TN State Standards I Can...

6th Grade ELA Scope of Work 2016-2017

Reading: Literature

TN State Standards Mastery Expectation of

“I can statements” "I Can" Statements

6.RL.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Introduce Q1 Review Q2, Q3, Q4

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I can define cite. I can define and make inferences. I can find and cite textual evidence for support. I can analyze text to cite evidence which is explicitly stated.

6.RL.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. Introduce Q1 Review Q2, Q3, Q4

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I can define theme or central idea. I can identify a theme or central idea. I can support the theme or central idea with details from the text. I can formulate an unbiased summary based on factual information. I can distinguish between textual facts and opinions.


6.RL.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. Introduce Q1 Review Q2, Q3, Q4

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I can describe the series of events that are part of a plot (e.g., exposition, rising action, climax, resolution). I can explain how a character responds and changes throughout a story. I can define and identify character traits.

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 a specific word choice on meaning and tone. Introduce Q1 Review Q2, Q3, Q4

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I can define figurative language (simile, metaphor, personification, idiom, hyperbole, alliteration, onomatopoeia, allusion). I can define denotation and connotation. I can define tone. I can determine the meaning of words and phrases. I can analyze why and how a word was used.


6.RL.5 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the overall development of the theme, setting or plot. Introduce Q1 Review Q2, Q3, Q4

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I can identify the theme, plot, and setting of a text. I can explain how a particular part of a literary piece moves the story along. I can explain how a particular part of a literary piece develops the theme.

6.RL.6 Explain how an author develops the point of view of the narrator or speaker of a text. Introduce Q1 Review Q2, Q3, Q4

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I can define point of view (1st, 2nd, 3rd person - limited, omniscient). I can recognize strategies authors use to develop point of view (e.g., revealing character’s thoughts and actions, dialogue, and what other characters say or think about that character).

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. Introduce Q3 Review Q4

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I can define compare and contrast. I can explain the similarities and differences between a written work and an audio/visual presentation of the same work. I can contrast what is seen/heard in text when reading, watching, or listening.

6.RL.8 Not applicable to Literature


6.RL.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. Introduce Q2 Review Q3, Q4

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I can identify the characteristics of different genres (e.g., stories, poems, historical novels, fantasy stories). I can identify the theme in two or more genres. I can identify the topic in two or more genres. I can compare and contrast how two or more stories in different genres approach a similar theme or topic.


Reading: 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. Introduce Q1 Review Q2, Q3, Q4

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I can define cite. I can determine the evidence that supports the explicit analysis of the text. I can define inference. I can make inferences from informational text. I can locate and cite textual evidence to support inferences drawn from the text.

6.RI.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. Introduce Q1 Review Q2, Q3, Q4

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I can determine the central idea and supporting details of an informational text. I can analyze a text to determine how details are used to support the main idea of an informational text. I can define and understand the influence of personal opinion and judgment when reading a text. I can formulate an unbiased summary of an informational text.


6.RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text. Introduce Q2 Review Q3, Q4

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I can identify key individuals, events, and ideas in an informational text. I can define anecdote. I can analyze evidence in text to support key ideas.

6.RI.4 Determine the meaning of words and phrases as they are used in a text including figurative, connotative, and technical meaning. Introduce Q2 Review Q3, Q4

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I can identify examples of figurative language within an informational text. I can determine the figurative meaning of words and phrases in an informational text. I can determine the connotative meaning of words and phrases in an informational text. I can determine the technical meaning of words and phrases in an informational text.

6.RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of ideas Introduce Q2 Review Q3, Q4

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I can determine the structure of an informational text (e.g., chronology, comparison, cause/effect). I can analyze how a particular sentence, paragraph, or section of a text fits into the overall structure of an informational text. I can analyze how a particular sentence, paragraph, or section of a text contributes to the overall development of the ideas.


6.RI.6 Determine the author’s point of view or purpose in a text and explain how it is conveyed in the text. Introduce Q1 Review Q2, Q3, Q4

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I can determine the author’s point of view in informational text. I can articulate the author’s purpose in informational text (e.g., persuade, inform, entertain). I can explain how the author conveys his/her point of view throughout the text.

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. Introduce Q2 Review Q3, Q4

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I can define integrate. I can explain a topic or issue using pictures, charts, graphs, etc. I can combine information taken from various media formats or texts. I can demonstrate understanding of the topic or issue using information from various media/formats

6.RI.8 Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported from claims that are not. evaluate the argument and specific claims in a text, distinguishing claims that are supported from claims that are not. Introduce Q2 Review Q3, Q4

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I can define argument and claim. I can identify the argument and claims in a text. I can identify reasons and evidence in a text. I can distinguish between supported and unsupported claims. I can evaluate the argument and its specific claims in a text.


6.RI.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). Introduce Q3 Review Q4

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I can identify the similarities among common events in texts written by different authors (e.g., a memoir written by and a biography on the same person). I can identify the differences among common events in texts written by different authors (e.g., a memoir written by and a biography on the same person).

