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Pacing Guide6th Grade Literature

Month: Performance Objective to be Taught

Common Assessment Skills Vocabulary Resources

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

S3.C1.PO4.-Identify the author’s stated or implied purpose(s) for writing expository text

PurposeStatedImplied

“From Exploring the Titanic”Majestically

CollisionNovelty

Watertight

Prentice Hall Text Book: “The Strange Geometry of

Stonehenge”

“The Loch Ness Monster”

“The Shutout”

“How the Internet Works”

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S3C1.PO8 - Identify organizational features of expository text

Chronological OrderCompare/Contrast

Cause/EffectLogical Order

“From Titanic”Juxtaposition

StoicismAbstract

“From Exploring the Titanic”

“From Lou Gehrig, The Iron Horse”

“The Shutout”

BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – of 25



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6.RI.7Integrate 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.

S3C1.PO7 - Interpret graphic features of expository text

ChartsMaps

DiagramsIllustrations

TablesTimelinesGraphs

The Loch Ness Monster”Illusive

Abundant


RenownedContemptuous

EminentChronic

ConcludedIrrepressible

“The Shutout”Anecdotes

EvolvedDiverse

OpposedIrrational

Prentice Hall Text Book: “From Exploring the Titanic”

“The Shutout”“Jackie Robinson: Justice at Last”

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6.W.8Gather 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

S3C1.PO5 - Locate specific information by using

organizational features of expository text

Table of ContentsHeadingsCaptionsBold Print

ItalicsGlossaries

IndicesGuide Words

Topic SentencesConcluding Sentences

“How the Internet Works”Protocols

TransmissionDomain

“Jackie Robinson: Justice at Last”

IntegrateRetaliate

“Ellis Island”ExhibitsGalleries

Heirlooms

Prentice Hall Text Book: “From Exploring the Titanic”


“Ellis Island”




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6.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.S3C1.PO1 - Restate the main idea and supporting details of expository text

Locate Main IdeaSupporting Details

Prentice Hall Text Book: “From Titanic”


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6.W.8Gather 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.

S3.C.P6.-Locate appropriate print and electronic reference sources (e.g. encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, internet) for a specific purpose.

Locating specific information using given reference source

Guide WordsKey Supplemental Resources




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6.L.4Determine 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.(continued next page)a. Use context (e.g., the

overall meaning of a sentence or paragraph; a word’s position or function in a 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.

S1C4.PO3 - Use context to identify multiple meaning words

Common Assessment Vocab/Plot, 6th Grade

SynonymsComparisons

AntonymsExamplesDefinitions

Restatements

Story Vocabulary:

“Stray”Timidly

TrudgedGrudgingly

IgnoreExhausted

Prentice Hall Text Book:“Jeremiah’s Song”

“Stray”“The King of Mazy May”




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6.RI.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.

S3C3.PO1 - Determine an author’s purpose for writing

persuasive text

Common Assessment 12, Persuasive Text, 6th

Grade

Author’s Purpose

PersuadePersuade

www.hhs.helena.k12.mt.us/techerlinks/oconnerj/

persuasion.html#activities

www.famous-speeches-and-speech-topics.info/persuasive-speeches.html

www.readwritethink.org/classroom-resources/lesson-plans/persuasive-

essay-environmental-issues-268.html

www.primaryresources.co.uk/english/englishd10.htm

www.lessonplanspage.com/lapersuasivewritingintroductoryunit58ht

m

dese.mo.gov/divimprove/curriculum/modelcurriculum/chief_red_jacket/

lesson3.com

www.literacyleader.com/?9=node/468

www2.ivcc.edu/ramboleng1001/paragraph_development.htm

www.webenglishteacher.com/argument.html

www.greatsource.com/write/mimilessons/


http://www.greatsource.com/write/mimilessons/iwrite_elem_persuasive_ml.ppt#256,1,persuasive



http://www.webenglishteacher.com/argument.html


http://www.literacyleader.com/?9=node/468

http://www.lessonplanspage.com/lapersuasivewritingintroductoryunit58htm



http://www.primaryresources.co.uk/english/englishd10.htm


http://www.readwritethink.org/classroom-resources/lesson-plans/persuasive-essay-environmental-issues-268.html



