370, 373, 374
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing Pg 376
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 3 Write an analysis essay
Combine sentences by using compound subjects and predicates use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 21 Words like Freedom Dreams
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 386
Modeled/Shared Reading Read Aloud: “Adventures of Tom Sawyer” by Mark Twain
Oral Language
How do Possibilities
become reality?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words wives, puffs, pianos, wolves, scarfs, buffaloes, chiefs, dominoes, reefs, staffs, ourselves, solos, volcanoes, measles, stereos, pants, hooves,
spectators, selves, quizzes, embargoes, lassoes, flamingos,
avocadoes, handcuffs
Introducing Key idea of possibilities
identify and analyze theme in poetry read poetry
Reading “Words like Freedoms Dreams” by Langston Hughes pg 385
Comprehension
Literary Analysis: Theme in Poetry pg 385 Reading Strategy: Connect -- Visualize pg 385
Fluency Discussion Prompts pg 386
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing Pg 398
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 3 Write an analysis essay
Combine sentences by using compound subjects and predicates use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 22 Same Song/Without Commercials
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 391
Modeled/Shared Reading Read Aloud: “Adventure of Tom Sawyer” by Mark Twain
Oral Language
Can how you Look change who
you are?
Word Work Intermediate Phonics
Florida Center for Reading
Spelling Words cent, heal, sent, board, flour, flower, patience, foul, heel, patients, cereal,
roam, bored, chilly, scent, Rome, counsel, pole, marital, fowl, serial, sheer, chili, shear, poll, marshal
Introducing
key idea of appearance identify and analyze recurring theme
read poetry
Reading “Same Song” by Pat Mora pg 390
“Without Commercials” by Alice Walker pg 390
Comprehension
Literary Analysis: Recurring Theme pg 391 Reading Strategy: Connect -- Make Inferences pg 391
Fluency
Discussion Prompts pg 395
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Leveled Reader
Above/On-Level Passages Library Resources
Group 2 Approaching / Strategic
Leveled Reader
Phonics
Group 3 Intensive / Below
Word Work
Phonics Lessons
Group 4 Intensive / Far Below
Word Work
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study Phonics Links
Writing
pg 398
Fluency
Fluency Activities
Whole Group Wrap-Up
10 Minutes
Review Closure to lesson
Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 3 Write an analysis essay
Combine sentences by using compound subjects and predicates use commas and coordinating conjunctions correctly when combining sentences
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 23 The All-American Slurp
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
Ell Support pg 425
Modeled/Shared Reading Read Aloud: Treasure Island by Robert Louis Stevenson
Oral Language
Are people more Alike or different?
Word Work
Intermediate Phonics
Florida Center for Reading
Suggested Spelling words: sentence, Chicago, pessimism, variety, atmosphere, aquarium, garage, communicate, cistern, register, gasoline, porpoise,
underdog, prominent, definite, factories, heavily, illustrate,
equivalent, controversy, instance, indifferent, favoritism,
suspicion
Introducing key idea of similarities
analyze tone
Reading “The All-American Slurp” by Lensey Namioka
Comprehension
Strategies That Work: Tone pg 423 Reading Strategy: Summarize pg 423
Vocabulary Consumption, cope, etiquette, mortified, lavishly, revolting
Fluency
Discussion Prompts pg 426, 429, 431,432
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Concept Support pg 4 -5
Spider Map Venn Diagram (Drama/Fiction) pg 7
Group 3 Intensive / Below Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension
Vocabulary
Word Study
Writing
Fluency
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 4 Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 24 The True Story of the Three Little Pigs
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 439
Modeled/Shared Reading Read Aloud: Treasure Island by Robert Louis Stevenson
Oral Language
Are there Two sides to every story?
