Sixth Grade English Language Arts Standards: Reading (Literature)
Key Ideas and Details
EE.RL.6.1 Determine what a text says explicitly as well as what simple inferences must be drawn.
Concept: Authors state information explicitly and implicitly to convey the meaning of a text.
Skills: Determine what events or actions are stated explicitly by the author; determine which events or actions must be inferred; determine details that relate to the theme or central idea of a text; describe how the characters respond to a problem or event.
Big Idea: Authors expect readers to use information that is stated and not stated to understand the theme or central idea of a text and the ways that characters act or respond.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know happened even though it is not in the text? How do I know when I have to figure something out? What doesn't the author tell me? What are the important details related to the central theme or central idea? How did the character respond to a challenge in a story?
Initial Precursor
Initial Precursor: Understanding what a text says explicitly requires students attend to the specific words and illustrations or tactual information presented in a text. Students working at the Initial Precursor linkage level can begin to work on this during repeated shared reading of DLM Familiar Texts aligned with this linkage level. These texts include photos, tactile graphics, or objects that match the text to provide numerous opportunities for students to learn to differentiate between the text and the pictures/tactile graphics and begin matching pictures or objects with the words or other symbols they represent.
Distal Precursor
Distal Precursor: Learning to determine what a text says explicitly and making simple inferences about a text requires students to identify the key elements or details. Students working at the Distal Precursor linkage level can work on this during repeated shared readings of DLM Familiar Texts aligned with this linkage level. These texts are written with clearly identified story elements (e.g., characters, settings, events) that students can learn to identify over time.
Proximal Precursor
Target
Successor
Skills: Determine what events or actions are stated explicitly by the author; determine which events or actions must be inferred; determine details that relate to the theme or central idea of a text; describe how the characters respond to a problem or event.
Big Idea: Authors expect readers to use information that is stated and not stated to understand the theme or central idea of a text and the ways that characters act or respond.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know happened even though it is not in the text? How do I know when I have to figure something out? What doesn't the author tell me? What are the important details related to the central theme or central idea? How did the character respond to a challenge in a story?
Initial Precursor
- Can differentiate between text and pictures. Can pair an object with a picture, tactile graphic, or other symbolic representation of the object
Initial Precursor: Understanding what a text says explicitly requires students attend to the specific words and illustrations or tactual information presented in a text. Students working at the Initial Precursor linkage level can begin to work on this during repeated shared reading of DLM Familiar Texts aligned with this linkage level. These texts include photos, tactile graphics, or objects that match the text to provide numerous opportunities for students to learn to differentiate between the text and the pictures/tactile graphics and begin matching pictures or objects with the words or other symbols they represent.
Distal Precursor
- Can identify the key elements in a story, including the main characters, setting, and the major events
Distal Precursor: Learning to determine what a text says explicitly and making simple inferences about a text requires students to identify the key elements or details. Students working at the Distal Precursor linkage level can work on this during repeated shared readings of DLM Familiar Texts aligned with this linkage level. These texts are written with clearly identified story elements (e.g., characters, settings, events) that students can learn to identify over time.
Proximal Precursor
- Can identify the concrete details, such as characters, objects, setting, and major events that are specifically stated in a narrative text
Target
- Can analyze a narrative and differentiate between explicitly-stated information and implications in the text that require an inference
Successor
- Can analyze a narrative to identify where it expresses information explicitly and where inferences should be made to determine the implicit information underlying the explicit information
EE.RL.6.2 Identify details in a text that are related to the theme or central idea.
Concept: Authors state information explicitly and implicitly to convey the meaning of a text.
Skills: Determine what events or actions are stated explicitly by the author; determine which events or actions must be inferred; determine details that relate to the theme or central idea of a text; describe how the characters respond to a problem or event.
Big Idea: Authors expect readers to use information that is stated and not stated to understand the theme or central idea of a text and the ways that characters act or respond.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know happened even though it is not in the text? How do I know when I have to figure something out? What doesn't the author tell me? What are the important details related to the central theme or central idea? How did the character respond to a challenge in a story?
Initial Precursor
Initial Precursor: Understanding what a text says explicitly requires students to attend to the specific words and illustrations or tactual information that is presented in a text. Students working at the Initial Precursor level can begin to work on this during repeated shared reading of DLM Familiar Texts aligned with this linkage level. These texts include photos, tactile graphics, or objects that match the text to provide numerous opportunities for students to learn to match pictures or objects with the words or other symbols they represent.
Distal Precursor
Distal Precursor: Identifying details in a story that relate to the theme or central idea requires readers to identify the details. Students working at the Distal Precursor linkage level can learn to identify the details or elements of stories during repeated shared readings of DLM Familiar Texts aligned with this linkage level. These texts are written with clearly identified story elements (e.g., characters, settings, events) that students can learn to identify over time.
Proximal Precursor
Target
Successor
Skills: Determine what events or actions are stated explicitly by the author; determine which events or actions must be inferred; determine details that relate to the theme or central idea of a text; describe how the characters respond to a problem or event.
Big Idea: Authors expect readers to use information that is stated and not stated to understand the theme or central idea of a text and the ways that characters act or respond.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know happened even though it is not in the text? How do I know when I have to figure something out? What doesn't the author tell me? What are the important details related to the central theme or central idea? How did the character respond to a challenge in a story?
Initial Precursor
- Can pair an object with a picture, tactile graphic, or other symbolic representation of the object
Initial Precursor: Understanding what a text says explicitly requires students to attend to the specific words and illustrations or tactual information that is presented in a text. Students working at the Initial Precursor level can begin to work on this during repeated shared reading of DLM Familiar Texts aligned with this linkage level. These texts include photos, tactile graphics, or objects that match the text to provide numerous opportunities for students to learn to match pictures or objects with the words or other symbols they represent.
Distal Precursor
- Can identify elements in a story (characters, other key details in the text) when asked
Distal Precursor: Identifying details in a story that relate to the theme or central idea requires readers to identify the details. Students working at the Distal Precursor linkage level can learn to identify the details or elements of stories during repeated shared readings of DLM Familiar Texts aligned with this linkage level. These texts are written with clearly identified story elements (e.g., characters, settings, events) that students can learn to identify over time.
Proximal Precursor
- Can identify what the overall goal or main idea of a single episode is in a narrative by inferring from the characters, settings, and actions
Target
- Can determine the details that provide for the foundation of the theme in a narrative
Successor
- Can determine the events that provide for the foundation of the theme in a narrative
EE.RL.6.3 Can identify how a character responds to a challenge in a story.
Concept: Authors state information explicitly and implicitly to convey the meaning of a text.
Skills: Determine what events or actions are stated explicitly by the author; determine which events or actions must be inferred; determine details that relate to the theme or central idea of a text; describe how the characters respond to a problem or event.
Big Idea: Authors expect readers to use information that is stated and not stated to understand the theme or central idea of a text and the ways that characters act or respond.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know happened even though it is not in the text? How do I know when I have to figure something out? What doesn't the author tell me? What are the important details related to the central theme or central idea? How did the character respond to a challenge in a story?
Initial Precursor
Initial Precursor: Understanding the actions a character takes or the way a character responds to a challenge requires students to understand actions. At the Initial Precursor level, students are working to demonstrate their understanding of basic action words that appear in texts. During repeated shared readings, teachers can help students interact with objects that relate to the book and perform actions with those objects. For example, the DLM Familiar Texts that are aligned with this linkage level are situated in familiar settings (e.g., home, school, neighborhood) and include clearly described objects and actions. Teachers can gather the objects named in the book and use them during repeated shared readings to help students begin to understand the actions of characters in the story.
Distal Precursor
Distal Precursor: Understanding the way a character responds to a challenge that is presented in a story requires students to identify the actions of characters. Students working at the Distal Precursor linkage level are working to identify the actions of characters that are explicitly stated and often illustrated in familiar stories. The DLM Familiar Texts aligned with this Essential Element and linkage level highlight characters and the actions they perform. Teachers can use these and other books in repeated shared reading to help students become familiar with the story, the characters, and the actions characters perform. Teachers might support students in acting out the things characters do or might show them what the actions look like as they occur in the book.
Proximal Precursor
Target
Successor
Skills: Determine what events or actions are stated explicitly by the author; determine which events or actions must be inferred; determine details that relate to the theme or central idea of a text; describe how the characters respond to a problem or event.
Big Idea: Authors expect readers to use information that is stated and not stated to understand the theme or central idea of a text and the ways that characters act or respond.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know happened even though it is not in the text? How do I know when I have to figure something out? What doesn't the author tell me? What are the important details related to the central theme or central idea? How did the character respond to a challenge in a story?
