FNWSU Literacy Curriculum GRADE 6 Power Standard #1 Literate Community Students participate as members of a 21 century literate community by creating,

comprehending, and responding purposefully to a range of media, images, and texts. (Aligns with Standards 1.4, 5.14)
Literate Community

st

Concepts

Skills/Strategies

Power Indicators

Common Local Assessment

Reading Extensively Reading Widely and In-Depth

-Read the equivalent of two instructional or independent level books a month (including summer months) - Read at least three different genres/ kinds of text and a variety of authors as in the following: literary texts: poetry, plays, fairy tales, fantasy, fables, folktales, realistic fiction, historical fiction, science fiction, mysteries, legends, myths informational: textbooks, magazines, thesaurus, biography, autobiography, reports, newspapers, Internet Web sites, public documents and discourse, essays, articles practical/functional texts: procedures, instructions, menus, recipes, announcements, invitations, advertisements, pamphlets

Active Listening
-Ask clarifying questions -Restate information -Respond appropriately in a variety of modes -Be responsive, respectful to the speaker -Extend and apply -Make connections -Individual and Class Reading Logs? -Teacher Observations?

Speaking
-Share knowledge and perspectives -Show awareness of audience by adapting language & style -Respond effectively to audience -Use language expressively -Speak clearly with appropriate pacing and volume -Assume roles in group communication tasks

- Read four books (or the equivalent) by an author, about a subject or in one genre -Develop reading stamina by reading to 40-50 minutes per day (*******not in GEs but was in our last curriculum) - Self-select reading materials of personal interest and reading ability -Participate in discussions about text, ideas, and student writing:

offer comments support evidence recommend books and other materials ,

FNWSU Literacy Curriculum Grade 6 Fall 2010

respond to comments and recommendations

FNWSU Literacy Curriculum Grade 6 Fall 2010

FNWSU Literacy Curriculum GRADE 6 Power Standard #2 Reading Strategies Students effectively apply a combination of word identification, vocabulary, monitoring, & broad comprehension strategies to help them read.
Sound-symbol correspondence Word patterns Analyzing word structure Word identification Word Study/Word Identification/Phonics
Concepts Skills/Strategies Power Indicators Common Local Assessment

Word ID/Vocabulary
Apply word identification skills (including six syllable types & syllable division) & use resources to identify and understand unfamiliar vocabulary words

(act of reading)
(Aligns with Standards 1.1, 1.13, 1.14, 1.18, 1.19, 2.1, 2.2, 2.6, 2.9, 3.2)

Syllables

-Decode multi-syllabic words using sounds, six-

syllable types, word patterns including prefixes and suffixes

FNWSU Literacy Curriculum Grade 6 Fall 2010

Vocabulary

Word ID/Vocabulary
Apply word

^GatesMacGinitie Forms T & S

Identifying meaning of words

-Use strategies to unlock word meaning including: prefixes, suffixes, base words, context clues, and prior knowledge -Use resources to unlock word meaning including: dictionaries, glossaries, and thesauruses

identification skills (including six syllable types & syllable division) & use resources to identify and understand unfamiliar vocabulary words

Relationship of words (e.g. synonyms, antonyms)

-Identify synonyms, antonyms, homonyms, homophones, shades of meaning or simple analogies -Describe words in terms of categories, functions, or features -Select and explain appropriate words to use in context, including content-specific vocabulary, multiple meaning words, or precise vocabulary

Comprehension Applying reading strategies to understand text -Use prior knowledge, summary, prediction, and make text-based inferences determine importance, generate literal, clarifying, and inferential questions, visualize, make connections, & take notes, -Locate, use, and analyze text features, including

Broad Comprehension
Construct meaning of varied texts by activating prior knowledge, predicting, inferring, making

^F & P Text Level Y ^GatesMacGinitie Forms T & S

FNWSU Literacy Curriculum Grade 6 Fall 2010

transition words and phrases, subheadings, bold/italicized print, parts of book -Use text structure clues, including chronological, cause/effect, compare/contrast, proposition & support, logical/sequential

connections, visualizing, asking questions, determining important ideas and themes, summarizing, and using text structure clues while reading

Context and SelfCorrection Strategies

- Use syntax/language structure, semantics/meaning, or other context cues to predict, adjust/selfcorrect as necessary, and confirm what is being read

Monitoring
Monitor and adjust reading by selfcorrecting using sentence structure and context cues. Expand concept of text

