Grade 6 E L A "Year at a Glance"
Grade 6 has 11 Power Standards from the ELA Common Core. They are taken from the 5 different ELA subcategories. While we do cover other standards, we focus on these 11 from the following domains:
•Reading Literature (RL) RL 6.1 - Key Ideas and Details RL 6.9 - Integration of Knowledge and Ideas •Reading Informational Text (RI) RI 6.1 - Key Ideas and Details RI 6.3 - Key Ideas and Details RI 6.7 - Integration of Knowledge and Ideas •Writing: (W) W 6.2 - Text Types and Purposes W 6.7 - Research to Build and Present Knowledge •Speaking and Listening: (SL) SL 6.1 - Integration of Knowledge and Ideas SL 6.2 - Key Ideas and Details •Language (L) L 6.3 - Knowledge of Language L 6.4 - Vocabulary Acquisition and Use Below is more detailed information on each of the 11 Power Standards: |
Reading Literature (RL)
Key Ideas and Details - RL 6.1:
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Students will be able to share what happens or is said in a text, citing a piece of explicit evidence from the text that supports their inference.
Integration of Knowledge and Ideas - RL 6.9:
Compare and contrast texts in different forms of genres (e.g., stories, poems, and plays) in terms of their approaches to similar themes and topics.
Students will be able to identify different genres and explain how they are similar and different in the treatment of specific themes and topics.
(We mostly use student-led Harkness Group Discussions for these standards. This allows students to share their thoughts as well as listen to their classmates' thoughts on what a literary text says, both explicitly and implicitly. This allows students an opportunity to reconsider what they had originally thought a text (or texts) said and to see how ideas can effectively be presented in different genres. We read many short texts in our class anthology, selections from Shakespeare's works, and a class novel, Jaguar, by Roland Smith.)
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Students will be able to share what happens or is said in a text, citing a piece of explicit evidence from the text that supports their inference.
Integration of Knowledge and Ideas - RL 6.9:
Compare and contrast texts in different forms of genres (e.g., stories, poems, and plays) in terms of their approaches to similar themes and topics.
Students will be able to identify different genres and explain how they are similar and different in the treatment of specific themes and topics.
(We mostly use student-led Harkness Group Discussions for these standards. This allows students to share their thoughts as well as listen to their classmates' thoughts on what a literary text says, both explicitly and implicitly. This allows students an opportunity to reconsider what they had originally thought a text (or texts) said and to see how ideas can effectively be presented in different genres. We read many short texts in our class anthology, selections from Shakespeare's works, and a class novel, Jaguar, by Roland Smith.)
Reading Informational Text (RI)
Key Ideas and Details - RI 6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Students will be able to share what happens or is said in the text. They should be able to share what piece of evidence supports their inferences as to the explicit meaning of the text.
Key Ideas and Details - RI 6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
Students will be able to share what the key events, characters, and ideas are in a text; understand how the author introduces and develops an idea, event, or person; and recognize how this idea, event, or person develops over the course of the text.
(We will delve into a unit on the Civil Rights Movement, with the guiding essential question: "Can one person make a difference?" Students will explore the movement in its entirety as well as through the life of one person who played a part in this movement.)
Integration of Knowledge and Ideas - RI 6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Students will be able to interpret and integrate information presented in different formats.
(Students will have much practice with this standard in our independent research projects, as each presentation must include video clips, pics, diagrams, charts, tables, maps, etc.)
Key Ideas and Details - RI 6.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Students will be able to share what happens or is said in the text. They should be able to share what piece of evidence supports their inferences as to the explicit meaning of the text.
Key Ideas and Details - RI 6.3
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text.
Students will be able to share what the key events, characters, and ideas are in a text; understand how the author introduces and develops an idea, event, or person; and recognize how this idea, event, or person develops over the course of the text.
(We will delve into a unit on the Civil Rights Movement, with the guiding essential question: "Can one person make a difference?" Students will explore the movement in its entirety as well as through the life of one person who played a part in this movement.)
Integration of Knowledge and Ideas - RI 6.7
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
Students will be able to interpret and integrate information presented in different formats.
(Students will have much practice with this standard in our independent research projects, as each presentation must include video clips, pics, diagrams, charts, tables, maps, etc.)
Writing (W)
Text Types and Purposes - W 6.2
Write informative texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Students will be able to identify their topic, select what information and details they should include, and know how to organize the contents so they can convey the full sense of their topic.
Research to Build and Present Knowledge - W 6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Students will come up with a topic, create inquiry questions for it, and look for and locate different sources of information to consult for this topic. Students will introduce their topic; organize their information; develop the topic with facts, definitions, details, quotations, and media sources; use transitions to connect ideas, use precise language and domain-specific vocabulary; maintain a formal style; and provide a concluding statement.
