Language Arts and the  World We Live In

Language Arts

Sixth Grade

 

READING

 

The student will develop the skills necessary for word recognition, comprehension, interpretation, analysis and appreciation of print and nonprint texts.

 

Oral Language/Decoding

 

Key

Reporting

Category

 

M

 

Model active listening in both formal and informal settings.

M

 

Know and use rules for conversations.

M

 

Formulate and respond to questions from teachers and classmates.

M

 

 Organize and share information, stories, experiences, ideas, and feelings with others in both formal and             informal settings.

D

 

Participate in creative responses to text (e.g., dramatizations and speeches).

D

 

Deliver an oral presentation or recitation that conveys a clear point, using information from any content area and utilizing visual aids for contextual support.

D

 

Use correct stress, pitch, and rate in oral reading and presenting.

D

 

Use a variety of nonverbal communication techniques to enhance meaning (e.g., posture, gestures, facial expressions, tone of voice, and eye contact).

A

T

Use common text features to make meaning from text (newspapers and textbooks).  Captions  Newspaper Sections  Reading Headlines

A

T

Locate information using available features. Advertisements  Maps

D

 

Use the structure and organization of various text features to locate information (e.g., headings, key words, graphics, pictures, captions, and sidebars).

A

MG

Recognize that purpose determines text format.  Comparative Exercises 

M

 

Develop awareness of the sounds of language through repeated exposure to a variety of auditory experiences (e.g., poetry, music lyrics, sound effects, books on tape, and read alouds).

A

T

Identify patterns of rhyme and rhythm. Poetry PowerPoint

A

T

Analyze the effects of sound in context (e.g., alliteration, onomatopoeia, accent, rhyme, and repetition Concept Map  Poetic Devices Interactive Quiz#1 Interactive Quiz #2  Interactive Quiz #3  Interactive Quiz #4  Interactive Quiz #5  Interactive Quiz #6

A

V

Use knowledge of root words, affixes, syllabication, and/or spelling patterns as aids in determining meaning within context. Jellyfish  Prefixes  Remainder the Dog  Suffixes  More on Suffixes

D

 

Use context clues to determine unknown words and to discriminate between multiple meaning words.

A

V

Choose the correct meaning of multiple meaning words in context.  Context is Key  Multiple Meaning Words 

Words with Multiple Meanings

D

 

Decode unknown grade level words utilizing previously learned strategies to verify the word’s meaning within the context of the selection.

D

 

Demonstrate the ability to read fluently with expression, accuracy, and with poise from a variety of texts (e.g., paired reading, choral reading, read alongs, and readers’ theater).

M

 

Participate in guided reading.

M

 

Read using appropriate pronunciation, expression, and rate.           

M

 

Adjust speed based on the purpose for reading.

M

 

Read independently daily.

 

Comprehension

 

D

 

Build vocabulary by listening to literature, participating in class discussions, and reading self-selected and/or assigned texts.

D

 

Build vocabulary by reading from a wide variety of print and nonprint texts and literary genres.

A

V

Use context clues, dictionaries, thesauruses, electronic sources, and glossaries as aids in determining the meanings of unfamiliar words within context. Acronym Finder  Free Dictionary  Roget’s II  Your Dictionary

A

V

Select appropriate synonyms, antonyms, and homonyms. Antonyms  Synonyms Interactive Synonyms

M

 

Foster word consciousness (e.g., word play, word walls, graphic organizers, nuances of words, and new and unusual words to share).

I

 

Explore mnemonic devices (e.g., rhyming words, vocabulary cartoons, and kinesthetic activities) to acquire new vocabulary.

A

V

Specify a logical word choice to complete an analogy using synonyms, antonyms, categories, subcategories, whole/part, and functions.

D

 

Use the correct word to complete an analogy.

D

 

Recognize widely used foreign words (e.g., bon jour, hasta la vista).

D

 

Set a purpose for reading (e.g., to understand, to interpret, to enjoy, to solve problems, to answer specific questions, to identify information/facts, and to discover models for writing).

D

 

Use previously learned strategies to front load text (e.g., skimming and scanning).

D

 

Preview text, using supports (e.g., illustrations/pictures, captions, graphs, diagrams, headings, subheadings, and footnotes).

D

 

Identify the importance and significance of the reading selections to learning and life.

D

 

Define significant words to be encountered in the text.

A

V

Recognize and use grade appropriate and/or content specific vocabulary within context. Vocabulary Vocabulary II  Vocabulary III  Jigsaw I  Jigsaw II  Jigsaw III  Jigsaw IV  Jigsaw V  Jigsaw VI

D

 

Relate text to prior personal experience or opinions as well as previously read print and nonprint texts.

