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language -vocabulary acquisition and use

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language -vocabulary acquisition and use

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5.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast,

addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

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4.SL.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

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Include multimedia components (e.g., graphics, images, music, and sound) and visual displays in
presentations to clarify information.

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Speaking and listening-presentation of knowledge and ideas

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Speaking and listening-presentation of knowledge and ideas

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5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to

support main ideas or themes; speak clearly at an understandable pace.

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Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, appropriate vocabulary, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

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4.WF.1 Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower case.
b. Transcribe ideas legibly and fluently with appropriate spacing and indentation.

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Reading Standards for Literature

6.RL.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.RL.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of aspecific word choice on meaning and tone.

6.RL.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text,including contrasting what they "see" and "hear" when reading the text to what they perceive when they listen or watch.

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8.SL.6- adapt speech and writing to context and various forms of examples to better understand the English language.

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5.WF.1-Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower case.
b. Transcribe ideas legibly and fluently with appropriate spacing and indentation.

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Demonstrate and apply handwriting skills.
a. Read and write cursive letters, upper and lower case.
b. Transcribe ideas legibly and fluently with appropriate spacing and indentation.

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Language Standards
6.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or
speaking.
a. Ensure that pronouns are in the proper case (subjective, objective, and possessive).
b. Use intensive pronouns (e.g., myself, ourselves).
c. Recognize and correct inappropriate shifts in pronoun number and person.
d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
e. Recognize variations from Standard English in their own and others’ writing and speaking, and identify and use strategies to improve
expression in conventional language.

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Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

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Speaking and Listening Standards

6.SL.1

Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed, draw conclusions, and demonstrate understanding of multiple perspectives through reflection and
paraphrasing.

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Writing Standards
3.W.8

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Students must read multiple sources and recall information in order to categorize information

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| 6.RI.6 | Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. What is the author saying.

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Reading Foundations-phonics and Word recognition 

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Reading Foundations-phonics and Word recognition 

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5.RF.3-Know and apply phonics and word analysis skills in decoding multisyllabic words in context and out of context.
a. Use combined knowledge of all letter-sound correspondences to accurately read unfamiliar multisyllabic words.
b. Apply knowledge of the six syllable patterns to read grade level words accurately.
c. Use combined knowledge of morphology to read grade level words accurately.
d. Know and apply common, grade-appropriate Greek and Latin affixes and roots to accurately read unfamiliar words.

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Engage effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

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Writing Standards

6.W.1

Write arguments to support claims with clear reasons and relevant evidence.
a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.

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4.W.3b: Writing narratives that include dialogue and descriptions to bring characters to life for readers

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5.RI.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text,

based on specific information in the text.

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Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

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8.RI.1 = 8th grade, Reading Informational, Standard 1

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8.RI.1 = 8th grade, Reading Informational, Standard 1

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Cite (quote or paraphrase as evidence) the textual evidence (firsthand research) that most strongly supports an analysis of what the text says explicitly (directly stated) as well as inferences (informed guess) drawn from the text.

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| 6.RL.1 | Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. This means students need to provide evidence of where in the text they are citing the information from. It is important to support what they are stating.

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7.W.1- Writing standard. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 

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7.W.1- Writing standard. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from and supports the argument presented. 

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This means that students should be able to construct an argument and support it with supporting claims, as well as acknowledge the opposing side to further strengthen their point.

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Reading Standards for Informational Text:

6.RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

6.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

6.RI.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent

understanding of a topic or issue.

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Reading Standards for Informational Text

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Reading Standards for Informational Text

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4.RI.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

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4.RI.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.

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5.RL.1 Quote accurately from a text when explaining what the text says explicitly and when drawing
inferences from the text.

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Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

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W- Writing

4.W.1: Writing opinions with support to the overall purpose

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Write arguments to support claims with clear reasons and relevant evidence.

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Conventions, effective use, and vocabulary

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Describe the standard

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Describe the standard: