6th Grade English Language Arts / Reading, Writing and

6th Grade
English Language Arts /
Reading, Writing and
Communicating
Includes full year standards checklists,
monthly calendars, and full explanations
of Common Core State Standards (CCSS)
and Colorado Academic Standards (CAS)
for Grade 6
Office of Facility Schools
Colorado Department of Education
8/1/2012
TABLE of CONTENTS
6th GRADE English Language Arts/Reading, Writing, and Communicating
Background of Standards…………………………………………………………………………….
3
Full Year Checklist for Writing Arguments………………………………………………………..27
Organizational Summary of Common Core State Standards………………………..
4
Full Year Checklist for Writing Narratives………………………………………………………… 28
Anchor Standards for READING……………………………………………………………………
5
Full Year Checklist for Writing Informational/Explanatory Text……………………….. 29
Anchor Standards for WRITING………………………………………………………………….
6
MONTHLY CALENDARS
Anchor Standards for SPEAKING AND LISTENING ……………………………………….
7
AUGUST Calendar……………………………………………………………………………………………. 30
Anchor Standards for LANGUAGE ……………………………………………………………..
8
SEPTEMBER Calendar………………………………………………………………………………………. 36
CCSS Narrative Summary for GRADE 6……………………………………………………….
9
OCTOBER Calendar………………………………………………………………………………………….. 44
Organization Summary Colorado Academic Standard …………………………………
11
NOVEMBER Calendar………………………………………………………………………………………. 52
CAS Narrative Summary ……………………………………………………………………………
12
DECEMBER Calendar……………………………………………………………………………………….. 61
Approved Facility Schools (AFS) Calendar Skill Clusters ……………………………….
12
JANUARY Calendar………………………………………………………………………………………….. 68
AFS Monthly Calendar Template ……………………………………………………………….
13
FEBRUARY Calendar…………………………………………………………………………………………. 76
Phases of Instruction Chart ………………………………………………………………………
14
MARCH Calendar……………………………………………………………………………………………… 82
6 Grade End-of-Year Outcomes ………………………………………………………………
15
APRIL Calendar………………………………………………………………………………………………… 93
GLOSSARY of Essential Terminology ………………………………………………………….
21
MAY Calendar…………………………………………………………………………………………………101
Abbreviations …………………………………………………………………………………………..
23
Appendix A (Grade Level Oral Fluency (ORF) Expectations) ………………….. …….108
Full Year Checklist for Speaking and Listening …………………………………………….
24
Appendix B (ANCHOR Standards Grade to Grade Progressions) …………………..110
Full Year Checklist for Reading Literature ………………………………………………….
25
INSTRUCTIONAL RESOURCES (to be developed)……………………………………………..164
Full Year Checklist for Reading Informational Text ……………………………………..
26
th
2
INDEX
Grade 6
Background
On December 10, 2009, the Colorado State Board of Education adopted the revised Reading, Writing and Communicating
Academic Standards, along with academic standards in nine other content areas, creating Colorado’s first fully aligned
preschool through high school academic expectations. Developed by a broad spectrum of Coloradans representing Pre-K
and K-12education, higher education, and business, utilizing the best national and international exemplars, the intention
of these standards is to prepare Colorado schoolchildren for achievement at each grade level, and ultimately, for
successful performance in postsecondary institutions and/or the workforce.
Concurrent to the revision of the Colorado standards was the Common Core State Standards (CCSS) initiative, whose
process and purpose significantly overlapped with that of the Colorado Academic Standards. Led by the Council of Chief
State School Officers (CCSSO) and the National Governors Association (NGA), these standards present a national
perspective on academic expectations for students, Kindergarten through High School in the United States.
In addition to standards in English Language Arts (ELA), the Common Core State Standards offer literacy expectations for
history/social studies, science, and technical subjects. These expectations, beginning in grade 6 through grade 12, are
intended to assist teachers in ―use(ing) their content area expertise to help students meet the particular challenges of reading, writing,
speaking, listening, and language in their respective fields.” (Common Core State Standards for English Language Arts & Literacy
in History/Social Studies, Science, and Technical Subjects, page 3).These expectations are NOT meant to supplant
academic standards in other content areas, but to be used as a literacy supplement.
Upon the release of the Common Core State Standards for English Language Arts & Literacy in History/Social Studies,
Science, and Technical Subjects on June 2, 2010, the Colorado Department of Education began a gap analysis process to
determine the degree to which the expectations of the Colorado Academic Standards aligned with the Common Core. The
independent analysis proved a nearly 95% alignment between the two sets of standards. On August 2, 2010, the
Colorado State Board of Education adopted the Common Core State Standards, and requested the integration of the
Common Core State Standards and the Colorado Academic Standards.
- Page 1, Colorado Academic Standards: Reading Writing and Communicating (Dec., 2010)
Organizational and Narrative Summary of Common Core State Standards (CCSS) in English Language
Arts (ELA)
The Common Core State Standards (CCSS) are organized into the following categories for grade 6:
Broad Strand
Reading
Sub-Strand
1. Reading Literature
# of Grade Specific Standards *
(RL)
2. Reading Information Text
10
(RI)
Writing (W)
10
10
Speaking and
Listening (SL)
6
Language (L)
6
In addition, the following
Content Literary
standards begin in
grade 6
Reading Standards for Literacy in History/Social Studies
10
Reading Standards for Literacy In Science/Technical Subjects
10
Writing Standards for Literacy in History/Social Studies, Science,
and Technical Subjects
10
*Each set of grade specific standards correspond to the same numbered CCR (College and Career Readiness) Anchor Standards. Each CCR Anchor
Standard has an accompanying grade-specific standard that translates the broader CCR Anchor into grade-appropriate end-of-the-year expectations.
4
College and Career Readiness Anchor Standards for Reading
The standards on the following pages define what students should understand and be able to do by the end of each grade.
They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and gradespecific standards are necessary complements—the former providing broad standards, the latter providing additional
specificity—that together define the skills and understandings that all students must demonstrate.
Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text.
2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting
details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Craft and Structure
4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and
figurative meanings, and analyze how specific word choices shape meaning or tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,
a section, chapter, scene, or stanza) relate to each other and the whole.
6. Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as
well as in words.*
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the
approaches the authors take.
Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently.
*Please see “Research to Build and Present Knowledge” in Writing and “Comprehension and Collaboration” in Speaking and
Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.
NOTE on Range and Content of Student Reading
Grades K-5
To build a foundation for college and career readiness,
students must read widely and deeply from among a
broad range of high-quality, increasingly challenging
literary and informational texts. Through extensive
reading of stories, dramas, poems, and myths from
diverse cultures and different time periods, students gain
literary and cultural knowledge as well as familiarity with
various text structures and elements. By reading texts in
history/social studies, science, and other disciplines,
students build a foundation of knowledge in these fields
that will also give them the background to be better
readers in all content areas. Students can only gain this
foundation when the curriculum is intentionally and
coherently structured to develop rich content knowledge
within and across grades. Students also acquire the habits
of reading independently and closely, which are essential
to their future success.
Grades 6-12
To become college and career ready, students must
grapple with works of exceptional craft and thought
whose range extends across genres, cultures, and
centuries. Such works offer profound insights into the
human condition and serve as models for students’ own
thinking and writing. Along with high-quality
contemporary works, these texts should be chosen from
among seminal U.S. documents, the classics of American
literature, and the timeless dramas of Shakespeare.
Through wide and deep reading of literature and literary
nonfiction of steadily increasing sophistication, students
gain a reservoir of literary and cultural knowledge,
references, and images; the ability to evaluate intricate
arguments; and the capacity to surmount the challenges
posed by complex texts.
5
Career and College Readiness Anchor Standards for Writing
The standards on the following pages define what students should understand and be able to do by the end of each
grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The
CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter
providing additional specificity—that together define the skills and understandings that all students must
demonstrate.
Text Types and Purposes*
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and
accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen
details, and well-structured event sequences.
Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
purpose, and audience.
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with
others.
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
*These broad types of writing include many subgenres. See Appendix A (in CCSS) for definitions of key writing types.
Note on range and content
of student writing
K-5
To build a foundation for college and career readiness,
students need to learn to use writing as a way of offering
and supporting opinions, demonstrating understanding of
the subjects they are studying, and conveying real and
imagined experiences and events. They learn to appreciate
that a key purpose of writing is to communicate clearly to
an external, sometimes unfamiliar audience, and they
begin to adapt the form and content of their writing to
accomplish a particular task and purpose. They develop the
capacity to build knowledge on a subject through research
projects and to respond analytically to literary and
informational sources. To meet these goals, students must
devote significant time and effort to writing, producing
numerous pieces over short and extended time frames
throughout the year.
6-12
For students, writing is a key means of asserting and
defending claims, showing what they know about a subject,
and conveying what they have experienced, imagined,
thought, and felt. To be college- and career ready writers,
students must take task, purpose, and audience into
careful consideration, choosing words, information,
structures, and formats deliberately. They need to know
how to combine elements of different kinds of writing—for
example, to use narrative strategies within argument and
explanation within narrative— to produce complex and
nuanced writing. They need to be able to use technology
strategically when creating, refining, and collaborating on
writing. They have to become adept at gathering
information, evaluating sources, and citing material
accurately, reporting findings from their research and
analysis of sources in a clear and cogent manner. They
must have the flexibility, concentration, and fluency to
produce high-quality first draft text under a tight deadline
as well as the capacity to revisit and make improvements to
a piece of writing over multiple drafts when circumstances
encourage or require it.
6
College and Career Readiness Anchor Standards
for Speaking and Listening
The standards on the following pages define what students should understand and be able to do
by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards
below by number. The CCR and grade-specific standards are necessary complements—the former
providing broad standards, the latter providing additional specificity—that together define the skills
and understandings that all students must demonstrate.
Comprehension and Collaboration
1. Prepare for and participate effectively in a range of conversations and collaborations with diverse
partners, building on others’ ideas and expressing their own clearly and persuasively.
2. Integrate and evaluate information presented in diverse media and formats, including visually,
quantitatively, and orally.
3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.
Presentation of Knowledge and Ideas
4. Present information, findings, and supporting evidence such that listeners can follow the line of
reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
5. Make strategic use of digital media and visual displays of data to express information and enhance
understanding of presentations.
6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal
English when
Note on range and content of student
speaking and listening
To build a foundation for college and career
readiness, students must have ample
opportunities to take part in a variety of rich,
structured conversations—as part of a whole class,
in small groups, and with a partner. In grades
K-5, being productive members of these
conversations requires that students contribute
accurate, relevant information; respond to and
develop what others have said; make comparisons
and contrasts; and analyze and synthesize a
multitude of ideas in various domains. In grades
6-12, these conversations need to be built around
important content in various domains. They
must be able to contribute appropriately to these
conversations, to make comparisons and
contrasts, and to analyze and synthesize a
multitude of ideas in accordance with the
standards of evidence appropriate to a particular
discipline. Whatever their intended major or
profession, high school graduates will depend
heavily on their ability to listen attentively to
others so that they are able to build on others’
meritorious ideas while expressing their own
clearly and persuasively.
New technologies have broadened and expanded
the role that speaking and listening play in
acquiring and sharing knowledge and have
tightened their link to other forms of
communication. Digital texts confront students
with the potential for continually updated
content and dynamically changing combinations
of words, graphics, images, hyperlinks, and
embedded video and audio.
7
College and Career Readiness Anchor Standards
for Language
The standards on the following pages define what students should understand and be able
to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor
standards below by number. The CCR and grade-specific standards are necessary complements—
the former providing broad standards, the latter providing additional specificity—that together
define the skills and understandings that all students must demonstrate.
Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
2. Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Note on range and content of student
language use
K-5
To build a foundation for college and career readiness in
language, students must gain control over many conventions of
standard English grammar, usage, and mechanics as well as learn
other ways to use language to convey meaning effectively. They
must also be able to determine or clarify the meaning of gradeappropriate words encountered through listening, reading, and
media use; come to appreciate that words have nonliteral
meanings, shadings of meaning, and relationships to other words;
and expand their vocabulary in the course of studying content.
The inclusion of Language standards in their own strand should
not be taken as an indication that skills related to conventions,
effective language use, and vocabulary are unimportant to
reading, writing, speaking, and listening; indeed, they are
inseparable from such contexts.
Knowledge of Language
6-12
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.
Vocabulary Acquisition and Use
4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using
context clues, analyzing meaningful word parts, and consulting general and specialized reference
materials, as appropriate.
5. Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when encountering an unknown
term important to comprehension or expression.
To be college and career ready in language, students must have
firm control over the conventions of standard English. At the
same time, they must come to appreciate that language is as at
least as much a matter of craft as of rules and be able to choose
words, syntax, and punctuation to express themselves and achieve
particular functions and rhetorical effects. They must also have
extensive vocabularies, built through reading and study, enabling
them to comprehend complex texts and engage in purposeful
writing about and conversations around content. They need to
become skilled in determining or clarifying the meaning of words
and phrases they encounter, choosing flexibly from an array of
strategies to aid them. They must learn to see an individual word
as part of a network of other words—words, for example, that have
similar denotations but different connotations. The inclusion of
Language standards in their own strand should not be taken as
an indication that skills related to conventions, effective language
use, and vocabulary are unimportant to reading, writing,
speaking, and listening; indeed, they are inseparable from such
contexts.
8
CCSS NARRATIVE SUMMARY
GRADE 6 English Language Arts
In grade 6, the Common Core State Standards call for students to proficiently read grade-appropriate complex literature and
informational text (RL/RI.6.10) while further developing the ability to cite textual evidence to support analysis (RL/RI.6.1) Students
focus on examining how authors use reasons to make their points and support arguments with evidence, separating unsupported
assertions from those backed by evidence. Students analyze both the structure and content of complex, grade-appropriate text,
determining how sentences and paragraphs within text influence and contribute to the unfolding of a plot and the development and
elaboration of events and dates. Additional Standards for Reading Literature (RL.6.2-9) and Standards for Reading Informational
Text (RI.6.2-9) offer detailed expectations for student academic performance in preparation for college and careers.
Exposing students to grade-level text of appropriate complexity lies at the heart of the ELA Standards. The standards require a
balance between literary nonfiction and literature that students are expected to read. Fulfilling the ELA Standards, beginning with
grade 6, requires much greater attention to a specific category of informational text- literary nonfiction – than has been traditionally
taught. Because the Standards also require a focus on literature (stories, drama and poetry) as well as literary nonfiction, a great
deal of informational text in grades 6 and beyond must take place in other classes to meet the demands of the Standards.
According to the Speaking and Listening Standards, students also share their findings in class discussions practicing how logically to
sequence ideas and highlight the themes and key details they find most persuasive. Students’ vocabularies expand as they become
attuned to using context, knowledge of Greek and Latin roots and affixes, and word analysis to determine the meaning of academic
words.
Students in grade 6 are increasingly challenged to sharpen their ability to write and speak with more clarity and coherence,
providing clear reasons and relevant evidence. The Writing Standards specify that students will learn how writers try to influence
readers while discovering how they can do the same in their own prose. They discover how to answer questions through writing and
can use rewriting opportunities to refine their understanding of a text or topic. They also take a critical stance toward sources and
apply criteria for identifying reliable information as opposed to mere conjecture.
The balance of student writing at this level is 70 percent analytical (35 percent argument and 35 percent to explain/inform) and 30
percent narrative, with a mix of on-demand and review and revision writing assignments. Building student competence and
9
confidence with technology should also be a part of instruction. Students in grade 6 will need to develop sufficient keyboarding skills
to type a minimum of three pages in a single setting as well as use technology to interact and collaborate with others.
The Writing Standards not only require students to; 1) write about text and 2) complete narrative writing assignments, but also
expect students to, 3) actively engage in research projects. This entails gathering and synthesizing relevant information from
several additional literary or informational texts in various media or formats on a particular question or topic drawn from one or
more texts they had read. Students are expected at this stage to access the credibility of each source, effectively and accurately
quote or paraphrase sources, and include basic bibliographic information in their research. Students can present their findings in a
variety of informal and more formal argumentative or explanatory contexts, either in writing or orally. Research aligned with the
Standards could take one to two weeks of instruction per research project.
Central to the vision of literacy embedded within the Standards is the idea that instruction in reading, writing, listening and
language is a shared responsibility within schools. All fields of study demand analysis of complex texts and strong oral and written
communication skills using discipline-specific discourse. Because each discipline acquires, develops and shares knowledge in distinct
ways, educators in each field must take ownerships for building robust instruction around discipline-specific literacy skills to better
prepare students for college and careers. The Standards require educators in all disciplines to bear some responsibility for ensuring
the literacy of the students in their classes.
- Information taken from PARCC Model Content Standards
10
Organizational and Narrative Summary of Colorado Academic Standards (CAS) in Reading, Writing
and Communicating (RWC)
The Colorado Academic Standards (CAS) are organized into the following categories for grade 6:
Broad Content Standard
Grade Level Expectation***
Oral Expression and Listening
1. Successful group discussion require planning and participation by all
Reading for All Purposes
1.
Writing and Composition
Understanding the meaning within different types of literature depends on properly
analyzing literary components
2.
Organizing structure to understand and analyze factual information
3.
Word meanings are determined by how they are designed and how they are used in context
1.
voice
Writing literary genre for intended audiences and purposes requires ideas, organization, and
2. Writing informational and persuasive genres for intended audiences and purposes require
ideas, organization, and voice
3. Specific editing for grammar, usage, mechanics, and clarity gives writing its precision and
legitimacy
Research and Reasoning
1. Individual and group research projects require obtaining information on a topic from a
variety of sources and organizing it for presentation
2.
Assumptions can be concealed, and require identification and evaluation
3.
Monitoring the thinking of self and others is a disciplined way to maintain awareness
***Each Grade Level Expectation is followed by a number of Evidence Outcomes
11
CAS – Narrative Summary
The Colorado Academic Standards (CAS) set clearer, higher and more relevant expectations for students than the previous Colorado
Model Content Standards. They outline the broad themes, ideas and concepts students must master in ten academic areas to be
successful in school and in life. The new standards are nationally and internationally benchmarked and the math and reading, writing
and communicating standards incorporate the Common Core State Standards adopted by 46 states.
Because the acronym ELA has come to be recognized as referring to “English Language Acquisition” in Colorado, the new Colorado
Academic Standards do not use the terms “ELA” or English Language Arts as one of the ten academic areas covered in the new state
standards. Instead, the Colorado Academic Standards uses “Reading, Writing and Communicating” as the content theme for the
same topics covered under the ELA/English Language Arts heading in the Common Core State Standards.
State law required school boards to review and revise their English language proficiency and academic standards to align with the
Colorado Academic Standards and English Language Proficiency Standards by December 2011. Following this review, school boards
were required to adopt the revised standards.
The mandate for Approved Facility Schools to develop an aligned curriculum was a part of recent legislation (HB1204). Consistent
with Colorado school districts, the Office of Facility Schools will establish an aligned curriculum, based on current Colorado Academic
Standards, which incorporate the Common Core State Standards in two academic areas (English Language Arts [Reading Writing and
Communicating] and Mathematics. Additional content area curriculum, e.g. science, history/social studies, will be based solely on
the Colorado Academic Standards (CAS) in those specific areas.
Approved Facility Schools (AFS) Reading, Writing, Speaking, Listening, Research and Reasoning
Curriculum Calendars
The Approved Facility Schools’ (AFS) Curriculum Calendars are aligned with CCSS and CAS standards or strands. Within the AFS
Curriculum Calendars these two sets of Standards are further delineated into the following instructional (Skill Cluster) areas:
1. Speaking and Listening 2. Phonological Awareness 3. Phonic/Decoding/Morphology 4. Encoding (spelling)
5. Vocabulary
6. Fluency
7. Comprehension 8. Writing 9. Research and Reasoning
12
The AFS Curriculum will be organized into monthly calendars, as represented in the sample calendar template
below. The template will remain the same throughout grades K-8.
MONTH
AUGUST
SKILL CLUSTER
GRADE
Anchor
Standard
_6____
SUBJECT
CCSS CAS
Reading, Writing and Communicating_____________
EVIDENCE OUTCOME
Possible Daily Lesson
OBJECTIVES
NOTES
Speaking and Listening
Phonological Awareness
Phonics,
Decoding, & Morphology
Encoding
Vocabulary
Fluency
Comprehension
Writing
Research/Reasoning
13
The Approved Facility Schools (AFS) Curriculum Calendars will be further divided and coded into “Phases of
Instruction”. When a standard is initially introduced and taught, it will fall into the Introductory Phase category.
The next time the same standard is found in the calendar, it will likely be in the Fluency Phase category or it
might be in the Application Phase category. The following chart explains these Instructional Phases:
Introductory Phase
This is the first time a specific standard is found on a grade-specific calendar. This initial
introduction and teaching of the standard will fall into a specific month.
Fluency Phase
Most standards, if not all of the standards, incorporate numerous concepts and skills. The teaching
of a standard may/will continue into subsequent months, although not necessarily in each
subsequent or consecutive month. The continuation of instruction related to the specific standard
will ensure that the necessary additional instruction, as well as adequate frequent, distributed
practice is provided. This continuation of instruction and practice with help students develop
automatic and fluent understanding and use of the skills, processes, and concepts that have been
taught.
Application Stage
As standards are taught and practiced over time, students should develop mastery. Subsequently,
they will be asked to revisit a specific standard and apply it within the broader context of daily
learning. When a standard is found within this category on a monthly calendar, there is an
expectation that with minimal review, the students will readily apply the concepts and/or skills the
specific standard entails.
14
6th Grade End-of-Year Outcomes (Grouped By SKILL CLUSTERS)
Speaking and Listening
Demonstrate command of the conventions of standard English grammar and usage when speaking including: correct use of pronouns,
e.g., proper tense, intensive and vague pronouns, adverbs chosen to describe verbs, adjectives and other adverbs, and self-correction of
variation from standard English in own speech
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when appropriate and recognizing the
difference between formal and informal language and choosing what is appropriate for group purpose
When listening:
1. Delineate a speaker’s arguments and distinguish between claims that are or are not supported by reason and evidence
2. Interpret information presented in diverse media and formats and explain contribution to topic, text, or issue under study or
discussion
When presenting information:
1. Present claims and findings, sequencing logically, and using pertinent descriptions, facts, and details to accentuate main
ideas/themes
2. Use appropriate eye contact, volume and clear pronunciation
3. Include multimedia components and visual displays to clarify
Plan and participate in a range of collaborative discussions, (e.g., 1:1, in groups, teacher-led), on grade-appropriate topics, texts and
issues
1. Prepare by reading/studying required materials
2. Explicitly draw on preparation by referring to evidence on topic, text or issue to probe/reflect on ideas under discussion
3. Follow rules for collegial discussions, set goals, deadlines and roles
4. Pose and respond to questions with elaboration and details that contribute to topic, text, or issue
5. Review key ideas shared and demonstrate understanding of multiple perspectives through reflection and paraphrasing
Phonological Awareness
See prior grade ( K-5) expectations
Phonics/Decoding/Morphology
Automatically apply knowledge of lower level phonics, syllable division and all lower grade level morphology to decoding of words
Learn grade 6 Latin affixes and roots, and Greek combining forms
Use knowledge of Latin and Greek morphology to create new words and expand word knowledge
15
Efficiently consult grade-appropriate references resources, both print and digitally, to verify pronunciation and accurate decoding of
unfamiliar and complex words
Encoding
Spells grade-appropriate words accurately, including:
1. Words comprised of 6th grade Latin affixes and roots and Greek combining forms
2. Grade-level content and academic vocabulary
Demonstrates knowledge and importance of English orthography and spelling accuracy by:
1. Awareness and repair of spelling errors when editing draft documents
2. Willingness and expertise in consistent use of spelling references resources, including effective monitoring and use of spell-check
features
3. Final, edited versions of written products show a minimum of 99% spelling accuracy
Vocabulary
Acquire and use grade-appropriate conversational words
Understand and use vocabulary specific to 6th grade level content
Learn vocabulary from the 6th grade Academic Vocabulary List in the Language Arts, Mathematics, Social Studies and Science domains
(See Appendix #?)