6.RI.10 By the end of the year, read and comprehend literary nonfiction in the grades 6-8 complexity band proficiently, with scaffolding as needed at the high end of the range. 6- 925L to 1070L 7- 970L to 1120L 8- 1010L to 1185L Introduce Q1 Review Q2, Q3, Q4

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I can identify/understand key ideas and details and craft and structure in an informational text. I can independently comprehend key ideas and details and craft and structure in an informational text.


Writing



6.W.1 Write arguments to support claims with clear reasons and relevant evidence a. Introduce claims and organize their evidence and reasons clearly. b. Support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of a topic or text. c. Use words, phrases and clauses to clarify the relationships among claims and reasons. d. Establish and maintain a formal style.

e. Provide a concluding statement or section that follows from the argument presented. Introduce Q2 Review Q3, Q4

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I can introduce a claim clearly. I can identify credible sources to support a claim. I can organize reasons and evidence to support an argument. I can write clear statements in support of an argument or claim. I can clarify relationships using transitions (e.g.,

words, phrases, and clauses).

I can define a formal style.

I can identify formal style in an example piece of writing. I can maintain a formal style throughout a piece of

writing.

I can write a concluding section that follows the

argument presented.

I can write a concluding section that follows the

argument presented.


6.W.2 Write informative/Explanatory texts to examine a

topic and convey ideas, concepts and information through

the selection, organization, and analysis of relevant

content.

a. Introduce a topic, organize ideas, concepts, and information, using strategies such as definition, classification, compare/ contrast, and cause and effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aid comprehension. b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-‐ specific vocabulary to inform about or explain the topic.

e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. Introduce Q1 Review Q2, Q3, Q4

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I can compose informative/explanatory texts. I can write an effective introduction to a topic. I can organize ideas, concepts, and information. I can organize information using multiple strategies (e.g., definition, classification, compare/contrast, cause and effect). I can write using formatting, graphics, and multimedia to support the topic. I can support the topic with relevant facts, details, quotes, and examples. I can select and use various transitions that clarify the relationships among ideas and concepts.

I can explain a topic using descriptive details and adequate elaboration. I can write in a formal style. I can provide a concluding statement based on

information/explanation presented.


6.W.3 Write narratives to develop real or imagined experiences or events using effective techniques, relevant descriptive details, and well--‐ structured event sequences. a. Engage and orient the reader by establishing a context and introducing the narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. Introduce Q1 Review Q2, Q3, Q4

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I can describe the characteristics of a narrative. I can produce an engaging introduction to a narrative (e.g., flashback, dialogue, question, snapshot). -‐ Introduce and develop a narrator. -‐ Introduce and develop the characters. I can organize a logical plot sequence. I can develop experiences, events, and/or characters using narrative techniques (e.g., dialogue, pacing, and description). I can write using transitions (e.g., words, phrases, clauses) to convey sequence from one time setting to another. I can write using appropriate descriptive, relevant, significant details and sensory language to convey experiences and events. I can write a conclusion to a narrative that logically follows the narrated experiences and events.


6.W.4 Produce clear and coherent writing in which

the development, organization, and style are

appropriate to task, purpose, and audience. (Grade

specific expectations for writing types are defined in

standards 1-3 above).

Introduce Q2 Review Q3, Q4

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I can analyze the reason for writing a piece to decide on task, purpose, and audience. I can determine appropriate organizational strategies for a specific type of writing. I can produce writing that is clear a coherent with idea, development, organization, and style

6.W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach (Editing for conventions should demonstrate command of language standards 1-3 up to and including grade 6.) Introduce Q2 Review Q3, Q4

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I can develop and strengthen my writing by: -planning -revising -editing -rewriting -trying a new approach with guidance and support from peers and adults


6.W.6 Use technology, including the internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting Introduce Q1 Review Q2, Q3, Q4

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I can produce and publish writing using technology. I can interact and collaborate with others using technology. I can type a minimum of three pages in a single setting

6.W.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Introduce Q3 Review Q4

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I can conduct a short research project. I can organize information from several sources to answer a question.


6.W.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Introduce Q3 Review Q4

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I can gather relevant information from print and digital sources. I can recognize a credible source. I can assess the credibility of each source. I can quote information from a source. I can paraphrase the data and conclusions of others. I can define plagiarism. I can determine when and how to credit sources to avoid plagiarism. I can identify and provide basic bibliographic information for sources.


6.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 6 Reading standards to literature

(e.g., “Compare and contrast texts in different

forms or genres [e.g., stories and poems;

historical novels and fantasy stories] in terms

of their approaches to similar themes and

topics”).

b. Apply grade 6 Reading standards to literary

nonfiction (e.g., “Trace and evaluation the

argument and specific claims in a text,

distinguishing claims that are supported by

reasons and evidence from claims that are

not”).

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I can draw evidence from literary or informational text to support analysis, reflection, and research. I can identify key ideas and details which provide evidence to support conclusions about literature. I can cite textual evidence to support analysis of literature. I can draw evidence from key ideas and details as support for analysis of literature. I can analyze and reflect on key ideas and details in a text as evidence for analysis of literature.


