Standard 1: Speaking and Listening

Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.

Reading

Students will develop and apply effective communication skills through speaking and active listening.

Writing

Students will develop and apply effective communication skills through speaking and active listening to create individual and group projects and presentations.

6.1.R.1

Students will actively listen and speak clearly using appropriate discussion rules with awareness of verbal and nonverbal cues.

6.1.W.1

Students will give formal and informal presentations in a group or individually, organizing information and determining appropriate content and purpose for audience.

6.1.R.2

Students will actively listen and interpret a speaker’s messages (both verbal and nonverbal) and ask questions to clarify the speaker’s purpose and perspective.

6.1.W.2

Students will work effectively and respectfully within diverse groups, share responsibility for collaborative work, and value individual contributions made by each group member.

6.1.R.3

Students will engage in collaborative discussions about appropriate topics and texts, expressing their own ideas clearly while building on the ideas of others in pairs, diverse groups, and whole class settings.

Standard 2: Reading and Writing Process

Students will develop foundational skills for future reading success by working with sounds, letters, and text. Students will use a variety of recursive reading and writing processes.

Reading

Students will read and comprehend increasingly complex literary and informational texts.

Writing

Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

6.2.R.1

Students will create an objective summary, including main idea and supporting details, while maintaining meaning and a logical sequence of events.

6.2.W.1

Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

6.2.R.2

Students will analyze details in literary and nonfiction/informational texts to distinguish genres.

6.2.W.2

Students will plan (e.g., outline) and prewrite a first draft as necessary.

6.2.R.3

Students will paraphrase main ideas with supporting details in a text.

6.2.W.3

Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

6.2.W.4

Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.

6.2.W.5

Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

Reading

Students will comprehend, interpret, evaluate, and respond to a variety of complex texts of all literary and informational genres from a variety of historical, cultural, ethnic, and global perspectives.

Writing

Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

6.3.R.1

Students will compare and contrast stated or implied purposes of authors writing on the same topic in grade-level literary and/or informational texts.

6.3.W.1

NARRATIVE

Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue.

6.3.R.2

Students will evaluate how the point of view and perspective affect grade-level literary and/or informational text.

6.3.W.2

INFORMATIVE

Students will compose essays and reports about topics, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

6.3.R.3

Students will analyze how key literary elements contribute to the meaning of the literary work:

• setting

• plot

• characters (i.e., protagonist, antagonist)

• characterization

• theme

• conflict (i.e., internal and external)

6.3.W.3

OPINION - Grade Level Focus

Students will clearly state an opinion supported with facts and details.

6.3.R.4

Students will evaluate literary devices to support interpretations of literary texts:

• simile

• metaphor

• personification

• onomatopoeia

• hyperbole

• imagery

• symbolism*

• tone*

*Students will find textual evidence when provided with examples.

6.3.W.4

Students will show relationships among facts, opinions, and supporting details.

6.3.R.5

Students will categorize facts included in an argument as for or against an issue.

6.3.R.6

Students will analyze the structures of texts (e.g., description, compare/contrast, sequential, problem/solution, cause/effect) and content by making inferences about texts and use textual evidence to support understanding.

6.3.R.7

Students will analyze texts and ideas within and between texts and provide textual evidence to support their inferences.

Standard 4: Vocabulary

Students will expand their working vocabularies to effectively  communicate and understand texts.

Reading

Students will expand academic, domain-appropriate, grade-level vocabularies through reading, word study, and class discussion.

Writing

Students will apply knowledge of vocabularies to communicate by using descriptive, academic, and domain-appropriate abstract and concrete words in their writing.

6.4.R.1

Students will increase knowledge of academic, domain-appropriate, grade-level vocabulary to infer meaning of grade-level text.

6.4.W.1

Students will use domain-appropriate vocabulary to communicate ideas in writing clearly.

6.4.R.2

Students will use word parts (e.g., affixes, Greek and Latin roots, stems) to define and determine the meaning of increasingly complex words.

6.4.W.2

Students will select appropriate language to create a specific effect according to purpose in writing.

6.4.R.3

Students will use context clues to determine or clarify the meaning of words or distinguish among multiple-meaning words.

6.4.R.4

Students will infer the relationships among words with multiple meanings, including synonyms, antonyms, analogies, and more complex homographs and homonyms.

6.4.R.5

Students will use a dictionary, glossary, or a thesaurus (print and/or electronic) to determine or clarify the meanings, syllabication, pronunciation, synonyms, and parts of speech of words.

Standard 5: Language

Students will apply knowledge of grammar and rhetorical style to reading and writing.

Reading

Students will apply knowledge of grammar and rhetorical style to analyze and evaluate a variety of texts.

Writing

Students will demonstrate command of Standard English grammar, mechanics, and usage through writing and other modes of communication.

6.5.R.1

Students will recognize simple and compound sentences to signal differing relationships among ideas.

6.5.W.1

Students will write using correct mechanics with a focus on commas, apostrophes, quotation marks, colons, and semi-colons.

6.5.R.2

Students will recognize verb tense to signify various times, sequences, states, and conditions in text.

6.5.W.2

Students will compose simple, compound, and complex sentences and questions to signal differing relationships among ideas.

6.5.R.3

Students will recognize the subject and verb agreement.

6.5.W.3

Students will use intensive and reflexive pronouns.

6.5.W.4

Students will recognize and correct inappropriate shifts in pronoun number and person.

6.5.W.5

Students will recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

Standard 6: Research

Students will engage in inquiry to acquire, refine, and share knowledge.

Reading

Students will comprehend, evaluate, and synthesize resources to acquire and refine knowledge.

Writing

Students will summarize and paraphrase, integrate evidence, and cite sources to create reports, projects, papers, texts, and presentations for multiple purposes.

6.6.R.1

Students will use their own viable research questions to find information about a specific topic.

6.6.W.1

Students will write research papers and/or texts independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two).

6.6.R.2

Students will record and organize information from various primary and secondary sources (e.g., print and digital).

6.6.W.2

Students will refine and formulate a viable research question and/or topic from initial findings.

6.6.R.3

Students will determine the relevance, reliability, and validity of the information gathered.

6.6.W.3

Students will organize information found during research, following a citation style (e.g., MLA, APA, etc.) with guidance and support.

6.6.W.4

Students will summarize and present information in a report.

Standard 7: Multimodal Literacies

Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, non-verbal, and interactive texts.

Reading

Students will evaluate written, oral, visual, and digital texts in order to draw conclusions and analyze arguments.

Writing

Students will create multimodal texts to communicate knowledge and develop arguments.

6.7.R.1

Students will compare and contrast the effectiveness of a variety of written, oral, visual, digital, non-verbal, and interactive texts to generate and answer literal, interpretive, and applied questions to create new understandings.

6.7.W.1

Students will create multimodal content that effectively communicates ideas using technologies and appropriate media.

6.7.R.2

Students will analyze the impact of selected media and formats on meaning.

6.7.W.2

Students will create presentations that integrate visual displays and other multimedia to enrich the presentation.

Standard 8: Independent Reading and Writing

Students will read and write for a variety of purposes including, but not limited to, academic and personal.

Reading

Students will read independently for a variety of purposes and for extended periods of time. Students will select appropriate texts for specific purposes.

Writing

Students will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task.

6.8.R

Students will select appropriate texts for specific purposes and read independently for extended periods of time.

6.8.W

Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, and explain how concepts relate to one another.