Word Work
Intermediate Phonics
Florida Center for Reading
Suggested Spelling words: especially, motion, position,
question, commercial, attraction, financial, glacier, suggestion,
Constitution, fraction, digestion, sensational, mention,
appreciation, appreciated, exhaustion, atrocious, ferocious,
commotion, pretentious, depreciation, superstitious,
fictitious, absorption
Introducing Key idea of two sides
analyze a parody
Reading “The True Story of the Three Little Pigs” by Jon Scieszka pg 438
Comprehension
Strategies That Work: Parody pg 439 Reading Strategy: Identify cause and effect pg 439
Fluency Discussion Prompts: pg 442, 445,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Concept Support pg 4 -5
Spider Map Venn Diagram (Drama/Fiction) pg 7
Group 3 Intensive / Below Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading links
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study
Word Study Activities
Writing Writing Activities
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 25 Jeremiah’s Song
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
Ell Support pg 453
Modeled/Shared Reading Read Aloud: Treasure Island by Robert Louis Stevenson
Oral Language
When is a story a Treasure?
Word Work
Intermediate Phonics
Florida Center for Reading
Suggested Spelling words: bomb, cleanliness, serve, haste, heir,
bombard, naturalist, conservative, conserve, unite, humane, practical, humanity, equaled, cleanse, inherit, naturally, unity, hastened, majestic,
majesty, equate, services, practically
Introducing Key idea of a treasure
Identify and analyze elements of style
Reading “Jeremiah’s Song” pg Dean Myers pg 448
Comprehension
Strategies That Work: Style pg 449 Reading Strategy: Monitor 449
Vocabulary condition, diagnosis, stroke, setback
Fluency
Discussion Prompts: pg 452, 455,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Concept Support pg 4 -5
Spider Map Venn Diagram (Drama/Fiction) pg 7
Group 3 Intensive / Below Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study
Word Study Activities
Writing pg 461
Fluency Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 4 Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 26 The Jacket
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 471
Modeled/Shared Reading Read Aloud: “Treasure Island” by Robert Louis Stevenson
Oral Language What builds confidence?
Word Work
Intermediate Phonics
Florida Center for Reading
Suggested Spelling words: does, expensive, refrigerator, athletic,
awkward, drawer, exactly, partner, marriage, similar, develop, anticipated,
pastime, pigeon, scepter, medieval, exquisite, trembling, sparkling, sleight, circling, tickling, capitalization, noxious
Introducing Key Idea of confidence
analyze tone in nonfiction read an essay
Reading “The Jacket” by Gary Soto pg 468
Comprehension
Strategies That Work: tone in nonfiction Reading Strategy: Connect
Vocabulary profile, propeller, shrivel, vicious
Fluency
Discussion prompts: pg 470, 473,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Concept Support pg 4 -5
Spider Map Venn Diagram (Drama/Fiction) pg 7
Group 3 Intensive / Below Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Literacy Centers 15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study
Word Study Activities
Writing pg 477
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 27 The First Skateboard in the History of the World
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 481 Modeled/Shared Reading
Read Aloud: Treasure Island by Robert Louis Stevenson
Oral Language
How strong is Peer Pressure?
Word Work Intermediate Phonics
Florida Center for Reading
Suggested Spelling words:
associate, affectionate, fortunate, appreciative, creative,
compassionate, considerate, communicative, constructive,
negative, attractive, statesmanship, kinship, authorship, activate, obligate,
defective, productive, fellowship, scholarship, explosive, distinctive, abdicate, corrective, championship
Reading “The First Skateboard in the History of the World” by Betsy Bryan
Comprehension
Strategies That Work: Style in Nonfiction pg 479 Reading Strategy: Analyze Author’s Purpose pg 479
Vocabulary agility, protest, acclaim, administer
Fluency
Discussion Prompts: pg 484,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Concept Support pg 4 -5
Spider Map Venn Diagram (Drama/Fiction) pg 7
Group 3 Intensive / Below Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Literacy Centers 15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension
Comprehension Activities
Vocabulary Vocabulary Activities
Word Study Word Study Activities
Writing pg 477
Fluency Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 4 Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 28 The Morning Walk/There is No Word for Goodbye
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 495 Modeled/Shared Reading
Read Aloud: “Treasure Island” by Robert Louis Stevenson
Oral Language
When are words not enough?