Initial Precursor
- Can perform requested actions on objects. ("Kiss it. Throw it.")
Initial Precursor: Understanding the actions a character takes or the way a character responds to a challenge requires students to understand actions. At the Initial Precursor level, students are working to demonstrate their understanding of basic action words that appear in texts. During repeated shared readings, teachers can help students interact with objects that relate to the book and perform actions with those objects. For example, the DLM Familiar Texts that are aligned with this linkage level are situated in familiar settings (e.g., home, school, neighborhood) and include clearly described objects and actions. Teachers can gather the objects named in the book and use them during repeated shared readings to help students begin to understand the actions of characters in the story.
Distal Precursor
- Student can identify the explicitly-stated actions of characters in a story
Distal Precursor: Understanding the way a character responds to a challenge that is presented in a story requires students to identify the actions of characters. Students working at the Distal Precursor linkage level are working to identify the actions of characters that are explicitly stated and often illustrated in familiar stories. The DLM Familiar Texts aligned with this Essential Element and linkage level highlight characters and the actions they perform. Teachers can use these and other books in repeated shared reading to help students become familiar with the story, the characters, and the actions characters perform. Teachers might support students in acting out the things characters do or might show them what the actions look like as they occur in the book.
Proximal Precursor
- Can identify how a character's actions make them feel OR can identify how the character's desires or feelings lead to an action
Target
- Student can correctly identify how a character responds to a challenge that is presented within a story
Successor
- Can identify and recall how characters' actions affect the consequences that occur in the story afterwards
Craft and Structure
EE.RL.6.4 Determine how word choice changes the meaning in a text.
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word phrase or sentence fits in a text; determine how a word phrase or sentence contributes to the meaning of a text; determine the structure of a text; identify words that describe what the narrator or speaker is thinking or feeling.
Big Ideas: Authors select words and phrases to convey literal and inferred meanings in a text, support the structure, and describe the narrator's thinking and feeling.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help us understand the text? What is the narrator or speaker thinking or feeling? What can I do if I don't know? What words does the author use to describe how the narrator or speaker is thinking or feeling? What features of the text helped you determine the structure?
Initial Precursor
Initial Precursor: Determining how word choice changes the meaning of text requires students to learn many different words and the way they are used in different contexts. Students working at the Initial Precursor linkage level can work toward this by learning about words that describe things. Teachers can help students work on this through repeated shared reading of DLM Familiar Texts aligned with this linkage level. These texts include words that describe the settings, people, and events. Teachers can encourage students to identify the settings, people, and events that are associated with the describing words as they are encountered during each reading.
Distal Precursor
Distal Precursor: Determining how word choice changes the meaning of text requires students to learn many different words and the way they are used in different contexts. One example is learning to recognize words that have opposite meanings. Teachers can help students learn to recognize these words through repeated shared readings of DLM Familiar Texts aligned with this linkage level. These texts intentionally include pairs of words that are opposites that students can learn to identify over time.
Proximal Precursor
Target
Successor
Skills: Determine how a word phrase or sentence fits in a text; determine how a word phrase or sentence contributes to the meaning of a text; determine the structure of a text; identify words that describe what the narrator or speaker is thinking or feeling.
Big Ideas: Authors select words and phrases to convey literal and inferred meanings in a text, support the structure, and describe the narrator's thinking and feeling.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help us understand the text? What is the narrator or speaker thinking or feeling? What can I do if I don't know? What words does the author use to describe how the narrator or speaker is thinking or feeling? What features of the text helped you determine the structure?
Initial Precursor
- Can understand adjectives in others' speech
Initial Precursor: Determining how word choice changes the meaning of text requires students to learn many different words and the way they are used in different contexts. Students working at the Initial Precursor linkage level can work toward this by learning about words that describe things. Teachers can help students work on this through repeated shared reading of DLM Familiar Texts aligned with this linkage level. These texts include words that describe the settings, people, and events. Teachers can encourage students to identify the settings, people, and events that are associated with the describing words as they are encountered during each reading.
Distal Precursor
- Can demonstrate an understanding of words with opposite meanings (e.g., cold, hot, up, down)
Distal Precursor: Determining how word choice changes the meaning of text requires students to learn many different words and the way they are used in different contexts. One example is learning to recognize words that have opposite meanings. Teachers can help students learn to recognize these words through repeated shared readings of DLM Familiar Texts aligned with this linkage level. These texts intentionally include pairs of words that are opposites that students can learn to identify over time.
Proximal Precursor
- Can understanding that words might have a slightly different meaning or use depending on the specific context in which they are used
Target
- Can ascertain how the meaning of a narrative is influenced by the author's choice of words
Successor
- Can infer word meaning using semantic clues in the sentence or paragraph, including restatement, illustrations or examples, similes, metaphors, personification, summary, and cause/effect
EE.RL.6.5 Determine the structure of a text (e.g., story, poem, or drama).
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word phrase or sentence fits in a text; determine how a word phrase or sentence contributes to the meaning of a text; determine the structure of a text; identify words that describe what the narrator or speaker is thinking or feeling.
Big Ideas: Authors select words and phrases to convey literal and inferred meanings in a text, support the structure, and describe the narrator's thinking and feeling.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help us understand the text? What is the narrator or speaker thinking or feeling? What can I do if I don't know? What words does the author use to describe how the narrator or speaker is thinking or feeling? What features of the text helped you determine the structure?
Initial Precursor
Initial Precursor: Determining the structure of a text requires readers to recognize when something new or different is happening. This depends on students being able to identify when they encounter things that are familiar, as well. Teachers can work on this during repeated shared reading of DLM Familiar Texts aligned with this linkage level because these texts are written about familiar routines that include familiar people, objects, places and events. Teachers can ask students to indicate when one of these familiar text details appears during the shared reading interaction.
Distal Precursor
Distal Precursor: All text comprehension begins with being able to identify details in the text. Readers then use these details to support more complex understandings. Students working at the Distal Precursor linkage level are working on identifying the elements in stories, poems, dramas, and other texts they read with teachers. During shared reading interactions, teachers can ask students to indicate when a specific character or other text element appears in the text.
Proximal Precursor
Target
Successor
Skills: Determine how a word phrase or sentence fits in a text; determine how a word phrase or sentence contributes to the meaning of a text; determine the structure of a text; identify words that describe what the narrator or speaker is thinking or feeling.
Big Ideas: Authors select words and phrases to convey literal and inferred meanings in a text, support the structure, and describe the narrator's thinking and feeling.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help us understand the text? What is the narrator or speaker thinking or feeling? What can I do if I don't know? What words does the author use to describe how the narrator or speaker is thinking or feeling? What features of the text helped you determine the structure?
Initial Precursor
- Can recognize when he or she encounters familiar people, objects, places, and events
Initial Precursor: Determining the structure of a text requires readers to recognize when something new or different is happening. This depends on students being able to identify when they encounter things that are familiar, as well. Teachers can work on this during repeated shared reading of DLM Familiar Texts aligned with this linkage level because these texts are written about familiar routines that include familiar people, objects, places and events. Teachers can ask students to indicate when one of these familiar text details appears during the shared reading interaction.
Distal Precursor
- Can identify elements in a story (characters, other key details in the text) when asked
Distal Precursor: All text comprehension begins with being able to identify details in the text. Readers then use these details to support more complex understandings. Students working at the Distal Precursor linkage level are working on identifying the elements in stories, poems, dramas, and other texts they read with teachers. During shared reading interactions, teachers can ask students to indicate when a specific character or other text element appears in the text.
Proximal Precursor
- Can determine the events that come at the beginning, middle, and end of a narrative containing a clear and linear text structure
Target
- Student can use information about structure to make determinations about what comes next in a text
Successor
- Student can compare the structure of two or more texts (e.g., stories, poems, or dramas)
EE.RL.6.6 Identify words or phrases in the text that describe or show what the narrator or speaker is thinking or feeling.
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word phrase or sentence fits in a text; determine how a word phrase or sentence contributes to the meaning of a text; determine the structure of a text; identify words that describe what the narrator or speaker is thinking or feeling.
Big Ideas: Authors select words and phrases to convey literal and inferred meanings in a text, support the structure, and describe the narrator's thinking and feeling.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help us understand the text? What is the narrator or speaker thinking or feeling? What can I do if I don't know? What words does the author use to describe how the narrator or speaker is thinking or feeling? What features of the text helped you determine the structure?
