- GLCE's
- 6th
Grade
- Language
Arts
-
- READING
Word Study
- Students
will…
- R.WS.06.01
Use word structure, sentence
structure, and prediction to aid in decoding and understanding the meanings
of words encountered in context.
- R.WS.06.02
Use structural, syntactic, and
semantic analysis to recognize unfamiliar words in context (e.g., origins
and meanings of foreign words, words with multiple meanings, knowledge of
major word chunks/rimes, syllabication).
- R.WS.06.03
Recognize frequently encountered
words automatically.
- R.WS.06.04
Know the meaning of frequently
encountered words in written and oral contexts (research to support specific
words).
- R.WS.06.05
Apply strategies to construct
meaning and identify unknown words.
- R.WS.06.06
Read fluently sixth grade level
texts (increasingly demanding texts read with fluency as the year proceeds).
- R.WS.06.07
Use strategies (e.g., connotation,
denotation) and authentic content-related resources to determine the meaning
of words and phrases in context (e.g., regional idioms, content area
vocabulary, technical terms).
-
-
- Narrative
Text
- Students
will…
- R.NT.06.01
Describe how characters in classic
and contemporary literature recognized for quality and literary merit form
opinions about one another in ways that can be fair and unfair.
- R.NT.06.02
Analyze elements and style of
narrative genres (e.g., folktales, fantasy, adventure, action).
- R.NT.06.03
Analyze the role of dialogue, plot,
characters, themes, major and minor characters, and climax.
- R.NT.06.04
Analyze how authors use dialogue,
imagery, and understatement to develop plot.
-
-
- Informational
Text
- Students
will…
- R.IT.06.01
Analyze elements and style of
informational genre (e.g., research report, how-toarticles, essays).
- R.IT.06.02
Analyze organizational patterns.
- R.IT.06.03
Explain how authors use text
features to enhance the understanding of central, key, and supporting ideas
(e.g., footnotes, bibliographies, introductions, summaries, conclusions,
appendices).
-
-
- Comprehension
- Students
will…
- R.CM.06.01
Connect personal knowledge,
experience, and understanding of the world to themes and perspectives in the
text.
- R.CM.06.02
Read, retell and summarize grade
level appropriate narrative and informational texts of grade level
appropriate informational text.
- R.CM.06.03
State global themes, universal
truths, and principles within and across texts to create a deeper
understanding.
- R.CM.06.04
Apply significant knowledge from
what has been read in grade level appropriate science and social studies
texts.
-
-
- Metacognition
- Students
will…
- R.MT.06.01
Independently self-monitor
comprehension when reading or listening to text by automatically using and
discussing the strategies used by mature readers to increase comprehension
and engage in interpretative discussions (e.g., predicting, constructing
mental images representing ideas in text, questioning, rereading or
listening again if uncertain about meaning, inferring, summarizing).
- R.MT.06.02
Plan, monitor, regulate, and
evaluate skills, strategies, and processes for their own reading
comprehension by applying appropriate metacognitive skills (e.g. SQ3R,
pattern guides, process of reading guides).
-
-
- Critical
Standards
- Students
will…
- R.CS.06.01
Compare the appropriateness of
shared, individual, and expert standards based on purpose, context, and
audience in order to assess their own work and work of others.
-
-
- Reading
Attitude
- Students
will…
- R.AT.06.01
Be enthusiastic about reading and do
substantial reading on their own.
-
-
- W
R I T I N G Writing Genres
- Students
will…
- W.GN.06.01
Write a cohesive narrative piece
(e.g., personal narrative, adventure, tall tale, folk tale, fantasy) that
includes elements of characterization for major and minor characters,
internal and/or external conflict, and address issues of plot, theme, and
imagery.
- W.GN.06.02
Write an essay (e.g., personal,
persuasive, or comparative) for authentic audiences that includes
organizational patterns that support key ideas.
- W.GN.06.03
Formulate research questions using
multiple resources and perspectives that allow them to organize, analyze,
and explore problems and pose solutions that culminate in a presented, final
project.
-
-
- Writing
Process
- Students
will…
- W.PR.06.01
Set a purpose, consider audience,
and replicate authors’ styles and patterns when writing narrative or
informational text.
