Practice - Curriculum Associatescasamples.com/downloads/NY6ELA-PT3-TG.pdf · English Language Arts...

6New York CCLSPractice

C o m m o n C o r e e d i t i o n

Teacher GuideEnglish Language Arts

Addresses latestNYS Test

updates from 11/20/12

Replaces Practice Test 3

©2013—Curriculum Associates, LLC North Billerica, MA 01862

Permission is granted for reproduction of this book for school/home use.

All Rights Reserved. Printed in USA.

15 14 13 12 11 10 9 8 7 6 5 4 3 2 1

©Curriculum Associates, LLC 1

For the Teacher 2Completed Answer Form 4

Answers to Short- and Extended-Response Questions 5

English Language Arts Rubrics for Scoring 7

Correlation Charts Common Core Learning Standards Coverage by the Ready™ Program 10

Ready™ New York CCLS Practice Answer Key and Correlations 12

Table of Contents

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy


For the Teacher

What is Ready™ New York CCLS Practice?

Ready™ New York CCLS Practice is a review program for the Common Core Learning Standards for English Language Arts. By completing this book, students develop mastery of the Common Core Learning Standards for Reading, Writing, and Language. To develop this mastery, students read a variety of passages and answer comprehension questions that correlate to the Common Core Learning Standards.

How does Ready New York CCLS Practice correlate to the Common Core Learning Standards for English Language Arts?

The test has 73 questions (63 multiple choice, 8 short response, and 2 extended response) that address the Reading for Literature and Reading for Information standards, which comprise the Reading strand of the CCLS. Extended-response questions correlate to standards from the Reading, Writing, and Language strands of the CCLS.

Ready New York CCLS Practice includes stories and articles from well-known publications, distinguished passages from the public domain, and sharply crafted original works. Each passage in Ready New York CCLS Practice is consistent with the complexity and rigor that the CCLS requires of literary and informational texts. Ready New York CCLS Practice includes literary passages, informational passages, and paired passages.

How should I use Ready New York CCLS Practice?

This book can be used in various ways. To simulate the test-taking procedures of the New York State Testing Program, have students complete each part of the practice test in one sitting on three consecutive days. (See the timetable to the right.) After students have completed the entire practice test, correct and review answers with them. Prior to administration of the statewide English Language Arts assessment, use this test to evaluate progress and identify students’ areas of weakness.

How do I introduce my students to Ready New York CCLS Practice?

Provide each student with a student book and two sharpened No. 2 pencils with a good eraser. Have students read the introduction on the inside front cover of the student book. Tell students to pay particular attention to the tips for answering multiple-choice questions.

Before having students begin work, inform them of the amount of time they will have to complete each part of the practice test. You may choose either to follow or to adapt the following timetable for administering the practice test:

Day One Book 1 (questions 1–42) 70* minutes

Day TwoBooks 2 & 3

(questions 43–67)70* minutes

Day Three Book 4 (questions 68–73) 50* minutes

* Each Testing Day will be scheduled to allow 90 minutes for completion.

Where do students record their answers?

Students record their answers to the multiple-choice questions on the answer form at the back of the student book. Have students remove the answer form and fill in the personal information section. Ensure that each student knows how to fill in the answer bubbles. Remind students that if they change an answer, they should fully erase their first answer. A completed answer form is on page 4 of this teacher guide.

Students will complete the short- and extended-response questions in their student book.


What is the correction procedure?

Correct and review the answers to multiple-choice questions as soon as possible after students have completed the practice test. As you review the answers, explain concepts that students may not fully understand. Encourage students to discuss the thought process they used to answer the questions. When answers are incorrect, help students understand why their reasoning was faulty. Students sometimes answer incorrectly because of a range of misconceptions about the strategy required to answer the question. Discussing why the choices are incorrect will help students understand the correct answer.