6.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Introduce Q1 Review Q2, Q3, Q4

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I can identify task, purpose and audience for various types of writing. I can identify the organizational structures for various types of writing. I can determine appropriate organizational structure to use for various types of writing dependent upon task, purpose, and audience. I can write for various tasks, purposes, and audiences over both extended and shorter time frames.


Language

TN Standards Mastery Expectation of “I can statements”

“I Can” Statements

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, possessive) b. Use intensive pronouns (e.g., myself, ourselves) c. Recognize correct and inappropriate shifts in pronouns 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 in others’ writing and speaking, and identify and use strategies to improve expression in conventional language. Introduce Q1 Review Q2, Q3, Q4

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I can demonstrate the proper use of pronouns in the subjective case. I can demonstrate the proper use of pronouns in the objective case. I can demonstrate the proper use of pronouns in the possessive case. I can demonstrate the proper use of intensive pronouns. I can recognize correct shifts in pronoun number and person. I can recognize inappropriate shifts in pronoun number and person. I can recognize and correct vague pronouns and pronoun antecedents. I can locate and correct mistakes in my own and others writing and speaking.


6.L.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parenthesis, dashes) to set off nonrestrictive/ parenthetical elements. b. Spell correctly Introduce Q1 Review Q2, Q3, Q4

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I can punctuate to set off nonrestrictive/parenthetical elements. I can recall and apply spelling. I can identify and correct misspelled words.

6.L.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style b. Maintain consistency in style and tone Introduce Q2 Review Q3, Q4

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I can write using varied sentence patterns (e.g., simple, compound, complex, compound-‐ complex). I can maintain a consistent style and tone when writing. I can maintain a consistent style and tone when Speaking.


6.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. a. Use context (e.g. the overall meaning of a sentence or paragraph; a word’s position or function in the sentence) as a clue to the meaning of a word or phrase. b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. d. Verify the preliminary determination of a meaning of a word phrase (e.g., by checking the inferred meaning in context or in a dictionary). Introduce Q1 Review Q2, Q3, Q4

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I can determine the meaning of a word using context clues. I can determine the meaning of a word using grade appropriate affixes. I can determine the meaning of a word using grade appropriate Greek or Latin roots. I can consult print reference material to find the pronunciation of a word. I can consult print reference material to clarify the precise meaning of a word. I can consult print reference material to clarify the part of speech of a word. I can consult digital reference material to find the pronunciation of a word. I can verify the initial determination of the meaning of a word using an alternate source (e.g., dictionary, context clues).


6.L.5 Demonstrate an understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty) Introduce Q2 Review Q3, Q4

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I can define figurative language. I can interpret figures of speech in context. I can identify the relationship between two words. I can analyze the relationship between two words to clarify meaning. I can define connotation. I can define denotation. I can distinguish among the connotations of words with similar meanings.


6.L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. Introduce Q1 Review Q2, Q3, Q4

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I can identify general academic and domain specific words and phrases that are grade appropriate. I can gather vocabulary knowledge when considering words and phrases important to comprehension or expression. I can make meaning and accurately use words and phrases important to the comprehension of academic and domain-specific words. I can apply and use knowledge of vocabulary when considering words and phrases important to comprehension of expression. I can select appropriate resources to aid in gathering vocabulary knowledge.


Speaking/Listening

TN State Standards “I Can” Statements

SL 6.1 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 the 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 and contributing to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

I can engage in collaborative discussions (one-on-one, groups, teacher led) on grade 6 topics, texts, and issues. I can express ideas clearly using evidence from the topic or text. I can build on the ideas of others in a discussion. I can respond to questions posed by group members with details using evidence from the topic or text. I can prepare for group discussion by reading and studying the required material. I can set specific goals and deadlines. I can identify components and roles within a group discussion. I can follow rules for a group discussion. I can respond to multiple perspectives through reflection and paraphrasing.


SL 6.2 Interpret information presented in diverse media and formats (e.g. visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

I can interpret information presented visually. I can interpret information presented quantitatively. I can interpret information presented orally. I can explain how information presented visually contributed to a topic, text, or issue under study. I can explain how information presented quantitatively contributes to a topic, text, or issue under study. I can explain how information presented orally contributes to a topic, text, or issue under study.

SL 6.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

I can define delineate. I can define arguments. I can define claims. I can define reasons. I can define evidence. I can distinguish between supported and unsupported claims. I can delineate a speaker’s argument and claims.


SL 6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

I can present claims and findings. I can sequence ideas logically. I can provide pertinent descriptions, details and facts to accentuate main ideas or themes within a presentation. I can use appropriate eye contact. I can use appropriate volume. I can use appropriate pronunciation.

SL 6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

I can use multimedia components in presentations to clarify information. I can determine what visual displays will best clarify information in presentations. I can use visual displays in a presentation to clarify information.

SL 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations).

I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. I can describe the qualities of formal speech. I can describe the qualities of informal speech. I can determine if formal or informal speech is appropriate in the context of a given situation.

TN State Standards I Can...

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