Initial Precursor
Initial Precursor: As students work toward understanding how characters and narrators think and feel, they have to learn to recognize the familiar people, objects, places, and events that make them think and feel in different ways. Teachers can help students work toward those understandings during repeated shared reading of DLM Familiar Texts aligned with this linkage level. These texts are written about familiar routines that include familiar people, objects, places, and events. Teachers can ask students to indicate when one of these familiar text details appears during the shared reading interaction.
Distal Precursor
Distal Precursor: Identifying words that describe or show what the narrator or speaker is thinking or feeling requires students to be able to identify when the feelings of characters are referenced specifically in a text. Teachers can help students learn this using DLM Familiar Texts aligned with the Distal Precursor linkage level. These stories refer explicitly to the ways characters are feeling and give teachers a repeated opportunity to ask students to listen for specific words that tell how a specific character is feeling.
Proximal Precursor
Target
Successor
Skills: Determine how a word phrase or sentence fits in a text; determine how a word phrase or sentence contributes to the meaning of a text; determine the structure of a text; identify words that describe what the narrator or speaker is thinking or feeling.
Big Ideas: Authors select words and phrases to convey literal and inferred meanings in a text, support the structure, and describe the narrator's thinking and feeling.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help us understand the text? What is the narrator or speaker thinking or feeling? What can I do if I don't know? What words does the author use to describe how the narrator or speaker is thinking or feeling? What features of the text helped you determine the structure?
Initial Precursor
- Can recognize when he or she encounters familiar people, objects, places, and events
Initial Precursor: As students work toward understanding how characters and narrators think and feel, they have to learn to recognize the familiar people, objects, places, and events that make them think and feel in different ways. Teachers can help students work toward those understandings during repeated shared reading of DLM Familiar Texts aligned with this linkage level. These texts are written about familiar routines that include familiar people, objects, places, and events. Teachers can ask students to indicate when one of these familiar text details appears during the shared reading interaction.
Distal Precursor
- Can identify the feelings of specific characters in narratives
Distal Precursor: Identifying words that describe or show what the narrator or speaker is thinking or feeling requires students to be able to identify when the feelings of characters are referenced specifically in a text. Teachers can help students learn this using DLM Familiar Texts aligned with the Distal Precursor linkage level. These stories refer explicitly to the ways characters are feeling and give teachers a repeated opportunity to ask students to listen for specific words that tell how a specific character is feeling.
Proximal Precursor
- Can determine who the narrator is in a story he or she is reading
Target
- Can describe what the narrator or current speaker is thinking or feeling by identifying relevant words or phrases, such as "I ruminated on the missed opportunity at catching the thief on that fateful night at the mansion
Successor
- Compares the points of views of two characters or narrators in a text
Integration of Knowledge and Ideas
EE.RL.6.7 Compare the experience of reading or listening to a written story, drama or poem with the experience of watching video or live performance of the same text.
Concepts: The same story, poem, or drama can be told in different ways and the same topic or theme can be part of different stories, poems or dramas.
Skills: Identify ways that a video or enacted version of a story, poem or drama is the same as the text-based version; identify ways that two stories, poems, or dramas on similar themes or topics are the same or different.
Big Ideas: Authors write about similar topics or themes and actors tell the story, poem or drama in ways that are similar to the written text
Essential Questions: How is the video or live performance of the story, poem, or drama the same as the text-based version? How are these two stories, poems, or dramas about the same topic alike? How are they different? How can I communicate or demonstrate my thinking?
Skills: Identify ways that a video or enacted version of a story, poem or drama is the same as the text-based version; identify ways that two stories, poems, or dramas on similar themes or topics are the same or different.
Big Ideas: Authors write about similar topics or themes and actors tell the story, poem or drama in ways that are similar to the written text
Essential Questions: How is the video or live performance of the story, poem, or drama the same as the text-based version? How are these two stories, poems, or dramas about the same topic alike? How are they different? How can I communicate or demonstrate my thinking?
EE.RL.6.9 Compare and contrast stories, myths, or texts with similar topics or themes.
Concepts: The same story, poem, or drama can be told in different ways and the same topic or theme can be part of different stories, poems or dramas.
Skills: Identify ways that a video or enacted version of a story, poem or drama is the same as the text-based version; identify ways that two stories, poems, or dramas on similar themes or topics are the same or different.
Big Ideas: Authors write about similar topics or themes and actors tell the story, poem or drama in ways that are similar to the written text
Essential Questions: How is the video or live performance of the story, poem, or drama the same as the text-based version? How are these two stories, poems, or dramas about the same topic alike? How are they different? How can I communicate or demonstrate my thinking?
Skills: Identify ways that a video or enacted version of a story, poem or drama is the same as the text-based version; identify ways that two stories, poems, or dramas on similar themes or topics are the same or different.
Big Ideas: Authors write about similar topics or themes and actors tell the story, poem or drama in ways that are similar to the written text
Essential Questions: How is the video or live performance of the story, poem, or drama the same as the text-based version? How are these two stories, poems, or dramas about the same topic alike? How are they different? How can I communicate or demonstrate my thinking?
Range of Reading and Level of Text Complexity
EE.RL.6.10 Demonstrate understanding of text while actively reading or listening to stories, dramas, or poetry
Concept: Participating in reading or listening is an active process. Skills: Engage in reading for a purpose; communicate thoughts and feelings about a text; interact with adults and peers about a text.
Big Idea: Engagement during group or individual reading requires thinking and communicating.
Essential Questions: What is my purpose for reading/listening? What do I want to share about the text? How do I communicate my thinking with others? What do I want to say?
Big Idea: Engagement during group or individual reading requires thinking and communicating.
Essential Questions: What is my purpose for reading/listening? What do I want to share about the text? How do I communicate my thinking with others? What do I want to say?
Sixth Grade English Language Arts Standards: Reading (Informational Text)
Key Ideas and Details
EE.RI.6.1 Analyze a text to determine what it says explicitly as well as what inferences should be drawn.
Concepts: Authors state information explicitly and implicitly to convey the meaning of a text.
Skills: Determine the events and/or actions stated explicitly within the text; determine what events and/or actions can be inferred; determine the main idea of a text; identify details or facts related to the main idea; identify details that elaborate on information introduced in a text.
Big Ideas: Authors expect readers to use information that is stated and not stated to understand individuals, events, or ideas, as well as the theme or central idea of a text.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know even though it is not in the text? How do I figure out something that is not directly stated? What is the main idea? What examples relate to the key individuals, events, or ideas in this text? What details relate to the main idea?
Concepts: Authors state information explicitly and implicitly to convey the meaning of a text.
Skills: Determine the events and/or actions stated explicitly within the text; determine what events and/or actions can be inferred; determine the main idea of a text; identify details or facts related to the main idea; identify details that elaborate on information introduced in a text.
Big Ideas: Authors expect readers to use information that is stated and not stated to understand individuals, events, or ideas, as well as the theme or central idea of a text.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know even though it is not in the text? How do I figure out something that is not directly stated? What is the main idea? What examples relate to the key individuals, events, or ideas in this text? What details relate to the main idea?
EE.RI.6.2 Determine the main idea of a passage and details or facts related to it.
Concepts: Authors state information explicitly and implicitly to convey the meaning of a text.
Skills: Determine the events and/or actions stated explicitly within the text; determine what events and/or actions can be inferred; determine the main idea of a text; identify details or facts related to the main idea; identify details that elaborate on information introduced in a text.
Big Ideas: Authors expect readers to use information that is stated and not stated to understand individuals, events, or ideas, as well as the theme or central idea of a text.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know even though it is not in the text? How do I figure out something that is not directly stated? What is the main idea? What examples relate to the key individuals, events, or ideas in this text? What details relate to the main idea?
Skills: Determine the events and/or actions stated explicitly within the text; determine what events and/or actions can be inferred; determine the main idea of a text; identify details or facts related to the main idea; identify details that elaborate on information introduced in a text.
Big Ideas: Authors expect readers to use information that is stated and not stated to understand individuals, events, or ideas, as well as the theme or central idea of a text.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know even though it is not in the text? How do I figure out something that is not directly stated? What is the main idea? What examples relate to the key individuals, events, or ideas in this text? What details relate to the main idea?
EE.RI.6.3 Identify a detail that elaborates upon individuals, events, or ideas introduced in a text.
Concepts: Authors state information explicitly and implicitly to convey the meaning of a text.
Skills: Determine the events and/or actions stated explicitly within the text; determine what events and/or actions can be inferred; determine the main idea of a text; identify details or facts related to the main idea; identify details that elaborate on information introduced in a text.
Big Ideas: Authors expect readers to use information that is stated and not stated to understand individuals, events, or ideas, as well as the theme or central idea of a text.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know even though it is not in the text? How do I figure out something that is not directly stated? What is the main idea? What examples relate to the key individuals, events, or ideas in this text? What details relate to the main idea?