Word Work Intermediate Phonics
Florida Center for Reading Suggested Spelling words:
orchard, flavor, accordion, worm, forty, corrugated, dinosaurs,
inform, cursor, forming, armor, forgive, organ, chauffeur,
authority, minor, warned, endorse, hickory, abnormal, terror,
carnivore, boredom, rhetoric, inborn
Introducing
Key idea of words identify and analyze mood
compare and contrast mood by analyzing imagery
Reading “The Morning Walk” by Mary Oliver pg 494
“There is no Word for Goodbye” by Mary Tall Mountain pg 494
Comprehension Strategies That Work: Mood
Reading Strategy: Set a Purpose for reading
Fluency Discussion Prompts: pg 498
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Literacy Centers 15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
links
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study
Vocabulary activities
Writing pg 501
Fluency Fluency Activities
Group 1 Above / On-Level
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Concept Support pg 4 -5
Spider Map Venn Diagram (Drama/Fiction) pg 7
Group 3 Intensive / Below Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 4 Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 29 The Phantom Tollbooth
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 505
Modeled/Shared Reading Read Aloud: “Treasure Island” by Robert Louis Stevenson
Oral Language
When is logic not Logical?
Word Work
Intermediate Phonics
fcrr
Suggested Spelling words: awhile, chop suey, guinea pig,
foresee, checkpoint, a lot, forget, polar bear, extraordinary, forever,
cornfield, chopstick, livestock, cheeseburger, collarbone, calamine
lotion, corkscrew, nevertheless, longtime, food processor, bona fide, backwards, main idea, cuckoo clock,
each other
Introducing Key idea of what is logical
Identify and analyze elements of style(humor) Identify puns
Reading “The Phantom Tollbooth, Act One” by Susan Nanus pg 502
Comprehension
Strategies That Work: Humor pg 503 Reading Strategy: Visualize pg 503
Vocabulary crag, dejectedly, destination, ferocious, leisurely, surmise
Fluency
Discussion Prompt: pg 509, 512,
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Concept Support pg 4 -5
Spider Map Venn Diagram (Drama/Fiction) pg 7
Group 3 Intensive / Below Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study
Word Study Activities
Writing Writing Activities
Fluency
Fluency Activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention 30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
6th Grade Week 30 Artists and Style
Whole Group (Grade Level Text) 30-45 Minutes Direct Instruction McDougal Littell Literature
ELL Support pg 527
Modeled/Shared Reading Read Aloud: “Treasures Island” by Robert Louis Stevenson
Oral Language
What gives an artist Style?
Word Work
Intermediate Phonics
Florida Center for Reading
Suggested Spelling words: benefit, kindergarten, brazen, expense, efficient, tentacles,
permanent, repellent, influential, incident, presence, messenger,
descend, residents, representative, Fahrenheit,
delicatessen, legendary, parentheses, strenuous, brethren, puzzlement, enterprise, tendency,
tenant
Introducing Key idea of style
identify and analyze color, line, shape, and texture in illustration
compare and contrast illustrators’ style
Reading “Artists and Style” pg 522
Media Literacy: Style in illustration pg 523
Analyze a student model pg 527
Small Group Differentiated Instruction 45-60 Minutes Daily 15-20 Minutes Per Group Teacher Directed Explicit Instruction
Group 1 Above / On-Level
Above/On-Level Passages
Library Resources
Group 2 Approaching / Strategic
Group 3 Intensive / Below Phonics Lessons
Group 4 Intensive / Far Below
Phonics Lessons
Literacy Centers
15-20 Minutes Per Group Small-Group or Independent Practice to Reinforce Key Skills
Independent Reading
Comprehension Comprehension
Activities
Vocabulary Vocabulary Activities
Word Study
Word Study Activities
Writing pg 526
Fluency Fluency activities
Whole Group Wrap-Up 10 Minutes Review
Closure to lesson Ticket Out - Check for Understanding
Strategic Intervention 30-45 Minutes Daily Teacher Directed Explicit Instruction All Students At-Risk for Reading Difficulties
Intensive Intervention
30 Minutes Teacher Directed Explicit Instruction All Students High At-Risk for Reading Difficulties
Writing Unit 4 Write a compare and contrast essay
Identify and correctly punctuate declarative, interrogative, imperative, and exclamatory sentences Use commas correctly with adjectives and items in a series
ELA Standards: P.A.S.S. standards Identify and list standards and objectives