Use precise language and domain specific vocabulary to inform about or explain topics when writing
Determine and/or clarify meaning of unfamiliar and multiple meaning words, within 6th grade level text, through the flexible choice from
a range of strategies:
1. Use context, including the word’s position and/or function in a sentence,
2. Making connections to previous text and ideas
3. Use grade appropriate knowledge of Latin affixes and Greek combining forms
4. Use knowledge of synonyms and antonyms gleaned from a passage
5. Consult both print and digital resources, e.g., dictionary, thesauruses, glossaries, etc to determine, clarify or verify word meaning
Determine the meaning of words as they are used in text, including figurative and connotative meanings
Analyze the impact of word choice on text meaning and tone
Demonstrate understanding of figurative language, word relationships and nuances in word meaning:
1. Interpret figures of speech, e.g., personification
2. Use word relationships such as cause/effect, part/whole, item/category
3. Distinguish among connotations (associations) of words with similar denotations (definitions), e.g., stingy, scrimping,
economical, unwasteful, thrifty
16
When writing, use precise language and domain specific vocabulary to explain and inform the topic; select vocabulary to enhance the
central idea(s)
Fluency
Reads with sufficient accuracy and fluency to support comprehension of grade level literature and informational texts:
1. Orally read grade level text with a minimum of 98% accuracy
2. Achieves a minimum oral reading fluency (ORF) score of 150 WCPM [50thile] (See Appendix A for grade level oral reading fluency
[ORF] expectations)
Comprehension
Independently and proficiently read and comprehend literature, [including stories, poetry and dramas], and informational
text, [including history/social studies texts and science/technical texts], in the grades 6-8 text complexity band, with
appropriate scaffolding as needed on the high end of the band
Demonstrate understanding and interpretation of literary text by:
1. Citing textual evidence to support analysis of explicit text as well as inferences drawn from text
2. Determining central idea of text and how conveyed through details
3. Providing summary of text distinct from personal opinions/judgments
4. Describing how story/drama’s plot unfolds in episodes, as well as, how characters respond or change as plot moves to
resolution
5. Analyzing how sentence, chapter, scene, or stanza fits into overall text structure and contributes to the development
of the theme, setting or plot
6. Explaining how the author develops the point of view of the narrator or speaker in a text
7. Comparing and contrasting the experience of reading a story, drama or poem to listening to or viewing an audio,
video or live version
8. Comparing and contrasting texts in different forms or genres in terms of their approaches to similar themes and
topics
9. Using different kinds of questions to clarify and extend comprehension
10. Identifying how the author uses dialogue and specific word choice to achieve an effect
When reading grade appropriate informational or persuasive text:
1. Cite textual evidence to support analysis of explicit as well as inferential information drawn from text
2. Determine central idea and supporting details; provide summary free from personal opinions/judgments
17
3.
4.
5.
6.
Analyze in detail how key individual, event or idea is introduced, illustrated, and elaborated in text
Analyze how text components, e.g., sentence, paragraph, chapter, section, fits into overall text structure
Determine an author’s point of view or text purpose and explain how it is conveyed in text
Integrate information presented in different media or formats, as well as words to develop coherent understanding of
topic
7. Trace and evaluate arguments and claim in text, distinguishing claims that are and are not supported by reason and
evidence
8. Compare and contrast one author’s presentation of events to another, e.g., s autobiography and biography of same
person
9. Generate questions, making/confirming and adjusting predictions, making inferences and drawing conclusion based
on text structures
10. Use information from text and text features, (such as time lines, diagrams, captions) to answer questions or perform
specific tasks
Writing
Demonstrate knowledge of language and command of the conventions of standard English grammar and usage when writing, including:
1. Ensure that pronouns are in proper case, e.g., subjective, objective, possessive
2. Use intensive pronouns, e.g., myself, ourselves
3. Recognize/correct inappropriate shifts in pronoun number and person
4. Recognize/correct vague pronouns, e.g., those with unclear or ambiguous antecedents
5. Identify/revise/eliminate run-on sentences and fragments
6. Use coordinating conjunctions in compound sentences
7. Maintain consistent verb tenses within paragraphs
8. Choose adverbs to describe verbs, adjectives and other adverbs
9. Recognize variation in Standard English in own and others’ writing; work to improve use of conventional language
10. Vary sentence patterns for meaning, reader interest and style
11. Maintain consistency in style and tone
Appropriate capitalization and punctuation are applied to writing, including:
1. Use of punctuation, e.g., commas, parenthesis, dashes, to set off nonrestrictive and parenthetical elements
Produce clear and coherent grade-level writing in which development, organization and style are appropriate to task, purpose and
audience
When writing literary genres:
1.Employs a range of planning strategies to generate descriptive and sensory details, e.g., webbing, free writing, graphic organizers
18
2. Uses a range of poetic techniques (alliteration, onomatopoeia, rhyme scheme); figurative language (simile, metaphor,
personification); and graphic elements (capital letters, word position, line length) to express personal or narrative voice in text
3. Organizes text using conventional organizational patterns for chosen genre
4. Uses literary elements to present ideas in text
5. Uses word choice, sentence structure, and sentence length to create voice and tone in writing
Write narratives using effective technique, relevant descriptive details, and well-structured event sequences
1. Engage and orient the reader by establishing a context, introducing a narrator and/or characters, and organizing a sequence that
unfolds logically
2. Use narrative techniques, dialogue, pacing, description, to develop experiences, events and/or characters
3. Use a variety of transition words, phrase and clauses to convey sequences and signal shifts from one time frame or setting to
another
4. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events
5. Provide a conclusion that follows from narrated experiences/events
When writing informational and persuasive genres, be able to:
1. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and varies
sentence structure
2. Organize information into coherent essays or reports with a thesis statement in the introduction and transition sentences to link
paragraphs
3. Write to pursue a personal interest, to explain or to persuade
4. Write to analyze informational texts
5. Analyze and improve clarity of paragraphs and transitions
6. Select vocabulary and information to enhance the central ideas
Write arguments to support claims:
1. Intro claim(s) and organize reasons and evidence clearly
2. Support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of topic
3. Use words, phrases, and clauses to clarify the relationship among claims and reasons
4. Establish and maintain a formal style
5. Provide a conclusion that follows from argument
Write informative/explanatory texts to examine a topic and convey ideas, concepts and information:
1. Introduce topic; organize topic/information, using strategies such as definition, classification, cause/effect, comparison/contrast
2. Develop topic with relevant facts, definitions, concrete details, quotations, or other information and examples
3. Use appropriate transitions to clarify the relationship among ideas and concepts
4. Use precise language and domain specific vocabulary to inform or explain topic
5. Establish and maintain a formal style
19
6. Provide a concluding statement that follows information or explanation
Identify persuasive elements in a peer’s writing and critique the effectiveness
With some guidance/support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting
or trying a new approach
Use technology, including the Internet, to produce and publish writing as well as interact and collaborate with others
Demonstrate sufficient keyboarding skills to type a minimum of three pages in a single sitting
Write routinely over extended time frames (time for research, reflection and revision appropriate to grade level) and shorter time
frames for a range of tasks, purposes and audiences.
Research and Reasoning
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate
1. Identify and develop a topic and/or focus of research, including potential research questions
2. Use a range of print and nonprint sources, (atlases, data bases, reference materials, online and electronic resources, interviews
and observations) to locate information to answer research questions
3. Locating specific information within resources through effective use of indexes, tables of content, search key words, etc.
4. Gather relevant information, accessing credibility
5. Quote/paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information
for sources
Draw evidence from literary or information texts (Apply grade 6 Reading standards), to support analysis, reflection, and research
Develop an understanding that thinking/reasoning is based on assumptions
1. Accurately identify own and others assumptions
2. Understand and identify stereotypes, prejudices, biases and distortions that may affect own and others thinking
3. State assumptions underlying inferences and assess assumptions for justifiability
Determine strength and weaknesses in own and others thinking by using specific criteria, e.g., relevance, clarity, accuracy, fairness,
significance, depth, breadth, logic and precision
20
Glossary of Essential Concepts and Terminology for Grade 6
Use of the grade 6 Common Core State Standards (CCSS), Colorado Academic Standards (CAS), and the Approved Facility Schools’
Calendars will be facilitated by an understanding of the following terminology:
LITERATE ENGAGEMENT
The concept of literate engagement is essential at grade 6. At the middle school level, students need to be consistently asked and expected to
talk about, read about, and write about the content that they are learning on a daily basis. There are numerous literate engagement strategies
that can be used to help students actively engage in learning content (e.g., using personal slates or white boards, discussing with a partner,
“think-pair-share,” etc…) within a classroom or group instructional setting. Students need daily structured opportunities to discuss, read and
write. Research has shown a positive correlation between academic growth and consistent expectations for students to write about content
they are studying. At the secondary level, writing about topics and concepts in content-specific domains is essential.
CONNOTATIVE MEANING
DENOTATIVE MEANING
Words are not limited to one single meaning. Most words have multiple meanings, which are categorized as either denotative or connotative.
The denotation of a word is its explicit definition as listed in a dictionary. Let’s use the word “home” as an example. The denotative or literal
meaning of “home” is “a place where one lives; a residence.” Hint: Denotation, denotative, definition, and dictionary all start with the letter ‘D’.
The expressiveness of language, however, comes from the other type of word meaning—connotation, or the association or set of associations
that a word usually brings to mind. The connotative meaning of “home” is a place of security, comfort, and family. When Dorothy in The Wizard
of Oz says, “There’s no place like home,” she’s not referring to its denotation, but the emotions “home” evokes for her and most people.
The connotative and denotative meanings of words are both correct, but a word’s connotation determines when it is used. By definition,
synonyms have the same denotation or literal meaning, but almost always have different connotations, or shades of meaning. For example, the
synonyms of “boat” include ship, yacht, dinghy, and ferry. All these words refer to the same thing, but each elicits a different association in the
reader’s mind.
MORPHOLOGY
Morphology is the study of word formation in a particular language - specifically the internal structure of words and their alteration through the
combination of morphemes. A morpheme is the smallest element or linguistic unit in a language capable of creating a distinction in meaning. For
example the letter s is a morpheme which denotes plural or more than one. There are two basic types of morphemes – bound or free. A bound
21
morpheme (e.g., -s, -ed, -ing, cred-) must be combined with at least another morpheme to create a word unit and cannot stand alone. A bound
morpheme might be a Latin root or a Greek combining form such as cred- (to believe) or -ology (study of). These bound morphemes, while
having meaning, must be combined with another morpheme(s) to create a word (e.g., credible, accreditation, psychology, biology). A free
morpheme can stand alone as a base word (e.g., port, form) or be combined with other morphemes (e.g., report, deport, deportation, reform,
formation). Understanding morphology and specific Greek or Latin morphemes or affixes is a highly productive undertaking and can enhance
one’s vocabulary knowledge exponentially. When a morpheme or affix is added at the end of a root or base word it is referred to as a suffix.
There are two types of suffixes- inflectional and derivational. Inflectional suffixes change the number, degree or tense of a word (e.g., cats,
jumping, handed, biggest). Derivational suffixes change the word’s part of speech. For example adding –tion to a verb, changes the word to a
noun (e.g., inform/information, transport/transportation). When a morpheme is added to the beginning of a root or base, it is referred to as a
prefix (e.g., report, deform).
READING COMPLEX TEXTS
This requires students to read and comprehend a range of grade-level complex texts, including texts in the domains of English Language Arts,
science, history/social studies, technical subjects and the arts. Both close, analytic reading and comparing and synthesizing ideas across texts are
expected. Complex text is typified by a combination of longer sentences, a high proportion of less-frequent words, and a greater number and
variety of words with multiple meanings. In higher grade levels, complex text involves higher levels of abstraction, more subtle and
multidimensional purposes, and a wider variety of writing styles – all which place greater demands on working memory. Research is underway to
develop clear, common definitions for measuring text complexity that can be consistent across different curricula, publishers and content areas.
The immediate recommendation (PARCC Model Content Frameworks for ELA/Literacy, November 2011) is for teachers to select texts that are
within the appropriate bands of complexity (like those listed in Appendix B of the Common Core State Standards), using currently available
quantitative measures, and then make keener distinctions using a blend of qualitative measures (such as a text’s levels meaning or purpose, the
chart on pages 13-14 in the Standards (CCSS) for a preliminary list of qualitative measures.
METACOGNITION
Metacognition is the understanding and awareness of one’s own mental or cognitive process. It is literally “thinking about thinking.” In sixth (6th)
grade, the Colorado Academic Standards (CAS) includes two grade-level expectations under Standard #4 (Research and Reasoning) that relate
directly to metacognition. RWC.6.4.2 (Assumptions can be concealed, and require identification and evaluation) and RWC.6.4.3 (Monitoring
the thinking of self and others is a disciplined way to maintain awareness) require direct and explicit instruction in understanding the concept
of metacognition, as well as in the effective use of metacognitive strategies.
22
ESSENTIAL ABBREVIATIONS
ORF …………… Oral Reading Fluency
WCPM …………… Words Correct per Minute
RL
………….. Reading Literature
I
…………… Introductory Phase
RI
………….. Reading Information Text
F
…………… Fluency Phase
SL
…………… Speaking and Listening
A
…………… Application Phase
L
…………… Language
CCSS
…………… Common Core State Standards
W
…………… Writing
CAS
…………… Colorado Academic Standards
EO
……………. Evidence Outcome
An additional note regarding Grade 6 Standards….
Standards are cumulative – students will continue to address earlier standards as needed while they attend to standards for
their grade. In 6th Grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen
their reading, writing, and oral language skills. Students should read, participate in discussions, and write daily. Literate
engagement means students are talking about, reading about, and writing about the concepts and topics they are learning.
Because the Approved Facility Schools’ Curriculum Calendars are built using ANCHOR STANDARDS from CCSS, there is strong
vertical alignment among the Standards beginning with Kindergarten and continuing through Grade 8. This allows teachers to
easily find standards from prior or earlier grades, as if they were using a “Scope and Sequence” that moves through each of the
nine Skill Clusters. See Appendix B for grade to grade progressions for all ANCHOR standards.
The vertical alignment via the Anchor Standards will also make it easier for teachers to plan instruction in multi-grade
classrooms.
23
AUG
SEPT
OCT
NOV
SL 6.1
I
F
F
A
A
SL 6.1a
I
F
F
A
A
SL 6.1b
I
F
F
A
A
SL 6.1c
I
F
F
A
A
SL 6.1d
I
F
F
A
A
Standard
DEC
JAN
FEB
MAY
I
SL 6.4
SL 6.5
I
SL 6.6
I
F
I
I
This is the FULL YEAR Standards Checklist for
Speaking and Listening (CCSS) /
Oral Expression and Listening
(CAS). GRADE 6
I
= Introductory Phase
F
= Fluency /Continuing Phase
A
= Application/Review Phase
I
SL 6.3
RWC 6.1.1h
APR
I
SL 6.2
RWC 6.1.1g
MAR
A
There are 6 Anchor Standards in CCSS. Standard
#1 has four sub-standards or components.
A
RED = Additional Standards/Evidence
Outcomes found in Colorado Standards (CAS).
A
F
24
Speaking & Listening
STANDARD
RL #1
AUG
SEPT
OCT
NOV
DEC
I
F
F
F
A
A
This is the Standards
Checklist for Reading
Literature (RL) for Grade 6.
I
F
F
F
A
Introduction Phase
RL #2
RL #3
I
RL #4
I
F
F
F
JAN
FEB
MAR
APR MAY
I
A
F
I
RL #5
I
RL #6
NOTES
Fluency/Continuing
Phase
F
F
F
Application/Review
Phase
F
A
I
RL #7
RL Standard #10 is not
included. It is all inclusive.
RL #8
There is
RL #9
NO
Standard
#8
for
Reading
Literature
I
F
Reading and comprehending
complex literary text, within
the appropriate grade-range
level, is expected throughout
all other standards. When RL
#10 appears in a calendar, it is
there to heighten awareness of
proficient reading expectations
25
Reading Literary Text
STANDARD
RI #1
RI #2
AUG
SEPT
OCT
NOV
DEC
I
F
F
F
A
I
F
F
F
I
F
RI #3
RI #4
I
A
RI #9
MAR
A
A
F
F
I
F
F
I
RI #7
RI #8
FEB
A
F
I
RI #5
RI #6
F
JAN
I
F
I
F
F
APR MAY
NOTES
This is the Standards
Checklist for Reading
Informational Text (RI) for
Grade 6.
Introduction Phase
I
Fluency/Continuing
Phase
F
Application/Review
Phase
A
RI Standard #10 is not
included. It is all inclusive.
Reading and comprehending
complex literary text within the
appropriate grade-range level
is expected throughout all
other standards. When RL #10
appears in a calendar, it is
there to heighten awareness of
proficient reading expectations
26
Reading Informational
Text
Tracking Writing Standards on a Full Year Checklist is challenging since there are many differences between CCSS and CAS in this area. While CAS has some additional
standards not found in CCSS, most of the differences are organizational. Colorado has chosen to embed most of the Language Standards from CCSS into the area of Writing.
Therefore the Checklists for Writing will be organized differently for tracking purposes. Charts found on pages 27, 28 and 29 will represent the progression of ANCHOR
Standard #1 (Argument and Persuasive Writing), ANCHOR Standard #2 (Informational/Explanatory Writing), and ANCHOR Standard #3 (Narrative Writing).
AUG
SEPT
OCT
W6.1
6.3.2.a
I
F
F
W6.1a
6.3.2.a.i
I
F
F
F
A
W6.1b
6.3.2.a.ii
I
F
F
F
A
Standard
NOV
DEC
JAN
FEB
MAR
APR
F
A
This is the FULL YEAR Standards
Checklist for WRITING
W6.1c
6.3.2.iii
I
F
F
F
A
W6.1d
6.3.2.a.iv
I
F
F
F
A
W6.1e
6.3.2.a.v
I
F
F
F
A
ARGUMENTS in grade 6
I
= Introductory Phase
F
= Fluency /Continuing Phase
A
= Application/Review Phase
I
No CCSS
6.3.2.d
No CCSS
6.3.2.e
MAY
I
F
This chart represents ANCHOR
STANDARD W 6.1
I
No CCSS
6.3.2.g
No CCSS
6.3.2.h
I
F
No CCSS
6.3.2.i
I
F
RED = Additional Standards/Evidence
Outcomes found in Colorado
Standards (CAS).
27
Writing Arguments
OCT
NOV
W6.3
7.3.1.a
I
F
W6.3a
6.3.1.a.i
I
F
F
W6.3b
6.3.1.a.ii
I
F
F
Standard
AUG
SEPT
DEC
JAN
FEB
F
MAR
APR
MAY
This is the FULL YEAR Standards
Checklist for WRITING
W6.3c
6.3.1.a.iii
I
F
F
W6.3d
6.3.1.a.iv
I
F
F
W6.3e
6.3.1.a.v
I
F
F
No CCSS
6.3.1.b.
I
F
F
No CCSS
6.3.1.c
I
F
No CCSS
6.3.1.d
I
No CCSS
6.3.1.e
I
No CCSS
6.3.1.f
I
NARRATIVE TEXT in grade 6
I
= Introductory Phase
F
= Fluency /Continuing Phase
A
= Application/Review Phase
This chart represents ANCHOR
STANDARD W 6.3
RED = Additional Standards/Evidence
Outcomes found in Colorado
Standards (CAS).
28
Writing Narratives
NOV
DEC
JAN
W6.2
6.3.2.b
I
F
F
W6.2a
6.3.2.b.i
I
F
F
F
A
W6.2b
7.3.2.b.ii
I
F
F
F
A
W6.2c
6.3.2.b.iii
I
F
F
F
A
W6.2d
6.3.2.b.iv
I
F
F
F
A
Standard
AUG
SEPT
OCT
FEB
MAR
APR
F
A
MAY
This is the FULL YEAR Standards
Checklist for WRITING
W6.2e
6.3.2.b.v
I
F
F
F
A
W6.2f
6.3.2.a.vi
I
F
F
F
A
No CCSS
6.3.2.c
I
No CCSS
6.3.2.d
I
No CCSS
6.3.2.f
I
No CCSS
6.3.2.g
I
INFORMATIONAL
/EXPLANATORY TEXT- grade 6
I
= Introductory Phase
F
= Fluency /Continuing Phase
A
= Application/Review Phase
This Chart represents ANCHOR
STANDARD W 6.2
RED = Additional Standards/Evidence
Outcomes found in Colorado
Standards (CAS).
29
Writing Informational
AUGUST
CLUSTER
SKILL
GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
Anchor CCSS
Standard
CAS
Standards/Evidence Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
Possible Student
Lesson Objectives
Notes
BLUE =
alert to linkages in
other Skills Cluster
AUGUST INTRODUCTORY PHASE
Speaking and
Listening
RWC
6.1.1d
SL #1
SL 6.1
SL #1
SL 6.1a
SL #1
SL6.1b
SL #1
SL6.1c
RWC
6.1.1.d.iii
SL #1
SL6.1d
RWC
6.1.1.d.iv
L #1
L6.1
RWC
6.1.1.d.i
RWC
6.1.1.d.ii
RWC
6.3.3.a
Engage 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.
Come to discussions prepared having
read or studied required materials;
explicitly draw on that preparation by
referring to evidence on the topic,
text, or issue to probe and reflect on
ideas under discussion.
See grade 6 End-of-Year
Expectations beginning
on Page 16 of this
document. There are 5
specific components of
being an effective 6th
grade discussion
participant that are
embedded in this
standard and evidence
outcomes.
Follow rules for collegial discussions,
set specific goals and deadlines, and
define individual roles as needed.
Pose and respond to specific
questions with elaboration and detail
by making comments that contribute
to the topic, text, or issue under
discussion.
Review the key ideas expressed and
demonstrate understanding of
multiple perspectives through
reflection and paraphrasing.
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Introduce and set
expectation for the use of
Standard English during
instructional and
discussion activities.
30
AUGUST
L #1
SL #1
L6.1a
RWC
6.3.3.a.i
RWC
6.1.1.g
Ensure that pronouns are in the
proper case (subjective, objective,
possessive).
Use evidence to develop credibility (such as
citing textual evidence to support opinions)
RWC6.1.1.g links directly
to Persuasive Writing
(W6.1)-introduced this
month, as well as to
RL6.1 ad RI6.1, also
introduced in the area of
Comprehension.
See Early Elementary
expectations and learning
progression if there are
concerns in this area.
Phonological
Awareness
Phonics,
Decoding and
Morphology
Student will need to
understand and apply
knowledge of pronouns
in both speaking and
writing. Personal
pronouns have three
cases: Subjective (I, we,
you, he she, it, they,
who) pronouns are used
as a subject or predicate
noun. Objective (me ,us,
you, him, her, it, them,
whom) pronouns are
used as an indirect
object, direct object, or
object of a preposition;
and Possessive (my,
mine, our, ours, your,
yours, their, theirs,
whose) pronouns take
the place of a possessive
noun.
Learn Greek and Latin affixes and roots.
This is an implied EO…see
Vocabulary section
below and L6.4b (CCSS).
You cannot use Greek
combining forms and
Latin affixes/roots until
you have learned them.
This should be a
continuous weekly
activity that builds on
and expands knowledge
31
AUGUST
and skills in morphology
taught in prior grades.
Encoding
(spelling)
Vocabulary
Fluency
L #4
L6.4
L #4
L6.4b
L #4
L6.4c
L #6
L6.6
R #10
RWC
6.2.3a
RWC
6.2.3a.iii
RWC
6.2.3a.v
RWC
6.2.3.c
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 6 reading and content,
choosing flexibly from a range of strategies.
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word (e.g.,
audience, auditory, audible).
Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine
or clarify its precise meaning or its
part of speech.
Acquire and use accurately grade-appropriate
general academic and domain specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important
to comprehension or expression.
Read with sufficient accuracy and fluency
to support comprehension of grade level
See notes above in
Phonics, Decoding and
Morphology. This EO
requires students to use
Greek Combining-Forms
and Latin affixes and
roots they have learned
as a strategy to
determine unfamiliar
word meaning. The
second Strategy is the
use of reference
materials. These are just
2 of the Evidence
Outcomes and strategies.
There are a total of 4
EOs/strategies in CCSS.
These 4 EOs appear in
CAS, along with 2
additional strategies. The
additional CCSS and/or
CAS strategies will be
introduced in either
September (2), October
(1) or December (1).
Vocabulary learning (L
#6) is essential in
academic achievement.
This should be a weekly,
year-long focus.
This is an implied EO.
Anchor Standard #10
requires students to read
and comprehend text in
the grade 6 range.
Students in grade 6
32
AUGUST
Comprehension
Writing
Writing cont…
R #1
RL6.1
R #1
RI6.1
RWC
6.2.1.a.i
RWC
6.2.2.a.i
This CCSS
Standard
is not
explicitly
found in
CAS. It is
implied in
CAS that
students
routinely
write.
W #10
W.6.10
W #1
W6.1
RWC
6.3.2.a
W #1
W6.1a
RWC
6.3.2.a.i
W6.1b
RWC
6.3.2.a.ii
W #1
literature and informational texts. See
pages 108-109 for ORF Tables and gradelevel expectations.
should be able to read
grade level texts with
98% accuracy and
beginning of the year
fluency, as measured by
WCPM, should be a
minimum of 127 words
correct per minute
(50%ile). See Page 109.
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text (LITERARY
Text).
Reading selections for
students need to include
both literary and
Information texts this
month.
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text
(INFORMATIONAL Text).
Write routinely over extended times frames
(time for research, reflections, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline specific
tasks, purposes, and audiences.
W #10 is a broad, overarching standard in the
area of Writing. It is a
continuous standard that
conveys the expectation
that students are
consistently asked to use
literate engagement
strategies (discussing,
reading and writing
about what they are
learning) daily.
Write arguments to support claims with clear
reasons and relevant evidence.
This month students will
be introduced to the first
of three text structures
(Arguments and
Persuasive Writing). The
second structure
(Narrative Writing) will
be introduced in October
and the third type
(Informational and
Explanatory Writing will
be introduced in
Introduce claim(s) and organize the
reasons and evidence clearly.
Support claim(s) with clear reasons
and relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
Use words, phrases, and clauses to
33
AUGUST
W #1
W6.1c
RWC
6.3.2.a.iii
clarify the relationships among
claim(s) and reasons.
W #1
W6.1d
RWC
6.3.2.a.iv
Establish and maintain a formal style.
W #1
W6.1e
RWC
6.3.2.a.v
Provide a concluding statement or
section that follows from the
argument presented.
W #5
W6.5
RWC
6.3.3.e
L #1
L6.1
RWC
6.3.3.a
L #1
L6.1a
RWC
6.3.3.a.i
With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting
or trying a new approach.