Skills: Determine the events and/or actions stated explicitly within the text; determine what events and/or actions can be inferred; determine the main idea of a text; identify details or facts related to the main idea; identify details that elaborate on information introduced in a text.
Big Ideas: Authors expect readers to use information that is stated and not stated to understand individuals, events, or ideas, as well as the theme or central idea of a text.
Essential Questions: What events or actions does the author describe in the text? What does the author expect us to know even though it is not in the text? How do I figure out something that is not directly stated? What is the main idea? What examples relate to the key individuals, events, or ideas in this text? What details relate to the main idea?
Craft and Structure
EE.RI.6.4 Determine how word choice changes the meaning of a text.
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word choice changes the meaning of a text; determine how the title fits the structure of the text; determine the author's point of view in the text.
Big Ideas: Authors carefully select the words, phrases, and sentences to convey meaning, support the structure, and meet their overall purpose in writing the text.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help me understand the text? What is the purpose of this text? What does the title tell me about the structure of the text? What is the author's point of view in this text?
EE.RI.6.5 Determine how the title fits the structure of the text.
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word choice changes the meaning of a text; determine how the title fits the structure of the text; determine the author's point of view in the text.
Big Ideas: Authors carefully select the words, phrases, and sentences to convey meaning, support the structure, and meet their overall purpose in writing the text.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help me understand the text? What is the purpose of this text? What does the title tell me about the structure of the text? What is the author's point of view in this text?
EE.RI.6.6 Identify words or phrases in the text that describe or show the author’s point of view.
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word choice changes the meaning of a text; determine how the title fits the structure of the text; determine the author's point of view in the text.
Big Ideas: Authors carefully select the words, phrases, and sentences to convey meaning, support the structure, and meet their overall purpose in writing the text.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help me understand the text? What is the purpose of this text? What does the title tell me about the structure of the text? What is the author's point of view in this text?
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word choice changes the meaning of a text; determine how the title fits the structure of the text; determine the author's point of view in the text.
Big Ideas: Authors carefully select the words, phrases, and sentences to convey meaning, support the structure, and meet their overall purpose in writing the text.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help me understand the text? What is the purpose of this text? What does the title tell me about the structure of the text? What is the author's point of view in this text?
EE.RI.6.5 Determine how the title fits the structure of the text.
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word choice changes the meaning of a text; determine how the title fits the structure of the text; determine the author's point of view in the text.
Big Ideas: Authors carefully select the words, phrases, and sentences to convey meaning, support the structure, and meet their overall purpose in writing the text.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help me understand the text? What is the purpose of this text? What does the title tell me about the structure of the text? What is the author's point of view in this text?
EE.RI.6.6 Identify words or phrases in the text that describe or show the author’s point of view.
Concepts: Authors carefully choose words and text structures to accomplish their purpose.
Skills: Determine how a word choice changes the meaning of a text; determine how the title fits the structure of the text; determine the author's point of view in the text.
Big Ideas: Authors carefully select the words, phrases, and sentences to convey meaning, support the structure, and meet their overall purpose in writing the text.
Essential Questions: What are the possible meanings of the word or phrase the author used? How does this word, phrase or sentence help me understand the text? What is the purpose of this text? What does the title tell me about the structure of the text? What is the author's point of view in this text?
Integration of Knowledge and Ideas
EE.RI.6.7 Find similarities in information presented in different media or formats as well as in text.
Concepts: Authors select the information and claims they include and exclude in the text they write.
Skills: Find similarities in information located in sources in different formats; Identify a claim; identify the details in the text that support the claim; compare and contrast two texts about the same event
Big Ideas: Authors can present information and claims in a variety of formats.
Essential Questions: What information in these two sources is the same? What evidence supports the claim? How are these two texts the same? How are these two texts different?
EE.RI.6.8 Distinguish claims in a text supported by reason.
Concepts: Authors select the information and claims they include and exclude in the text they write.
Skills: Find similarities in information located in sources in different formats; Identify a claim; identify the details in the text that support the claim; compare and contrast two texts about the same event
Big Ideas: Authors can present information and claims in a variety of formats.
Essential Questions: What information in these two sources is the same? What evidence supports the claim? How are these two texts the same? How are these two texts different?
EE.RI.6.9 Compare and contrast how two texts describe the same event.
Concepts: Authors select the information and claims they include and exclude in the text they write.
Skills: Find similarities in information located in sources in different formats; Identify a claim; identify the details in the text that support the claim; compare and contrast two texts about the same event
Big Ideas: Authors can present information and claims in a variety of formats.
Essential Questions: What information in these two sources is the same? What evidence supports the claim? How are these two texts the same? How are these two texts different?
Concepts: Authors select the information and claims they include and exclude in the text they write.
Skills: Find similarities in information located in sources in different formats; Identify a claim; identify the details in the text that support the claim; compare and contrast two texts about the same event
Big Ideas: Authors can present information and claims in a variety of formats.
Essential Questions: What information in these two sources is the same? What evidence supports the claim? How are these two texts the same? How are these two texts different?
EE.RI.6.8 Distinguish claims in a text supported by reason.
Concepts: Authors select the information and claims they include and exclude in the text they write.
Skills: Find similarities in information located in sources in different formats; Identify a claim; identify the details in the text that support the claim; compare and contrast two texts about the same event
Big Ideas: Authors can present information and claims in a variety of formats.
Essential Questions: What information in these two sources is the same? What evidence supports the claim? How are these two texts the same? How are these two texts different?
EE.RI.6.9 Compare and contrast how two texts describe the same event.
Concepts: Authors select the information and claims they include and exclude in the text they write.
Skills: Find similarities in information located in sources in different formats; Identify a claim; identify the details in the text that support the claim; compare and contrast two texts about the same event
Big Ideas: Authors can present information and claims in a variety of formats.
Essential Questions: What information in these two sources is the same? What evidence supports the claim? How are these two texts the same? How are these two texts different?
Range of Reading and Level of Text Complexity
EE.RI.6.10 Demonstrate understanding while actively reading or listening to literary nonfiction.
Concept: Participating in reading or listening is an active process. Skills:
Engage in reading for a purpose; communicate thoughts and feelings about a text; interact with adults and peers about a text.
Big Idea: Engagement during group or individual reading requires thinking and communicating.
Essential Questions: What is my purpose for reading/listening? What do I want to share about the text? How do I communicate my thinking with others? What do I want to say?
Concept: Participating in reading or listening is an active process. Skills:
Engage in reading for a purpose; communicate thoughts and feelings about a text; interact with adults and peers about a text.
Big Idea: Engagement during group or individual reading requires thinking and communicating.
Essential Questions: What is my purpose for reading/listening? What do I want to share about the text? How do I communicate my thinking with others? What do I want to say?
Sixth Grade English Language Arts Standards: Writing
Text Types and Purposes
* Throughout these Essential Elements, writing can include standard writing instruments, computers or alternate writing tools.
EE.W.6.1 Write claims about topics or text.
a. Write a claim about a topic or text.
b. Write one or more reasons to support a claim about a topic or text.
Concepts: Selecting a topic and important supporting information helps a writer achieve his/her purpose.
Skills: Write a claim and support it with reasons or evidence; select a topic; introduce the topic; decide what facts, details, or other information support the topic; write about the facts or evidence; write a narrative; use temporal words to establish a time frame; use words that convey specific details about the experience or event.
Big Ideas: Writers compose for a variety of purposes; they organize information, support claims, and include details to communicate about a topic.
Essential Questions: What is my goal or purpose for writing? Am I making a claim? How can I support the claim? Am I writing about something to share information? What is my topic? What can I write to introduce this topic? What facts or details support the topic? Does what I wrote make sense to me and others? If no, how can I clarify my writing? Have I told what happens first? Next? Last?
EE.W.6.2 Write to share information supported by details.
a. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.
b. Provide facts, details, or other information related to the topic.
Concepts: Selecting a topic and important supporting information helps a writer achieve his/her purpose.
Skills: Write a claim and support it with reasons or evidence; select a topic; introduce the topic; decide what facts, details, or other information support the topic; write about the facts or evidence; write a narrative; use temporal words to establish a time frame; use words that convey specific details about the experience or event.
Big Ideas: Writers compose for a variety of purposes; they organize information, support claims, and include details to communicate about a topic.
Essential Questions: What is my goal or purpose for writing? Am I making a claim? How can I support the claim? Am I writing about something to share information? What is my topic? What can I write to introduce this topic? What facts or details support the topic? Does what I wrote make sense to me and others? If no, how can I clarify my writing? Have I told what happens first? Next? Last?