Use the 2-Point Rubric—Short Response (page 7) to score the short-response questions. Use the New York State Grade 6–8 Expository Writing Evaluation Rubric (pages 8 and 9) to score the extended-response questions (questions 67 and 73).

If you wish to familiarize students with the use of a rubric, provide students with a copy. Discuss the criteria with them. Then show students some responses that you have evaluated using the rubric. Explain your evaluations.

How should I use the results of Ready New York CCLS Practice?

Ready New York CCLS Practice provides a quick review of a student’s understanding of the Common Core Learning Standards for English Language Arts. It can be a useful diagnostic tool to identify standards that need further study and reinforcement. Use the Ready™ New York CCLS Practice Answer Key and Correlations, beginning on page 12, to identify the standard that each question has been designed to evaluate. For students who answer a question incorrectly, provide additional instruction and practice through Ready New York CCLS Instruction. For a list of the Common Core Learning Standards that Ready New York CCLS Practice assesses, see the Common Core Learning Standards Coverage by the Ready™ Program chart beginning on page 10.


Ready™ New York CCLS ELA Practice, Grade 6 Answer Form

Name

Teacher Grade

School City

1. A B C ● 2. A ● C D 3. ● B C D 4. A ● C D 5. A ● C D 6. A B ● D 7. A B C ● 8. A ● C D 9. A B C ● 10. A ● C D 11. ● B C D 12. A B ● D 13. A B C ● 14. ● B C D 15. ● B C D 16. A B ● D 17. A B ● D 18. A ● C D 19. A ● C D 20. ● B C D 21. A B C ● 22. A B ● D 23. A B ● D 24. A B C ● 25. A ● C D 26. A ● C D 27. A B C ● 28. A B ● D 29. A ● C D 30. ● B C D 31. A B C ● 32. A B ● D 33. ● B C D 34. A B C ● 35. ● B C D 36. A B C ● 37. A B ● D 38. A B C ● 39. A ● C D 40. ● B C D 41. A ● C D 42. ● B C D

43. A B C ● 44. ● B C D 45. A ● C D 46. A B C ● 47. ● B C D 48. A B ● D 49. A B C ● 50. A B C ● 51. A ● C D 52. A B C ● 53. A B C ● 54. A B ● D 55. A ● C D 56. A B ● D 57. ● B C D 58. A ● C D 59. A B ● D 60. ● B C D 61. ● B C D 62. A B ● D 63. ● B C D

For numbers 64 through 67, write your answers in the book.

64. See page 5. 65. See page 5. 66. See page 5. 67. See page 5.

For numbers 68 through 73, write your answers in the book.

68. See page 6. 69. See page 6. 70. See page 6. 71. See page 6. 72. See page 6. 73. See page 6.

Book 1 Book 2 Book 4Book 3


Book 3 pages 38–44

Sample Short-Response Answers

64. Student book page 40

Muir valued nature and took time to enjoy it and preserve it. For example, the text says he enjoyed the Sierra Nevada and “quickly found work as a sheepherder to keep this precious place near” (paragraph 5). He also co-founded the Sierra Club, which helped establish several new national parks, known to preserve and value nature (paragraph 8).


John Muir lived up to his doctrine by treating the mountains with reverence, almost as if they were holy to him. He never hurried a trail walk through nature, and he was even known to stop and “get acquainted with individual trees along the way.” He would even encourage others to bow down to nature, “make them get down on hands and knees if necessary to see the beauty of some little bed of almost microscopic flowers” (paragraph 5).


Palmer portrays these people in a parable, showing that those who “hike” through life “measure life in terms of money” (paragraph 6), which depicts them as greedy. He also depicts these people as those who would “rush through life in a big red automobile at high speed” (paragraph 7), which makes them seem shallow.