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Ensure that pronouns are in the
proper case (subjective, objective,
possessive).
November.
W #5 is an ongoing
standard that is
embedded in all other
writing standards. It will
be continuously revisited
throughout the year.
Specifics from Language
Standards (CCSS) #1-3
(Conventions of
Standard English), are
linked to this standard,
e.g., editing for
grammar, spelling,
capitalization and
punctuation, and include
command of
Standards/EOs up to and
including Grade 6.
L6.1 and L6.1a are also
introduced this month in
the Speaking and
Listening skills cluster.
Refer to Page 32.
Student will need to
understand and apply
knowledge of pronouns
in both speaking and
writing. Personal
pronouns have three
cases: Subjective
pronouns (I, we, you, he,
she, it, they, who) are
used as a subject or
predicate noun.
Objective pronouns (me,
us, you, him, her, it,
them, whom) are used as
an indirect object, direct
object, or object of a
preposition; and
Possessive pronouns
(my, mine, our, ours,
your, yours, their, theirs,
34
AUGUST
whose) take the place of
a possessive noun.
Research and
Reasoning
35
AUGUST
SEPTEMBER
CLUSTER
SKILL
GRADE 6: READING, WRITING AND COMMUNICATING (English Language Arts)
Anchor
CCSS
CAS
Standards/Evidence Outcomes Possible Student
Lesson Objectives
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
Standard
Notes BLUE =
alert to linkages in
other Skill Cluster(s)
SEPTEMBER INTRODUCTORY PHASE
Listening and
Speaking
L #1
L6.1
RWC
6.3.3.a
L #1
L6.1e
RWC
6.3.3.a.v
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Recognize variation from standard
English in their own and others’
writing and speaking, and identify
and use strategies to improve
expression in conventional
language.
Refer to earlier grade
level expectations if there
are concerns for
proficiency with
Phonological and
Phonemic Awareness
skills.
Phonological
Awareness
Phonics,
Decoding and
Morphology
R #10
Encoding
L #2
L6.2
L #2
L6.2b
RWC 6.3.3b
RWC
6.3.3a.ii
Automatically apply knowledge of
syllable structures, lower level phonics,
and morphology to the accurate decoding
of words in grade level literature and
informational text.
This is an implied EO that
is directly connected to
Reading Anchor Standard
#10: Read and
Comprehend grade level
literary and information
text. Failure here
indicates a need for
focused intervention.
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
This implies recall and use
of knowledge of English
orthography, syllable
patterns and Greek/Latin
word building structures
previously taught in
Spell correctly.
36
SEPTEMBER
grades K-5, as well as
current learning of grade
6 specific words and
morphology.
Vocabulary
L #4
L6.4a
RWC
6.2.3.a.i
L #4
L6.4d
RWC
6.2.3.a.vi
Fluency
Comprehension
R #2
R #2
RL6.2
RI6.2
RWC
6.2.1a.ii
RWC
6.2.2.a.ii
Use context (e.g., the overall
meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
Verify the preliminary determination
of the meaning of a word or phrase
(e.g., by checking the inferred
meaning in context or in a
dictionary).
L6.4a and L6.4d are two
additional strategies to
augment ANCHOR
standard L6.4 and CAS
Standard RWC.6.2.3a.
Four (4) EOs/strategies
have been introduced to
students to use when
determining the meaning
of unfamiliar words.
These four evidence
outcomes/strategies are
common to both CCSS
and CAS. Links to L6.4b
and L6.4c introduced in
August.
Nothing new this month for those who read
at a grade 6 appropriate rate and accuracy
level (at or exceeding 127 WCPM with 98%
accuracy). See notes and/or Pages 108-109.
Students not meeting the
grade 6 expectation (127
WCPM /98% accuracy)
will need focused fluency
instruction and
intervention.
Determine a theme or central idea of a text
and how it is conveyed through particular
details; provide summary of a text distinct
from personal opinions or judgments
(LITERARY Text).
Again this month,
students will need to be
reading both literature
and Informational text.
Determine a central idea of a text and how it
is conveyed through particular details:
provide a summary of the text distinct from
personal opinions or judgments
(INFORMATIONAL Text).
37
SEPTEMBER
Writing
W #1
W #1
L #2
Write to pursue a personal interest,
to explain, or to persuade
RWC
6.3.2.i
Identify persuasive elements in a
peer’s writing and critique the
effectiveness
RWC
6.3.2.h
W #1
L #2
RWC
6.3.2.e
L6.2
RWC
6.3.3.b
L6.2.a
RWC
6.3.3.b.i
Select vocabulary and information
to enhance the central idea.
Demonstrate command of the conventions of
standard English capitalization,
punctuation, and spelling when writing.
Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive / parenthetical
elements.
Students continue (see
Fluency Phase) to focus
on the first of three
writing structures
(Arguments and
Persuasive Writing). This
month they are
introduced to reading and
critiquing others’
persuasive writing,
looking specifically for
persuasive elements
(RWC 6.3.2.i).
Standard L6.2 implies
recall and accurate use of
capitalization and
punctuation conventions
taught previously during
grades K-5. In grammar, a
nonrestrictive element is
a word, phrase, or
dependent clause that
provides added, but not
essential, information to a
sentence,. It does not
limit or restrict the
element it modifies. A
nonrestrictive element is
usually set off with
commas, and less
frequently with dashes.,
and sometimes with
parentheses. A
parenthetical element is
a type of nonrestrictive
element. Parenthetical
elements vary in intensity,
and their relative strength
is indicated by the form of
punctuation used. The
main forms of
parenthetical punctuation
are, in ascending order of
strength, commas,
dashes, and parenthesis.
38
SEPTEMBER
L #1
L6.1
L #1
RWC
6.3.3.a.vi
RWC
6.3.3.a.vii
L#1
L #1
RWC
6.3.3.a
L6.1e
RWC
6.3.3.a.v
Demonstrate command of the conventions of
Standard English grammar and usage when
writing or speaking.
Identify fragments and run-ons and
revise sentences to eliminate them
Use coordinating conjunctions in
compound sentences
Recognize variation from standard English in
their own and others’ writing and speaking,
and identify and use strategies to improve
expression in conventional language.
A Dash is a longer line
than a hyphen, which
indicates a break or an
interruption in the
thought. Dashes are used
to off-set a part of a
sentence. Unlike
parentheses, which tend
to minimize the
interruption, dashes tend
to emphasize the set-off
text.
Standard L6.1 implies
recall, review and
accurate use of standard
English grammar and
usage taught previously in
grades K-5. Coordinating
conjunctions are
conjunctions that join
sentence elements that
are the same. They can
join words, phrases, and
clauses. There are only
seven and they are easily
memorized, if need be, if
you use the acronym
FANBOYS (for, and, nor,
but, or, yet, so).
L6.1e is also introduced
in Speaking and Listening
this month.
Research &
Reasoning
39
SEPTEMBER
SEPTEMBER CONTINUING/FLUENCY PHASE
Speaking and
Listening
SL #1
SL 6.1
RWC
6.1.1.d
Engage 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.
SL #1
SL6.1a
RWC
6.1.1.d.i
Come to discussions prepared
having read or studied required
material; explicitly draw on that
preparation by referring to evidence
on the topic, text, or issue to probe
and reflect on ideas under
discussion.
SL #1
SL6.1b
RWC
6.1.1.d.ii
SL #1
SL6.1c
RWC
6.1.1.d.iii
SL #1
SL6.1d
RWC
6.1.1.d.iv
Students will need to
learn and apply all aspects
and components of being
an effective discussion
participant. This month,
students should be
provided with adequate
practice, reinforcement
and feedback within a
variety of discussion types
and topics.
Follow rules for collegial
discussions, set specific goals and
deadlines, and define individual
roles as needed.
Pose questions and respond to
specific questions with elaboration
and detail by making comment that
contribute to the topic, text, or issue
under discussion.
Review the key ideas expressed
and demonstrate understanding of
multiple perspectives through
reflection and paraphrasing.
Phonological
Awareness
Phonics,
Decoding and
Morphology
L #4
R #10
Learn Latin and Greek roots and affixes.
Automatically apply knowledge of
syllable structures, lower level phonics
and morphology to the accurate decoding
of words in grade level literature and
informational text.
Continue with this implied
EO, with weekly lessons in
Latin or Greek
morphology. Actively
monitor decoding
accuracy and efficiency;
review previously taught
skills as needed.
40
SEPTEMBER
Encoding
Vocabulary
Fluency
L #4
L6.4
RWC
6.2.3.a
L #4
L6.4b
RWC
6.2.3.a.iii
L#4
L6.4c
L #6
L6.6
R # 10
RWC
6.2.3.a.v
RWC
6.2.3.c
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on grade 6 reading and content,
choosing flexibly from a range of strategies.
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word
(e.g., audience, auditory, audible).
Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and digital,
to find the pronunciation of a word
or determine or clarify its precise
meaning or its part of speech.
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
Implied that students are continuously
monitored for appropriate reading rate
and accuracy. (See Pages 108-109 for ORF
Table and grade level expectations).
Continue teaching and
reinforcing the use of
these EOs/strategies for
determining meaning of
unfamiliar words. NOTE:
Students are introduced
to two (2) additional
strategies this month.
(RWC 6.2.3.a.i and
6.2.3.a.vi). See
September Introductory
Phase page 37.
Continue to provide
students direct
instruction and practice
with general and content
specific academic
vocabulary
Students who met grade
level expectations for
reading rate and accuracy
should be informally
monitored. Formal
progress monitoring for
those students receiving
fluency intervention.
41
SEPTEMBER
Comprehension
Writing
R #1
RL 6.1
RWC
6.2.1.a.i
RI#1
RI 6.1
RWC
6.2.2.a.i
W #1
W 6.1
W #1
W6.1.a
RWC
6.3.2.a
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text (LITERARY
Text).
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text
(INFORMATIONAL Text).
Write arguments to support claims with
clear reasons and relevant evidence.
RWC
6.3.2.a.i
Introduce claim(s), and organize the
reasons and evidence clearly.
Support claim(s) with logical
reasoning and relevant evidence,
using accurate, credible sources
and demonstrating an
understanding of the topic or text.
W #1
W6.1.b
RWC
6.3.2.a.ii
W #1
W6.1.c
RWC
6.3.2.a.iii
W #1
W7.1.d
RWC
6.3.2.a.iv
W #1
W7.1.e
RWC
6.3.2.a.v
W #5
W6.5
RWC
6.3.3.e
Continue to practice and
reinforce analytical
reading of Literature and
Information text. Offer
students plenty of
opportunities to use
evidence from text to
support explicit and
inferential analysis.
Students continue to
work on writing
arguments and
persuasive pieces this
month. Reinforce
standard W #1, including
the 5 components/EOs
(listed here) that were
introduced last month.
Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s),
reasons, and evidence.
Establish and maintain a formal
style.
Provide a concluding statement or
section that follows from and
supports the argument.
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, editing,
rewriting or trying a new approach, focusing
on how well purpose and audience have
been addressed.
42
SEPTEMBER
W #10
W6.10
Implied
Write routinely over extended times frames
(time for research, reflections, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline specific
tasks, purposes, and audiences.
W #10 is included as an
on-going reminder of the
expectations for daily
writing for a variety of
tasks, purposes, and
audiences.
Research and
Reasoning
43
SEPTEMBER
OCTOBER
GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
OCTOBER INTRODUCTORY PHASE
CLUSTER
SKILL
Speaking and
Listening
Anchor CCSS CAS
Standard
RWC
6.1.1.h
SL #6
Standards/Evidence Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
Recognize the difference between informal and
formal language and make choices appropriate
for group purposes
Possible Student
Lesson Objectives
Notes BLUE =
alert to linkages in
other Skill Cluster(s)
Linked to SL6.1 (Effective
Discussion Participation)
found in the Fluency
Phase this month.
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
(Spelling)
Vocabulary
L #4
L #4
L6.4
RWC
6.2.3.a
RWC
6.2.3.a.ii
It is implied by Standard L #2 / RWC 6.3.3b
(Demonstrate command of the conventions
of English spelling when writing) that
students are being taught correct spelling
patterns for prefixes, including Chameleon
prefixes, and for derivational suffixes when
taught Latin roots and affixes.
Chameleon prefixes are
those that change their
spelling to better match
the root or base word,
e.g., il, in, im, ir.
Derivational suffixes are
those that change a
word’s part of speech,
e.g., tion, sion, able, ible,
etc.
Determine or clarify the meaning of an unknown
word and multiple-meaning words and phrases
based on grade 6 reading and content,
choosing flexibly from arrange of strategies.
This strategy (RWC
6.2.3.a.ii) is found in CAS
but not in CCSS. It is the
fifth Evidence Outcome/
strategy for determining
meaning of unfamiliar
words. Links to ANCHOR L
#4 and L6.4a, L6.4b, L6.4c
and L6.4d.
Make connections back to previous
sentences and ideas to resolve
problems with comprehension
44
OCTOBER
See monitoring in Fluency/Continuation Phase
Fluency
Comprehension
R #4
RL6.4
RWC
6.2.1b.i
R #4
RI6.4
RWC
6.2.2.b.i
R #8
Writing
RI6.8
RWC
6.2.2.c.ii
R #6
RI6.6
RWC
6.2.2.b.iii
W #9
W6.9
RWC
6.4.1.c
W #9
W6.9b
RWC
6.4.1.c.iv
W #3
W #3
W6.3
RWC
6.3.1.a
RWC
6.3.1.b
Determine the meaning of words and phrases
as they are used in a text, including figurative
and connotative meanings; analyze the impact
of a specific word choice on meaning and tone
(LITERARY Text).
Determine the meaning of words and phrase as
they are used in a text, including figurative,
connotative, and technical meanings
(INFORMATIONAL Text).
Trace and evaluate the arguments and specific
claims in a text, distinguishing claims that are
supported by reasons and evidence from claims
that are not (INFORMATIONAL Text).
Determine an author’s point of view or purpose
in a text and explain how it is conveyed in text
(INFORMATIONAL Text).
Draw evidence from literary or informational
texts to support analysis, reflection and
research.
Apply grade 6 reading standards to
literary nonfiction (e.g., “Trace and
evaluate the arguments and specific
claims in a text, distinguishing claims
that are supported reasons and
evidence from claims that are not.”)
Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and wellstructured event sequences.
Employ a range of planning strategies
to generate descriptive and sensory
See page 22 (Glossary)
for specific explanation of
Connotative and
Denotative word
meaning. This is an
essential understanding
for students in grade 6.
Students have been
learning about and
practicing writing
arguments/persuasive
text since August. This
month they will expand
their understanding of
arguments and
persuasive writing by
reading and analyzing
this type of informational
text - then linking their
reading and analysis back
to writing (W6.9b). See
below.
ANCHOR Standard W #9
is a direct link to Reading
ANCHOR Standard R #8
and Reading
Informational Text
Standard # RI6.8. They all
relate to reading,
analyzing and writing
arguments or analyzing
other’s arguments and
writing about that
analysis. Writing
Arguments remains in
the Continuing/Fluency
Phase this month.
This month students are
introduced to the second
of three text structures
(Narrative Writing).
45
OCTOBER
details (webbing, free writing, graphic
organizers)
Writing cont…
W #3
W6.3a
RWC
6.3.1.a.i
W #3
W6.3b
RWC
6.3.1.a.ii
Use narrative techniques, such as
dialogue, pacing, and description, to
develop experiences, events, and/or
characters.
W6.3c
RWC
6.3.1.a.iii
Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from one
time frame or setting to another.
W #3
W #3
W6.3d
RWC
6.3.1.a.iv
W6.3e
W #3
RWC
6.3.1.a.v
Engage and orient the reader by
establishing a context and introducing
a narrator and/or characters; organize
an event sequence that unfolds
naturally and logically.
Introduce writing
narratives, including
strategies for planning.
There are 5 EOs/sub
components in CCSS for
students in grade 6
related to writing
narratives. The planning
component is found in
CAS (RWC 6.3.1.b). In
addition, there are 4 more
EOs in CAS, related to
writing literary genres,
that are not found in
CCSS. These will be
introduced next month
(November).
Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events.
Provide a conclusion that follows from
and reflects on the narrated
experiences or events.
Research and
Reasoning
OCTOBER FLUENCY/CONTINUATION PHASE
Speaking and
Listening
SL #1
SL 6.1
SL #1
SL6.1.a
RWC
6.1.1d
RWC
6.1.1.d.i
Engage 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.
Come to discussions prepared, having
read or studied material; explicitly draw
Continue to provide
practice and guidance in
establishing and
maintaining effective
group discussions,
including small group,
large/classroom group
and teacher led
discussions.
46
OCTOBER
on that preparation by referring to
evidence on the topic, text, or issue to
probe and reflect on ideas under
discussion.
SL #1
SL6.1b
RWC
61.1.d.ii
SL #1
SL6.1c
RWC
6.1.1.d.iii
SL #1
SL6.1d
RWC
6.1.1.d.iv
L #1
L6.1
L #1
L6.1e
RWC
6.3.3a
RWC
6.3.3.a.v
Follow rules for collegial discussions,
set specific goals and deadlines, and
define individual roles as needed.
Pose questions and respond to specific
questions with elaboration and detail
by making comments that contribute to
the topic, text, or issue under
discussion.
Review the key ideas expressed and
demonstrate understanding of multiple
perspectives through reflection and
paraphrasing.
Demonstrate command of the conventions of
standard English grammar and usage when
writing or speaking.
Recognize variations from standard
English in their own and others’
speaking and writing, and identify and
use strategies to improve expression in
conventional language.
Monitor students’ use of
standard English grammar
and usage during
instruction and
discussion.
Phonological
Awareness
Phonics,
Decoding and
Morphology
L #4
R #10
Learn Greek and Latin roots and affixes.
Automatically apply knowledge of syllable
structures, lower level phonics and
morphology to the accurate decoding of
words.
Continue with weekly
lessons to build pool of
known Latin roots and
affixes and Greek
combining-forms.
Monitor students for
accurate decoding and
review/reteach phonics,
syllable structures and
morphology taught during
prior grades as needed.
47
OCTOBER
Encoding
Vocabulary
RWC
6.3.3.b
L #2
L6.2
L #2
L6.2b
L #6
L6.6
RWC
6.2.3.c
L #4
L6.4
RWC
6.2.3.a
L #4
L #4
L #4
L #4
L6.4a
L6.4b
L6.4c
L6.4d
RWC
6.3.3.b.ii
RWC
6.2.3.a.i
RWC
6.2.3.a.iii
RWC
6.2.3.a.v
RWC
6.2.3.a.vi
Demonstrate command of the conventions of
Standard English [capitalization, punctuation]
and spelling when writing.
Spell correctly.
Acquire and use accurately grade-appropriate
general academic and domain specific words
and phrases; gather vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases based
on grade 6 reading and content, choosing
flexibly from a range of strategies.
Use context (e.g., the overall meaning
of a sentence or paragraph; a word’s
position or function in a sentence) as a
clue to the meaning of a word or
phrase.
Use common, grade-appropriate Greek
or Latin affixes and roots as clues to
the meaning of a word (e.g., audience,
auditory, audible).
L6.2 implies recall and use
of knowledge of English
orthography, syllable
patterns and Greek/Latin
word building structures
previously taught grade K5 as well as current
learning of grade specific
words and morphology.
Continue to reinforce
students’ understanding
and use of new
vocabulary, especially
essential academic
vocabulary.
Reinforce students’ use
of the 4 strategies
already introduced to aid
in the determination of
unfamiliar word meaning.
The fifth strategy (found
in CAS, [RWC 6.2.3.a.ii],
but not in CCSS) is in the
Introductory Phase this
month. The final strategy
[CAS: RWC7.2.3.a.iv] will
be introduced in
December.
Consult reference materials (e.g.,
dictionaries, glossaries, thesauruses),
both print and digital, to find the
pronunciation of a word or determine or
clarify its precise meaning or its part of
speech.
Verify the preliminary determination of
the meaning of a word or phrase (e.g.,
by checking the inferred meaning in
context or in a dictionary).
48
OCTOBER
Implied that Fluency is being continually
monitored.
Informally monitor those
who met grade level
expectation. Formal
progress monitoring for
those receiving fluency
intervention.
Cite textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text (LITERARY Text).
Continue to practice and
reinforce students’ ability
to cite evidence,
determine central
themes and ideas, and
provide objective
summaries. These are
essential comprehension
skills.
Fluency
R #10
Comprehension
R #1
RL 6.1
RWC
6.2.1.a.i
R #2
RL 6.2
RWC
6.2.1.a.ii
Determine a theme or central idea of a text and
how it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions or judgments.(LITERARY
Text).
R #1
RI 6.1
RWC
6.2.2.a.i
Cite textual evidence to support analysis of what
the text says explicitly as well as inferences
drawn from the text (INFORMATIONAL Text).
R #2
RI 6.2
RWC
6.2.2.a.ii
Determine a central idea of a text and how it is
conveyed through particular details; provide a
summary of the text distinct from personal
opinions and judgment.(INFORMATIONAL
Text).
L #2
L6.2
RWC
6.3.3.b
L #2
L6.2a
RWC
6.3.3.b.i
L #1
L6.1
Writing
L #1
L6.1a
RWC
6.3.3.a
RWC
6.3.3.a.i
Demonstrate command of the conventions of
standard English capitalization, punctuation
and spelling when writing.
Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.
Demonstrate command of the conventions of
Standard English grammar and usage when
writing or speaking.
Ensure that pronouns are in the proper
case (subjective, objective,
possessive).
Monitor accurate use of
all capitalization and
punctuation taught in
prior years, review as
needed, and specifically
practice use of commas,
dashes and parenthesis.
See explanation of
nonrestrictive and
parenthetical elements
on Page 38.
See Page 38-39 for
explanation of dashes and
parentheses.
See Page 31 or 34 for
explanation of pronoun
cases.
49
OCTOBER
RWC
6.3.3.a.vi
L #1
L #1
RWC
6.3.3.a.vii
W #1
W6.1
W #1
W6.1a
W #1
W6.1b
RWC
6.3.2.a
RWC
6.3.2.a.i
RWC
6.3.2.a.ii
Identify fragments and run-ons and
revise sentences to eliminate them
Use coordinating conjunctions in
compound sentences
Write arguments to support claims with clear
reasons and relevant evidence.
Introduce claim(s) and organize the
reasons and evidence clearly.
Support claim(s) with clear reasons
and relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s), reasons,
and evidence.
W #1
W6.1c
RWC
6.3.2.a.iii
W #1
W6.1d
RWC
6.3.2.a.iv
Establish and maintain a formal style.
W #1
W6.1e
RWC
6.3.2.a.v
Provide a concluding statement or
section that follows from and the
argument presented.
W #1
RWC
6.3.2.e
Write to pursue a personal interest, to
explain, or to persuade
W #1
RWC
6.3.2.i
Identify persuasive elements in a
peer’s writing and critique the
effectiveness
W #1
W #5
RWC
6.3.2.h
W6.5
RWC
6.3.3.e
Standard L6.1a (applied
to writing) links back to
the same standard
introduced in August and
applied to speaking. See
the explanation of
coordinating
conjunctions in notes on
Page 39.
Continue to provide
practice and feedback on
the first of three text
structures: Argument and
Persuasive Writing.
Select vocabulary and information to
enhance the central idea.
With some guidance and support from peers
and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting
50
OCTOBER
trying a new approach.
Research and
Reasoning
RWC
6.4.2.a
Accurately identify assumptions, as well as
those of others
RWC
6.4.2.b
Make assumptions that are consistent with one
another
RWC
6.4.2.c
Identify the natural tendency in humans to use
stereotypes, prejudices, biases and distortions
RWC
6.4.2.d
RWC
6.4.2.e
Identify stereotypes, prejudices, biases and
distortions in self and thinking of others
Accurately state the assumptions underlying the
inferences they or others make, and then
accurately access those assumptions for
justifiability
These 5 CAS EO’s (from
CAS Standard #4:
Research and Reasoning)
are introduced this
month, as students focus
on analyzing arguments in
reading and continue to
write persuasive pieces.
The key concept for
students to discuss and
understand is all
reasoning is based on
assumptions. For thinking
to improve, it is necessary
to ask critical questions.
When reading, personal
assumptions affect
understanding and the
interpretation of a text.
OCTOBER APPLICATION PHASE
Nothing moved to Application this month
51
OCTOBER
NOVEMBER
GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
NOVEMBER INTRODUCTORY PHASE
Cluster
Skill
Speaking and
Listening
Anchor CCSS
Standard
CAS
STANDARDS
EVIDENCE OUTCOMES
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
Use general academic and domain specific
vocabulary in discussions.
Possible Student
Lesson Objectives
NOTES
BLUE =
alert to linkages in
other Skill Cluster(s)
This is an implied
standard that is linked to
ANCHOR L#6. As
students are taught and
learn new vocabulary,
they are expected to be
incorporating this new
vocabulary into their
discussions and when
speaking about specific
topics and content.
Phonological
Awareness
Phonic,
Decoding and
Morphology
Encoding
(Spelling)
Vocabulary
Fluency
52
NOVEMBER
Comprehension
Writing
R#3
RL 6.3
RWC
6.2.1.a.iii
Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well as
how the characters respond or change as the
plot moves toward a resolution.
R#3
RI 6.3
RWC
6.2.2.a.iii
Analyze in detail how a key individual, event,
and idea is introduced, illustrated, and
elaborated in a text (e.g., through examples or
anecdotes).
W #3
W6.3
RWC
6.3.1.a
W #3
RWC
6.3.1.c
W #3
RWC
6.3.1.d
RWC
6.3.1.e
W #3
W #3
RWC
6.3.1.f
W #2
W 6.2
W #2
W 6.2a
RWC
6.3.2.b
RWC
6.3.2.b.i
Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
Use a range of poetic techniques
(alliteration, onomatopoeia, rhyme
scheme); figurative language (simile,
metaphor, personification); and
graphic elements (capital letters, line
length, word position) to express
personal or narrative voice in texts
Organize literary and narrative texts
using conventional organizational
patterns of the chosen genre
Use literary elements of a text (welldeveloped characters, setting,
dialogue, conflict) to present ideas in a
text
Use word choice, sentence structure,
and sentence length to create voice
and tone in writing
Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant content.
Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
This month you will
continue to provide some
practice with the second
of three text structures
(narrative writing).
These are the additional 4
Evidence Outcomes
(found in CAS, but not
CCSS) for writing
narratives and literary
genres. Introduce these 4
EOs this month as you
provide student with
practice and feedback on
narrative writing with the
previous EO and
subcomponents
introduced last month.
Linked to W6.3a, W6.3b.
W6.3c, W6.3d, W6.3e and
RWC 6.3.1.b that are in
the Fluency Phase this
month. You will be just
touching on these new
EOs this month, as
Informational
/Explanatory writing
must also be introduced
this month. Following this
month’s practice with
narrative writing, students
will not be returning to
writing narratives until
February.
53
NOVEMBER
classification, comparison/contrast,
and cause/effect; include formatting
(e.g., headings),graphics (e.g.,
charts, tables), and multimedia when
useful to aiding comprehension.
W #2
W6.2b
W #2
W6.2c
W #2
W6.2d
RWC
6.3.2.b.ii
RWC
6.3.2.b.iii
RWC
7.3.2.b.iv
RWC
6.3.2.b.v
W #2
W6.2e
W #2
W6.2f
L #1
L6.1
L #1
L #1
L #1
L6.1b
RWC
6.3.2.b.vi
RWC
6.3.3.a
RWC
6.3.3.a.ii
Develop the topic with relevant facts,
definitions, concrete details,
quotations, or other information and
examples.
Use appropriate transitions to clarify
the relationships among ideas and
concepts.
Use precise language and domainspecific vocabulary to inform about or
explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or
section that follows from and supports
the information or explanation
presented.
Demonstrate command of the conventions of
Standard English grammar and usage when
writing or speaking.
Use intensive pronouns (e.g.,
myself, ourselves).
RWC
6.3.3.a.viii
Maintain consistent verb tense within
paragraph
RWC
6.3.3.a.ix
Choose adverbs to describe verbs,
adjectives, and other adverbs
This month you are
introducing the third of
three text structures
(Informational and
Explanatory Writing). This
is in anticipation of a
Research standard to be
taught next month
(December).
SEE Research and
Reasoning section for
additional elements in
writing, researching, and
documenting sources.
Students may require
additional instruction to
thoroughly understand
that adverbs are words
that modify everything
but nouns and pronouns.
They modify adjectives,
verbs, and other adverbs.
A word is an adverb if it
answers how, when or
where.
Intensive pronouns end
with self or selves and
emphasize or intensify a
noun or another pronoun.
They make you notice the
noun or pronoun they go
with. First person singular
is myself. Second person
singular is yourself. Third
person singular includes
himself, herself, itself.
First person plural is
ourselves. Second person
plural is yourselves and
third person plural is
themselves.
54
NOVEMBER
Research and
Reasoning
RWC
6.4.1.a.i
W #7
Identify a topic for research, developing the
central idea or focus and potential research
questions.
Link this to Informational
writing (W #2) that is
being introduced this
month. RWC6.4.1.a.i is
within the initial stage of
building to Research
Project introduced in
December.
NOVEMBER FLUENCY/CONTINUATION PHASE
Speaking and
Listening
Use general academic and domain
specific vocabulary in discussions.
This is an implied
standard that is linked to
ANCHOR L#6. As
students are taught and
learn new vocabulary,
they are expected to be
incorporating this new
vocabulary into their
discussions and when
speaking about specific
topics and content.
Phonological
Awareness
Phonics,
Decoding, &
Morphology
L #4
Encoding
L #2
L6.2
L #2
L6.2a
RWC 6.3.3b
RWC
6.3.3.b.ii
Learn Greek and Latin roots and affixes.
Continue with weekly
lessons to build an
expanding pool of known
Latin roots and affixes and
Greek combining forms.
Demonstrate command of the conventions
of standard English [capitalization,
punctuation], and spelling when writing.
This implies recall and use
of knowledge of English
orthography, syllable
patterns and Greek/Latin
word building structures
previously taught grades
K-5 as well as current
Spell correctly.
55
NOVEMBER
learning of grade specific
words and morphology.
Vocabulary
L#6
L6.6
L #4
L6.4
L #4
L6.4a
L #4
L #4
RWC
6.2.3.a
RWC
6.2.3.a.i
RWC
6.2.3.a.ii
L #4
L #4
RWC 6.2.3.c
L6.4b
RWC
6.2.3.a.iii
L6.4c
RWC
6.2.3.a.v
L7.4d
RWC
6.2.3.a.vi
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 6 reading and
content, choosing flexibly from a range of
strategies.
Use context (e.g., the overall
meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
Provide students with a
plethora of opportunities
to practice and apply
these five strategies/EOs
for determining the
meanings of unknown and
unfamiliar words.
Make connections back to the
previous sentences and ideas to
resolve problems in
comprehension
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word
(e.g., audience, auditory, audible).
Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation of
a word or determine or clarify its
precise meaning or its part of
speech.
Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking
the inferred meaning in context or
56
NOVEMBER
in a dictionary).
Fluency
Comprehension
R #10
Implied that Fluency is being continually
monitored.
R #10
Automatically apply knowledge of
syllable structures, lower level phonics
and morphology to the accurate
decoding of words.
R #1
RL6.1
RWC
6.2.1.a.i
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text (LITERARY
Text).
R #2
RL6.2
RWC
6.2.1.a.ii
Determine a central idea of a text and how
it is conveyed through particular details;
provide a summary of the text distinct from
personal opinion or judgments (LITERARY
Text).
R #1
RI6.1
RWC
6.2.2.a.i
R #2
RI6.2
R #4
RL6.4
RWC
6.2.2.a.ii
RWC
6.2.1.b.i
Informally monitor those
who meet grade level
expectations (127 WCPM
with 98% accuracy).
Formal progress
monitoring for those
receiving Fluency
intervention.
Monitor to assure 98%
reading accuracy on
grade level text.
Continue to teach,
reinforce and practice
ANCHOR Standard R#1, R
#2, and R #4 with both
Literature and
Informational text.
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text
(INFORMATIONAL Text).
Determine a central idea of a text and how
it is conveyed through particular details:
analyze their development over the course
of the text; provide a summary of the text
distinct from personal opinion or judgment
(INFORMATIONAL Text).
Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings;
analyze the impact of a specific word choice
on meaning and tone (LITERARY Text).
Determine the meaning of words and
57
NOVEMBER
Writing
R #4
RI6.4
RWC
6.2.2.b.i
L #2
L6.2
RWC 6.3.3.b
L #2
L6.2a
RWC
6.3.3.b.i
W6.3
RWC
6.3.1a
W #3
RWC
6.3.1.b
W #3
W#3
W#3
W#3
W6.3a
W6.3b
W6.3c
RWC
6.3.1.a.i
RWC
6.3.1.a.ii
RWC
6.3.1.a.iii
phrases as they are used in a text, including
figurative, connotative, and technical
meanings (INFORMATIONAL Text).
Demonstrate command of the conventions
of standard English capitalization,
punctuation and spelling.
Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.
Write narratives to develop real or
imagined experiences or events using
effective technique, relevant descriptive
details, and well-structured event
sequences.
Use a range of planning strategies
to generate descriptive and
sensory detail (webbing, free
writing, graphic organizers)
Engage and orient the reader by
establishing a context and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally
and logically.
Use narrative techniques, such as
dialogue, pacing, and description,
to develop experiences, events,
and/or characters.
Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from
one time frame or setting to
another.
Monitor accurate use of
all capitalization and
punctuation taught in
prior years, review as
needed, and specifically
practice the use of comma
parentheses, and dashes
to set off nonrestrictive
elements. See page 38 for
explanation of
nonrestrictive elements.
A Dash is a longer line
than a hyphen, which
indicates a break or an
interruption in the
thought. Dashes are used
to off-set a part of a
sentence. Unlike
parentheses, which tend
to minimize, dashes tend
to emphasize the set-off
text. See additional
explanation in notes on
Page 39.
Link student practice of
Writing Narratives (using
the Standards and EOs
introduced last month
that are shown here) to
the additional 4 EOs
introduced this month
from CAS (RWC 6.3.1.c,
RWC 6.3.1.d, RWC
6.3.1.e, and RWC 6.3.1.f).
58
NOVEMBER
W #3
W6.3d
RWC
6.3.1.a.iv
Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events.
W #3
W6.3e
RWC
6.3.1.a.v
Provide a conclusion that follows
from and the narrated experiences
or events.
W #5
W6.5
RWC
6.3.3.e
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting or trying a new approach,.
Research and
Reasoning
NOVEMBER APPLICATION/REVIEW PHASE
Speaking and
Listening
SL # 1
SL6.1
RWC
6.1.1.d
SL #1
SL6.1.a
RWC
6.1.1.d.i
Engage 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.
Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on ideas
This standard (SL #1) was
first introduced in August
and practiced and
reinforced in September
and October. Students
should now demonstrate
more automatic
application of effective
participation. Teach to
new students and/or
review expectations as
needed.
59
NOVEMBER
SL #1
SL #1
SL6.1.b
SL6.1c
RWC
6.1.1.d.ii
RWC
6.1.1.d.iii
under discussion.
Follow rules for collegial
discussions, set specific goals and
deadlines, and define individual
roles as needed.
Pose and respond to specific
questions with elaboration and
detail by making comments that
contribute to the topic, text, or
issue under discussion.
SL #1
Phonics,
Decoding and
Morphology
R #10
SL6.1d
RWC
6.1.1.d.iv
Review the key ideas expressed
and demonstrate understanding o
multiple perspectives through
reflection and paraphrasing.
Automatically apply knowledge of
syllable structures, lower level phonics
and morphology to the accurate
decoding of words in grade level
literature and informational text.
Students should be using
these skills independently
and automatically. Linked
to Fluency expectations
for 98 % accuracy. Failure
to meet expectations
signals a need for specific
reading intervention.
Encoding
Vocabulary
Fluency
Comprehension
Writing
60
NOVEMBER
DECEMBER
GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
DECEMBER INTRODUCTORY PHASE
CLUSTER
SKILL
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence
Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
POSSIBLE STUDENT NOTES
LEARNING OBJECTIVE
BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking and
Listening
Phonological
Awareness
Phonics,
Decoding &
Morphology
Encoding
Vocabulary
Fluency
RWC
6.2.3.a.iv
L #4
R #10
RL6.10
RI6.10
Employ synonyms or antonyms gleaned
from a passage to provide an approximate
meaning of a word
This is the 6th and final
evidence outcome/
strategy for determining
the meaning of
unfamiliar words. Links
to L6.4a, L6.4b, L6.4c,
L6.4d and RWC 6.2.3.a.ii.
Read with sufficient accuracy and
fluency to support comprehension of
grade level literature and informational
text (see notes for midyear expectations).
See Page 108-109 for ORF Table.
This implied EO returns
to the Introductory
Phase as Winter/ midyear Fluency
expectations have
increased. Students in
grade 6 should now be
61
DECEMBER
able to read grade level
texts with 98% accuracy,
at a minimum rate of
140 WCPM (50%ile ).
Comprehension
R#5
RI6.5
R #5
R #9
Writing
W#4
W #6
Research &
Reasoning
W #7
RWC
6.2.2.b.ii
Analyze how a particular sentence,
paragraph, chapter, or section fits into the
overall structure of a text and contributes to
the development of ideas
(INFORMATIONAL Text).
RWC 6.2.2.f
RI6.9
W6.4
W 6.6
W 6.7
RWC
6.2.2.c.iii
RWC 6.3.3.d
RWC
6.3.3.f
RWC 6.4.1.a
Use information from the text and text
features (such as timeline, diagram,
captions) to answer questions or perform
specific tasks
Compare and contrast one author’s
presentation of events with that of another
(e.g., a memoir written by and a biography
on the same person) INFORMATIONAL
Text.
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose, and audience.
Use technology, including the Internet, to
produce and publish writing as well as to
interact and collaborate with others;
demonstrate sufficient command of
keyboarding skills to type a minimum of
three pages in a single setting.
Conduct short research projects to answer a
question, drawing on several sources and
refocusing the inquiry when appropriate.
This month as students
continue to practice a
number of reading
standards, they will be
introduced to
Informational Reading
(RI) Standards #5 and
#9. Students will begin
reading and analyzing
much informational text
as they enter the
beginning stages of
planning and organizing
a research report (and
ultimately an oral
presentation of research
(January).
This month writing is
focused on
Informational writing
and linked to Research
and Reasoning. See
writing in Fluency Phase.
Also, see Research and
Reasoning Skill Cluster
below.
During December
students will also be
asked to use technology
to produce and publish
writing, and collaborate
with others as
appropriate. Link to
Research this month.
The planning,
researching, organizing,
and writing of a research
62
DECEMBER
RWC
6.4.1.a.i
W #7
W #8
W6.8
RWC
6.4.1.b
W #8
RWC
6.4.1.b.i
W #8
RWC
6.4.1.b.ii
Identify a topic for research,
developing the central idea or focus
and potential research questions
report will be linked to
oral presentation of the
Information next month
(January)
Gather relevant information from multiple
print and digital sources; assess the
credibility of each source; and quote or
paraphrase the data and conclusions of
others while avoiding plagiarism and
providing basic bibliographic information for
sources.
Use a range of print and nonprint
sources (atlases, data bases,
reference materials, online and
electronic resources, interviews,
direct observation) to locate
information to answer research
questions
Locate specific information within
resources using indexes, tables of
contents, electronic search key
words, etc.
DECEMBER FLUENCY/CONTINUATION PHASE
Speaking and
Listening
L #1
SL #1
L6.1
RWC
6.3.3.a
RWC
6.1.1.g
Demonstrate command of the conventions
of standard English grammar and usage
when speaking or writing.
Use evidence to develop credibility (such as
citing textual evidence to support opinions)
Although ANCHOR SL #1
is not a focus of
continuation this month,
students should be
monitored for their
effective participation in
group discussions and
adherence to
role/questioning
expectations.
Phonological
Awareness
63
DECEMBER
Phonics,
Decoding &
Morphology
Encoding
Learn Greek and Latin roots and affixes.
Continue weekly lessons
on Greek and Latin
morphology.
Demonstrate command of the conventions
of standard English [capitalization,
punctuation], and spelling when writing
This spelling standard
implies 1) effective
editing of draft
documents; 2) 99%
spelling accuracy on final
edited documents; 3)
effective and consistent
use of spelling
references and resources
and 4) effective
monitoring and use of
spell check features
L #2
L6.2
RWC
6.3.3.b
L #2
L6.2
RWC
6.3.3.b.ii
L #6
L6.6
RWC
6.2.3.c
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to
comprehension or expression.
R #2
RL6.2
RWC
6.2.1.a.ii
Determine a theme or central idea of a text
and how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions and
judgments (LITERARY text).
R #2
RI6.2
RWC
6.2.2.a.ii
Spell correctly.
Vocabulary
Fluency
Comprehension
R #3
RL6.3
RWC
6.2.1.a.iii
Determine a central ideas of a text and how
it is conveyed through particular details;
provide a summary of the text distinct from
personal opinions and judgments
(INFORMATIONAL
Text).
Describe how a particular story’s or drama’s
plot unfolds in a series of episodes as well
as how the characters respond or change as
the plot moves toward a resolution
(LITERARY Text).
Students should be
provided continued
practice in gaining
mastery of Reading
ANCHOR Standard R #2
and R #4 (with both
Literature and
Informational text).
64
DECEMBER
RI6.3
RWC
6.2.2.a.iii
R #4
RL6.4
RWC
6.2.1.b.i
R #4
RI6.4
RWC
6.2.2.b.i
W #2
W 6.2
RWC
6.3.2.b
W #2
W 6.2a
RWC
7.3.2.b.i
R #3
Writing
W #2
W6.2.b
RWC
6.3.2.b.ii
W #2
W6.2.c
RWC
6.3.2.b.iii
W #2
W6.2.d
RWC
6.3.2.b.iv
Analyze in detail how a key individual, event,
or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples
or anecdotes). INFORMATIONAL Text
Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings;
analyze the impact of a specific word choice
on meaning and tone (LITERARY Text).
Determine the meaning of words and
phrases as they are used in a text, including
figurative, connotative, and technical
meanings (INFORMATIONAL Text).
Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
Introduce a topic clearly; organize
ideas, concepts, and information,
using strategies such as definition,
classification, comparison/contrast,
and cause/effect; include
formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
Develop the topic with relevant
facts, definitions, concrete details,
quotations, or other information
and examples.
Use appropriate transitions to
clarify the relationships among
ideas and concepts.
Use precise language and domainspecific vocabulary to inform about
65
DECEMBER
or explain the topic.
W #2
W #2
L #2
Research &
Reasoning
W6.2e
W6.2f
L6.2
L #2
L6.2a
W #5
W6.5
W #10
W 6.10
W #7
RWC
7.3.2.b.v
Establish and maintain a formal
style.
RWC
6.3.2.b.vi
Provide a concluding statement or
section that follows from the
information or explanation
presented.
RWC
6.3.3.b
RWC
6.3.3b.i
RWC
6.3.3.e
Implied
RWC
6.4.1.a.i
Demonstrate command of the conventions
of standard English capitalization,
punctuation and spelling when writing.
Use punctuation (commas,
parenthesis, dashes) to set off
nonrestrictive/parenthetical
elements.
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, editing,
rewriting or trying a new approach.
Write routinely over extended time frames
and shorter time frames for a range of
discipline specific tasks, purposes, and
audiences.
Refer to page 38 for
explanation of
nonrestrictive elements.
A Dash is a longer line
than a hyphen, which
indicates a break or an
interruption in the
thought. Dashes are
used to off-set a part of a
sentence. Unlike
parentheses, which tend
to minimize, dashes tend
to emphasize the set-off
text. See Page 39 for
further explanation of
when to use, commas,
dashes and parentheses
with nonrestrictive
elements.
This reminder of writing
expectations (W #10) is
linked to Literacy in
specific content areas.
Identify a topic for research, developing the
central idea or focus and potential research
question(s).
66
DECEMBER
DECEMBER APPLICATION/REVIEW PHASE
Speaking and
Listening
Phonological
awareness
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
Fluency
Comprehension
R #1
R #1
RL6.1
RI6.1
RWC
6.2.1.a.i
RWC
6.2.2.a.i
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text (LITERARY
Text).
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from the text
(INFORMATIONAL Text).
Writing
Research &
Reasoning
67
DECEMBER
JANUARY
GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
JANUARY INTRODUCTORY PHASE
CLUSTER
SKILL
Speaking and
Listening
Anchor CCSS
Standard
CAS
Standards/Evidence
Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
SL #4
SL 6.4
RWC
6.1.1.a
Present claims and findings, sequencing
ideas logically and using pertinent
descriptions, facts, and details to accentuate
main ideas or themes; use appropriate eye
contact, adequate volume, and clear
pronunciation.
SL #6
SL 6.6
RWC
6.1.1.c
Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
SL #5
SL 6.5
RWC
6.1.1.b
L #3
L6.3
L #3
L6.3a
L #3
L6.3b
RWC
6.3.3.c
Include multimedia components (e.g.,
graphics, images, music, sound) and visual
displays in presentations to clarify
information.
Possible Student
Lesson Objectives
Notes
BLUE =
alert to linkages in
other Skills Cluster
The Oral
Presentation
expected in this
Standard is
linked to the
Research Project
(W#7)
introduced in
December and
Informational
Writing (W #2)
introduced in
November and
continued into
December.
Use knowledge of language and its
conventions, when writing, speaking,
reading, or listening.
RWC
6.3.3.i
Vary sentence patterns for
meaning, reader/listener interest
and style.
RWC
6.3.3.ii
Maintain consistency in style and
tone.
68
JANUARY
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
Fluency
Keep new mid-year fluency expectations
in mind. See ORF Table on Pages 108109 for mid-year grade-level expectations.
Mid-year fluency
expectations are now a
minimum of 98%
accuracy with a rate of
140 WCPM (50%ile).
Demonstrate command of standard English
grammar and usage when writing or
speaking.
Students will need to
understand these
grammatical concepts:
Pronouns can be
singular (I, me, he, him,
she, her, it anyone,
that, this) or plural
(we, us, they, them, all,
these, those).
Pronouns are divided
into three grammatical
persons. They are First
Person (the one doing
the speaking such as I,
me, mine, we, us, ours).
Second Person refers
to the one(s) being
spoken to or directly
addressed such as you
and yours. Third
Person refers to the
Comprehension
Writing
L #1
L6.1
RWC
6.3.3.a
L #1
L6.1c
RWC
6.3.3.a.iii
L #1
L6.1d
RWC
6.3.3.a.iv
Recognize and correct
inappropriate shifts in pronoun
number and person.
Recognize and correct vague
pronouns (i.e., ones with unclear
or ambiguous antecedents).
69
JANUARY
one(s) or thing(s) being
spoken about such as
it, its, they, theirs,
them.
Research and
Reasoning
W #9
RWC
6.4.1.c.i
Follow established criteria for evaluating
accuracy, validity, and usefulness of
information
RWC
6.4.1.c.ii
Select and organize information, evidence,
details, or quotations that support the central
idea or focus
RWC
6.4.3.a
Determine strengths and weaknesses of
their thinking and thinking of others by using
criteria including relevance, clarity,
accuracy, fairness, significance, depth,
breadth, logic and precision
RWC
6.4.3.b
Take control over their thinking to determine
when thinking should be questioned and
when it should be accepted (intellectual
autonomy)
These CAS Standards
link directly to the
Speaking and Listening
standards/EOs
introduced this month
(SL #4) that asks
students to present
claims and finding
during an oral
presentation.
As students present
their research orally
and listen to the
presentation of other’s
research, they will
need to evaluate the
presentations using
criteria presented in
CAS RWC6.4.1.a. Key
concept here is related
to the importance of
metacognition and
monitoring one’s
thinking.
JANUARY FLUENCY/CONTINUATION PHASE
Speaking and
Listening
SL #6
RWC
6.1.1.h
Recognize the difference between
informal and formal language and make
choices appropriate for group purposes
Phonological
Awareness
70
JANUARY
Phonics,
Decoding, and
Morphology
Encoding
Vocabulary
L #2
L6.2
RWC
6.3.3.b
L #2
L6.2
RWC
6.3.3.b.ii
L #6
L #4
L #4
L #4
L6.6
RWC
6.2.3.c
L6.4
RWC
6.2.3.a
L6.4a
RWC
6.2.3.a.i
RWC
6.2.3.a.ii
Learn Greek and Latin roots and
affixes.
Continue to teach
weekly lessons on
Greek and Latin
morphology.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and spelling
when writing
This spelling standard
implies 1) effective
editing of draft
documents; 2) 99%
spelling accuracy on
final edited documents;
3) effective and
consistent use of
spelling references and
resources; and 4)
effective monitoring
and use of spell check
features
Spell correctly
Acquire and use accurately gradeappropriate general academic and
domain specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase important
to comprehension or expression.
Determine or clarify the meaning of
unknown and multiple-meaning words
and phrases based on grade 6 reading
and content, choosing flexibly from a
range of strategies.
Use context (e.g., the overall
meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a
clue to the meaning of a word
or phrase.
Make connections back to
previous sentences and ideas
to resolve problems with
comprehension
This is a continuing
standard throughout
the year. Continue to
build general and
content specific
academic language
Continue to reinforce
students’ use of all six
strategies to determine
the meaning of
unfamiliar words.
Students may need
guidance in choosing
the correct strategy
given the specific word.
71
JANUARY
L #4
L7.4b
L #4
RWC
7.2.3.a.iii
RWC
6.2.3.iv
L #4
L6.4c
RWC
6.2.3.a.v
L #4
L6.4d
RWC
6.2.3.a.vi
Fluency
R #10
Comprehension
R#5
Use common, gradeappropriate Greek or Latin
affixes and roots as clues to the
meaning of a word (e.g.,
audience, auditory, audible).
Employ synonyms or antonyms
gleaned from a passage to
provide an approximate
meaning of a word
Consult reference materials
(e.g., dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation
of a word or determine or clarify
its precise meaning or its part
of speech.
Verify the preliminary
determination of the meaning of
a word or phrase (e.g., by
checking the inferred meaning
in context or in a dictionary).
Implied that students’ reading is
continuously monitored for reading
rate, accuracy (and prosody). See
ORF Tables on Page 108-109 for Midyear expectations.
RI6.5
RWC
6.2.2.b.ii
RWC
Informal monitoring of
those who met
Winter/midyear
expectations (98%
accuracy/ 140 WCPM).