http://www.famous-speeches-and-speech-topics.info/persuasive-speeches.html


http://www.hhs.helena.k12.mt.us/techerlinks/oconnerj/persuasion.html#activities





Sept

embe

r/Oct

ober S3C3.PO2 - Evaluate the

effectiveness of the facts used to support an author’s

argument

Common Assessment Persuasive Text, 6th

Grade

Author’s Purpose

Facts to Support ArgumentPersuade








m


lesson3.com


www.ivcc.edu/ramboleng1001/paragraph_development.htm



http://www.ivcc.edu/ramboleng1001/paragraph_development.htm


















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S3C3.PO3 - Describe the intended effects of propaganda

techniques

Common Assessment Persuasive Text, 6th

Grade

Bandwagon

Peer Pressure

Repetition

Testimonial

Transfer

Loaded Words

Bandwagon

Peer Pressure

Repetition

Testimonial

Transfer

Loaded Words

www.historymatters.gmu.edu/mse/ads/online.html

www.tjhsst.edu/~crepetsk/psych/propaganda/examples.php

www.classroomtools.com/proppage.htm

www.propaganda.mrdonn.org/techniques.html

www.business.ppst.com/advertising.html


http://www.business.ppst.com/advertising.html

http://www.business.ppst.com/advertising.html

http://www.propaganda.mrdonn.org/techniques.html

http://www.propaganda.mrdonn.org/techniques.html

http://www.classroomtools.com/proppage.htm

http://www.classroomtools.com/proppage.htm

http://www.tjhsst.edu/~crepetsk/psych/propaganda/examples.php

http://www.tjhsst.edu/~crepetsk/psych/propaganda/examples.php

http://www.historymatters.gmu.edu/mse/ads/online.html

http://www.historymatters.gmu.edu/mse/ads/online.html




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S3C3.PO4 - Identify instances of bias in persuasive text

Persuade

Author’s Purpose

Persuade

Bias








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lesson3.com


www.ivcc.edu/ramboleng1001/paragraph_development.htm

www.webenglishteacher.com/argument.html

www.greatsource.com/write/BCESD #15 (7/2011) 6th Grade Literature Pacing Guide – of 25
























Sept

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r/Oct

ober WS3C5.PO1 - Write

Responses to Literature: present clear ideas, support inferences and conclusions

Interpret

Analyze

Opinion

Facts

Feelings

Oct

ober

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6.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.S3C1.PO1 - Restate the main idea and supporting details of expository text

Locate Main IdeaSupporting Details

Prentice Hall Text Book: “From Titanic”


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ober

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6.RL.2Determine 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.S3C1.PO2 - Summarize main idea of expository text

Common Assessment, Expository Text, 6th

Grade SummarizeParaphrase

AcademicExpositoryMain Idea

Supporting DetailsSummarizeParaphrase

FactOpinion

Author’s PurposeOrganizational Features

Conclusion

Prentice Hall Text Book: “How to Write a Letter”

“The Shutout”

“Hw the Internet Works”

Oct

ober

/Nov

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6.SL.2Interpret 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..

S3C1.PO9 - Draw valid conclusions about expository text

Common Assessment Expository Text, 6th

Grade

Draw conclusionsText Evidence

“How to Write a Letter”ConfidenceAnonymityObligatoryEpisodeSibling

Prentice Hall Text Book: “How to Write a Letter”







Oct

ober

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r6.RI.2Determine 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.S3C1.PO3 - Distinguish fact from opinion in expository text

Common Assessment Expository Text, 6th

Grade

Proven FactsSupporting Text Evidence

“The Strange Geometry of Stonehenge”Immemorial

ColossalInscrutableEradicate

OrientationSuccessive

Prentice Hall Text Book: “The Strange Geometry of

Stonehenge”

“From Exploring the Titanic”