^F & P Text Level Y

Monitoring and Adjusting Strategies

- Preview text selection, and sample a page for readability and interest - Skim and scan text - Reread and adjust rate of reading and strategy use according to purpose of reading and type of text

FNWSU Literacy Curriculum Grade 6 Fall 2010

FNWSU Literacy Curriculum GRADE 6 Power Standard #3 Reading Accuracy Students read grade appropriate text with accuracy and fluency in a way that makes meaning clear
Rate & Accuracy Accuracy & Fluency ^F & P
Concepts Skills/Strategies Power Indicators Common Local Assessment

- Read grade appropriate material with at least 9094% accuracy at the end of grade 6 - Read grade-appropriate text with oral and silent fluency at a rate of 135-160 correct words per minute

Accuracy: Read
material appropriate for the end of grade 6 within the instructional range of 90-94% accuracy.

Benchmark Assessment Text Level Y

(Instructional Level)

Aligns with Standard 1.2

Phrasing (e.g. expression, punctuation)

Fluency: Oral and silent

- Read grade-appropriate text in a way that makes meaning clear by: ^reading with correct phrasing ^using good expression ^paying attention to punctuation, text features, and dialogue reading of material appropriate for end of grade 6 demonstrates phrasing, expression and attention to text features at rates of 135-160 correct words per minute (cwpm).

^Grade Level Fluency Measure

FNWSU Literacy Curriculum Grade 6 Fall 2010

FNWSU Literacy Curriculum GRADE 6 Power Standard #4 Reading Comprehension Students read, understand, interpret and analyze informational texts.
Initial Understanding of Informational Text
Concepts Skills/Strategies Power Indicators Common Local Assessment

-Obtain information from ALL text features

-Use text to answer questions about main ideas and key details -Identify characteristics of a variety of types of references (e.g., magazines, newspapers, public documents, discourse, autobiographies, essays, articles and thesauruses) and practical/functional (e.g., advertisements and pamphlets)

-Use text features (the glossary, index, bold or italicized text, headings, subheadings, graphs or illustrations) to obtain information in order to answer literal and inferential questions related to central ideas and key details -Communicate learning by taking notes and organizing information by comparing & contrasting central details within or across texts

^F & P Level Y

(Instructional Level)
^VT Item Bank ^Progress Assessment 1 OR 2 OR 3

Aligns with Standards 1.15, 2.1, 2.2, 2.7, 2.11

-Organize information to show understanding of main ideas or details using charting, mapping, paraphrasing, summarizing, comparing and contrasting

FNWSU Literacy Curriculum Grade 6 Fall 2010

Analysis & Interpretation of Informational Text/Citing Evidence

-Connect and synthesize information within or across text (i.e. create appropriate titles or form judgments/opinions about central or controlling ideas) -Make inferences about text including authors purpose or message -Make inferences about cause and effect -Distinguish fact from opinion and identify possible bias/propaganda

-Analyze and synthesize information within and across reference, practical, & functional texts -Determine authors purpose/s or bias/propaganda

FNWSU Literacy Curriculum Grade 6 Fall 2010

FNWSU Literacy Curriculum GRADE 6 Power Standard #5 Reading Comprehension Students read, understand, interpret and analyze literary texts.
Initial Understanding of Literary Text (Comprehension)
Concepts Skills/Strategies Power Indicators Common Local Assessment

When reading text, students will be able to cite evidence from the text to:
Identify and describe characters physical characteristics, personality traits, interactions, and motives as they change over time citing thoughts, words, and actions Paraphrase or summarize the setting, plot, major events, and key ideas in a logical sequence Identify character and setting changes over time Identify and describe possible causes and effects Demonstrate knowledge of characteristics of a variety of types of literary text (e.g. poetry, plays, fairy tales, fantasy, fables, realistic fiction, folktales, mysteries, historical fiction, science fiction, legends, and myths) Demonstrate knowledge and use of literary devices/authors craft as appropriate to the genre (e.g. rhyme, alliteration, dialogue, description, imagery, similes, simple metaphors, exaggeration, foreshadowing, suspense, onomatopoeia, idioms, clichs, personification and repetition) Describe interactions of characters and change over time citing thoughts, words, and actions Identify change of setting over time Make logical predictions and connections based on evidence from text Make inferences about cause and effect and external conflicts Identify literary devices such as flashbacks, onomatopoeia, foreshadowing, suspense, and repetition Analyze how the narrators point of view affects the readers interpretation Identify implied or