Formal progress
monitoring for those
not meeting
expectation and
receiving fluency
intervention.
Analyze how a particular sentence,
paragraph, chapter, or section fits into
the overall structure of a text and
contribute to the development of the
ideas (INFORMATIONAL Text).
Use information from text and text
72
JANUARY
6.2.2.f
R #5
Writing
features (such as timelines, diagrams
and captions) to answer questions or
perform specific tasks
RWC
6.2.2.c.iii
Compare and contrast one author’s
presentation of events with that of
another (e.g., a memoir written by and a
biography on the same person
(INFORMATIONAL TEXT).
W6.2
RWC
6.3.2.b
W #2
W6.2a
RWC
6.3.2.b.i
Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
Introduce a topic; organize
ideas, concepts, and
information, using strategies
such as definition,
classification,
comparison/contrast, and
cause/effect; include formatting
(e.g., headings),graphics (e.g.,
charts, tables), and multimedia
when useful to aiding
comprehension.
W #2
W6.2b
RWC
6.3.2.b.ii
W #2
W6.2c
RWC
6.3.2.b.iii
W #2
W6.2d
RWC
6.3.2.b.iv
R #9
RI6.9
W #2
Develop the topic with relevant
facts, definitions, concrete
details, quotations, or other
information and examples.
Use appropriate transitions to
clarify the relationships among
ideas and concepts.
Use precise language and
domain-specific vocabulary to
inform about or explain the
topic.
Standard W6.2d is a
direct link to ANCHOR
Standard L #6 (acquire
domain specific
vocabulary).
73
JANUARY
Research and
Reasoning
W #2
W 6.2e
W #2
W6.2f
L #3
L6.3
L #3
L6.3a
L #3
L6.3b
RWC
6.3.2.b.v
Establish and maintain a formal
style.
RWC
6.3.2.b.vi
Provide a concluding statement
or section that follows from the
information or explanation
presented.
RWC
6.3.3.b
RWC
6.3.3.b.i
RWC
6.3.3.b.ii
W #5
RWC
6.3.3.a.viii
W #5
RWC
6.3.3.a.ix
W #9
W6.9
RWC
6.4.1.c
Use knowledge of language and its
conventions when writing, speaking,
reading or listening.
Vary sentence patterns for
meaning, reader/listener
interest, and style.
Maintain consistency in style
and tone.
Maintain consistent verb
tense within paragraph
Students may require
additional instruction
to thoroughly
understand that
adverbs are words that
modify everything but
nouns and pronouns.
They modify adjectives,
verbs, and other
adverbs. A word is an
adverb if it answers
how, when or where.
Choose adverbs to describe
verbs, adjectives, and other
adverbs
Draw evidence from literary or
informational texts to support analysis,
reflection, and research.
W #9 links to research
project (both writing
research report and
oral presentation of
research).
74
JANUARY
JANUARY APPLICATION/REVIEW PHASE
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
Fluency
Comprehension
R #2
RI 6.2
RWC
6.2.2.a.ii
Determine a central idea of a text and
how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinions or
judgments.
Writing
Research &
Reasoning
75
JANUARY
FEBRUARY GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
FEBRUARY INTRODUCTORY PHASE
SKILL
CLUSTER
ANCHOR
STANDARD
CCSS
L #5
L6.5
RWC
6.2.3.b
L #5
L6.5a
RWC
6.2.3.b.i
L #5
L6.5b
L #5
L6.5c
CAS
Standards/Evidence Outcomes POSSIBLE STUDENT NOTES
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
LEARNING OBJECTIVE
BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking &
Listening
Phonological
Awareness
Phonics, Decoding
and Morphology
Encoding
Vocabulary
RWC
6.2.3.b.ii
RWC
6.2.3.b.iii
Demonstrate the understanding of figurative
language, word relationships, and nuances
in word meaning.
Interpret figures of speech (e.g.,
personification) in context.
Use the relationship between
particular words (e.g., cause/effect,
part/whole, item/category) to better
understand each of the words.
Distinguish among the
connotations [associations] of
words with similar denotations
[definitions] (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
Personification is when
you assign the qualities
of a person to something
that isn’t human or to
something that isn’t
alive. It is a common
literary tool (e.g.,
Opportunity knocked on
his door. The wind sang
through the open
window. The words
danced on the page.
When the alarm clock
sprang to life, no one
was left sleeping.)
See explanation of
connotative and
denotative word
76
FEBRUARY
meanings on Page
21(Glossary). This links
to Reading Anchor
Standard #4 and
Language ANCHOR
Standard #5.
Fluency
Comprehension
R #5
RL6.5
RWC
6.2.1.b.ii
R #6
RL6.6
RWC
6.2.1.b.iii
Continue to monitor reading rate,
accuracy and prosody.
Since this month’s focus
is on literary text, there
may be opportunities for
oral reading of poetry
and dramas which will
allow monitoring of
reading fluency. Prosody
and proper phrasing are
essential when reading
literary text aloud.
Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure
of a text and contributes to the development
of the theme, setting, or plot (LITERARY
Text).
This month students will
be focused on Literary
text, including dramas
and poetry. This will
correlate with the focus
in Writing on Narrative
form (W #3).
Explain how an author develops the point of
view of the narrator or speaker in a text
(LITERARY Text).
Writing
Research and
Reasoning
FEBRUARY FLUENCY/CONTINUATION PHASE
Speaking &
Listening
77
FEBRUARY
Phonological
Awareness
Phonics,
Decoding, and
Morphology
Learn Greek and Latin roots and affixes.
Continue with weekly
lesson in Latin and Greek
morphology.
Encoding
It is implied by Standard 6.2 b/ RWC
6.3.3.b.ii (Demonstrate command of the
conventions of English spelling when
writing) that students are being taught
correct spelling patterns for prefixes,
including Chameleon prefixes, and for
derivational suffixes when being taught
Latin roots and affixes.
This links to the teaching
of Greek combining
forms and Latin roots
and affixes.
Vocabulary
RWC
6.2.3.c
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
RWC
6.2.1.b.i
Determine the meaning of words and
phrases as they are used in a text, including
figurative and connotative meanings;
analyze the impact of a specific word choice
on meaning and tone.
W6.5
RWC
6.3.3.e
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, editing,
rewriting or trying a new approach.
L6.1a
RWC
6.3.3.a.i
L #6
L6.6
Comprehension
R #4
RL6.4
Writing
W #5
L #1
Fluency
L #1
L6.1b
RWC
6.3.3.a.ii
Ensure that pronouns are in the
proper case (subjective, objective,
possessive).
Use intensive pronouns (e.g.,
myself, ourselves).
See Page 331 or 34
regarding pronouns and
proper case.
See Page 54 for notes on
intensive pronouns.
78
FEBRUARY
L #1
L #1
L #1
L6.1c
L6.1d
L6.1e
RWC
6.3.3.a.iii
RWC
6.3.3.a.iv
RWC
6.3.3.a.v
RWC
6.3.3.a.vi
L #1
RWC
6.3.3.a.vii
L #1
L #1
RWC
6.3.3.a. viii
L #1
RWC
6.3.3.a.ix
W #3
W6.3
W #3
W6.3a
W #3
W6.3b
RWC
6.3.1.a
Recognize and correct
inappropriate shifts in pronoun
number and person.
See Page 69 for notes on
pronoun number/
person.
Recognize and correct vague
pronouns (ones with unclear or
ambiguous antecedents).
Antecedent refers to the
noun or pronoun that a
pronouns refers to (ante
meaning before in Latin).
Ambiguous pronouns
lack a clear antecedent
(e.g., Mary visited Beth
after her graduation.)
Vague pronouns lack an
antecedent altogether
(They suggested to Mary
that she might want to
travel by train.)
Recognize variation from standard
English in their own and others’
writing and speaking, and identify
and use strategies to improve
expression in conventional
language.
Identify fragments and run-ons and
revise sentences to eliminate them
Use coordinating conjunctions in
compound sentences
Maintain consistent verb tense
within paragraph
Choose adverbs to describe verbs,
adjectives, and other adverbs
Write narratives to develop real or imagined
experiences or events using effective
technique, relevant descriptive details, and
well-structured event sequences.
RWC
6.3.1.a.i
Engage and orient the reader by
establishing a context and
introducing a narrator and/or
characters; organize an event
sequence that unfolds naturally and
logically.
RWC
6.3.1.a.ii
Use narrative techniques, such as
dialogue, pacing, and description,
See Page 39 for
discussion of
coordinating
conjunctions.
See Page 74 for
explanation of adverbs.
Writing narratives,
including all Evidence
Outcomes/sub-standards
in CCSS and CAS will be
revisited again this
month. Since writing in
narrative form should be
no more than 30% of all
6thgrade writing, this is
the final month for
practice and increased
mastery with this writing
79
FEBRUARY
to develop experiences, events,
and/or characters.
W #3
W6.3c
RWC
6.3.1.a.iii
W #3
W6.3d
RWC
6.3.1.a.iv
Use precise words and phrases,
relevant descriptive details, and
sensory language to convey
experiences and events.
W #3
W6.3e
RWC
6.3.1.a.v
Provide a conclusion that follows
from the narrated experiences or
events.
RWC
6.3.1.b
W #3
W #4
W6.4
RWC
6.3.3.d
Use a variety of transition words,
phrases, and clauses to convey
sequence and signal shifts from
one time frame or setting to
another.
form. See CCSS Narrative
Summary for Grade 6English Language Arts on
page 9 for more on the
balance of student
writing.
Employ a range of planning
strategies to generate descriptive
and sensory details (webbing, free
writing, graphic organizers)
Produce clear and coherent writing in which
the development, organization and style are
appropriate to task, purpose, and audience.
Apply and Link this
Standard to Writing
Narratives this month.
Research and
Reasoning
FEBRUARY APPLICATION/REVIEW PHASE
Speaking &
Listening
SL #1
RWC
6.1.1.g
Use evidence to develop credibility (such as
citing textual evidence to support opinions
Students should now use
evidence more readily to
support claims and
opinions during
discussions.
80
FEBRUARY
Phonological
Awareness
Phonics,
Decoding, and
Morphology
R #10
Automatically apply knowledge of
syllable structures, lower level phonics
and morphology to the accurate decoding
of words in grade level literature and
informational text.
Students should be using
these skills
independently and
automatically. Linked to
Fluency expectations for
98 % accuracy.
Encoding
Vocabulary
Fluency
Comprehension
Writing
Research &
Reasoning
81
FEBRUARY
MARCH
GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
MARCH INTRODUCTORY PHASE
CLUSTER
SKILL
Speaking &
Listening
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence
Outcomes
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
SL #2
SL6.2
RWC
7.4.3.c
SL #2
SL #2
SL #3
RWC
6.1.1.e
RWC
7.4.3.d
SL6.3
RWC
6.1.1.f
Interpret information presented in diverse
media and formats (e.g. visually,
quantitatively, orally) and explain how it
contributes to a topic, text, or issue under
study.
POSSIBLE
STUDENT LEARNING
NOTES
BLUE =
alert to linkages in other
Skill Cluster(s)
OBJECTIVE
In March, students will be
working with information
delivered via diverse media
and formats.
Identify the purpose(s) or agenda of media
presentations
Consider alternative perspectives of media
presentations
Delineate a speaker’s arguments and
specific claims, distinguishing claims that
are supported by reason and evidence from
claims that are not.
In March, students will be
returning to writing and
discussing arguments.
Standard SL #3 links to W
#1 and R# 8 found in the
Fluency phase this month.
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
82
MARCH
Vocabulary
Fluency
Comprehension
R #7
R #5
RI6.7
RWC
6.2.2.c.i
RWC
6.2.2.e
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 (INFORMATION TEXT).
Generate questions, make/confirm/adjust
predictions, make inferences, and draw
conclusions based on text structures.
This month students will
again be focused on reading
and analyzing Informational
text, looking specifically to
distinguish authors’ points
of view , tracing arguments
(RI #8 and RI #6 found in
Fluency Phase this month)
and comparing differing
formats.
In the realm of Reading
Informational Text, there is
much to review, practice
and apply this month. See
Fluency and Application
phases.
Writing
W#1&2
W #1 & 2
W #2
W #1 & 2
RWC
6.3.2.c
Write multi-paragraph compositions that
have clear topic development, logical
organization, effective use of detail, and a
variety of sentence structure
This month students will be
focused on writing
expository text (either
Information/Explanatory or
Argumentative/Persuasive).
Organize information into a coherent essay
or report with a thesis statement in the
introduction and transition sentences to link
paragraphs
Students are introduced
to 4 additional CAS Writing
EOs this month:
(RWC6.3.2.c, d, f and g.
RWC
6.3.2.f
Write to analyze informational texts
(explains the steps in a scientific
investigation)
See Fluency Phase. There is
much for students to
practice and receive
feedback about in the area
of writing this month.
RWC
6.3.2.g
Analyze and improve clarity of paragraphs
and transitions
RWC
6.3.2.d
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MARCH
See Fluency Phase.
Research and
Reasoning
MARCH FLUENCY/CONTINUATION PHASE
Speaking &
Listening
L #1
L6.1
RWC
6.3.3.a
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
Continue to reinforce the
consistent use of proper
English grammar and usage
Phonological
Awareness
Learn Greek and Latin root words and
affixes.
Phonics,
Decoding and
Morphology
Encoding
L #2
L6.2b
Vocabulary
L #6
L6.6
RWC
6.3.3.b.ii
RWC
6.2.3.c
Spell correctly.
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases; gather
Implied that correct spelling
is taught for all new content
vocabulary and when
learning new words through
instruction in Latin and
Greek morphology. This
spelling standard also
implies 1) effective editing
of draft documents; 2) 99%
spelling accuracy on final
edited documents; 3)
effective and consistent use
of spelling references and
resources and 4) effective
monitoring and use of spell
check features.
84
MARCH
L #5
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
L6.5
RWC
6.2.3.b
L #5
L #5
L #5
L6.5
L6.5
Demonstrate the understanding of figurative
language, word relationships, and nuances
in word meaning.
RWC
6.2.3.b.i
Interpret figures of speech (e.g.,
personification) in context.
RWC
6.2.3.b.ii
Use the relationship between
particular words (e.g.,
cause/effect, part/whole,
item/category) to better
understand each of the words
L6.5
RWC
6.2.3.b.iii
Distinguish among the
connotations [associations] of
words with similar denotations
[definitions] (e.g., stingy,
scrimping, economical,
unwasteful, thrifty).
See Page 76 for discussion
of personification.
See Page21 (Glossary) for
notes on word connotations
and denotations.
Fluency
Comprehension
R #4
R#5
R #8
RI6.4
RI6.5
RI6.8
RWC
6.2.2.b.i
RWC
6.2.2.b.ii
RWC
6.2.2.c.ii
Determine the meaning of words and
phrases as they are used in text, including
figurative, connotative, and technical
meanings (INFORMATIONAL Text).
Practice with
comprehension tasks is
focused on Reading
Informational (RI) text this
month.
Analyze how a particular sentence
paragraph, chapter or section fits into the
overall structure of a text and contributes to
the development of the ideas
(INFORMATIONAL Text).
Trace and evaluate the arguments and
specific claims in a text, distinguishing
claims that are supported by reasons and
evidence from claims that are not
85
MARCH
(INFORMATIONAL Text).
Writing
R #6
RI6.6
RWC
6.6.b.iii
R #9
RI6.9
RWC
6.2.2.c.iii
L #2
L6.2
RWC
6.3.3.b
L #2
L6.2a
RWC
6.3.3.b.i
L #2
L6.2b
RWC
6.3.3.b.ii
RWC
6.3.2.e
W #1 & 2
RWC
6.3.2.h
W #1 & 2
W #1
W6.1
RWC
6.3.2.a
W #1
W6.1.a
RWC
6.3.2.a.i
W #1
W6.1b
RWC
6.3.2.a.ii
Determine an author’s point of view or
purpose in a text and explain how it is
conveyed in the text (INFORMATIONAL
Text).
Compare and contrast one author’s
presentation of events with that of another
(e.g., a memoir written by and a biography
on the same person).
Demonstrate command of the conventions
of standard English capitalization,
punctuation and spelling when writing.
Use punctuation (commas,
parenthesis, dashes) to set off
nonrestrictive/parenthetical
elements.
Spell correctly.
Write to pursue a personal interest, to
explain, or to persuade
Select vocabulary and information to
enhance the central theme
Write arguments to support claims with
clear reasons and relevant evidence.
This month students will be
returning to writing
expository text (either
informational/ explanatory
or arguments/persuasive).
They will be doing this
within the context of using
Informational text in various
formats and information
delivered via multimedia.
See page 38 for explanation
of nonrestrictive elements.
There is much to practice
within the realm of writing
this month. In addition to
continued practice with
expository writing
(Information and
Arguments/Persuasion),
students are being asked to
edit, revise and correct for
proper punctuation,
capitalization, grammar and
improved word choice.
Introduce claim(s) and organize
the reasons and evidence clearly.
Support claim(s) with clear
reasoning and relevant evidence,
using credible sources and
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MARCH
demonstrating an understanding of
the topic or text.
W #1
W6.1.c
RWC
6.3.2.a.iii
W #1
W6.1.d
RWC
6.3.2.a.iv
Establish and maintain a formal
style.
W #1
W6.1e
RWC
6.3.2.a.v
Provide a concluding statement or
section that follows from the
argument presented.
W #2
W6.2
W #2
W6.2a
W #2
W6.2b
W #2
W6.2c
W #2
W6.2d
RWC
6.3.2.b
RWC
6.3.2.b.i
RWC
6.3.2.b.ii
RWC
6.3.2.b.iii
RWC
6.3.2.b.iv
Use words, phrases, and clauses
to clarify the relationships among
claim(s) and reasons.
Write informative/explanatory texts to
examine a topic and convey ideas,
concepts, and information through the
selection, organization, and analysis of
relevant content.
Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/
contrast, and cause/effect; include
formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
Develop the topic with relevant
facts, definitions, concrete details,
quotations, or other information
and examples.
Use appropriate transitions to
clarify the relationships among
ideas and concepts.
Use precise language and
domain-specific vocabulary to
inform about or explain the topic.
87
MARCH
RWC
6.3.2.b.v
Establish and maintain a formal
style.
RWC
6.3.2.b.vi
Provide a concluding statement or
section that follows from the
information or explanation
presented.
W #2
W6.2e
W #2
W6.2f
W#5
W6.5
L #1
L6.1
L #1
L6.1a
RWC
6.3.3.a.i
L6.1b
RWC
6.3.3.a.ii
L #1
L6.1c
RWC
6.3.3.a.iii
L #1
L6.1d
L #1
L #1
L #1
L6.1e
RWC
6.3.3.e
With some guidance and support from
peers and adults, develop and strengthen
writing as needed by planning, revising,
editing, rewriting or trying a new approach.
RWC
6.3.3a
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
RWC
6.3.3.a.iv
RWC
6.3.3.a.v
RWC
6.3.3.a.vi
Ensure that pronouns are in the
proper case (subjective,
objective, possessive).
Use intensive pronouns (e.g.,
myself, ourselves).
Recognize and correct
inappropriate shifts in pronoun
number and person.
Recognize and correct vague
pronouns (ones with unclear or
ambiguous antecedents).
See Page 34 for discussion
of pronouns and proper
cases.
See Page 54 for notes on
intensive pronouns.
See Page 69 for information
related to pronoun number
and person.
See Page 79 for information
related to vague and
ambiguous antecedents.
Recognize variation from standard
English in their own and others’
writing and speaking, and identify
and use strategies to improve
expression in conventional
language.
Identify fragments and run-ons
and revise sentences to eliminate
them
88
MARCH
RWC
6.3.3.a.vii
L #1
L #1
L #1
W #10
Research and
Reasoning
Use coordinating conjunctions
in compound sentences
RWC
6.3.3.a.viii
Maintain consistent verb tense
within paragraph
RWC
6.3.3.a.ix
Choose adverbs to describe verbs,
adjectives, and other adverbs
implied
Write routinely over extended times frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or
a day or two) for a range of discipline
specific tasks, purposes, and audiences
RWC
6.4.2.a
Accurately identify assumptions, as well as
those of others
RWC
6.4.2.b
Make assumptions that are consistent with
one another
RWC
6.4.2.c
Identify the natural tendency in humans to
use stereotypes, prejudices, biases and
distortions
W 6.10
RWC
6.4.2.d
RWC
6.4.2.e
See Page 39 for explanation
of coordinating
conjunctions.
This ongoing Standard
(W6.10) is a reminder to
have students engaged in
daily writing across a range
of topics and contents.
Since the introduction of
these CAS EOs in October,
students should have
increased their awareness
of assumptions, biases and
prejudices in their reading
and in their thinking and the
thinking of others.
Identify stereotypes, prejudices, biases and
distortions in self and thinking of others
Accurately state the assumptions
underlying the inferences they or others
make, and then accurately access those
assumptions for justifiability
89
MARCH
MARCH APPLICATION/REVIEW PHASE
Speaking &
Listening
SL # 1
SL6.1
RWC
6.1.1.d
SL #1
SL6.1a
RWC
6.1.1.d.i
SL #1
SL6.1b
RWC
6.1.1.d.ii
SL #1
SL6.1c
RWC
6.1.1.d.iii
SL #1
SL6.1d
RWC
6.1.1.d.iv
Engage 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.
Come to discussions prepared,
having read or studied required
material; explicitly draw on that
preparation by referring to
evidence on the topic, text, or
issue to probe and reflect on ideas
under discussion.
This standard was first
introduced in August and
practiced and reinforced in
September and October,
and monitored for
Application in December.
Students should now
demonstrate automatic
application of effective
participation in a range of
collaborative discussions.
Teach to new students
and/or review expectations
as needed.
Follow rules for collegial
discussions, set specific goals and
deadlines, and define individual
roles as needed.
Pose and respond to specific
questions with elaboration and
detail by making comments that
contribute to the topic, text, or
issues under discussion.
Review the key ideas expressed
and demonstrate understanding of
multiple perspectives through
reflection and paraphrasing.
Phonological
Awareness
Vocabulary
L #4
L6.4
RWC
6.2.3.a
L #4
L6.4a
RWC
6.2.3.a.i
Determine or clarify the meaning of
unknown and multiple-meaning words and
phrases based on grade 6 reading and
content, choosing flexibly from a range of
strategies.
Use context (e.g., the overall
This Standard was first
introduced in August and
over the Fall months,
additional Evidence
Outcomes/strategies were
added. Students should be
able to accurately choose
the correct strategy (ies),
90
MARCH
meaning of a sentence or
paragraph; a word’s position or
function in a sentence) as a clue to
the meaning of a word or phrase.
RWC
6.2.3.a.ii
L #4
L #4
L6.4b
RWC
6.2.3.a.iv
L #4
Comprehension
RWC
6.2.3.a.iii
L #4
L6.4c
RWC
6.2.3.a.v
L #4
L6.4d
RWC
6.2.3.a.vi
R #1
R #2
RI6.1
RI6.2
given the situation, and
apply it/them fairly
independently.
Make connections back to
previous sentences and ideas to
resolve problems in
comprehension.
Use common, grade-appropriate
Greek or Latin affixes and roots as
clues to the meaning of a word
(e.g., audience, auditory, audible).
Employ synonyms or antonyms
gleaned from a passage to provide
an approximate meaning of the
word.
Consult reference materials (e.g.,
dictionaries, glossaries,
thesauruses), both print and
digital, to find the pronunciation of
a word or determine or clarify its
precise meaning or its part of
speech.
Verify the preliminary
determination of the meaning of a
word or phrase (e.g., by checking
the inferred meaning in context or
in a dictionary).
RWC
6.2.2.a.i
Cite textual evidence to support analysis of
what the text says explicitly as well as
inferences drawn from text
(INFORMATIONAL Text).
RWC
6.2.2.a.ii
Determine a central idea of a text and how
it is conveyed through particular details;
provide a summary of the text distinct from
personal opinion or judgment
91
MARCH
(INFORMATIONAL Text).
Writing
R #3
RI6.3
L #1
L6.1
L #1
L #1
L #2
L6.2
L#2
L6.2.a
RWC
6.2.2.a.iii
Analyze in detail how a key individual,
event, or idea is introduced, illustrated, and
elaborated in a text (e.g., through examples
or anecdotes (INFORMATIONAL Text).
RWC
6.3.3.a
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking:
RWC
6.3.3.a.vi
Identify fragments and run-ons
and revise sentences to eliminate
them
RWC
6.3.3.a.vii
Use coordinating conjunctions
in compound sentences
RWC
6.3.3.b
RWC
6.3.3.b.i
See Page XX for information
on coordinating
conjunctions.
Demonstrate command of the convention of
standard English capitalization,
punctuation, and spelling when writing:
Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.
See Page 39 for punctuation
notes.
Research &
Reasoning
92
MARCH
APRIL
GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
APRIL INTRODUCTORY PHASE
CLUSTER
SKILL
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence Outcomes POSSIBLE STUDENT NOTES
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
LEARNING OBJECTIVE
BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding and
Morphology
Encoding
Vocabulary
Fluency
Comprehension
R #7
RL6.7
RWC
6.2.1.c.i
Compare and contrast the experience of
reading a story, drama, or poem to listening
to or viewing an audio, video, or live version
of the text, including contrasting what they
“see” and “hear” when reading the text to
what they perceive when they listen or watch
(LITERARY Text).