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6.RI.10By the end of the year, read

and comprehend literary nonfiction in the grades 6–8

text complexity band proficiently, with scaffolding as needed at the high end of

the range.AZ.6.RI.10

a. By the end of the year, read and comprehend

informational and functional text, including history/social

studies, science, and technical texts, in the grades

6–8 text complexity band proficiently, with scaffolding as needed at the high end of

the range.S3C2.PO1 - Use information

from text to determine sequence of activities to carry

out a procedure

Common Assessment Functional Text, 6th

Grade

ProcedureSequence

Functional Text

www.cooks.com

http://alsnetbiz.com/homeimprovement/proced.html

http://www.integritycoatings.com/howto.htm

http://amby.com/educate/math/frac-div.html




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S3C2.PO2 - Determine what information is extraneous in

functional text


GradeSteps in Directions

Legends

Supplies Needed

Illustrations

Diagrams

Sequence

Functional Text

Extraneous Information

www.mapquest

www.googleimages.com (world maps)

www.factmonster.com

www.wikipedia.com (diagrams)

www.azdeq.gov/environ/water/assessment/download/hohave.pdf


http://www.azdeq.gov/environ/water/assessment/download/hohave.pdf

http://www.azdeq.gov/environ/water/assessment/download/hohave.pdf

http://www.wikipedia.com/

http://www.factmonster.com/

http://www.googleimages.com/

http://www.mapquest/



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S3C2.PO3 - Interpret details from a variety of functional text


Grade

Warranties

Product Information

Technical manuals

Instruction Manuals

Consumer Safety publications

Warranties

Product Information

Technical manuals

Instruction Manuals

Consumer Safety publications

http://www.sun.com/service/warranty/product_warranty_chart.xml

http://www.stainmaster.com/warranty/product_warranties.jsp

http://genet.gelighting.com/LightProducts/html/warranties.htm

http://www.consumer-reports.ca/

http://www.consumersearch.com/

http://www.shopdawg.com/navman.htm

http://the-manuals.com/

http://www.usersmanualguide.com/

http://instructionsmanuals.com/lista-51-en-Sanders.htm

http://tv.manualsonline.com/manuals/mfg/one_for_all/106.html







http://the-manuals.com/



http://www.consumersearch.com/

http://www.consumer-reports.ca/









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S3C2.PO4 - Evaluate the adequacy of details and facts from functional text to achieve

a specific purpose

Survey facts and details-achieve a specific purpose

Functional Text

Facts

Details

Purpose

www.cooks.com

www.almanac.com




Janu

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uary

6.RL.1

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

S1C6.PO7 - Use reading strategies to comprehend text

Common Assessment Vocab/Plot, 6th Grade

Predict

Cause/effect

Compare/contrast

Sequence

Drawing conclusions

Foreshadowing

Questions while reading

Inferences

“Jeremiah’s Song”

Diagnosis

Disinfect

Precocious

Uninspired

Perpetual

Prentice Hall Text Book:

“Zlateh the Goat”

“Jeremiah’s Song”

“Lob’s Girl”

“Stray”







http://www.almanac.com/

http://www.cooks.com/



Janu

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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.

S2C1.PO1 - Describe plot and its components

Conflict

Exposition/Introduction

Rising action

Climax

Falling action

Resolution

“The King of Mazy May”

Toil

Endure

Prospectors

Liable

Poising

Declined

Summit


“Zlateh the Goat”

“Lob’s Girl”

“Stray”

“Thunder Butte”

“The King of Mazy May”

Janu

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uary WS3C5.PO1 - Write


InterpretAnalyzeOpinionFacts

Feelings

All Stories

Janu

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uary

6.RL.3Describe 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.S2C1.PO1 - Describe plot and its components

ConflictExposition/Introduction

Rising actionClimax

Falling actionResolution

“The All-American Slurp”EmigrateMortifiedEtiquette

Consumption

Prentice Hall Text Book: “Aaron’s Gift”

“Dragon, Dragon”

“The Southpaw”

“The Friends of Kwan Ming”

“The Wounded Wolf”

“Breaker’s Bridge”

“The Phantom Toll Booth”




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6.RL.9(continued)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.