EE.W.6.3 Write about events or personal experiences.
a. Write a narrative about a real or imagined experience introducing the experience and including two or more events.
c. Use words that establish the time frame
d. Use words that convey specific details about the experience or event.
Concepts: Selecting a topic and important supporting information helps a writer achieve his/her purpose.
Skills: Write a claim and support it with reasons or evidence; select a topic; introduce the topic; decide what facts, details, or other information support the topic; write about the facts or evidence; write a narrative; use temporal words to establish a time frame; use words that convey specific details about the experience or event.
Big Ideas: Writers compose for a variety of purposes; they organize information, support claims, and include details to communicate about a topic.
Essential Questions: What is my goal or purpose for writing? Am I making a claim? How can I support the claim? Am I writing about something to share information? What is my topic? What can I write to introduce this topic? What facts or details support the topic? Does what I wrote make sense to me and others? If no, how can I clarify my writing? Have I told what happens first? Next? Last?
EE.W.6.1 Write claims about topics or text.
a. Write a claim about a topic or text.
b. Write one or more reasons to support a claim about a topic or text.
Concepts: Selecting a topic and important supporting information helps a writer achieve his/her purpose.
Skills: Write a claim and support it with reasons or evidence; select a topic; introduce the topic; decide what facts, details, or other information support the topic; write about the facts or evidence; write a narrative; use temporal words to establish a time frame; use words that convey specific details about the experience or event.
Big Ideas: Writers compose for a variety of purposes; they organize information, support claims, and include details to communicate about a topic.
Essential Questions: What is my goal or purpose for writing? Am I making a claim? How can I support the claim? Am I writing about something to share information? What is my topic? What can I write to introduce this topic? What facts or details support the topic? Does what I wrote make sense to me and others? If no, how can I clarify my writing? Have I told what happens first? Next? Last?
EE.W.6.2 Write to share information supported by details.
a. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.
b. Provide facts, details, or other information related to the topic.
Concepts: Selecting a topic and important supporting information helps a writer achieve his/her purpose.
Skills: Write a claim and support it with reasons or evidence; select a topic; introduce the topic; decide what facts, details, or other information support the topic; write about the facts or evidence; write a narrative; use temporal words to establish a time frame; use words that convey specific details about the experience or event.
Big Ideas: Writers compose for a variety of purposes; they organize information, support claims, and include details to communicate about a topic.
Essential Questions: What is my goal or purpose for writing? Am I making a claim? How can I support the claim? Am I writing about something to share information? What is my topic? What can I write to introduce this topic? What facts or details support the topic? Does what I wrote make sense to me and others? If no, how can I clarify my writing? Have I told what happens first? Next? Last?
EE.W.6.3 Write about events or personal experiences.
a. Write a narrative about a real or imagined experience introducing the experience and including two or more events.
c. Use words that establish the time frame
d. Use words that convey specific details about the experience or event.
Concepts: Selecting a topic and important supporting information helps a writer achieve his/her purpose.
Skills: Write a claim and support it with reasons or evidence; select a topic; introduce the topic; decide what facts, details, or other information support the topic; write about the facts or evidence; write a narrative; use temporal words to establish a time frame; use words that convey specific details about the experience or event.
Big Ideas: Writers compose for a variety of purposes; they organize information, support claims, and include details to communicate about a topic.
Essential Questions: What is my goal or purpose for writing? Am I making a claim? How can I support the claim? Am I writing about something to share information? What is my topic? What can I write to introduce this topic? What facts or details support the topic? Does what I wrote make sense to me and others? If no, how can I clarify my writing? Have I told what happens first? Next? Last?
Production and Distribution of Writing
EE.W.6.4 Produce writing that is appropriate for the task, purpose, or audience.
Concept: We write so that others can understand what we want them to know and so they can refer back to it.
Skills: Identify purpose for writing; write about an explicitly stated task or purpose; organize the writing to match the purpose; communicate a desire to change or add something; write more words, phrases, ideas about a topic; use technology to produce and publish writing; interact with others to collaborate about writing.
Big Idea: Writing has to include enough information and be organized appropriately to convey and explain meaning to the intended audience. Writing can be strengthened by working with others, revising, and using digital tools to support production and publication.
Essential Questions: Why am I writing this? Who is my audience? How should I write to communicate to that audience? Does it make sense? If not, what words or phrases do I need to change so it makes sense? What else can I write to make it easier for someone to understand? What did my teacher or classmate say about my writing? What do they want me to change or add? How can I produce and publish writing with this tool?
EE.W.6.5 With guidance and support from adults and peers, plan before writing and revise own writing
Concept: We write so that others can understand what we want them to know and so they can refer back to it.
Skills: Identify purpose for writing; write about an explicitly stated task or purpose; organize the writing to match the purpose; communicate a desire to change or add something; write more words, phrases, ideas about a topic; use technology to produce and publish writing; interact with others to collaborate about writing.
Big Idea: Writing has to include enough information and be organized appropriately to convey and explain meaning to the intended audience. Writing can be strengthened by working with others, revising, and using digital tools to support production and publication.
Essential Questions: Why am I writing this? Who is my audience? How should I write to communicate to that audience? Does it make sense? If not, what words or phrases do I need to change so it makes sense? What else can I write to make it easier for someone to understand? What did my teacher or classmate say about my writing? What do they want me to change or add? How can I produce and publish writing with this tool?
EE.W.6.6 Use technology, including the Internet, to produce writing while interacting and collaborating with others.
Concept: We write so that others can understand what we want them to know and so they can refer back to it.
Skills: Identify purpose for writing; write about an explicitly stated task or purpose; organize the writing to match the purpose; communicate a desire to change or add something; write more words, phrases, ideas about a topic; use technology to produce and publish writing; interact with others to collaborate about writing.
Big Idea: Writing has to include enough information and be organized appropriately to convey and explain meaning to the intended audience. Writing can be strengthened by working with others, revising, and using digital tools to support production and publication.
Essential Questions: Why am I writing this? Who is my audience? How should I write to communicate to that audience? Does it make sense? If not, what words or phrases do I need to change so it makes sense? What else can I write to make it easier for someone to understand? What did my teacher or classmate say about my writing? What do they want me to change or add? How can I produce and publish writing with this tool?
Concept: We write so that others can understand what we want them to know and so they can refer back to it.
Skills: Identify purpose for writing; write about an explicitly stated task or purpose; organize the writing to match the purpose; communicate a desire to change or add something; write more words, phrases, ideas about a topic; use technology to produce and publish writing; interact with others to collaborate about writing.
Big Idea: Writing has to include enough information and be organized appropriately to convey and explain meaning to the intended audience. Writing can be strengthened by working with others, revising, and using digital tools to support production and publication.
Essential Questions: Why am I writing this? Who is my audience? How should I write to communicate to that audience? Does it make sense? If not, what words or phrases do I need to change so it makes sense? What else can I write to make it easier for someone to understand? What did my teacher or classmate say about my writing? What do they want me to change or add? How can I produce and publish writing with this tool?
EE.W.6.5 With guidance and support from adults and peers, plan before writing and revise own writing
Concept: We write so that others can understand what we want them to know and so they can refer back to it.
Skills: Identify purpose for writing; write about an explicitly stated task or purpose; organize the writing to match the purpose; communicate a desire to change or add something; write more words, phrases, ideas about a topic; use technology to produce and publish writing; interact with others to collaborate about writing.
Big Idea: Writing has to include enough information and be organized appropriately to convey and explain meaning to the intended audience. Writing can be strengthened by working with others, revising, and using digital tools to support production and publication.
Essential Questions: Why am I writing this? Who is my audience? How should I write to communicate to that audience? Does it make sense? If not, what words or phrases do I need to change so it makes sense? What else can I write to make it easier for someone to understand? What did my teacher or classmate say about my writing? What do they want me to change or add? How can I produce and publish writing with this tool?
EE.W.6.6 Use technology, including the Internet, to produce writing while interacting and collaborating with others.
Concept: We write so that others can understand what we want them to know and so they can refer back to it.
Skills: Identify purpose for writing; write about an explicitly stated task or purpose; organize the writing to match the purpose; communicate a desire to change or add something; write more words, phrases, ideas about a topic; use technology to produce and publish writing; interact with others to collaborate about writing.
Big Idea: Writing has to include enough information and be organized appropriately to convey and explain meaning to the intended audience. Writing can be strengthened by working with others, revising, and using digital tools to support production and publication.