Sample Extended-Response Answer


In “A Mountain Calling,” Amy Leinbach Marquis introduces and concludes the article with the concept of sauntering. She begins by explaining that John Muir never liked the word “hike,” which he saw as being the opposite of “saunter.” To hike is to rush, to saunter is to take time, value, and enjoy. To support the introductory information, Marquis provides quotes from an authority, the lead interpretative ranger at John Muir National Historic Site. Throughout the article, Marquis discusses Muir’s life and his accomplishments. She concludes by pointing out that Muir was “adamant about taking his time.” She closes with a quote that appeals to the reader that the best way to honor Muir is to “slow down and appreciate nature for its beauty.” In other words, to saunter.

In The Mountain Trail and Its Message, Albert W. Palmer devotes the introduction, body, and closing of this portion of the memoir to the concept of sauntering and what it meant to John Muir. Palmer opens with a description of “hikers,” who rush over a trail and don’t stop to value the beauty of nature along the way. He introduces the concept of sauntering by way of a conversation with Muir, who said “I don’t like either the word [“hike”] or the thing. People aught to saunter in the mountains—not hike!” Muir then discussed an origin of the word “saunter” and went on to liken the mountains to a holy land, through which people should saunter with reverence, not rush with haste. Palmer gives examples of how Muir lived up to this doctrine of reverence for nature. Then, unlike Marquis, Palmer presents his own observation, by comparing sauntering through the mountains to sauntering through life. Palmer closes with a notation of the benefits and rewards of the person who has learned the “secret of the saunterer.”

It is clear in both passages that Muir valued sauntering because it represented taking time to know, value, and appreciate nature, which was the focus of Muir’s life. Muir enjoyed people, and they certainly enjoyed him, the famous and the everyday alike. But Muir mostly enjoyed spending time in nature. He spent almost a decade as a lone sheepherder in the Sierra Nevada, mountains that he loved. He wrote in his journal, “We are now in the mountains and they are in us. . . .” Muir made lasting contributions to society, but he seems to have measured the value of his life by the amount of sauntering he was able to do. To Muir, it was important not only to know nature, but to be part of it. Sauntering, or taking his time to delve and appreciate, was his way of doing this.

ANSWERS TO SHORT- and EXTENDED-RESPONSE QUESTIONS


Book 4 pages 45–55

Sample Short-Response Answers


The author uses examples to show the careful and creative ways Elizabeth Van Lew sent messages to the general. For example, Van Lew wrote her messages in code and in invisible ink. She also hid the messages inside vegetables that had been hollowed out.


Harriet Tubman knew how to use information. She used what she’d learned about transportation routes to map territory behind enemy lines. She also valued and knew how best to use people. She enlisted the help of former slaves to work for her as scouts. Because these people were loyal to her, they would probably make excellent scouts.


King Hieron’s problem is that he fears for the safety of his city because a war between Rome and Carthage is at hand. He tries to solve the problem by appealing to Archimedes to use his inventions to help prepare the city to defend itself.


With these impatient words, Marcus tries to get Archimedes to let go of the abacus and stop thinking about puzzlers and mathematics. They are about to disembark, and Marcus’s words suggest to Archimedes that it is time to focus on the practical task at hand.


Archimedes realizes that things in Syracuse have truly changed when the merchant ship he and Marcus are on docks in the Great Harbor, which is the wartime custom, instead of in the Small Harbor. The story moves toward resolution as Archimedes begins to realize that he has to focus on what he had come home for. It is now time for responsibility.

Sample Extended-Response Answer


In “Archimedes and the Siege of Syracuse,” Archimedes is hesitant at first to use his scientific knowledge to help during wartime because he does not like to use science to kill. He seems to resist the idea of wartime.

In the story The Sand Reckoner, as in the play, Archimedes is initially uncomfortable about being a part of wartime. He seems to feel comfortable only when he is solving problems related to mathematics. And yet, “he knew about the war: it was one of the reasons he had come home.” He seems to be avoiding the reality of wartime, even though he is aware of it.