Following last month’s
use of multi-media and
varying formats with
Information text, this
month students will now
analyze varying formats
of Literary works.
This month you will
introduce Reading
93
APRIL
Writing
R #9
RL6.9
RWC
6.2.1.c.ii
Compare and contrast texts in different
forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms
of their approaches to similar themes and
topics.
Literature Standard #9
which will have students
reading a variety of
literary genres with
similar themes. This
standard will likely start
this month and
commence in May as it is
implied that this includes
reading a number of
different literary
selections.
W #9
W6.9
RWC
6.4.1.c
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
CCSS Writing Standard
#9 is a direct link to
Reading Standard #9
which is also introduced
this month.
W #9
W6.9a
RWC
6.4.1.c.iiI
Apply grade 6 Reading standards
to literature (e.g., “compare and
contrast texts in different forms or
genres [e.g., stories and poems;
historical novels and fantasy
stories] in terms of their approached
to similar themes and topics.
Research and
Reasoning
APRIL FLUENCY/CONTINUATION PHASE
Speaking &
Listening
Continue to monitor use of standard English
grammar and usage during all classroom
activities and discussions.
Phonological
Awareness
Phonics,
Decoding and
Morphology
Learn Greek and Latin roots and affixes
94
APRIL
Encoding
Vocabulary
L #6
L6.6
RWC
6.2.3.c
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
L #5
L6.5
RWC
6.2.3.b
Demonstrate understanding of figurative
language, word relationships, and nuances
in word meaning.
L #5
L6.5a
L #5
L6.5b
L #5
L6.5c
RWC
6.2.3.b.i
RWC
6.2.3.b.ii
RWC
6.2.3.b.iii
Fluency
Comprehension
R #4
RL6.4
RWC
6.2.1.b.i
R #5
RL6.5
RWC
6.2.1.b.ii
Interpret figures of speech (e.g.,
personification) in context.
Use the relationship between
particular words (e.g., cause/effect,
part/whole, item/category) to better
understand each of the words.
Distinguish among the connotations
[associations] of words with similar
denotations [definitions] (e.g.,
stingy, scrimping, economical
unwasteful, thrifty).
Monitor fluency as the year comes to a
close since End-of –the Year fluency
expectations have increased since midyear. See ORF Grade-level expectations
Table on Pages 108-109.
The end-of the-year
fluency expectations for
grade 6 students is a
minimum of150 WCPM
with 98% accuracy.
Determine the meaning of words and
phrases as they are used in text, including
figurative and connotative meanings;
analyze the impact of a specific word choice
on meaning and tone.
Practice in reading is in
the area of Reading
Literature this month.
Analyze how a particular sentence, chapter,
scene, or stanza fits into the overall structure
of a text and contributes to the development
95
APRIL
of the theme, setting, or plot.
R #6
RL6.6
RWC
6.2.1.b.iii
Analyze how an author develops the point of
view of the narrator or speaker in a text.
RWC
6.4.3.a
Determine strength and weaknesses of their
thinking and the thinking of others by using
criteria including relevance,, clarity,
accuracy, fairness, significance, depth,
breadth, logic and precision
Writing
Research and
Reasoning
RWC
6.4.3.b
Take control over their thinking to determine
when thinking should be questioned and
when it should be accepted (intellectual
autonomy)
APRIL APPLICATION/REVIEW PHASE
Speaking &
Listening
Correctly use general academic and
domain specific vocabulary when
speaking.
It is implied that students
demonstrate increased
use of academic
vocabulary taught
throughout the year.
Phonological
Awareness
Phonics,
Decoding and
Morphology
96
APRIL
Encoding
Vocabulary
Fluency
Comprehension
Writing
R #1
RL6.1
RWC
6.2.1.a.i
R #2
RL6.2
RWC
6.2.1.a.ii
R #3
RL6.3
L #2
L6.2
L #2
L6.2a
L #2
L6.2b
RWC
6.2.1.a.iii
RWC
6.3.3.b
RWC
6.3.3.b.i
RWC
6.3.3.b.ii
Cite textual evidence to support analysis of
what text says explicitly as well as inferences
drawn from the text.
Determine a theme or central idea of a text
and how it is conveyed through particular
details; provide a summary of the text
distinct from personal opinion or judgments.
Describe how a particular story’s or drama’s
plot unfold in a series of episodes as well as
how the characters respond or change as
the plot moves toward a resolution.
Demonstrate command of the conventions of
standard English capitalization,
punctuation, and spelling.
Use punctuation (commas,
parentheses, dashes) to set off
nonrestrictive/parenthetical
elements.
Spell correctly.
W #1
W6.1
RWC
7.3.2.a
W #1
W6.1.a
RWC
6.3.2.a.i
In April, students should
demonstrate mastery of
Reading Literature
Standards # 1, #2 and
#3.
Write arguments to support claims with
clear reasons and relevant evidence.
In April, as students near
the end of grade 6, they
need to demonstrate
increased independence
(asking for guidance
when needed), in writing
Expository text
(Argument, Persuasive,
Informational and
Explanatory writing).
Effective use and editing
of grammar, spelling, and
conventions of print is
expected.
Introduce claim(s) and organize the
reasons and evidence clearly.
Support claim(s) with clear reasons
97
APRIL
Writing cont…
W #1
W6.1b
RWC
6.3.2.a.ii
W #1
W6.1.c
RWC
6.3.2.a.iii
W #1
W6.1d
RWC
6.3.2.a.iv
RWC
6.3.2.a.v
W #1
W6.1.e
W #2
W6.2
RWC
6.3.2.b
W #2
W6.2a
RWC
6.3.2.b.i
W #2
W6.2b
W #2
W6.2c
RWC
6.3.2.b.ii
RWC
6.3.2.b.iii
and relevant evidence, using
credible sources and demonstrating
an understanding of the topic or
text.
Use words, phrases, and clauses to
clarify the relationships among
claim(s) and reasons.
Establish and maintain a formal
style.
Provide a concluding statement or
section that follows from the
argument presented.
Write informative/explanatory texts to
examine a topic and convey ideas, concepts,
and information through the selection,
organization, and analysis of relevant
content.
Introduce a topic; organize ideas,
concepts, and information, using
strategies such as definition,
classification, comparison/contrast,
and cause/effect; include
formatting (e.g., headings),
graphics (e.g., charts, tables), and
multimedia when useful to aiding
comprehension.
Develop the topic with relevant
facts, definitions, concrete details,
quotations, or other information
and examples.
Use appropriate transitions to clarify
the relationships among ideas and
concepts.
W #2
W6.2d
RWC
6.3.2.b.iv
Use precise language and domainspecific vocabulary to inform about
98
APRIL
or explain the topic.
Writing cont…
W #2
W6.2e
W #2
W6.2f
W#5
W6.5
L #1
L6.1a
RWC
6.3.2.b.v
Establish and maintain a formal
style.
RWC
6.3.2.b.vi
Provide a concluding statement or
section that follows from the
information or explanation
presented.
RWC
6.3.3.e
RWC
6.3.3.a.i
RWC
6.3.3.a.ii
L #1
L6.1b
L #1
L6.1c
RWC
6.3.3.a.iii
L #1
L6.1d
RWC
6.3.3.a.iv
L #1
L6.1e
RWC
6.3.3.a.v
L #1
L #1
RWC
6.3.3.a.vi
RWC
6.3.3.a.vii
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, editing,
rewriting or trying a new approach.
Ensure that pronouns are in the
proper case (subjective, objective,
possessive).
Use intensive pronouns (e.g.,
myself, ourselves).
Recognize and correct
inappropriate shifts in pronoun
number and person.
Recognize and correct vague
pronouns (ones with unclear or
ambiguous antecedents).
Recognize variation from standard
English in their own and others’
writing and speaking, and identify
and use strategies to improve
expression in conventional
language.
Student nearing the end
of 6th grade are expected
to have mastered the
conventions of standard
English usage, grammar,
capitalization,
punctuation and spelling
taught during all prior
grades as well as during
their 6th grade year.
Notes related to:
Pronoun case –Page 34;
Nonrestrictive ElementsPage 38; PunctuationPage 39; Coordinating
Conjunctions – Page 39;
Intensive Pronouns –
Page 54; Pronoun
Number and Person –
Page 69; Adverbs – Page
74; Pronoun Antecedents
– Page 79
Identify fragments and run-ons and
revise sentences to eliminate them
Use coordinating conjunctions in
compound sentences
99
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L #1
L #1
Writing cont…
L #2
L #2
RWC
6.3.3.a.viii
Maintain consistent verb tense
within paragraph
RWC
6.3.3.a.ix
Choose adverbs to describe verbs,
adjectives, and other adverbs
L6.2
RWC
6.3.3.b
L6.2a
RWC
6.3.3.b.i
Demonstrate command of the conventions of
standard English capitalization,
punctuation, and spelling when writing.
Use punctuation (commas,
parentheses, dashes) to set-off
nonrestrictive/parenthetical
elements.
L #2
L6.2b
RWC
6.3.3.b.ii
W #4
W6.4
RWC
6.3.3.d
Produce clear and coherent writing in which
the development, organization, and style are
appropriate to task, purpose and audience.
implied
Write routinely over extended times frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline specific
tasks, purposes, and audiences
W #10
W 6.10
Spell correctly.
Link this Standard (W#4)
to Expository writing
this month.
This continuing Standard
is a reminder of the
need for students to
write daily, over varying
lengths of time and with
various topics and
content.
Research &
Reasoning
100
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MAY
GRADE 6: READING, WRITING AND COMMUNICATING (ENGLISH LANGUAGE ARTS)
MAY INTRODUCTORY PHASE
CLUSTER
SKILL
ANCHOR
STANDARD
CCSS
CAS
Standards/Evidence Outcomes POSSIBLE STUDENT NOTES
RED= Standard only found in CAS, not in CCSS
GREEN=Implied standard, not explicitly stated
LEARNING OBJECTIVE
BLUE =
alert to linkages in
other Skill Cluster(s)
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding, and
Morphology
Encoding
Vocabulary
Fluency
R #10
Read with sufficient accuracy and fluency
to support comprehension of grade level
literature and informational text (see notes
for end-of-year expectations).
This implied EO returns
to the Introductory
Phase as Spring/ End-ofYear Fluency
expectations have
increased. Students in
grade 6 should be able to
read grade level texts
with 98% accuracy, at a
minimum rate of 150
WCPM (50%ile ) by the
end of the academic
year. See ORF Table-Pg.
109.
101
MAY
Comprehension
R #10
RL6.10
RWC
6.2.1.d.i
By the end of the year, read and
comprehend literature, including stories,
dramas, and poems, in the grades 6-8 text
complexity band proficiently, with scaffolding
as needed at the high end of range
(LITERARY Text).
R #10
RI7.10
RWC
6.2.2.d.i
By the end of the year, read and
comprehend literary nonfiction in the grades
6-8 text complexity band proficiently, with
scaffolding as needed at the high end of the
range (INFORMATIONAL Text).
Reading Literature and
Reading Information
text Standards #10 are
mentioned in the
Introductory Stage this
month to highlight the
importance of
monitoring and assessing
students’ end of the year
level of reading
proficiency. This links
directly to End-of-Year
Fluency expectations.
Writing
Research and
Reasoning
MAY FLUENCY/CONTINUATION PHASE
Speaking &
Listening
Phonological
Awareness
Phonics,
Decoding and
Morphology
Learn Greek and Latin roots and affixes.
Continue with weekly
lessons, building
knowledge of Latin and
Greek morphology.
Encoding
102
MAY
Vocabulary
Acquire and use accurately gradeappropriate general academic and domain
specific words and phrases; gather
vocabulary knowledge when considering a
word or phrase important to comprehension
or expression.
This continuous goal (L
#6) has spanned the
entire year and includes
expectations for
increased expressive
(speaking and writing)
and receptive (reading
and listening)
Vocabulary.
RWC
6.2.1.c.ii
Compare and contrast texts in different
forms or genres (e.g., stories and poems;
historical novels and fantasy stories) in terms
of their approaches to similar themes and
topics.
This is a continuation
from last month.
W6.9
RWC
6.4.1.c.
Draw evidence from literary or informational
texts to support analysis, reflection, and
research.
CCSS Writing Standard
#9 is a direct link to
Reading Standard #9.
Both were introduced
last month.
W6.9
RWC
6.4.1.c.iii
L #6
L6.6
Comprehension
R #9
RL6.9
Writing
W #9
W #9
RWC
6.2.3.c
Fluency
Apply grade 6 Reading standards
to literature (e.g., “compare and
contrast texts in different forms or
genres (e.g., stories and poems;
historical novels and fantasy
stories) in terms of their approaches
to similar themes and topics.
Research &
Reasoning
103
MAY
MAY APPLICATION/REVIEW PHASE
Speaking &
Listening
L #3
L6.3
RWC
7.3.3.c
L #3
L6.3a
RWC
7.3.3.c.i
L #3
SL #6
L6.3b
SL6.6
RWC
6.3.3.c.ii
RWC
6.1.1.c
Use knowledge of language and its
conventions when writing, speaking, reading
or listening.
Vary sentence patterns for
meaning, reader/listener interest
and style.
Maintain consistency in style and
tone.
Adapt speech to a variety of contexts and
tasks, demonstrating command of formal
English when indicated or appropriate.
Phonological
Awareness
Phonics,
Decoding, and
Morphology
Encoding
R #10
L #2
L #2
L6.2
L6.2b
RWC
6.3.3.b
RWC
6.3.3.b.ii
Automatically apply knowledge of
syllable structures, lower level phonics
and morphology to the accurate decoding
of words in grade level literature and
informational text
Students should be using
these skills
independently and
automatically. Linked to
Fluency expectations for
98 % accuracy, at a rate
of 150 WCPM.
Demonstrate command of the conventions of
standard English capitalization, punctuation,
and spelling when writing.
This spelling standard
implies 1) effective
editing of all draft
documents; 2) 99%
spelling accuracy on final
edited documents; 3)
effective and consistent
use of spelling references
and resources and 4)
effective use of spell
check features. It also
Spell correctly.
104
MAY
implies accurate spelling
of grade 6 vocabulary
taught through the year.
Fluency
Vocabulary
Comprehension
R #10
Read with sufficient accuracy and fluency
to support comprehension of grade level
literature and informational texts. (See
pages 108-109 for ORF Grade-level
Expectations Table.)
End-of-the year
expectations for Grade 6
students: read grade
level text with a
minimum of 98%
accuracy and orally at a
minimum rate of 150
WCPM (50%ile).
Demonstrate the understanding of figurative
language, word relationships, and nuances
in word meaning
Students need a solid
understanding of
connotative and
denotative meanings of
words found in grade 6
text.
L #5
L6.5
RWC
6.2.3.b
L #5
L6.5c
RWC
6.2.3.b.iii
R #10
RL6.10
RWC
6.2.1.d.i
By the end-of-the-year, read and
comprehend literature, including stories,
dramas and poems, in grades 6-8 text
complexity band proficiently, with scaffolding
as needed at the high end of the range
(LITERARY Text).
R #10
RI6.10
RWC
6.2.2.d.i
By the end-of-the-year, read and
comprehend literary nonfiction in the grades
6-8 text complexity range proficiently, with
scaffolding as needed at the high end of the
range (INFORMATIONAL Text).
Distinguish among the
connotations [associations] of
words with similar denotations
[definitions] (e.g., stingy, scrimping,
economical, unwasteful, thrifty).
While these Standards
were also included in the
Introductory stage to
highlight the importance
of assessing end of the
year reading proficiency,
they are also listed
within the Mastery
Phase, as this is the
expected outcome of
practice and application
of Reading Standards 1-9
in both Reading
Literature (RL) and
Reading Informational
Text (RI) by the end of
grade 6.
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MAY
Writing
L #3
L6.3
RWC
6.3.3.c
L #3
L6.3a
RWC
6.3.3.c.i
Vary sentence patterns for
meaning, reader/listener interest
and style.
L #3
L6.3b
RWC
6.6.6.c.ii
Maintain consistency in style and
tone.
W #4
W #5
L #1
W6.4
RWC
6.3.3.d
W6.5
RWC
6.3.3.e
L6.1a
RWC
6.3.3.a.i
With some guidance and support from peers
and adults, develop and strengthen writing
as needed by planning, revising, editing,
rewriting or trying a new approach.
RWC
6.3.3.a.iii
Recognize and correct
inappropriate shifts in pronoun
number and person.
L #1
L6.1c
L #1
L6.1d
RWC
6.3.3.a.iv
L6.1e
RWC
6.3.3.a.v
By the end of grade 6,
students should master
the aspects of English
grammar identified in
RWC 6.3.3.a.i through
RWC 6.3.3.a.ix.
Ensure that pronouns are in the
proper case (subjective, objective,
possessive).
Use intensive pronouns (e.g.,
myself, ourselves).
L6.1b
By the end of grade 6,
students should
demonstrate increased
proficiency in
maintaining consistent
and interesting style and
tone in their writing,
along with solid use of
and editing for accurate
spelling, use of grammar
and conventions of print.
Produce clear and coherent writing in which
appropriate development, organization,, and
style are appropriate to task, purpose, and
audience.
RWC
6.3.3.a.ii
L #1
L #1
Use knowledge of language and its
conventions when writing, speaking,
reading or listening.
Recognize and correct vague
pronouns (ones with unclear or
ambiguous antecedents).
Recognize variation from standard
English in their own and others’
writing and speaking, and identify
and use strategies to improve
expression in conventional
language.
106
MAY
L #1
L #1
L #1
L #1
W #10
W6.10
RWC
6.3.3.a.vi
Identify fragments and run-ons and
revise sentences to eliminate them
RWC
6.3.3.a.vii
Use coordinating conjunctions in
compound sentences
RWC
6.3.3.a.viii
Maintain consistent verb tense
within paragraph
RWC
6.3.3.a.ix
Choose adverbs to describe verbs,
adjectives, and other adverbs
Implied
Write routinely over extended times frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific
tasks, purposes, and audiences.
By the end of 6th grade,
students should
demonstrate increased
automaticity in their use
of writing across a range
of English Language Arts
and discipline-specific
wiring tasks.
Research and
Reasoning
107
MAY
APPENDIX A:
2006 Hasbrouck & Tindal Oral Reading Fluency Data
Jan Hasbrouck and Gerald Tindal have completed an extensive study of oral reading fluency. The results of their study
were published in a technical report entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available on the
University of Oregon’s website, brt.uoregon.edu/tech_reports.htm, and in The Reading Teacher in 2006 (Hasbrouck, J.
& Tindal, G. A. (2006). Oral reading fluency norms: A valuable assessment tool for reading teachers. (The Reading
Teacher. 59(7), 636-644). The table on page 109 shows the mean oral reading fluency of students in grades 1 through 8
as determined by Hasbrouck and Tindal's data.
You can use the information in this table to draw conclusions and make decisions about the oral reading fluency of your
students. Students scoring 10 or more words below the 50th percentile using the average score of two
unpracticed readings from grade-level materials need a fluency building program. In addition, teachers can use the
table to set the long-term fluency goals for their struggling readers.
Average weekly improvement is the average words per week growth you can expect from a student. It was calculated
by subtracting the fall score from the spring score and dividing the difference by 32, the typical number of weeks between
the fall and spring assessments. For grade 1, since there is no fall assessment, the average weekly improvement was
calculated by subtracting the winter score from the spring score and dividing the difference by 16, the typical number of
weeks between the winter and spring assessments.
See Oral Reading Fluency (ORF) TABLE on next page.
108
Grade
1
Percentile
Fall
WCPM*
Winter
WCPM*
Spring
WCPM*
Avg. Weekly
Improvement**
90
75
81
47
111
82
1.9
2.2
50
23
53
1.9
25
10
12
6
28
15
1.0
0.6
125
100
142
117
1.1
1.2
90
75
106
79
Grade
3
4
2
50
51
72
89
1.2
25
10
25
11
42
18
61
31
1.1
0.6
5
6
7
8
Fall
WCPM*
Winter
WCPM*
Spring
WCPM*
Avg. Weekly
Improvement**
90
75
128
99
146
120
162
137
1.1
1.2
50
25
10
71
44
21
92
62
36
107
78
48
1.1
1.1
0.8
90
75
145
119
166
139
180
152
1.1
1.0
50
25
10
94
68
45
112
87
61
123
98
72
0.9
0.9
0.8
90
75
166
139
182
156
194
168
0.9
0.9
50
25
10
110
85
61
127
99
74
139
109
83
0.9
0.8
0.7
90
75
177
153
195
167
204
177
0.8
0.8
50
25
10
127
98
68
140
111
82
150
122
93
0.7
0.8
0.8
90
75
180
156
192
165
202
177
0.7
0.7
50
25
10
128
102
79
136
109
88
150
123
98
0.7
0.7
0.6
90
75
185
161
199
173
199
177
0.4
0.5
50
25
10
133
106
77
146
115
84
151
124
97
0.6
0.6
0.6
Percentile
109
APPENDIX B: ANCHOR STANDARDS ~ Grade to Grade Progressions
Appendix B contains the grade to grade progression (K-12) for each College and Career Readiness
ANCHOR STANDARD found in the Common Core State Standards (CCSS). Refer to pages 5-8 for
lists of Anchor Standards by category, e.g., Reading (10), Writing (10), Speaking and Listening (6),
and Language (6).
While the ANCHOR Standards in READING remain the same whether students are reading
literature or informational texts, the grade-level specific standards for reading are differentiated
by either LITERARY or INFORMATIONAL texts. Thus, the College and Career Readiness ANCHOR
STANDARDS that are denoted by the single letter ‘R’ are introduced by the abbreviation ‘RL’
(Reading Standards for Literature) or RI (Reading Standards for Informational Text) at the gradespecific levels.
Pages 111-120:
Pages 121-131:
Pages 132-143:
Pages 144-151:
Pages 152-158:
Pages 159-163:
Reading Standards 1-10 for Literature: K-12 progressions
Reading Standards 1-10 for Informational Text: K-12 progressions
Writing Standards 1-10: K-12 progressions
Speaking and Listening Standards 1-6: K-12 progressions
Language #1 (Grammar & Usage): K-12 Skill Progression
Language #2 (Capitalization, Punctuation, & Spelling): K-12 Skills Progression
110
READING STANDARDS FOR LITERATURE K-12
RL #1
College and Career Readiness ANCHOR STANDARD #1: Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Kdg
(RL.K1)
With prompting and support, ask and answer questions about key details in a text.
1
(RL.1.1)
Ask and answer questions about key details in a text.
2
(RL.2.1)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
3
(RL.3.1)
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as a basis for the answers.
4
(RL.4.1)
Refer to details and examples in a text when explaining what the tests says explicitly and when
drawing inferences from the text.
5
(RL.5.1)
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
6
(RL.6.1)
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
7
(RL.7.1)
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
8
(RL.8.1)
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
9/10 (RL9-10.1)
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
11/12 (RL11-12.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
111
READING STANDARDS FOR LITERATURE K-12
RL #2
College and Career Readiness ANCHOR STANDARD #2: Determine central ideas or themes of a text and analyze their
development: summarize the key supporting details and ideas.
Kdg
(RL.K.2)
With prompting and support, retell familiar stories, including key details.
1
(RL.1.2)
Retell stories, including key details, and demonstrate understanding of their central message or lesson.
2
(RL.2.2)
Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson, or moral.
3
(RL.3.2)
Recount stories, including fables, folktales and myths from diverse cultures; determine the central message,
lesson, or moral and explain how it is conveyed through key details in the text.
4
(RL.4.2)
Determine the theme of a story, drama or poem from details in the text; summarize the text.
5
(RE.5.2)
Determine the theme of a story, drama, or poem from details in the text, including how characters in a story
or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
6
(RL.6.2)
Determine the theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
7
(RL.7.2)
Determine a theme or central idea of a text and analyze its development over the course of the text; provide
an objective summary of the text.
8
(RL.8.2)
Determine a theme or central idea of a text and analyze its development over the course of the text, including
its relationship to the characters, setting, and plot; provide an objective summary of the text.
9-10 (RL9-10.2)
Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
11-12 (RL11-12.2) Determine two or more themes or central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex account; provide an
objective summary of the text.
112
READING STANDARDS FOR LITERATURE K-12
RL #3
College and Career Readiness ANCHOR STANDARD #3: Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Kdg
(RL.K.3)
With prompting and support, identify characters, settings, and major events in a story.
1
(RL.1.3)
Describe characters, settings, and major events in a story, using key details.
2
(RL.2.3)
Describe how characters in a story respond to major events and challenges.
3
(RL.3.3)
Describe characters in a story (e.g., their traits, motivations or feelings) and explain how their actions
contribute to the sequence of the story.
4
(RL.4.3)
Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text
(e.g., a character’s thoughts, words, or actions).
5
(RL.5.3)
Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific
details in the text (e.g., how characters interact).
6
(RL.6.3)
Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters
respond or change as the plot moves toward a resolution.
7
(RL.7.3)
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the characters or plot).
8
(RL.8.3)
Analyze how particular lines of dialogue or incidents in a story or drama propel the action, reveal aspects of a
character, or provoke a decision.
9-10
(RL.9-10.3) Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course
of time, interact with other characters, and advance the plot or develop the theme.
11-12 (RL11-12.3) Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama
(e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).
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READING STANDARDS FOR LITERATURE K-12
RL #4
College and Career Readiness ANCHOR STANDARD #4: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Kdg
(RL.K.4)
Ask and answer questions about unknown words in a text.