Essential Questions: Why am I writing this? Who is my audience? How should I write to communicate to that audience? Does it make sense? If not, what words or phrases do I need to change so it makes sense? What else can I write to make it easier for someone to understand? What did my teacher or classmate say about my writing? What do they want me to change or add? How can I produce and publish writing with this tool?
Research to Build and Present Knowledge
EE W.6.7 Conduct short research projects to answer a question.
Concept: Research supports writing to inform or respond.
Skills: Identify the question to be answered; identify sources that will give information about a question or topic; identify information from multiple sources to support writing about a topic; use what was learned in reading to support writing.
Big Idea: Writing to answer a questions or provide important information about a topic often requires finding information in multiple sources.
Essential Questions: What question do I want to answer? Where can I find information on this topic? What text am I reading? What is my purpose for reading? What is my purpose for writing? What do I need to write about that text? What evidence do I have to support my writing?
EE.W.6.8 Gather information from multiple print and digital sources that relates to a given topic.
Concept: Research supports writing to inform or respond.
Skills: Identify the question to be answered; identify sources that will give information about a question or topic; identify information from multiple sources to support writing about a topic; use what was learned in reading to support writing.
Big Idea: Writing to answer a questions or provide important information about a topic often requires finding information in multiple sources.
Essential Questions: What question do I want to answer? Where can I find information on this topic? What text am I reading? What is my purpose for reading? What is my purpose for writing? What do I need to write about that text? What evidence do I have to support my writing?
EE.W.6.9 Use information from literary and informational text to support writing.
a. Apply Essential Elements of Grade 6 Reading Standards to literature (e.g., “Compare a text version of a story, drama, or poem with an audio, video, or live version of the text.”).
b. Apply Essential Elements of Grade 6 Reading Standards to informational texts (e.g., “Can produce an argument by logically organizing the claims and the supporting reasons and evidence.”).
Concept: Research supports writing to inform or respond.
Skills: Identify the question to be answered; identify sources that will give information about a question or topic; identify information from multiple sources to support writing about a topic; use what was learned in reading to support writing.
Big Idea: Writing to answer a questions or provide important information about a topic often requires finding information in multiple sources.
Essential Questions: What question do I want to answer? Where can I find information on this topic? What text am I reading? What is my purpose for reading? What is my purpose for writing? What do I need to write about that text? What evidence do I have to support my writing?
Concept: Research supports writing to inform or respond.
Skills: Identify the question to be answered; identify sources that will give information about a question or topic; identify information from multiple sources to support writing about a topic; use what was learned in reading to support writing.
Big Idea: Writing to answer a questions or provide important information about a topic often requires finding information in multiple sources.
Essential Questions: What question do I want to answer? Where can I find information on this topic? What text am I reading? What is my purpose for reading? What is my purpose for writing? What do I need to write about that text? What evidence do I have to support my writing?
EE.W.6.8 Gather information from multiple print and digital sources that relates to a given topic.
Concept: Research supports writing to inform or respond.
Skills: Identify the question to be answered; identify sources that will give information about a question or topic; identify information from multiple sources to support writing about a topic; use what was learned in reading to support writing.
Big Idea: Writing to answer a questions or provide important information about a topic often requires finding information in multiple sources.
Essential Questions: What question do I want to answer? Where can I find information on this topic? What text am I reading? What is my purpose for reading? What is my purpose for writing? What do I need to write about that text? What evidence do I have to support my writing?
EE.W.6.9 Use information from literary and informational text to support writing.
a. Apply Essential Elements of Grade 6 Reading Standards to literature (e.g., “Compare a text version of a story, drama, or poem with an audio, video, or live version of the text.”).
b. Apply Essential Elements of Grade 6 Reading Standards to informational texts (e.g., “Can produce an argument by logically organizing the claims and the supporting reasons and evidence.”).
Concept: Research supports writing to inform or respond.
Skills: Identify the question to be answered; identify sources that will give information about a question or topic; identify information from multiple sources to support writing about a topic; use what was learned in reading to support writing.
Big Idea: Writing to answer a questions or provide important information about a topic often requires finding information in multiple sources.
Essential Questions: What question do I want to answer? Where can I find information on this topic? What text am I reading? What is my purpose for reading? What is my purpose for writing? What do I need to write about that text? What evidence do I have to support my writing?
Range of Writing
EE.W.6.10 Write routinely for a variety of tasks, purposes, and audiences.
Concept: There are many reasons to write.
Skills: Use standard writing instruments, computers or alternate writing tools to write; write for a specific task, purpose, and audience.
Big Idea: To become a good writer you have to write every day for many different reasons.
Essential Questions: What am I going to write about? Why am I writing it? Who will read it? Did I write enough to clearly convey my message?
Concept: There are many reasons to write.
Skills: Use standard writing instruments, computers or alternate writing tools to write; write for a specific task, purpose, and audience.
Big Idea: To become a good writer you have to write every day for many different reasons.
Essential Questions: What am I going to write about? Why am I writing it? Who will read it? Did I write enough to clearly convey my message?
Sixth Grade English Language Arts Standards: Speaking and Listening
*Throughout, standards can be addressed using speech, augmentative and alternative communication or a combination of the two.
Comprehension and Collaboration
EE.SL.6.1 Engage in collaborative discussions.
a. Come to discussions prepared to share information.
b. With guidance and support from adults and peers, follow simple, agreed-upon rules for discussions and contribute information.
c. Ask and answer questions specific to the topic, text, or issue under discussion.
d. Restate key ideas expressed in the discussion.
Concepts: Successful communication exchanges are often rule based. topic centered, and draw upon information provided by speakers.
Skills: Prepare and participate in discussions; communicate to convey message; follow rules; ask questions; answer questions; add comments to a discussion; restate key ideas in discussion; identify information presented orally, visually, and/or auditorally that is related to the topic; identify claims made by the speaker; identify reasons or evidence that supports those claims.
Big Ideas: Engagement in communication exchanges often requires: preparation, cooperation, and attention.
Essential Questions: What do I need to prepare? What do I want to say? What are the rules for communicating with others? What do I want to know more about? What do I already know about this? What did they mean by that? Who can I ask? What words answer the question? How can I make my message more clear? What else can I say? What can I add to that person's comment? What questions do I have about what was discussed? How do I restate what other's said? What does that graph tell me about this? What does that picture have to do with this? What claims did the speaker make? What evidence supports their claims?
EE.SL.6.2 Identify information presented in diverse media and formats (e.g., visually, quantitatively, orally) that relates to a topic, text, or issue under study.
Concepts: Successful communication exchanges are often rule based. topic centered, and draw upon information provided by speakers.
Skills: Prepare and participate in discussions; communicate to convey message; follow rules; ask questions; answer questions; add comments to a discussion; restate key ideas in discussion; identify information presented orally, visually, and/or auditorally that is related to the topic; identify claims made by the speaker; identify reasons or evidence that supports those claims.
Big Ideas: Engagement in communication exchanges often requires: preparation, cooperation, and attention.
Essential Questions: What do I need to prepare? What do I want to say? What are the rules for communicating with others? What do I want to know more about? What do I already know about this? What did they mean by that? Who can I ask? What words answer the question? How can I make my message more clear? What else can I say? What can I add to that person's comment? What questions do I have about what was discussed? How do I restate what other's said? What does that graph tell me about this? What does that picture have to do with this? What claims did the speaker make? What evidence supports their claims?
EE.SL.6.3 Identify the reasons and evidence supporting the claims made by the speaker.
Concepts: Successful communication exchanges are often rule based. topic centered, and draw upon information provided by speakers.
Skills: Prepare and participate in discussions; communicate to convey message; follow rules; ask questions; answer questions; add comments to a discussion; restate key ideas in discussion; identify information presented orally, visually, and/or auditorally that is related to the topic; identify claims made by the speaker; identify reasons or evidence that supports those claims.
Big Ideas: Engagement in communication exchanges often requires: preparation, cooperation, and attention.
Essential Questions: What do I need to prepare? What do I want to say? What are the rules for communicating with others? What do I want to know more about? What do I already know about this? What did they mean by that? Who can I ask? What words answer the question? How can I make my message more clear? What else can I say? What can I add to that person's comment? What questions do I have about what was discussed? How do I restate what other's said? What does that graph tell me about this? What does that picture have to do with this? What claims did the speaker make? What evidence supports their claims?
a. Come to discussions prepared to share information.
b. With guidance and support from adults and peers, follow simple, agreed-upon rules for discussions and contribute information.
c. Ask and answer questions specific to the topic, text, or issue under discussion.
d. Restate key ideas expressed in the discussion.
Concepts: Successful communication exchanges are often rule based. topic centered, and draw upon information provided by speakers.