At the end of “Archimedes and the Siege of Syracuse,” the king has persuaded Archimedes to defend the city that has provided him freedom to do his research. Archimedes changes his mind, if not his attitude, and agrees to build “ . . . all sorts of engines to use against any besiegers.” As in the play, in The Sand Reckoner, Archimedes decides in the end to face the reality of wartime. He will put down the abacus and take on the responsibilities he has come home to face.


English Language Arts Rubrics for Scoring*

2-Point Rubric—Short Response

Score Response Features

2 Point The features of a 2-point response are• Valid inferences and/or claims from the text where required by the prompt • Evidence of analysis of the text where required by the prompt • Relevant facts, definitions, concrete details, and/or other information from the text to

develop response according to the requirements of the prompt • Sufficient number of facts, definitions, concrete details, and/or other information from

the text as required by the prompt • Complete sentences where errors do not impact readability

1 Point The features of a 1-point response are• A mostly literal recounting of events or details from the text as required by the prompt • Some relevant facts, definitions, concrete details, and/or other information from the

text to develop response according to the requirements of the prompt • Incomplete sentences or bullets

0 Point The features of a 0-point response are• A response that does not address any of the requirements of the prompt or is

totally inaccurate • No response (blank answer) • A response that is not written in English • A response that is unintelligible or indecipherable

*Reprinted courtesy of New York State Education Department.


New York State Grade 6–8 Expository Writing Evaluation Rubric*

Use the following rubric (beginning below and ending on page 9) to score students’ extended responses.

CriteriaScore

4 Essays at this level:


Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• clearly introduce a topic in a manner that is compelling and follows logically from the task and purpose

• demonstrate insightful analysis of the text(s)

• clearly introduce a topic in a manner that follows from the task and purpose

• demonstrate grade-appropriate analysis of the text(s)

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples from the text(s)

• sustain the use of varied, relevant evidence

• develop the topic with relevant facts, definitions, details, quotations, or other information and examples from the text(s)

• sustain the use of relevant evidence, with some lack of variety

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit clear organization, with the skillful use of appropriate and varied transitions to create a unified whole and enhance meaning

• establish and maintain a formal style, using grade-appropriate, stylistically sophisticated language and domain-specific vocabulary with a notable sense of voice

• provide a concluding statement or section that is compelling and follows clearly from the topic and information presented

• exhibit clear organization, with the use of appropriate transitions to create a unified whole

• establish and maintain a formal style using precise language and domain-specific vocabulary

• provide a concluding statement or section that follows from the topic and information presented

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate grade-appropriate command of conventions, with few errors

• demonstrate grade-appropriate command of conventions, with occasional errors that do not hinder comprehension



New York State Grade 6–8 Expository Writing Evaluation Rubric (continued)*

CriteriaScore




Content and Analysis—the extent to which the essay conveys complex ideas and information clearly and accurately in order to support claims in an analysis of topics or texts

• introduce a topic in a manner that follows generally from the task and purpose

• demonstrate a literal comprehension of the text(s)

• introduce a topic in a manner that does not logically follow from the task and purpose

• demonstrate little understanding of the text(s)

• demonstrate a lack of comprehension of the text(s) or task

Command of Evidence—the extent to which the essay presents evidence from the provided texts to support analysis and reflection

• partially develop the topic of the essay with the use of some textual evidence, some of which may be irrelevant

• use relevant evidence inconsistently

• demonstrate an attempt to use evidence, but only develop ideas with minimal, occasional evidence which is generally invalid or irrelevant

• provide no evidence or provide evidence that is completely irrelevant

Coherence, Organization, and Style—the extent to which the essay logically organizes complex ideas, concepts, and information using formal style and precise language

• exhibit some attempt at organization, with inconsistent use of transitions

• establish but fail to maintain a formal style, with inconsistent use of language and domain-specific vocabulary

• provide a concluding statement or section that follows generally from the topic and information presented

• exhibit little attempt at organization, or attempts to organize are irrelevant to the task