^F&P Level Y

(Instructional Level)
^VT Item Bank ^Progress Assessment 1 OR 2 OR 3

Aligns with Standards 1.3, 1.15, 2.1, 2.2, 2.7, 2.11

FNWSU Literacy Curriculum Grade 6 Fall 2010

stated authors message

When reading text, students will be able to cite evidence from the text to:
Make logical predictions about text using evidence from the text Make inferences about: ^Characters personality traits or their change over time by providing examples of thoughts, words, or actions that reveal the problem/conflict or solution ^Problem, conflict, solution, cause and effect and possible motives of characters ^The relationship among elements within the text (e.g. How historical era influences the characters actions or thinking) ^The external conflict (e.g. person vs. person/nature/society/fate) Analysis and Interpretation of Literary Text/ Citing Evidence ^How the narrators point of view affects the readers interpretation ^The authors implied or stated purpose, message and theme Analyze authors craft as appropriate to genre Explain how dialogue advances the plot of the

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story Support opinions with evidence from the text Generate a well-developed and supported personal response to reading by comparing the text to personal experience, prior knowledge, and other books

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FNWSU Literacy Curriculum GRADE 6 Power Standard #2 Writing Dimensions/ Process Students apply the processes of writing including drafting, revising, editing, and critiquing to create a written product for the purpose of communication, discovery, or expression.
Prewriting, drafting, revising, editing, publishing
Concepts Skills/Strategies Power Indicators Common Local Assessment

In addition to previous:
Pre-write - Explore topics by determining purpose, audience, and form - Identify and take notes from resources when applicable - Use appropriate graphic organizers - Discuss ideas with peers/teachers Draft -Establish voice/tone that is appropriate to the content and audience-Write a cohesive piece which includes: ^introduction with hook, setting/context, and focus/thesis ^a controlling idea which is consistent throughout ^details that contribute to development of ideas

Prewriting
-Generate and select topics related to a given purpose -Gather relevant details from text and/or experience that support focus -Use oral or visual strategies to share and organize details

Drafting and revision of content ideas

-Explore and elaborate details in order to develop a controlling idea and reach meaningful conclusion -Revise writing length and connection of

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^a conclusion that demonstrates deeper understanding - Use transitions effectively - Use effective organization to support purpose - Use techniques from literature and descriptive language Revise - Reread own writing to check for meaning - Check for coherence and structure - Add details that enhance the story - Delete irrelevant details - Reflect on and improve writing using established criteria - Select vocabulary and title for more precise meaning - Rearrange sections of text to improve organization of ideas - Confer with others and use feedback to revise

details for effectiveness by conferencing (teachers and peers) and utilizing benchmarked models and rubrics -Use rich transitions to connect ideas and to create coherence within the piece

Editing and Publishing

-Use editing skills and tools to check grammar, usage, and mechanics -Edit independently and collaboratively -Share final drafts with an intended audience

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- Reflect on and improve writing using established criteria Edit -Self-edits -Edit with help from adults and peers -Use resources to correct spelling of unknown words -Use grade-appropriate grammar, usage, and mechanics Publish

-Create and share text with an audience in a variety

of forms (handwritten, electronic, or visual display

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FNWSU Literacy Curriculum GRADE 6 Power Standard #3 Writing Conventions & Structures Students demonstrate command of the structures of English language by writing with appropriate English grammar and conventions.
Grammar, Usage, Mechanics, Spelling -Use correct grammar; employ a variety of sentence structures, follow conventional spelling; use correct mechanics display few errors or patterns of errors, relative to length and complexity; make only intentional, effective departure from conventions. Spelling - Identify misspelled words. - Correctly spell grade appropriate, high frequency words, including homonyms and homophones. - Applying syllable and affixing spelling patterns/rules to new situations. Punctuation Applies rules of standard English usage to correct grammatical errors (i.e. agreement sub/verb) consistency (verb tense), and irregular form (verb and nouns) Grammar
Concepts Skills/Strategies Power Indicators Common Local Assessment

Students will build meaning with

Adjective clauses and compound sentences with comma and conjunction or a semicolon.

Students will edit for clarity

Pronoun Antecedent agreement, run on sentences

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- Identify and use eight parts of speech. - Use the positive comparative and superlative forms of adjectives.