Skills: Prepare and participate in discussions; communicate to convey message; follow rules; ask questions; answer questions; add comments to a discussion; restate key ideas in discussion; identify information presented orally, visually, and/or auditorally that is related to the topic; identify claims made by the speaker; identify reasons or evidence that supports those claims.
Big Ideas: Engagement in communication exchanges often requires: preparation, cooperation, and attention.
Essential Questions: What do I need to prepare? What do I want to say? What are the rules for communicating with others? What do I want to know more about? What do I already know about this? What did they mean by that? Who can I ask? What words answer the question? How can I make my message more clear? What else can I say? What can I add to that person's comment? What questions do I have about what was discussed? How do I restate what other's said? What does that graph tell me about this? What does that picture have to do with this? What claims did the speaker make? What evidence supports their claims?
EE.SL.6.2 Identify information presented in diverse media and formats (e.g., visually, quantitatively, orally) that relates to a topic, text, or issue under study.
Concepts: Successful communication exchanges are often rule based. topic centered, and draw upon information provided by speakers.
Skills: Prepare and participate in discussions; communicate to convey message; follow rules; ask questions; answer questions; add comments to a discussion; restate key ideas in discussion; identify information presented orally, visually, and/or auditorally that is related to the topic; identify claims made by the speaker; identify reasons or evidence that supports those claims.
Big Ideas: Engagement in communication exchanges often requires: preparation, cooperation, and attention.
Essential Questions: What do I need to prepare? What do I want to say? What are the rules for communicating with others? What do I want to know more about? What do I already know about this? What did they mean by that? Who can I ask? What words answer the question? How can I make my message more clear? What else can I say? What can I add to that person's comment? What questions do I have about what was discussed? How do I restate what other's said? What does that graph tell me about this? What does that picture have to do with this? What claims did the speaker make? What evidence supports their claims?
EE.SL.6.3 Identify the reasons and evidence supporting the claims made by the speaker.
Concepts: Successful communication exchanges are often rule based. topic centered, and draw upon information provided by speakers.
Skills: Prepare and participate in discussions; communicate to convey message; follow rules; ask questions; answer questions; add comments to a discussion; restate key ideas in discussion; identify information presented orally, visually, and/or auditorally that is related to the topic; identify claims made by the speaker; identify reasons or evidence that supports those claims.
Big Ideas: Engagement in communication exchanges often requires: preparation, cooperation, and attention.
Essential Questions: What do I need to prepare? What do I want to say? What are the rules for communicating with others? What do I want to know more about? What do I already know about this? What did they mean by that? Who can I ask? What words answer the question? How can I make my message more clear? What else can I say? What can I add to that person's comment? What questions do I have about what was discussed? How do I restate what other's said? What does that graph tell me about this? What does that picture have to do with this? What claims did the speaker make? What evidence supports their claims?
Presentation of Knowledge and Ideas
EE.SL.6.4 Present findings on a topic including descriptions, facts, or details.
Concepts: Language and other representations can be used to communicate, support, and enhance information with more or less precision, depending on the context.
Skills: Identify descriptions, facts and details about a topic; present those descriptions, facts, and details; select visual, tactile or auditory representations to enhance a presentation; identify the communication context; identify who I want to communicate with; determine whether it is best to use messages that are precise or messages that are quick and efficient.
Big Ideas: Presentations on a topic should include descriptions, facts and details and can be supported by multi-media. When communicating there are times when one or two words are all that are needed and at other times whole sentences are required.
Essential Questions: What did I find out about this? How can I describe that? What facts or details are related to those findings? What multimedia will I choose to represent my topic? Can I pick a picture or some music that adds to this? Can I make something that helps others understand this better? Who will I be communicating with? Do I need to say that more clearly?
EE.SL.6.5 Select an auditory, visual, or tactual display to clarify the information in presentations.
Concepts: Language and other representations can be used to communicate, support, and enhance information with more or less precision, depending on the context.
Skills: Identify descriptions, facts and details about a topic; present those descriptions, facts, and details; select visual, tactile or auditory representations to enhance a presentation; identify the communication context; identify who I want to communicate with; determine whether it is best to use messages that are precise or messages that are quick and efficient.
Big Ideas: Presentations on a topic should include descriptions, facts and details and can be supported by multi-media. When communicating there are times when one or two words are all that are needed and at other times whole sentences are required.
Essential Questions: What did I find out about this? How can I describe that? What facts or details are related to those findings? What multimedia will I choose to represent my topic? Can I pick a picture or some music that adds to this? Can I make something that helps others understand this better? Who will I be communicating with? Do I need to say that more clearly?
EE.SL.6.6 Use formal and informal language as appropriate to the communication partner.
Concepts: Language and other representations can be used to communicate, support, and enhance information with more or less precision, depending on the context.
Skills: Identify descriptions, facts and details about a topic; present those descriptions, facts, and details; select visual, tactile or auditory representations to enhance a presentation; identify the communication context; identify who I want to communicate with; determine whether it is best to use messages that are precise or messages that are quick and efficient.
Big Ideas: Presentations on a topic should include descriptions, facts and details and can be supported by multi-media. When communicating there are times when one or two words are all that are needed and at other times whole sentences are required.
Essential Questions: What did I find out about this? How can I describe that? What facts or details are related to those findings? What multimedia will I choose to represent my topic? Can I pick a picture or some music that adds to this? Can I make something that helps others understand this better? Who will I be communicating with? Do I need to say that more clearly?
Concepts: Language and other representations can be used to communicate, support, and enhance information with more or less precision, depending on the context.
Skills: Identify descriptions, facts and details about a topic; present those descriptions, facts, and details; select visual, tactile or auditory representations to enhance a presentation; identify the communication context; identify who I want to communicate with; determine whether it is best to use messages that are precise or messages that are quick and efficient.
Big Ideas: Presentations on a topic should include descriptions, facts and details and can be supported by multi-media. When communicating there are times when one or two words are all that are needed and at other times whole sentences are required.
Essential Questions: What did I find out about this? How can I describe that? What facts or details are related to those findings? What multimedia will I choose to represent my topic? Can I pick a picture or some music that adds to this? Can I make something that helps others understand this better? Who will I be communicating with? Do I need to say that more clearly?
EE.SL.6.5 Select an auditory, visual, or tactual display to clarify the information in presentations.
Concepts: Language and other representations can be used to communicate, support, and enhance information with more or less precision, depending on the context.
Skills: Identify descriptions, facts and details about a topic; present those descriptions, facts, and details; select visual, tactile or auditory representations to enhance a presentation; identify the communication context; identify who I want to communicate with; determine whether it is best to use messages that are precise or messages that are quick and efficient.
Big Ideas: Presentations on a topic should include descriptions, facts and details and can be supported by multi-media. When communicating there are times when one or two words are all that are needed and at other times whole sentences are required.
Essential Questions: What did I find out about this? How can I describe that? What facts or details are related to those findings? What multimedia will I choose to represent my topic? Can I pick a picture or some music that adds to this? Can I make something that helps others understand this better? Who will I be communicating with? Do I need to say that more clearly?
EE.SL.6.6 Use formal and informal language as appropriate to the communication partner.
Concepts: Language and other representations can be used to communicate, support, and enhance information with more or less precision, depending on the context.
Skills: Identify descriptions, facts and details about a topic; present those descriptions, facts, and details; select visual, tactile or auditory representations to enhance a presentation; identify the communication context; identify who I want to communicate with; determine whether it is best to use messages that are precise or messages that are quick and efficient.
Big Ideas: Presentations on a topic should include descriptions, facts and details and can be supported by multi-media. When communicating there are times when one or two words are all that are needed and at other times whole sentences are required.
Essential Questions: What did I find out about this? How can I describe that? What facts or details are related to those findings? What multimedia will I choose to represent my topic? Can I pick a picture or some music that adds to this? Can I make something that helps others understand this better? Who will I be communicating with? Do I need to say that more clearly?
Sixth Grade English Language Arts Standards: Language
Conventions of Standard English
EE.L.6.1 Demonstrate standard English grammar and usage when communicating.
a. Use personal pronouns (e.g., he, she, they) correctly
b. Use indefinite pronouns.
Concept: It matters which letters, words, and punctuation you choose when communicating
Skills: Use personal and indefinite pronouns; use question marks at the end of written questions; use letter-sound relationships and common spelling patterns when writing or communicating.
Big Ideas: Communication involves choosing the right letters, words, and punctuation to make your message clear
Essential Questions: What word can I use to replace a person's name in my writing? What mark should I use at the end of a question? What sounds do I hear in the word? What letters make that sound? Is there a word I know that will help me spell this word?