• lack a formal style, using language that is imprecise or inappropriate for the text(s) and task

• provide a concluding statement or section that is illogical or unrelated to the topic and information presented

• exhibit no evidence of organization

• use language that is predominantly incoherent or copied directly from the text(s)

• do not provide a concluding statement or section

Control of Conventions—the extent to which the essay demonstrates command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling

• demonstrate emerging command of conventions, with some errors that may hinder comprehension

• demonstrate a lack of command of conventions, with frequent errors that hinder comprehension

• are minimal, making assessment of conventions unreliable

• If the prompt requires two texts and the student only references one text, the response can be scored no higher than a 2.

• If the student writes only a personal response and makes no reference to the text(s), the response can be scored no higher than a 1.

• Responses totally unrelated to the topic, illegible, incoherent, or blank should be given a 0.

• A response totally copied from the text(s) with no original student writing should be scored a 0.



Correlation Charts

Common Core Learning Standards Coverage by the Ready™ ProgramThe chart below correlates each Common Core Learning Standard to the Ready™ New York CCLS Practice item(s) that assess it, and to the Instruction lesson(s) that offer(s) comprehensive instruction on that standard. Use this chart to determine which lessons your students should complete based on their mastery of each standard. (Note: An asterisk identifies items that are correlated to standards in multiple strands. Extended-response items correlate to standards in the Reading, Writing, and Language strands.)

Common Core Learning Standards for Grade 6 — English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for LiteratureKey Ideas and Details

RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2, 37, 39, 44, 45, 70 5 6–9, 13–17, 20

RL.6.2 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

6, 7, 42, 49, 50 8, 9 5–7, 13, 15–17, 20

RL.6.3 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.

4, 40, 46, 47 6, 7 5, 8, 9, 16, 17, 20

Craft and Structure

RL.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

3, 36, 38, 43 13, 14 5–9, 11, 15–17, 20

RL.6.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

5 15, 16 5, 13, 14, 20

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text. 1, 41, 48 17 6, 20

Integration of Knowledge and Ideas

RL.6.9 Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

73* 20 5

Common Core State Standards © 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.

New York Common Core Learning Standards: http://engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy


Common Core Learning Standards for Grade 6 — English Language Arts Standards

Ready New York CCLS Instruction and Practice

Practice Item Numbers

Instruction

Student Lesson(s)

Additional Coverage in

Teacher Resource Book Lesson(s)

Reading Standards for Informational TextKey Ideas and Details

RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

13, 16, 23, 24, 33, 52, 53, 59, 60, 62,

64, 65, 693 1, 2, 4, 10–12, 19

RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

14, 15, 17, 25, 34, 35, 55, 57 1, 2 3, 4, 10–12, 18, 19

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

9, 26, 28, 54, 68, 72 4 1–3, 10, 11, 19

Craft and Structure

RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.

10, 18, 30, 61 10 1, 3, 4, 11, 12, 18, 19

RI.6.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

8, 19, 22, 31, 51, 58, 71 11 12, 18

RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text. 20, 27, 32, 66 12 3, 4, 10, 18, 19

Integration of Knowledge and Ideas

RI.6.7 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.

11, 63 Media Feature 1 1–3, 10, 11, 18, 19

RI.6.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

12, 21, 29, 56 18 2, 19

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

67*, 73* 19 3

Writing StandardsText Types and Purposes

W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

67*, 73* 22 1, 5, 9–12, 19, 20

Research to Build and Present Knowledge

W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 67*, 73* 22 1, 5, 9–12, 19, 20

Language StandardsConventions of Standard English

L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 67*, 73* 21 7–11, 14, 17–20

L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

67*, 73* 21 10


Ready™ New York CCLS Practice Answer Key and CorrelationsThe chart below shows the answers to multiple-choice items in the Ready™ New York CCLS Practice test, plus the depth-of-knowledge (DOK) index, standard, and corresponding Ready™ New York CCLS Instruction lesson(s) for every item. Use this information to adjust lesson plans and focus remediation.