A

MG

Select questions to clarify thinking.  Asking Questions  Questioning Toolkit

A

MG

Predict future events of a passage. What Comes Next?  The World's Greatest Contralto

D

 

Use metacognitive and self-monitoring reading strategies to improve comprehension (e.g., rereading, identifying miscues, reading ahead, asking for help, and drawing on earlier reading). Interactive Comprehension Exercises  Comprehension Stories

D

 

Read between the lines (e.g., stating implied information). Advertisements

D

 

Create mental pictures from abstract information.

A

MG

Draw inferences from selected texts. Inference Practice  Interactive Inference  Being a Critical Reader  Advertisements  What Are They Selling?

D

 

Verify or modify pre-reading purpose as appropriate.

D

 

Interact with text (e.g., mark the text, use post-it notes, ask questions, and make comments within the texts.)

A

MG

Indicate sequence of events in print and nonprint texts.  Sequence Worksheets

A

C

Determine the main ideas of a plot, their causes, how they influence future actions, and how they are resolved.

What’s the Big Idea  Main Idea  Big Idea

A

C

Determine the author’s purpose for writing a selection (e.g., to inform, to persuade, to entertain, or to share emotions).

D

 

Discuss similarities and differences in events and characters from different reading selections.

A

T

Locate and verify information to support predictions, ideas, opinions, and conclusions.

A

MG

Identify stated or implied cause and effect relationships.  The New Addition 

A

C

Determine whether a given statement within a passage is fact or fiction. Desert Tortoise  Nelson Mandela  The Big Bad Wolf

A

T

Analyze the use of similes, metaphors, personification, and hyperbole within context. Similes  Metaphor Video  Do You Know Your Similes  Figurative Language Figurative Language Quiz  Metaphor Quiz  Simile/Metaphor Quiz Metaphor Quiz Quia Metaphor Quiz

D

 

Demonstrate an understanding of stated and implied themes and recognizing that themes recur throughout literature.

D

 

Reflect upon comprehension strategies used to make meaning from texts.

D

 

Make connections among various print (e.g., other stories) and nonprint texts (e.g., movies, photographs, and artwork).

D

 

Make connections among the various literary genres and themes with personal, historical, and cultural experiences.

D

 

Use appropriate reference sources in various formats (e.g., encyclopedias, card/electronic catalogs, almanacs, periodicals, and Internet).

D

 

Use media (e.g., on-line catalog, nonfiction books, encyclopedias, CD-ROM, references, and Internet) to view, read, and represent information.

D

 

Use current technology (e.g., the Internet, CD-ROMS, and online catalogs) as a research communication tool.

D

 

Understand a variety of reference sources (biographical sketches, letters, diaries, encyclopedias, periodicals, and procedural manuals).

A

T

Select sources from which to gather information on a given topic and determine their reliability.

I

 

Distinguish between primary and secondary source documents.

D

 

Continue to use the dictionary, glossary, thesaurus, and other word-referenced materials to eliminate word problems.

M

 

Use skimming and scanning skills.

D

 

Retrieve, organize, and represent information to demonstrate knowledge acquired.

D

 

Develop notes that include important concepts, summaries, and identification of reference sources.

D

 

Identify various forms of media and consider their impact on daily life.

A

T

Recognize common propaganda techniques (i.e., bandwagon, loaded words, and testimonials).

A

MG

Evaluate text for fact and opinion.

I

 

Use a variety of materials to prepare a research paper that includes a title page and list of sources.

D

 

Develop and maintain vocabulary specific to content areas and to current events.

D

 

Continue to apply comprehension skills and strategies to informational text in the content areas.

D

 

Continue to use self-correction strategies while reading (pausing, rereading, consulting other sources, asking for help).

D

 

Interact with the text (e.g., mark the text, use post-it notes, ask questions, and make comments within the text).

D

 

Analyze the reliability of sources by examining the author’s background.

D

 

Read independently for a variety of purposes (e.g., for literary experience, to gain information, to perform a task, for enjoyment, to expand vocabulary, and to build fluency).

D

 

Read, view, and recognize various literary (e.g., short stories, novels, plays, legends, poetry, autobiographies/biographies, and nonfiction of high interest) and media (e.g., music, films, videos, documentaries, the arts, and photographs) genre.

A

C

Distinguish among various literary genres (poetry, drama, fiction, and nonfiction). Guess the Genre

D

 

Identify the theme and determine if theme is stated or implied.

D

 

Recognize that certain themes recur and be familiar with commonly recurring themes.

I