(Students will have several opportunities throughout the year to create an independent research project to share with the class. Students select their own topics, come up with essential questions to guide the research, gather informational resources online and in the library, create a detailed and organized Google Slides presentation, and present in a formal manner in front of an audience.)
Text Types and Purposes - W 6.2
Write informative texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Students will be able to identify their topic, select what information and details they should include, and know how to organize the contents so they can convey the full sense of their topic.
Research to Build and Present Knowledge - W 6.7
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Students will come up with a topic, create inquiry questions for it, and look for and locate different sources of information to consult for this topic. Students will introduce their topic; organize their information; develop the topic with facts, definitions, details, quotations, and media sources; use transitions to connect ideas, use precise language and domain-specific vocabulary; maintain a formal style; and provide a concluding statement.
(Students will have several opportunities throughout the year to create an independent research project to share with the class. Students select their own topics, come up with essential questions to guide the research, gather informational resources online and in the library, create a detailed and organized Google Slides presentation, and present in a formal manner in front of an audience.)
Speaking and Listening (SL)
Integration of Knowledge and Ideas - SL 6.1
Prepare for and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Students will come to discussions prepared, having read material and prepared notes referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. They will follow rules for collegial discussions, set specific goals and deadlines, and define individual goals as needed. They will also pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Finally, they will review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
(This standard clearly encompasses what the student-led Harkness Discussion asks students to do. Students read a text and make notes before the discussion, lead the discussion, monitor what kinds of comments are made throughout the discussion, give feedback as to how the group discussion is progressing, summarize main points made in the discussion, and self-evaluate and make goals at the end of each discussion.)
Key Ideas and Details - SL 6.2
Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
Students will understand the topic of the presentation and recognize what different media is appropriate to the text, task, or purpose. They will know what questions they should ask to interpret or explain the meaning and importance of the content.
(This standard will be practiced during the independent research projects. A variety of media and formats will be incorporated into the Google slideshow presentations; students will interpret and explain the information. The information shared will contribute to the topic being studied.)
Integration of Knowledge and Ideas - SL 6.1
Prepare for and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
Students will come to discussions prepared, having read material and prepared notes referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. They will follow rules for collegial discussions, set specific goals and deadlines, and define individual goals as needed. They will also pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Finally, they will review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
(This standard clearly encompasses what the student-led Harkness Discussion asks students to do. Students read a text and make notes before the discussion, lead the discussion, monitor what kinds of comments are made throughout the discussion, give feedback as to how the group discussion is progressing, summarize main points made in the discussion, and self-evaluate and make goals at the end of each discussion.)
Key Ideas and Details - SL 6.2
Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
Students will understand the topic of the presentation and recognize what different media is appropriate to the text, task, or purpose. They will know what questions they should ask to interpret or explain the meaning and importance of the content.
(This standard will be practiced during the independent research projects. A variety of media and formats will be incorporated into the Google slideshow presentations; students will interpret and explain the information. The information shared will contribute to the topic being studied.)
Language (L)
Knowledge of Language - L 6.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Students will vary sentence patterns (length, beginnings, types, etc.) for meaning, reader/listener interest, and style. They will maintain consistency in style and tone.
Vocabulary Acquisition and Use - L 6.4
Determine the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing word parts, and consulting reference materials, as appropriate.
Students will use context as a clue to the meaning of a word or phrase, use common Greek and Latin affixes and roots as clues to the meaning of a word, consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine its meaning or its part of speech, and verify the inferred preliminary determination of the meaning of a word or phrase.
(These standards will be taught during ELA mini-lessons and word-work assignments throughout the year. Once covered in class, students will be expected to show mastery of these standards in their writing.)
Knowledge of Language - L 6.3
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Students will vary sentence patterns (length, beginnings, types, etc.) for meaning, reader/listener interest, and style. They will maintain consistency in style and tone.
Vocabulary Acquisition and Use - L 6.4
Determine the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing word parts, and consulting reference materials, as appropriate.
Students will use context as a clue to the meaning of a word or phrase, use common Greek and Latin affixes and roots as clues to the meaning of a word, consult reference materials (e.g., dictionaries, glossaries, thesauruses) to find the pronunciation of a word or determine its meaning or its part of speech, and verify the inferred preliminary determination of the meaning of a word or phrase.
(These standards will be taught during ELA mini-lessons and word-work assignments throughout the year. Once covered in class, students will be expected to show mastery of these standards in their writing.)