1
(RL.1.4)
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
2
(RL.2.4)
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and
meaning in a story, poem or song.
3.
(RL.3.4)
Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral
language.
4
(RL.4.4)
Determine the meaning of words and phrases as they are used in a text, including those that allude to
significant characters found in mythology (e.g., Herculean).
5
(RL.5.4)
Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
6
(RL.6.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of a specific word choice on meaning and tone.
7
(RL7.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of rhymes and other repetitions of sound (e.g., alliteration) on a specific verse
or stanza of a poem or section of a story or drama.
8
(RL8.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone including analogies or allusions to
other texts.
9-10
(RL9-10.4)
Determine the meaning of words and phrases as they are used in a text, including figurative and connotative
meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how language
evokes a sense of time and place; how it sets a formal or informal tone).
114
11-12 (RL11-12.4) Determine the meaning of words and phrases as they are used in text, including figurative and connotative
meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple
meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other
authors).
READING STANDARDS FOR LITERATURE K-12
RL #5
College and Career Readiness ANCHOR STANDRAD #5: Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Kdg
(RL.K.5)
Recognize Common types of texts (e.g., storybooks, poems).
1
(RL.1.5)
Explain major differences between books that tell stories and books that give information, drawing on a wide
reading of a range of text types.
2
(RL.2.5)
Describe the overall structure of a story, including describing how the beginning introduces the story and the
ending concludes the action.
3
(RL.3.5)
Refer to parts of stories, dramas and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.
4
(RL.4.5)
Explain major differences between poems, dramas, and prose, and refer to the structural elements of poems
(e.g., verse, rhythm, meter), and drama (e.g., casts of characters, settings, descriptions, dialogue, stage
directions) when writing or speaking about a text.
5
(RL.5.5)
Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
6
(RL.6.5)
Analyze how a particular sentence, chapter, s scene or stanza fits into the overall structure of a text and
contributes to the development of the theme, setting, or plot.
7
(RL.7.5)
Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning.
8
(RL.8.5)
Compare and contrast the structure of two or more texts and analyze how the differing structure of each text
contributes to its meaning and style.
115
9-10
(RL9-10.5)
Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel
plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
11-12 (RL11-12.5) Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where
to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure
and meaning as well as its aesthetic impact.
READING STANDARDS FOR LITERATURE K-12
RL #6
College and Career Readiness ANCHOR STANDARD #6: Assess how point of view or purpose shapes the content and style
of a text.
Kdg
(RL.K.6)
With prompting and support, name the author and illustrator of a story and define the role of each in telling a
story.
1
(RL.1.6)
Identify who is telling the story at various points in the text.
2
(RL.2.6)
Acknowledge the differences in the points of view of characters, including by speaking in a different voice for
each character when reading dialogue aloud.
3
(RL.3.6)
Distinguish their own point of view from that of the narrator or those of the characters.
4
(RL.4.6)
Compare and contrast the point of view from which different stories are narrated, including the difference
between first- and third-person narrations.
5
(RL.5.6)
describe how a narrator’s or speaker’s point of view influences how events are described.
6
(RL.6.6)
Explain how an author develops the point of view of the narrator or speaker in a text.
7
(RL.7.6)
Analyze how an author develops and contrasts the points of view of different characters or narrators in a text.
8
(RL.8.6)
Analyze how differences in the points of view of the characters and the audience or read (e.g., created
through the use of dramatic irony) create such effects as suspense or humor.
116
9-10
(RL9-10.6)
Analyze a particular point of view or cultural experience reflected in a work of literature from outside the
United States, drawing on a wide reading of world literature.
11-12 (RL11-12.6) Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from
what is really meant (e.g., satire, sarcasm, irony, or understatement).
READING STANDARDS FOR LITERATURE K-12
RL #7
College and Career Readiness ANCHOR STANDARD #7: Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Kdg
(RL.K.7)
With prompting and support, describe the relationship between illustrations and the story in which they
appear (e.g., what moment in a story an illustration predicts).
1
(RL.1.7)
Use illustrations and details in a story to describe its characters, setting, or events.
2
(RL.2.7)
Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
3
(RL3.7)
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story
(e.g., create mood, emphasize aspects of a character or setting).
4
(RL4.7)
Make connections between the text of a story or dram and the visual or oral presentation of the text,
identifying where each version reflects specific descriptions and directions in the text.
5
(RL5.7)
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g.,
graphic novel, multimedia presentation of fiction, folktale, myth, poem).
6.
(RL6.7)
Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to
what they perceive when they listen or watch.
7.
(RL.7.7)
Compare or contrast a written story, drama or poem to its audio, filmed, staged, or multimedia version,
analyzing the effects of techniques unique to each medium (e.g., lighting, sounds, color, or camera focus and
angle in a film).
117
8.
(RL.8.7)
Analyze the extent to which a filmed or live production of a story or drama stays faithful to or departs from
the text or script, evaluating the choices made by the director or actors.
9-10
(RL9-10.7)
Analyze the representation of a subject or a key scene in two different artistic mediums, including what is
emphasized or absent in each treatment (e.g., Auden’s “muse des Beaux Arts” and Breughel’s Landscape with
the Fall of Icarus).
11-12 (RL11-12.7) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or
recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play
by Shakespeare and one play by an American dramatist>
READING STANDARDS FOR LITERATURE K-12
RL #8
College and Career Readiness ANCHOR STANDARD #8: NOT APPLICABLE to Literature.
READING STANDARDS FOR LITERATURE K-12
RL #9
College and Career Readiness ANCHOR STANDARD #9: Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches two authors take.
Kdg
(RL.K.9)
With prompting and support, compare and contrast the adventures and experiences of characters in familiar
stories.
1
(RL.1.9)
Compare and contrast the adventure and experiences of characters in stories.
2
(RL.2.9)
Compare and contrast two or more versions of the same story (e.g., Cinderella stories) by different authors or
from different cultures.
3
(RL.3.9)
Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
similar characters (e.g., books in a series).
4
(RL.4.9)
Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
118
5
RL.5.9)
Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to
similar themes and topics.
6
(RL.6.9)
Compare and contrast tests in different forms or genres (e.g., stories and poems, historical novels and fantasy
stories) in terms of their approaches to similar themes and topics.
7
(RL.7.9)
Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same
period as a means of understanding how authors of fiction use or alter history.
8
(RL8.9)
Analyze how a modern work of fiction draws on themes, patterns of events, or character types from myths,
traditional stories, or religious works such as the Bible, including describing how the material is rendered new.
9-10
(RL9-10.9)
Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare
treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare.
11-12 (RL11-12.9)
Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics.
READING STANDARDS FOR LITERATURE K-12
RL #10
College and Career Readiness ANCHOR STANDARD #10: Read and comprehend complex literary and informational texts
independently and proficiently.
Kdg
(RL.K.10)
Actively engage in group reading activities with purpose and understanding.
1
(RL.1.10)
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
2
(RL.2.10)
By the end of the year, read and comprehend literature, including stories and poetry, in the grade 2-3
complexity band proficiently, with scaffolding as needed at the high end of the range.
3
(RL3.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end
of the grade 2-3 text complexity band independently and proficiently.
119
4
(RL.4.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grade 4complexity band proficiently, with scaffolding as needed at the high end of the range.
5
(RL.5.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end
of the grade 4-5 text complexity band independently and proficiently.
6
(RL.6.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grade 68 complexity band proficiently, with scaffolding as needed at the high end of the range.
7
(RL.7.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grade 68 complexity band proficiently, with scaffolding as needed at the high end of the range.
8
(RL.8.10)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end
of the grade 6-8 text complexity band independently and proficiently.
9-10
(RL.9-10.10)
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grade 910 text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 10, read and comprehend literature, including stories, drams and poems, at the high end
of the grade 9-10 text complexity band independently and proficiently.
11-12 (RL11-12.10)
By the end of grade11, read and comprehend literature, including stories, dramas, and poems, in the grade
11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
By the end of grade 12, read and comprehend literature, including stories, drams and poems, at the high end
of the grade 11-CCR text complexity band independently and proficiently.
120
READING STANDARDS FOR INFORMATIONAL TEXT
RI #1
College and Career Readiness ANCHOR STANDARD #1: Read closely to determine what the text says explicitly and to
make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Kdg
(RI.K1)
With prompting and support, ask and answer questions about key details in a text.
1
(RI.1.1)
Ask and answer questions about key details in a text.
2
(RI.2.1)
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text.
3
(RI.3.1)
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as a basis for the answers.
4
(RI.4.1)
Refer to details and examples in a text when explaining what the tests says explicitly and when
drawing inferences from the text.
6
(RI.5.1)
Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.
6
(RI.6.1)
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the
text.
7
(RI.7.1)
Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
8
(RI.8.1)
Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as
inferences drawn from the text.
9/10 (RI9-10.1)
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
11/12 (RI11-12.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text, including determining where the text leaves matters uncertain.
121
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #2
College and Career Readiness ANCHOR STANDARD #2: Determine central ideas or themes of a text and analyze their
development: summarize the key supporting details and ideas.
Kdg
(RI.K.2)
With prompting and support, identify the main topic and retell key details of a text.
1
(RI.1.2)
Identify the main topic and retell key details of a text.
2
(RI.2.2)
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
3
(RI.3.2)
Determine the main idea of the text; recount the key details and explain how they support the main idea.
4
(RI.4.2)
Determine the main idea of a text and explain how it is supported by key detail: summarize the text.
5
(RI.5.2)
Determine two or more main ideas of a text and explain how they are supported by key details; summarize
the text.
6
(RI.6.2)
Determine the central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
7
(RI.7.2)
Determine two or more central ideas in a text and analyze their development over the course of the text;
provide an objective summary of the text.
8
(RI.8.2)
Determine a central idea of a text and analyze its development over the course of the text, including
its relationship to supporting ideas; provide an objective summary of the text.
9-10 (RI9-10.2)
Determine a central idea of a text and its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
11-12 (RI11-12.2) Determine two or more central ideas of a text and analyze their development over the course of
the text, including how they interact and build on one another to produce a complex analysis; provide an
objective summary of the text.
122
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #3
College and Career Readiness ANCHOR STANDARD #3: Analyze how and why individuals, events, and ideas develop and
interact over the course of a text.
Kdg
(RI.K.3)
With prompting and support, describe the connection between two individuals, events, ideas or pieces of
information in a text.
1
(RI.1.3)
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
2
(RI.2.3)
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical
procedures in a text.
3
(RI.3.3)
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text., using language that pertains to time, sequence, and cause/effect.
4
(RI.4.3)
Explain events, procedures, ideas, and concepts in a historical, scientific, or technical text, including what
happened and why, based on specific information in the text.
5
(RI.5.3)
Explain the relationship or interactions between two or more individuals, events, ideas, or concepts in a
historical, scientific, or technical text based on specific information in the text.
6
(RI.6.3)
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g.,
through examples or anecdotes).
7
(RI.7.3)
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals
or events, or how individuals influence ideas and events).
8
(RI.8.3)
Analyze how a text makes connections among and distinctions between individuals, ideas and events (e.g.,
through comparisons, analogies, or categories).
9-10
(RI.9-10.3) Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the
points are made, how they are introduced and developed, and the connections that are draw between them.
11-12 (RI11-12.3) Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text.
123
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #4
College and Career Readiness ANCHOR STANDARD #4: Interpret words and phrases as they are used in a text, including
determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Kdg
(RI.K.4)
With prompting and support, ask and answer questions about unknown words in a text.
1
(RI.1.4)
Ask and answer questions to determine or clarify the meaning of words and phrase in a text.
2
(RI.2.4)
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
3.
(RI.3.4)
Determine the meaning of general academic and domain-specific words and phrases in a text, relevant to a
grade 3 topic or subject area.
4
(RI.4.4)
Determine the meaning of general academic and domain-specific words and phrases in a text, relevant to
grade 4 topic or subject areas.
5
(RI.5.4)
Determine the meaning of general academic and domain-specific words and phrases in a text, relevant to
grade 5 topic or subject area.
6
(RI.6.4)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative
and technical meanings.
7
(RI7.4)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative
and technical meanings; analyze the impact of specific word choice on meaning and tone.
8
(RI8.4)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative
and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies
or allusions to other texts.
9-10
(RI9-10.4)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative
and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g.,
how the language of a court opinion differs from that of a newspaper).
11-12 (RI11-12.4) Determine the meaning of words and phrases as they are used in text, including figurative, connotative
and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the
course of a text (e.g., how Madison defines faction in Federalist No.10).
124
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #5
College and Career Readiness ANCHOR STANDRAD #5: Analyze the structure of texts, including how specific sentences,
paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Kdg
(RI.K.5)
Identify the front cover, back cover, and title page of a book.
1
(RI.1.5)
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.
2
(RI.2.5)
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts or information in a text efficiently.
3
(RI.3.5)
Use text features and research tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a
given topic efficiently.
4
(RI.4.5)
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
5
(RI.5.5)
Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of
events, ideas, concepts or information in two or more texts.
6
(RL.6.5)
Analyze how a particular sentence, chapter, ors section fits into the overall structure of a text and
contributes to the development of the ideas.
7
(RL.7.5)
Analyze the structure an author uses to organize a text, including how the major sections contribute to the
whole and to the development of the ideas.
8
(RL.8.5)
Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in
developing and refining a key concept.
9-10
(RI9-10.5)
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences,
paragraphs, or larger portions of the text (e.g., a section or chapter).
11-12 (RI11-12.5) Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument,
including whether the structure makes points clear, convincing, and engaging.
125
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #6
College and Career Readiness ANCHOR STANDARD #6: Assess how point of view or purpose shapes the content and style
of a text.
Kdg
(RI.K.6)
Name the author and illustrator of a text and define the role of each in presenting the ideas and information
in a text.
1
(RI.1.6)
Distinguish between information provided by pictures or other illustrations and information provided by the
words in the text.
2
(RI.2.6)
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
3
(RI.3.6)
Distinguish their own points of view from that of the author of the text.
4
(RI.4.6)
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the
differences in focus and the information provided.
5
(RI.5.6)
Analyze multiple accounts of the same event or topic, noting important similarities and differences in the
point of view they represent.
6
(RI.6.6)
Determine the author’s point of view or purpose in a text and explain how it is conveyed in the text.
7
(RI.7.6)
Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her
position from that of others.
8
(RI.8.6)
Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and
responds to conflicting evidence or viewpoints.
9-10
(RI9-10.6)
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance
that point of view or purpose.
11-12 (RI11-12.6) Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective,
analyzing how the style and content contribute to the power, persuasiveness, or beauty of the text.
126
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #7
College and Career Readiness ANCHOR STANDARD #7: Integrate and evaluate content presented in diverse media and
formats, including visually and quantitatively, as well as in words.
Kdg
(RI.K.7)
With prompting and support, describe the relationship between illustrations and the text in which they
appear (e.g., what person, place, thing or idea in the text an illustration depicts).
1
(RI.1.7)
Use illustrations and details in a story to describe its key ideas.
2
(RI.2.7)
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text).
3
(RI3.7)
Use information gained from illustrations (e.g., maps, photographs) and the words in the text to demonstrate
understanding of the text (where, when, why and how key events occur).
4
(RI4.7)
Interpret information presented visually, orally, or quantitatively (e.g., charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
5
(RI5.7)
Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a
question quickly or to locate a problem efficiently.
6
(RI6.7)
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.
7
(RI.7.7)
Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium’s
portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words).
8
(RI.8.7)
Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video,
multimedia) to present a particular topic or idea.
9-10
(RI9-10.7)
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and
multimedia), determining which details are emphasized in each account.
11-12 (RI11-12.7) Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually,
quantitatively) as well as in words in order to address a question or solve a problem.
127
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #8
College and Career Readiness ANCHOR STANDARD #8: Delineate and evaluate the argument and specific claims in a
text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Kdg
(RI.K.8)
With prompting and support, identify the reasons an author gives to support points in a text.
1
(RI.1.8)
Identify the reasons an author gives to support points in a text.
2
(RI.2.8)
Describe how reasons support specific points the author makes in a text.
3
(RI.3.8)
describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison.
cause/effect, first/second/third in a sequence).
4
(RI.4.8)
Explain how an author uses reasons and evidence to support particular points of view.
5
(RI.5.8)
Explain how an author uses reasons and evidence to support particular points of view in a text, identifying
which reasons and evidence support which point(s).
6
(RI.6.8)
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by
reasons and evidence from claims that are not.
7
(RI.7.8)
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and
the evidence is relevant and sufficient to support the claims.
8
(RI.8.8)
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound
and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.
9-10
(RI9-10.8)
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid
and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
11-12 (RI11-12.8) Delineate and evaluate the reasoning in seminal U.S. texts, including application of constitutional principles
and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises,
purposes and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
128
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #9
College and Career Readiness ANCHOR STANDARD #9: Analyze how two or more texts address similar themes or topics in
order to build knowledge or to compare the approaches two authors take.
Kdg
(RI.K.9)
With prompting and support, identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures).
1
(RI.1.9)
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
2
(RI.2.9)
Compare and contrast the most important points presented by two texts on the same topic.
3
(RI.3.9)
Compare and contrast the most important points and key details presented in two texts on the same topic.
4
(RI.4.9)
Integrate information from two texts on the same topic in order to write or speak about the subject
knowledgably.
5
RI.5.9)
Integrate information from several texts on the same topic in order to write or speak about the subject
knowledgably.
6
(RI.6.9)
Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by
and a biography on the same person).
7
(RI.7.9)
Analyze how two or more authors writing about the same topic shape their presentations of key information
by emphasizing different evidence or advancing different interpretations of facts.
8
(RI8.9)
Analyze a case in which two or more texts provide conflicting information on the same topic and identify
where the texts disagree on matters of fact or interpretation.
9-10
(RI9-10.9)
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell address,
the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “letter from Birmingham Jail”), including
how they address related themes and concepts.
Analyze eighteenth- and nineteenth-century foundational U.S. documents of historical and literary
significance (including The declaration of Independence, the Preamble to the Constitution, the Bill of Rights,
and Lincoln’s Second Inaugural address) for their themes, purposes, and rhetorical features.
11-12 (RI11-12.9)
129
READING STANDARDS FOR INFORMATIONAL TEXT K-12
RI #10
College and Career Readiness ANCHOR STANDARD #10: Read and comprehend complex literary and informational texts
independently and proficiently.
Kdg
(RL.K.10)
Actively engage in group reading activities with purpose and understanding.
1
(RL.1.10)
With prompting and support, read informational text appropriately complex for grade 1.
2
(RL.2.10)
By the end of the year, read and comprehend informational texts, including history/social studies, science and
technical texts, in the grade 2-3 complexity band proficiently, with scaffolding as needed at the high end of
the range.
3
(RL3.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, at the high end of the grade 2-3 text complexity band independently and proficiently.
4
(RL.4.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 4- 5 complexity band proficiently, with scaffolding as needed at the high end of
the range.
5
(RL.5.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts,, at the high end of the grade 4-5 text complexity band independently and proficiently.
6
(RL.6.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 6-8 complexity band proficiently, with scaffolding as needed at the high end of
the range.
7
(RL.7.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 6-8 complexity band proficiently, with scaffolding as needed at the high end of
the range.
8
(RL.8.10)
By the end of the year, read and comprehend informational text, including history/social studies, science, and
technical texts, at the high end of the grade 6-8 text complexity band independently and proficiently.
130
9-10
(RL.9-10.10)
By the end of grade 9, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 9-10 text complexity band proficiently, with scaffolding as needed at the high end
of the range.
By the end of grade 10, read and comprehend informational text, including history/social studies, science, and
technical texts, at the high end of the grade 9-10 text complexity band independently and proficiently.
11-12 (RL11-12.10)
By the end of grade11, read and comprehend informational text, including history/social studies, science, and
technical texts, in the grade 11-CCR text complexity band proficiently, with scaffolding as needed
at the high end of the range.
By the end of grade 12, read and comprehend informational text, including history/social studies, science, and
technical texts, at the high end of the grade 11-CCR text complexity band independently and proficiently.
131
WRITING STANDARDS K-12
W #1
College AND Career Readiness ANCHOR STANDARD #1: Write arguments to support claims in an analysis of substantive
topics or texts, using valid reasoning and relevant and sufficient evidence.
Kdg
(W.K.1)
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the
topic or the name of the book they are writing about and state an opinion or preference about the topic or
book (e.g., My favorite book is….).
1
(W.1.1)
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an
opinion, supply a reason for the opinion, and provide some sense of closure.
2
(W.2.1)
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion,
supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and
reasons, and provide a concluding statement or section.
3
(W.3.1)
Write opinion pieces on topics or texts, supporting a point of view with reasons. See W.3.1a, W.3.1b, W.3.1c
and W.3.1d for specifics.
4
(W.4.1)
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. See W.4.1a,
W4.1b, W.4.1c and W.4.1d for specifics.
5
(W.5.1)
Write opinion pieces on topics or texts, supporting a point of view with reasons and information. See W.5.1a,
W.5.1b, W.5.1c and W.5.1d for specifics.
6
(W.6.1)
Write arguments to support claims with clear reasons and relevant evidence. See W.6.1a, W.6.1b, W.6.1c,
W.6.1d and W.6.1e for specifics.
7
(W7.1)
Write arguments to support claims with clear reasons and relevant evidence. See W.7.1a, W.7.1b, W.7.1c,
W.7.1d, and W.7.1e for specifics).
8
(W.8.1)
Write arguments to support claims with clear reasons and relevant evidence. See W.8.1a, W.8.1b, W.8.1c,
W.8.1d and W.8.1e for specifics.
132
9-10
(W.9-10.1)
11-12 (W11-12.1)
Write arguments to support claim in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. See W.9-10.1a, W.9-10.1b, W.9-10.1c, W.9-10.1d, and W.9-10.1e for
specifics.
Write arguments to support claim in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence. See W.11-12.1a, W.11-12.1b, W.11-12.1c, W.11-12.1d, and W.11-12.1e for
specifics.
WRITING STANDARDS K-12
W #2
College and Career readiness ANCHOR STANDARD #2: Write informative/explanatory texts to examine and convey ideas
and information clarly and accurately through the effective selection, organization, and analysis of content.
Kdg
(W.K.2)
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they
name what they are writing about and supply some information about the topic.
1
(W.1.2)
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and
provide some sense of closure.
2
(W.2.2)
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop
points, and provide a concluding statement or section.
3
(W.3.2)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. See
W.3.2a, W.3.2b, W.3.2c, and W.3.2d for grade level specifics.
4
(W.4.2)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. See
W.4.2a, W.4.2b, W.4.2c, W.4.2d and W.4.2e for grade level specifics.
5
(W.5.2)
Write informative/explanatory texts to examine a topic and convey ideas and information clearly. See
W.5.2a, W.5.2b, W.5.2c, W.5.2d and W.5.2e for grade level specifics.
133
6
(W.6.2)
7
(W.7.2)
8
(W.8.2)
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content. See W.8.2a, W.8.2b, W.8.2c, W.8.2d, W.8.2ef and
W.8.2f for grade level specifics.
9-10
(W9-10.2)
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content. See W.9-10.2a, W.910.2b, W.9-10.2c, W.9-10.2d, W.9-10.2e, and W.9-10.2f for grade level specifics.
11-12 (W.11-12.2)
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content. See W.6.2a, W.6.2b, W.6.2c, W.6.2d, W.6.2e and
W.6.2f for grade level specifics.
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
the selection, organization, and analysis of relevant content. See W.7.2a, W.7.2b, W.7.2c, W.7.2d, W.7.2e and
W.7.2f for grade level specifics.
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly
and accurately through the effective selection, organization, and analysis of content. See W.11-12.2a, W.1112.2b, W.11-12.2c, W.11-12.2d, W.11-12.2e, and W.11-12.2f for grade level specifics.
WRITING STANDARDS K-12
W #3
College and Career readiness ANCHOR STANDARD #3: Write narratives to develop real or imagined experiences or events
using effective techniques, well-chosen details, and well-structured event sequences.
Kdg
(W.K.3)
Use a combination of drawing, dictating and writing to narrate a single event or several loosely linked events,
tell about the events in the order in which they occurred, and provide a reaction to what happened.
1
(W.1.3)
Write narratives in which they recount two or more appropriately sequenced events, include some details
regarding what happened, use temporal words to signal event order, and provide some sense of closure.
2
(W.2.3)
Write narratives in which they recount a well-elaborated event, or short sequence of events, include details to
describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of
closure.
134
3
(W.3.3)
Write narratives to develop real or imagine experiences or events using effective technique, descriptive
details, and a clear event sequence. See W.3.3a, W.3.3b, W.3.3c, and W.3.3d for grade-level specifics.
4
(w.4.3)
Write narratives to develop real or imagine experiences or events using effective technique, descriptive
details, and a clear event sequence. See W.4.3a, W.4.3b, W.4.3c, W.4.3d and W.4.3e for grade-level specifics.
5
(W.5.3)
Write narratives to develop real or imagine experiences or events using effective technique, descriptive
details, and a clear event sequence. See W.5.3a, W.5.3b, W.5.3c, W.5.3d and W.5.3e for grade-level specifics.