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FNWSU Literacy Curriculum GRADE 6 Power Standard #4 Informational Writing Students will write informational pieces with purpose, organization, voice and details in order to show thinking through analysis, synthesis and evaluation.
Purpose, Voice, Organization, Details (Elaboration) Response Informational Text -State and maintain a focus (purpose) -Select appropriate information to set context/background -Summarize key ideas -Connect what has been read (ideas/concepts) to prior knowledge or other texts -Use specific details and references to text and citations to support focus or judgment -Organize ideas using transition words/phrases and writing a conclusion that provides closure -Use appropriate voice and tone through word choice and sentences with embedded phrases and clauses
Concepts Skills/Strategies Power Indicators Common Local Assessment

Purpose:
-Select appropriate information to set the context in order to convey a perspective. -Establish a topic while maintaining a focus/controlling idea. -Anticipate readers needs through appropriate format and stating a position when necessary.

Voice:
-Demonstrate use of

Report -State and maintain a focus /controlling idea (purpose) on a topic using an appropriate organizational text structure (e.g. description,

appropriate voice and tone (word choice, sentences with embedded phrases and

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chronology, proposition/support, compare/contrast) -Select appropriate information to set the context -Include a lead/hook (e.g. startling statistic, anecdote/scenario, general to specific, quotation) -Use transition words or phrases -Obtain information from multiple locations and sources -List sources at end of a report, if appropriate -Elaborate by including relevant and sufficient facts and details, (excluding extraneous information) -Address readers concerns (provide context) -Write a conclusion

clauses).

Organization:
-Create an organizational text structure (format) appropriate to the focus/controlling idea that is easy to follow. -Logically organize ideas by writing a strong introduction (which sets the context) middle, and conclusion restating the issue or problem and summarizing key ideas.

Procedure -Include an appropriate purpose in context -Record a list of specific materials -Create a format that is easy to follow and anticipate the readers needs using a variety of transitions, graphics, bullets, and/or diagrams -Include details and examples that help the reader

-Use transition words and phrases excluding extraneous information.

Details (Elaboration):
-Elaborate on the focus by selecting appropriate information from more

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understand and visualize the process (e.g. imagery, analogies) -Develop a conclusion that advances the readers understanding or appreciation of the process -Address problems that might arise for the reader (e.g., potential problems, safety)

than one source. -Use sufficient and specific details referenced/cited from text(s) while supporting focus, making connections and inferring.

Persuasive -Restate the issue or problem -Articulate a point of view, or state a firm judgment about the issue or problem -Elaborate on position with appropriate facts and details -Address the readers potential concerns or counterarguments

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FNWSU Literacy Curriculum GRADE 6 Power Standard #5 Expressive Writing Students will write creatively with purpose, organization, voice and details in order to express identity, their own thoughts, ideas and feelings.
Expressive Writing: Purpose, Voice, Organization, Details (Elaboration)
Narrative Concepts Skills/Strategies Power Indicators Common Local Assessment

Purpose:
-Create a clear and coherent (logically consistent) story line/focus (look at rubric). -Write poems that express feelings, tell a story or illustrate an idea.

-Create a clear and logically consistent story line -Use transition words/phrases to establish clear chronology and enhance meaning -Establish context, problem/conflict/challenge, and resolution -Maintain point of view: 1st person 3rd person Omniscient -Use relevant and descriptive details and sensory language to advance the story line (i.e. I could hear bells ringing. It sent shivers down my spine.) -Create dialogue to advance action -Develop characters through description, speech and actions -Use voice appropriate to purpose -Maintain focus

Voice:
-Show evidence of individual voice appropriate to purpose. -Exhibit a variety of techniques for reflecting on thoughts or feelings through questioning, comparing

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or connecting. Reflective - Develop concrete details and sensory language to establish context (purpose) -Establish or evolve focus - Reflect on thoughts or feelings using questioning, comparing, or connecting techniques -Maintain coherent organization -Use a variety of voices for a variety of audiences. -Select vocabulary according to purpose and effect on audience. -Use rhyme, rhythm, repetition or figurative language in a variety of poetic forms (poetry). Poetry -Write in a variety of voices for a variety of audiences (purpose) -Express feeling or thought -Select vocabulary according to purpose or for effect on audience -Use poetic devices: rhyme rhythm repetition figurative language simile personification

Organization:
-Utilize coherent organization using transition words/phrases to establish clear chronology and enhance meaning. -Maintain focus throughout piece.

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-Use a variety of poetic forms - Create stanzas and common rhyme schemes.

Details (Elaboration):
-Establish context (setting or background information), problem/conflict/challe nge, and resolution, and maintaining point of view (1st person, 3rd person, or omniscient). -Use relevant and descriptive details and sensory language to advance the story line. -Use dialogue to advance action. -Develop characters through description of speech and actions. -Apply dialogue to advance action.

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