- W.PR.06.02
Apply a variety of pre-writing
strategies for both narrative (e.g., graphic organizers such as story maps
or webs designed to develop a plot that includes major and minor characters,
builds climax, and uses dialogue to enhance a theme) and informational text
(e.g., problem/ solution, and sequence).
- W.PR.06.03
Review and revise their drafts with
audience and purpose in mind regarding consistent voice and genre
characteristics.
- W.PR.06.04
Write for a specific purpose by
using multiple paragraphs, sentence variety, and voice to meet the needs of
an audience (e.g. word choice, level of formality, example).
- W.PR.06.05
Edit their writing using
proofreaders’ checklists both individually and in peer editing groups.
-
-
- Personal
Style
- Students
will…
- W.PS.06.01
Exhibit individual style to enhance
the written message (e.g., in narrative text: personification, humor,
element of surprise; in informational text: emotional appeal, strong
opinion, credible support).
-
-
- Grammar
and Usage
- In
the context of their writing, students will…
- W.GR.06.01
Use style conventions (e.g., MLA)
and a variety of grammatical structures in their writing including
indefinite and predicate pronouns, transitive and intransitive verbs,
adjective and adverb phrases, adjective and adverb subordinate clauses,
comparative adverbs and adjectives, superlatives, conjunctions, compound
sentences, appositives, independent and dependent clauses, introductory
phrases, periods, commas, quotation
- marks,
and the uses of underlining and italics for specific purposes.
-
-
- Spelling
- Students
will…
- W.SP.06.01
Spell frequently misspelled words
correctly (e.g., their, there, they’re) in the context of their own
writing.
-
-
- Handwriting
- Students
will…
- W.HW.06.01
Write legibly in their compositions.
-
-
- Writing
Attitude
- Students
will…
- W.AT.06.01
Be enthusiastic about writing.
-
-
- S
P E A K I N G Conventions
- Students
will…
- S.CN.06.01
Ask and respond to questions and
remarks to engage the audience when presenting texts.
- S.CN.06.02
Use rhyme, rhythm, cadence, and word
play for effect when presenting.
- S.CN.06.03
Present their work in standard
American English if it is their first language (students whose second
language is English will present their work in their developing version of
standard American English).
-
-
- Discourse
- Students
will…
- S.DS.06.01
Engage in interactive, extended
discourse to socially construct meaning (e.g., book clubs, literature
circles, partnerships, or other conversation protocols).
- S.DS.06.02
Discuss multiple text types in order
to compare/contrast ideas, form, and style to evaluate quality and to
identify personally with a universal theme.
- S.DS.06.03
Discuss their written narratives
that include a variety of literary and plot devices (e.g., established
context plot, point of view, sensory details, dialogue, suspense).
- S.DS.06.04
Plan a focused and coherent oral
presentation using an informational text pattern (e.g., problem/solution
sequence), select a focus question to address, and organize the message to
ensure that it matches the intent and the audience to which it will be
delivered.
-
-
- L
I S T E N I N G Conventions & V I E W I N G
- Students
will…
- L.CN.06.01
Respond to, evaluate, and analyze
speeches and presentations delivered by peers.
- L.CN.06.02
Demonstrate the appropriate social
skills of audience behavior (e.g., eye contact, quiet and still, attentive,
supportive) during speeches and presentations.
-
-
- Response
- Students
will…
- L.RP.06.01
Summarize, take notes on key points,
and ask clarifying questions.
- L.RP.06.02
Respond thoughtfully to both classic
and contemporary texts recognized for quality and literary merit.
- L.RP.06.03
Identify a speaker’s affective
communications expressed through tone, mood, and emotional cues.
- L.RP.06.04
Relate a speaker’s verbal
communications (e.g., tone of voice) to the nonverbal message communication
(e.g., eye contact, posture, gestures).
- L.RP.06.05
Respond to multiple texts when
listened to or viewed by speaking, illustrating, and/or writing in order to
compare/contrast similarities and differences in idea, form, and style to
evaluate quality and to identify personal and universal themes.
- L.RP.06.06
Respond to, evaluate, and analyze
the credibility of a speaker who uses persuasion to affirm his/her point of
view in a speech or presentation.
- L.RP.06.07
Identify persuasive and propaganda
techniques used in television, and identify false and misleading
information.