EE.L.6.2 Demonstrate understanding of conventions of standard English.
a. Use question marks at the end of written questions.
b. Spell untaught words phonetically, drawing on letter-sound relationships and common spelling patterns.
Concept: It matters which letters, words, and punctuation you choose when communicating
Skills: Use personal and indefinite pronouns; use question marks at the end of written questions; use letter-sound relationships and common spelling patterns when writing or communicating.
Big Ideas: Communication involves choosing the right letters, words, and punctuation to make your message clear
Essential Questions: What word can I use to replace a person's name in my writing? What mark should I use at the end of a question? What sounds do I hear in the word? What letters make that sound? Is there a word I know that will help me spell this word?
a. Use personal pronouns (e.g., he, she, they) correctly
b. Use indefinite pronouns.
Concept: It matters which letters, words, and punctuation you choose when communicating
Skills: Use personal and indefinite pronouns; use question marks at the end of written questions; use letter-sound relationships and common spelling patterns when writing or communicating.
Big Ideas: Communication involves choosing the right letters, words, and punctuation to make your message clear
Essential Questions: What word can I use to replace a person's name in my writing? What mark should I use at the end of a question? What sounds do I hear in the word? What letters make that sound? Is there a word I know that will help me spell this word?
EE.L.6.2 Demonstrate understanding of conventions of standard English.
a. Use question marks at the end of written questions.
b. Spell untaught words phonetically, drawing on letter-sound relationships and common spelling patterns.
Concept: It matters which letters, words, and punctuation you choose when communicating
Skills: Use personal and indefinite pronouns; use question marks at the end of written questions; use letter-sound relationships and common spelling patterns when writing or communicating.
Big Ideas: Communication involves choosing the right letters, words, and punctuation to make your message clear
Essential Questions: What word can I use to replace a person's name in my writing? What mark should I use at the end of a question? What sounds do I hear in the word? What letters make that sound? Is there a word I know that will help me spell this word?
Knowledge of Language
EE.L.6.3 Use language to achieve desired outcomes when communicating.
a. Vary use of language when the listener or reader does not understand the initial attempt.
Concept: Language is the process of communication.
Skills: Identify when intended message is not understood; determine how else to deliver the message; vary message to make it more easily understood.
Big Idea: When someone doesn't understand you should try to say it a different way.
Essential Questions: Was my message clear? If not, what part did the listener not understand? How can I say that a different way?
a. Vary use of language when the listener or reader does not understand the initial attempt.
Concept: Language is the process of communication.
Skills: Identify when intended message is not understood; determine how else to deliver the message; vary message to make it more easily understood.
Big Idea: When someone doesn't understand you should try to say it a different way.
Essential Questions: Was my message clear? If not, what part did the listener not understand? How can I say that a different way?
Vocabulary Acquisition and Use
EE.L.6.4 Demonstrate knowledge of word meanings.
a. Use context to determine which word is missing from a content area text.
b. Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking).
c. Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating
Concept: Words have meaning across context and in relation to one another.
Skills: Use the context of a sentence to determine a missing word; use common root words with different word endings in context; use words with multiple meanings in context; clarify meaning when unknown word is encountered; identify meanings of simple similies; identify words that have similar meanings; use words across contexts; and use words that relate to a topic.
Big Ideas: As words are learned and used, they are related to topics, contexts, and one another.
Essential Questions: What word fits in that sentence? What word do I know that makes sense here? What part of the word do you recognize? How does the meaning change when I add a different ending to the word? What words do I know about this topic? What does that word mean when I use it in this sentence?
EE.L.6.5 Demonstrate understanding of word relationships and use.
a. Identify the meaning of simple similes (e.g., The man was as big as a tree.).
b. Demonstrate understanding of words by identifying other words with similar and different meanings.
Concept: Words have meaning across context and in relation to one another.
Skills: Use the context of a sentence to determine a missing word; use common root words with different word endings in context; use words with multiple meanings in context; clarify meaning when unknown word is encountered; identify meanings of simple similes; identify words that have similar meanings; use words across contexts; and use words that relate to a topic.
Big Ideas: As words are learned and used, they are related to topics, contexts, and one another.
Essential Questions: What word fits in that sentence? What word do I know that makes sense here? What part of the word do you recognize? How does the meaning change when I add a different ending to the word? What words do I know about this topic? What does that word mean when I use it in this sentence?
EE.L.6.6 Use general academic and domain specific words and phrases across contexts.
Concept: Words have meaning across context and in relation to one another.
Skills: Use the context of a sentence to determine a missing word; use common root words with different word endings in context; use words with multiple meanings in context; clarify meaning when unknown word is encountered; identify meanings of simple similes; identify words that have similar meanings; use words across contexts; and use words that relate to a topic.
Big Ideas: As words are learned and used, they are related to topics, contexts, and one another.
Essential Questions: What word fits in that sentence? What word do I know that makes sense here? What part of the word do you recognize? How does the meaning change when I add a different ending to the word? What words do I know about this topic? What does that word mean when I use it in this sentence?
a. Use context to determine which word is missing from a content area text.
b. Use frequently occurring root words (e.g., like) and the words that result when affixes are added (e.g., liked, disliked, liking).
c. Seek clarification and meaning support when unfamiliar words are encountered while reading or communicating
Concept: Words have meaning across context and in relation to one another.
Skills: Use the context of a sentence to determine a missing word; use common root words with different word endings in context; use words with multiple meanings in context; clarify meaning when unknown word is encountered; identify meanings of simple similies; identify words that have similar meanings; use words across contexts; and use words that relate to a topic.
Big Ideas: As words are learned and used, they are related to topics, contexts, and one another.
Essential Questions: What word fits in that sentence? What word do I know that makes sense here? What part of the word do you recognize? How does the meaning change when I add a different ending to the word? What words do I know about this topic? What does that word mean when I use it in this sentence?
EE.L.6.5 Demonstrate understanding of word relationships and use.
a. Identify the meaning of simple similes (e.g., The man was as big as a tree.).
b. Demonstrate understanding of words by identifying other words with similar and different meanings.
Concept: Words have meaning across context and in relation to one another.
Skills: Use the context of a sentence to determine a missing word; use common root words with different word endings in context; use words with multiple meanings in context; clarify meaning when unknown word is encountered; identify meanings of simple similes; identify words that have similar meanings; use words across contexts; and use words that relate to a topic.
Big Ideas: As words are learned and used, they are related to topics, contexts, and one another.
Essential Questions: What word fits in that sentence? What word do I know that makes sense here? What part of the word do you recognize? How does the meaning change when I add a different ending to the word? What words do I know about this topic? What does that word mean when I use it in this sentence?
EE.L.6.6 Use general academic and domain specific words and phrases across contexts.
Concept: Words have meaning across context and in relation to one another.
Skills: Use the context of a sentence to determine a missing word; use common root words with different word endings in context; use words with multiple meanings in context; clarify meaning when unknown word is encountered; identify meanings of simple similes; identify words that have similar meanings; use words across contexts; and use words that relate to a topic.
Big Ideas: As words are learned and used, they are related to topics, contexts, and one another.
Essential Questions: What word fits in that sentence? What word do I know that makes sense here? What part of the word do you recognize? How does the meaning change when I add a different ending to the word? What words do I know about this topic? What does that word mean when I use it in this sentence?
For details of what each of the standards explicitly mean, please visit:
http://dpi.wi.gov/sites/default/files/imce/sped/pdf/assmt-ccee-english.pdf
For unpacking information that breaks down the standard, visit the DLM website:
https://www.dlmpd.com/dlm-essential-elements-unpacking/
http://dpi.wi.gov/sites/default/files/imce/sped/pdf/assmt-ccee-english.pdf
For unpacking information that breaks down the standard, visit the DLM website:
https://www.dlmpd.com/dlm-essential-elements-unpacking/
Pacing Guides, Blueprints, and other Support
Dynamic Learning Maps® English Language Arts Year-End Assessment Model Blueprint -- /media/removable/4144840422/BGCS/IEP/DLM_YE_ELA_Blueprint.pdf
Essential Elements Pacing Guide – Reading grade 6-8
p3cdn4static.sharpschool.com/UserFiles/Servers/Server_78652/File/specialed/Special%20Educator%20Resources/MI%20access%20essential%20elements/ms_reading_pacing_guide_6-8_20131115_144915_19.pdf
Essential Elements Pacing Guide – Reading grade 6-8
p3cdn4static.sharpschool.com/UserFiles/Servers/Server_78652/File/specialed/Special%20Educator%20Resources/MI%20access%20essential%20elements/ms_reading_pacing_guide_6-8_20131115_144915_19.pdf