6
(W.6.3)
Write narratives to develop real or imagine experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. See W.6.3a, W.6.3b, W.6.3c, W.6.3d and W.6.3e for
grade-level specifics
7
(W.7.3)
Write narratives to develop real or imagine experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. See W.7.3a, W.7.3b, W.7.3c, W.7.3d and W.7.3e for
grade-level specifics
8
(W.8.3)
Write narratives to develop real or imagine experiences or events using effective technique, relevant
descriptive details, and well-structured event sequences. See W.8.3a, W.8.3b, W.8.3c, W.8.3d and W.8.3e for
grade-level specifics
9-10
(W.9-10.3)
Write narratives to develop real or imagine experiences or events using effective technique, well-chosen
details, and well-structured event sequences. See W.9-10.3a, W.9-10.3b, W.9-10.3c, W.9-10.3d and W.910.3e for grade-level specifics.
11-12 (W11-12.3)
Write narratives to develop real or imagine experiences or events using effective technique, well-chosen
details, and well-structured event sequences. See W.11-12.3a, W.11-12.3b, W.11-12.3c, W.11-12.3d and
W.11-12.3e for grade-level specifics.
135
WRITING STANDARDS K-12
W #4
College and Career readiness ANCHOR STANDARD #4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose, and audience.
Kdg
(W.K.4)
(Begins in grade 3)
1
(W.1.4)
(Begins in grade 3)
2
(W.2.4)
(Begins in grade 3)
3
(W.3.4)
With guidance and support from adults, produce writing in which the development and organization
are appropriate to task and purpose.
4
(W.4.4)
Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
5
(W.5.4)
Produce clear and coherent writing in which the development and organization are appropriate to
task, purpose, and audience.
6
(W.6.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
7
(W.7.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
8
(W.8.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
9-10
(W9-10.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
11-12
(W11-12.4)
Produce clear and coherent writing in which the development, organization and style are
appropriate to task, purpose, and audience.
136
WRITING STANDARDS K-12
W #5
College and Career readiness ANCHOR STANDARD #5: Develop and strengthen writing as needed by planning, revising,
editing, rewriting, ort trying a new approach.
Kdg
(W.K.5)
With guidance and support from adults, respond to questions and suggestions from peers and add details to
strengthen writing as needed.
1
(W.1.5)
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and
add details to strengthen writing as needed.
2
(W.2.5)
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including
collaboration with peers.
3
(W.3.5)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, and editing. Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grade 3.
4
(W.4.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing. Editing for conventions should demonstrate command of Language standards
1-3 up to and including grade 4.
5
(W.5.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach. Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 5.
6
(W.6.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach. Editing for conventions should demonstrate
command of Language standards 1-3 up to and including grade 6.
7
(W.7.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience
have been addressed. Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grade 7.
8
(W.8.5)
With some guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, editing, rewriting or trying a new approach, focusing on how well purpose and audience
137
have been addressed. Editing for conventions should demonstrate command of Language standards 1-3 up to
and including grade 8.
9-10
(W.9-10.5)
Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grade 9-10.
11-12
(W.11-12.5)
Develop and strengthen writing as needed by planning, revising, editing, rewriting or trying a new approach,
focusing on addressing what is most significant for a specific purpose and audience. Editing for conventions
should demonstrate command of Language standards 1-3 up to and including grade 11-12.
WRITING STANDARDS K-12
W #6
College and Career readiness ANCHOR STANDARD #6: Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
Kdg
(W.K.6)
With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers.
1
(W.1.6)
With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers.
2
(W.2.6)
With guidance and support from adults, explore a variety of digital tools to produce and publish writing,
including in collaboration with peers.
3
(W.3.6)
With guidance and support from adults, use technology to produce and publish writing (using keyboarding
skills) as well as to interact and collaborate with others.
4
(W.4.6)
With some guidance and support from adults, use technology, including the Internet, to produce and publish
writing as well as interact and collaborate with others; demonstrate sufficient command of keyboarding skills
to type a minimum of one page in a single sitting.
5
(W.5.6)
With some guidance and support from adults, use technology, including the Internet, to produce and publish
writing as well as interact and collaborate with others; demonstrate sufficient command of keyboarding skills
to type a minimum of two page in a single sitting.
138
6
(W.6.6)
Use technology, including the Internet, to produce and publish writing as well as interact and collaborate with
others; demonstrate sufficient command of keyboarding skills to type a minimum of three page in a single
sitting.
7
(W.7.6)
Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as
interact and collaborate with others, including linking to and citing sources.
8
(W.8.6)
Use technology, including the Internet, to produce and publish writing and present the relationships between
information and ideas efficiently as well as to interact and collaborate with others.
9-10
(W.9-10.6)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products,
taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
11-12 (W11-12.6)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products
in response to ongoing feedback, including new arguments or information.
WRITING STANDARDS K-12
W #7
College and Career readiness ANCHOR STANDARD #7: Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
Kdg
(W.K.7)
Participate in shared research and writing projects (e.g., explore a number of books by a favorite
author and express opinions about them).
1
(W.1.7)
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a
given topic and use them to write a sequence of instructions).
2
(W.2.7)
3
(W.3.7)
Participate in shared research and writing projects (e.g., read a number of books on a single topic to
produce a report; record science observations).
Conduct short research projects that build knowledge about a topic.
4
(W.4.7)
Conduct short research projects that build knowledge through investigation of different aspects of a
topic.
139
5
(W.5.7)
Conduct short research projects that use several sources to build knowledge through investigation of
different aspects of a topic.
6
(W.6.7)
Conduct short research projects to answer a question, drawing on several sources and refocusing the
inquiry when appropriate.
7
(W.7.7)
Conduct short research projects to answer a question, drawing on several sources and generating
additional related, focused questions for further research and investigation.
8
(W.8.7)
Conduct short research projects to answer a question (including a self-generated question), drawing
on several sources and generating additional related, focused questions that allow for multiple
avenues of exploration.
9-10
(W.9-10.7)
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
11-12 (W11-12.7)
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate;
synthesize multiple sources on the subject, demonstrating understanding of the subject under
investigation.
WRITING STANDARDS K-12
W #8
College and Career readiness ANCHOR STANDARD #8: Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
Kdg
(W.K.8)
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
140
1
(W.1.8)
With guidance and support from adults, recall information from experiences or gather information from
provided sources to answer a question.
2
(W.2.8)
Recall information from experiences or gather information from provided sources to answer a question.
3
(W.3.8)
Recall information from experiences or gather information from print and digital sources; take brief notes on
sources and sort evidence into provided categories.
4
(W.4.8)
Recall relevant information from experiences or gather relevant information from print and digital sources;
take notes and categorize information, and provide a list of sources.
5
(W.5.8)
Recall relevant information from experiences or gather relevant information from print and digital sources;
summarize or paraphrase information in notes and finished work, and provide a list of sources.
6
(W.6.8)
7
(W.7.8)
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and
quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic
bibliographic information for sources.
Gather relevant information from multiple print and digital sources; using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
8
(W.8.8)
Gather relevant information from multiple print and digital sources; using search terms effectively; assess the
credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while
avoiding plagiarism and following a standard format for citation.
9-10
(W.9-10.8)
Gather relevant information from multiple authoritative print and digital sources; using advanced searches
effectively; assess the usefulness of each source in answering the research questions; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for
citation.
11-12 W11-12.8)
Gather relevant information from multiple authoritative print and digital sources; using advanced searches
effectively; assess the strengths and limitations of each source in terms of the task, purpose and audience;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
141
WRITING STANDARDS K-12
W #9
College and Career readiness ANCHOR STANDARD #9: Draw evidence from literary or informational text to support
analysis, reflection, and research.
Kdg
(W.K.9)
(Begins in grade 4)
1
(W.1.9)
(Begins in grade 4)
2
(W.2.9)
(Begins in grade 4)
3
(W.3.9)
(Begins in grade 4)
4
(W.4.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.4.9a
and W.4.9b for further grade-level specifics.
5
(W.5.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.5.9a
and W.5.9b for further grade-level specifics.
6
(W.6.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.6.9a
and W.6.9b for further grade-level specifics.
7
(W.7.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.7.9a
and W.7.9b for further grade-level specifics.
8
(W.8.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.8.9a
and W.8.9b for further grade-level specifics.
9-10
(W.9-10.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.910.9a and W.9-10.9b for further grade-level specifics.
11-12 (W11-12.9)
Draw evidence from literary and informational texts to support analysis, reflection, and research. See W.1112.9a and W.11-12.9b for further grade-level specifics.
142
WRITING STANDARDS K-12
W #10
College and Career readiness ANCHOR STANDARD #10: Write routinely over extended time frames (time for research,
reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Kdg
(W.K.10)
(Begins in grade 3)
1
(W.1.10)
(Begins in grade 3)
2
(W.2.10)
(Begins in grade 3)
3
(W.3.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
4
(W.4.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
5
(W.5.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
6
(W.6.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
7
(W.7.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
8
(W.8.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
9-10
(W.9-10.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
11-12 (W11-12.10)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time
frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
143
SPEAKING AND LISTENING STANDARDS K-12
SL #1
College and Career Readiness ANCHOR STANDARD #1: Prepare for and participate effectively in a range of conversations
and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Kdg
(SL.K.1)
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with
peers and adults in small and larger groups. See SL.K.1a and SL.K.1b for further grade-level specifics.
1
(SK.1.1)
Participate in collaborative conversations with diverse partners about grade 1 topics and texts with
peers and adults in small and larger groups. See SL.1.1a, SL.1.1b and SL.1.1c for further grade-level specifics.
2
(SL.2.1)
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups. See SL.2.1a, SL.2.1b and SL.2.1c for further grade-level specifics.
3
(SL.3.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. See
SL.3.1a., SL.3.1b, SL.3.1c, and SL.3.1d for further grade-level specifics.
4
(SL.4.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. See
SL.4.1a, SL.4.1b, SL.4.1c, and SL.4.1d for further grade-level specifics.
5
(SL.5.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. See
SL.5.1a, SL.5.1b, SL.5.1c, and SL.5.1d for further grade-level specifics.
6
(SL6.1)
Engage 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.
See SL.6.1a, SL.6.1b, SL.6.1c, and SL.6.1d for further grade-level specifics.
7
(SL.7.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 7 topics, texts and issues, building on others’ ideas and expressing their own clearly.
See SL.7.1a, SL.7.1b, SL.7.1c, and SL.7.1d for further grade-level specifics.
144
8
(SL.8.1)
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grade 8 topics, texts and issues, building on others’ ideas and expressing their own clearly.
See SL.8.1a, SL.8.1b, SL.8.1c, and SL.8.1d for further grade-level specifics.
9-10
(SL.9-10.1)
Initiate and participate effectively in a range of collaborative discussions (one-to-one, small groups and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively. See SL.9-10.1a, SL.9-10.1b, SL.9-10.1c, and SL.9-10.1d for
further grade-level specifics.
11-12 (SL.11-12.1)
Initiate and participate effectively in a range of collaborative discussions (one-to-one, small groups and
teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively. See SL.11-12.1a, SL.11-12.1b, SL.11-12.1c, and SL.11-12.1d for
further grade-level specifics.
SPEAKING AND LISTENING STANDARDS K-12
SL #2
College and Career Readiness ANCHOR STANDARD #2: Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.
Kdg
(SL.K.2)
Confirm understanding of a text read aloud or information presented orally or through other media by asking
and answering questions about key details and requesting clarification if something is not understood.
1
(SL.1.2)
Ask and answer questions about key details in a text read aloud or information presented orally or through
other media.
2
(SL.2.2)
Recount or describe key ideas or details from a text read aloud or information presented orally or through
other media.
3
(SL.3.2)
Determine the main idea and supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
4
(SL.4.2)
Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
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5
(SL.5.2)
Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively and orally.
6
(SL.6.2)
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and
explain how it contributes to a topic, text, or issue under study.
7
(SL.7.2)
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually,
quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
8
(SL.8.2)
Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively,
orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
9-10
(SL.9-10.2)
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively,
orally) evaluating the credibility and accuracy of each source.
11-12 (SL.11-12.2)
Integrate multiple sources of information presented in diverse formats and media (visually, quantitatively,
orally) in order to make informed decision and solve problems, evaluating the credibility and accuracy of each
source and noting any discrepancies in the data.
SPEAKING AND LISTENING STANDARDS K-12
SL #3
College and Career Readiness ANCHOR STANDARD #3: Evaluate a speaker’s point of view, reasoning, and use of
evidence and rhetoric.
Kdg
(SL.K.3)
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.
1
(SL.1.3)
Ask and answer questions about what a speaker says in order to gather additional information or clarify
something that is not understood.
2
(SL.2.3)
Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional
information, or deepen understanding of a topic or issue.
3
(SL.3.3)
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
146
4
(SL.4.3)
Identify the reasons and evidence a speaker provides to support particular points.
5
(SL.5.3)
Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
6
(SL.6.3)
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reason and
evidence from claims that are not.
7
(SL.7.3)
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the
relevance and sufficiency of the evidence.
8
(SL.8.3)
Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance
and sufficiency of the evidence and identifying when irrelevant evidence is introduced.
9-10
(SL.9-10.5)
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious
reasoning or exaggerated or distorted evidence.
11-12 (SL.11-12.3)
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance,
premises, links among ideas, word choice, points of emphasis, and tone used.
SPEAKING AND LISTENING STANDARDS K-12
SL #4
College and Career Readiness ANCHOR STANDARD #4: Present information, findings, and supporting evidence such that
listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and
audience.
Kdg
(SL.K.4)
Describe familiar people, places, things, and events and, with prompting and support, provide
additional detail.
1
(SL.1.4)
2
(SL.2.4)
Describe familiar people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
147
3
(SL.3.4)
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
4
(SL.4.4)
Report on a topic or text, tell a story, or recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at
an understandable pace.
5
(SL.5.4)
Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate
facts and relevant, descriptive detail to support main ideas or themes; speak clearly at an
understandable pace.
6
(SL.6.4)
Present claims and ideas, sequencing ideas logically and using pertinent descriptions, facts, and
detail to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
7
(SL.7.4)
Present claims and findings, emphasizing salient points in a focused, coherent manner with
pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume,
and clear pronunciation.
8
(SL.8.4)
Present claims and findings, emphasizing salient points in a focused, coherent manner with
relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact,
adequate volume, and clear pronunciation.
9-10
(SL.9-10.4)
Present information, findings and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style
are appropriate to purpose, audience and task.
11-12 (SL.11-12.4)
Present information, findings and supporting evidence, conveying a clear and distinct perspective,
such that listeners can follow the line of reasoning, alternative or opposing perspectives are
addressed, and the organization, development, substance, and style are appropriate to p purpose,
audience, and a range of formal and informal tasks.
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SPEAKING AND LISTENING STANDARDS K-12
SL #5
College and Career Readiness ANCHOR STANDARD #5: Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
Kdg
(SL.K.5)
Add drawings or other visual displays to descriptions as desired to provide additional detail.
1
(SL.1.5)
Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts,
and feelings.
2
(SL.2.5)
Create audio recordings of stories or poems; add drawings or other visual displays to stories or
recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
3
(SL.3.5)
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or
details.
4
(SL.4.5)
Add audio recordings and visual displays to presentations when appropriate to enhance the
development of main ideas or themes.
5
(SL.5.5)
Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
6
(SL.6.5)
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information.
7
(SL.7.5)
Include multimedia components and visual displays in presentations to clarify claims and findings
and emphasize salient points.
8
(SL.8.5)
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims
and evidence, and add interest.
149
9-10
(SL.9-10.5)
11-12 (SL.11-12.5)
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to ad interest.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements)
in presentations to enhance understanding of findings, reasoning, and evidence and to ad interest.
SPEAKING AND LISTENING STANDARDS K-12
SL #6
College and Career Readiness ANCHOR STANDARD #6: Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
Kdg
(SL.K.6)
Speak audibly and express thoughts, feelings, and ideas clearly.
1
(SL.1.6)
Produce complete sentences when appropriate to task and situation. Also see grade 1 Language
standards.
2
(SL.2.6)
Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. Also see grade 2 Language standards.
3
(SL.3.6)
Speak in complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. Also see grade 3 Language standards.
4
(SL.4.6)
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations
where informal discourse is appropriate (e.g., small-group discussion); use formal English when
appropriate to task and situation. Also see grade 4 Language standards.
5
(SL.5.6)
Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation. Also see grade 5 Language standards.
6
(SL.6.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 6 Language Standards.
150
7
(SL.7.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 7 Language Standards.
8
(SL.8.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 8 Language Standards.
9-10
(SL.9-10.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 9-10 Language Standards.
11-12 (SL.11-12.6)
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when
indicated or appropriate. Also see grade 11-12 Language Standards.
151
English Grammar and Usage: Grade Level Skills Progression
College and Career Readiness ANCHOR STANDARD L #1: Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking. BLACK = CCSS & CAS RED = CAS only
KINDERGARTEN
Print upper- and lowercase letters.
Use frequently occurring nouns and verbs.
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs, wish, wishes).
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
Produce and expand complete sentences in shared language activities.
Use proper spacing between words
Write left to right and top to bottom
GRADE 1
Print all upper- and lowercase letters.
Use common, proper and possessive nouns.
Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop).
Use personal, possessive and indefinite pronouns (e.g., I, me, my; they, them, their; anyone, everything).
Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I
will walk home).
152
Use frequently occurring adjectives.
Use frequently occurring conjunctions (e.g., and, but, or, so, because).
Use determiners (e.g., articles, demonstratives).
Use frequently occurring prepositions (e.g., during, beyond, toward).
Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in
response to prompts.
Write complete simple sentences
GRADE 2
Use collective nouns (e.g., group).
Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth, mice, fish).
Use reflexive pronouns (e.g., myself, ourselves).
Form and use past tense of frequently occurring irregular verbs (e.g., sat, hid, told).
Use adjectives and adverbs, and choose between them depending on what is to be modified.
Produce, expand, and rearrange complete simple and compound sentences (e.g., The boy watched the movie; The little
boy watched the movie; The action movie was watched by the little boy).
Apply accurate subject-verb agreement while writing
Vary sentence beginnings
153
GRADE 3
Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and their function in particular
sentences.
Form and use regular and irregular plural nouns.
Use abstract nouns (e.g., childhood).
Form and use regular and irregular verbs.
Form and use the simple (e.g., I walked; I walk; I will walk) verb tenses.
Ensure subject-verb and pronoun-antecedent agreement.
Form and use comparative and superlative adjectives and adverbs, and choose between them depending on what is to be
modified.
Use coordinating and subordinating conjunctions.
Produce simple, compound, and complex sentences.
Vary sentence beginnings, and use long and short sentences to create fluency in longer texts
GRADE 4
Use relative pronouns (who, whose, whom, which, that) and relative verbs (where, when, why).
Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.
Use modal auxiliaries (e.g., can, may, must) to convey various conditions.
Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).
Form and use prepositional phrases.
154
Use compound subjects (Tom and Pat went to the store) and compound verbs (Harry thought and worried about the
things he said to Jane) to create sentence fluency in writing
Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
Correctly use frequently confused words (e.g., to, too, two, there, their).
GRADE 5
Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.
Form and use the perfect tense (e.g., I had walked; I have walked; I will have walked) verb tenses.
Use verb tenses to convey various times, sequences, states, and conditions.
Recognize and correct in appropriate shifts in verb tense.
Use correlative conjunctions (e.g., either/or, neither/nor).
GRADE 6
Ensure than pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Recognize and correct inappropriate shifts in pronoun number and person.
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies
to improve expression in conventional language.
Identify fragments and run-ons and revise sentences to eliminate them
Use coordinating conjunctions in compound sentences
155
Maintain consistent verb tense within paragraphs
Choose adverbs to describe verbs, adjectives, and other adverbs
GRADE 7
Explain the function of phrases and clauses in general and their function in specific sentences.
Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among
ideas.
Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
Vary sentences using prepositional phrases, ensuring that subjects and verbs agree in the presence of intervening clauses.
Use pronoun-antecedent agreement including indefinite pronouns
Write with consistent verb tense across paragraphs.
Use adjectives and adverbs correctly in sentences to describe verbs, adjectives, and other adverbs
Combine sentences with coordinating conjunctions
GRADE 8
Explain the functions of verbals (gerunds, participles and infinitives) in general and their function in particular sentences.
Form and use verbs in the active and passive voice.
Form and use verbs in the indicative, imperative, interrogative, conditional, and subjunctive mood.
Recognize and correct inappropriate shifts in verb voice and mood.
Use comparative and superlative adjectives and adverbs correctly in sentences
156
Combine sentences with subordinate conjunctions
Use subject-verb agreement with intervening phrases and clauses
Identify main and subordinate clauses and use that knowledge to write varied; strong, correct complete sentences
Use verbs in the active and passive voice and in the conditional and subjunctive mood to achieve particular effects (e.g.,
emphasizing the actor or the action; expressing uncertainty or describing a stat contrary to fact).
GRADE 9
Identify comma splices and fused sentences in writing and revise to eliminate them
Distinguish between phrases and clauses and use this knowledge to write varied, strong, correct, complete sentences
GRADE 10
Use parallel structure.
Distinguish between the active and passive voice, and write in the active voice
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses
(independent, dependent, noun, relative, adverbial) to convey specific meaning and add variety and interest to writing or
presentations.
GRADE 11
Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested.
Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage,
Garner’s Modern Language Usage) as needed.
Use a variety of phrases (absolute, appositive) accurately and purposefully to improve writing
Use idioms correctly, particularly prepositions that follow verbs
157
Ensure that a verb agrees with its subject in complex constructions (such as inverted subject/verb order, indefinite
pronoun as subject, intervening phrases or clauses)
Use a style guide to follow the conventions of Modern Language Association (MLA) or American Psychological Association
(APA) format
Use resources (print and electronic) and feedback to edit and enhance writing for purpose and audience
GRADE 12
Follow the conventions of standard English to write varied, strong, correct, complete sentences
Deliberately manipulate the conventions of standard English for stylistic effect appropriate to the need of a particular
audience and purpose
Seek and use an appropriate style guide to govern conventions for a particular audience and purpose
158
ENGLISH CAPITALIZATION, PUNCTUATION AND SPELLING: Grade Level Skills Progression
College and Career Readiness Anchor Standard L #2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
KINDERGARTEN
CAPITALIZATION
Capitalize the first word in a sentence and the
pronoun I.
PUNCTUATION
Recognize and name end punctuation.
SPELLING
Write a letter or letters for most consonant
and short vowels sounds (phonemes).
Spell simple words phonetically, drawing
on knowledge of sound-letter
relationships.
GRADE 1
Capitalize dates and names of people.
Use end punctuation for sentences.
Use commas in dates and to separate single
words in a series.
Use conventional spelling for words with
common spelling patterns and for
frequently occurring irregular words.
Spell untaught words phonetically, drawing
on phonemic awareness and spelling
conventions.
159
GRADE 2
CAPITALIZATION
Capitalize holidays, product names, and
geographic names.
PUNCTUATION
Use commas in greetings and closing of
letters.
Use an apostrophe to form contractions and
frequently occurring possessives.
SPELLING
Generalize learned spelling patterns when
writing words (e.g., cage > badge; boy >
boil).
Consult reference materials, including
beginning dictionaries, as needed to check
and correct spelling.
Spell high frequency words correctly
GRADE 3
Capitalize appropriate words in titles.
Use commas in addresses.
Use commas and quotation marks in dialogue.
Use spelling patterns and generalizations
(e.g., word families, position-based
spellings, syllable patterns, ending rules,
meaningful word parts) in writing words.
Form and use possessives.
Use conventional spelling for highfrequency and other studies words and for
adding suffixes to base words (e.g., sitting,
smiled, cries, happiness).
Consult reference materials, including
beginning dictionaries, as needed to check
and correct spellings.
160
GRADE 4
CAPITALIZATION
Use correct capitalization.
PUNCTUATION
Use commas and quotation marks to mark
direct speech and quotation from a text.
SPELLING
Spell grade-appropriate word correctly,
consulting references as needed.
Use a comma before a coordinating
conjunction in a compound sentence.
GRADE 5
Use punctuation to separate items in a series.
Spell grade-appropriate words correctly,
consulting references as needed.
Use a comma to separate an introductory
element from the rest of the sentence.
Use a comma to set off the words yes and no
(e.g., Yes, thank you), to set off a tag question
from the rest of the sentence (It’s true, isn’t
it?), and to indicate direct address (e.g., Is that
you, Steve?).
Use underlining, quotation marks, or italics to
indicate titles of works.
161
GRADE 6
CAPITALIZATION
PUNCTUATION
SPELLING
Use punctuation (commas, parentheses,
dashes) to set off nonrestrictive /parenthetical
elements.
Spell correctly.
Use a comma to separate coordinate adjectives
(e.g., It was a fascinating, enjoyable movie but
not He wore an old [,] green shirt).
Spell correctly.
GRADE 7
Use punctuation correctly (commas and
parentheses to offset parenthetical elements;
colons to introduce a list; and hyphens)
Write and punctuate compound and complex
sentences correctly
GRADE 8
Use punctuation (comma, ellipsis, dash) to
indicate a pause or break.
Spell correctly.
Use an ellipsis to indicate an omission.
Format and punctuate dialogue correctly
162
GRADE 9-10
CAPITALIZATION
PUNCTUATION
Use a colon to introduce a list or quotation.
SPELLING
Spell correctly.
Use a semicolon (and perhaps a conjunctive
adverb) to link two or more closely related
independent clauses.
GRADE 11-12
Observe hyphenation conventions.
Spell correctly.
163
INSTRUCTIONAL RESOURCES
Coming soon…….
164