Practice Test

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

Book 1

1 D 2 RL.6.6 17

2 B 2 RL.6.1 5

3 A 2 RL.6.4 10

4 B 2 RL.6.3 6

5 B 3 RL.6.5 6

6 C 3 RL.6.2 8

7 D 2 RL.6.2 9

8 B 2 RI.6.5 11

9 D 2 RI.6.3 4

10 B 2 RI.6.4 10

11 A 2 RI.6.7 Media Feature 1

12 C 2 RI.6.8 18

13 D 2 RI.6.1 3

14 A 2 RI.6.2 1

15 A 2 RI.6.2 1

16 C 2 RI.6.1 3

17 C 2 RI.6.2 1

18 B 2 RI.6.4 10

19 B 2 RI.6.5 11

20 A 2 RI.6.6 12

21 D 3 RI.6.8 18

22 C 2 RI.6.5 11

23 C 2 RI.6.1 3

24 D 2 RI.6.1 3

25 B 2 RI.6.2 1

26 B 2 RI.6.3 4

27 D 2 RI.6.6 2

28 C 2 RI.6.3 4

29 B 2 RI.6.8 18

30 A 1 RI.6.4 10

31 D 2 RI.6.5 11

32 C 2 RI.6.6 12

33 A 2 RI.6.1 3

34 D 1 RI.6.2 1

35 A 2 RI.6.2 1

36 D 2 RL.6.4 13

37 C 2 RL.6.1 5


Practice Test (continued)

Question Key DOK Standard(s)Ready™ New York CCLS

Instruction Lesson(s)

38 D 2 RL.6.4 13

39 B 1 RL.6.1 5

40 A 2 RL.6.3 7

41 B 2 RL.6.6 17

42 A 2 RL.6.2 9

Book 2

43 D 2 RL.6.4 13

44 A 1 RL.6.1 5

45 B 2 RL.6.1 5

46 D 2 RL.6.3 6

47 A 2 RL.6.3 7

48 C 2 RL.6.6 17

49 D 2 RL.6.2 9

50 D 2 RL.6.2 8

51 B 3 RI.6.5 11

52 D 2 RI.6.1 3

53 D 1 RI.6.1 3

54 C 3 RI.6.3 4

55 B 2 RI.6.2 1

56 C 2 RI.6.8 18

57 A 2 RI.6.2 1

58 B 2 RI.6.5 11

59 C 2 RI.6.1 3

60 A 2 RI.6.1 3

61 A 2 RI.6.4 10

62 C 2 RI.6.1 3

63 A 3 RI.6.7 Media Feature 2

Book 3

64 See page 5. 2 RI.6.1 3

65 See page 5. 2 RI.6.1 3

66 See page 5. 2 RI.6.6 12

67 See page 5. 3 RI.6.9, L.6.1, L.6.2, W.6.2, W.6.9 19, 21, 22

Book 4

68 See page 6. 2 RI.6.3 4

69 See page 6. 2 RI.6.1 3

70 See page 6. 1 RL.6.1 5

71 See page 6. 2 RL.6.5 15

72 See page 6. 2 RL.6.3 7

73 See page 6. 3 RL.6.9, L.6.1, L.6.2, W.6.2, W.6.9 20–22

Built for the Common CoreBrand-new, not repurposed content guarantees students get the most rigorous instruction and practice out there.

MathematicsInstruction & Practice

Grades 3–8

English Language ArtsInstruction & Practice

Grades 3–8

ToolboxOnline Instructional Resources

Grades 3–8

Practice - Curriculum Associatescasamples.com/downloads/NY6ELA-PT3-TG.pdf · English Language Arts...

Documents

Transcript of Practice - Curriculum Associatescasamples.com/downloads/NY6ELA-PT3-TG.pdf · English Language Arts...