S2C1.PO2 - Identify theme in short stories

Author’s messageCentral/main idea

Relate to lifeDirectly/indirectly stated

“Dragon, Dragon”PlagueRavageTyrant

ReflectingCrane

“The Stone”

“The All-American Slurp”

“The Fun They Had”

“Grandpa and the Statue”

Janu

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Febr

uary

S1C6.PO4 - Use graphic organizers to clarify meaning of

text

Compare/contrastCause/EffectPlot Pyramid

Venn Diagram

Prentice Hall Text Book: “Dragon, Dragon”

“Aaron’s Gift”



Janu

ary/

Febr

uary S6C5.PO5 - Connect

information and events to experience

Connect text to personal experience

Prentice Hall Text Book: “Grandpa and the Statue”

“The All American Slurp”

Janu

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uary

6.RL.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.S1C6.PO6 - Apply knowledge of organizational structures to aid in comprehension

Chronological OrderTime Sequence

Cause/Effect


“Aaron’s Gift”




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uary

6.RL.1Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.S1C6.PO7 - Use reading strategies to comprehend text

Drawing conclusionsDetermining cause/effect

Making inferencesSequencing


“The Stone”


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6.RL.3Describe 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 resolutionS2C1.PO3 - Character motivations

Compare/ContrastMan vs. man

Man vs. natureMan vs. self

Man vs. societyImpulses

ProtagonistAntagonistEmotionsDesires

“The Southpaw”FormerTerrific

Laughing StockSprained

PermanentUnreasonable


“The Stone”

“The Southpaw”



“The Phantom Toll Booth”

Janu

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uary

6.RL.6Explain how an author develops the point of view of the narrator or speaker in a text.

1st person2nd person3rd person

3rd person limitedOmniscient

Limited omniscientPerspective

“The Friends of Kwan Ming”MeagerRetortedWearilyStingy

Prentice Hall Text Book: “The All-American Slurp”

“The Southpaw”


Janu

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uary

6.RL.5Analyze 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 plotS2C1.PO5 - Analyze the influence of setting

TimePlaceMood

EnvironmentInfluence on plot

“The Phantom Toll Booth”Ignorance

PrecautionaryMisapprehension

DissonanceAdmonishIridescentMalicious

The Wounded Wolf”Massive

StoicGnashes


“The Friends of Kwan Ming”“The Wounded Wolf”

“Grandpa and the Statue”“The Phantom Toll Booth”




Janu

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uary

6.W.8Gather 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.S2C1.PO6 - Draw conclusions about mood based on authors’ word choice

AtmosphereReaders’ feeling toward text

Breaker’s BridgeObstacleWrithing

PiersExecutioner

Immortal

Prentice Hall Text Book: “The Wounded Wolf”

Janu

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uary

6.RL.9Compare 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.

S2C1.PO8 - Identify various genres of fiction and their

characteristics

MysteryScience Fiction

FantasyHistorical Fiction

DramaRealistic Fiction

ComedyTragedyHorrorThriller

Fairy TalesTall TalesMythology

Fables

The Fun They HadCalculate

LoftilyDispute

Nonchalantly

Prentice Hall Text Book: “Aaron’s Gift”“The Stone”

“Dragon, Dragon”“The Friends of Kwan Ming”


Janu

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uary

Grandpa and the StatueStingy

SubscribePeeved

UncomprehendingTempest




Janu

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uary

S2C2.PO1 & PO2 - Describe and identify common structures

and stylistic elements of literature, folklore, and myths

Common Assessment Myths, Legends…, 6th

Grade

Specific genreSetting

EraCharacter Analysis

Natural Occurrences

Academic VocabularyMyth

MythologyFolktaleCulture

A Crippled Boy”FoliageAmuse

PityDemonstrate

“Orpheus”Inspiration

PresideFierce

“The Gorgon’s Head”Evade

PerilousVenomous

AbashValorousRivulets

Prentice Hall Text Book: “Orpheus”

“The Gorgon’s Head”

“Arachne”“Why the Tortoise’sShell is Not Smooth”

“The Ant and the Dove”

“He Lion, Bruh Bear, and Bruh Rabbit”

“Senor Coyote”

“Why Monkey’s Live In Trees”

“A Crippled Boy”

“The Three Wishes”

“Loo-Wit, The Fire-Keeper”

Janu

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Febr

uary

S2C1.PO1 - Describe plot and its components

Common Assessment Myths, Legends…, 6th

Grade

Conflict

“Why Monkey’s Live In Trees”Satisfied

DisturbingSemicircleAstonished

Sturdy

He Lion, Bruh Bear, and Bruh Rabbit”

LiarCordial



“Arachne”

“The Emperor’s New Clothes”


“He Lion, Bruh Bear,and Bruh Rabbit”

“Senor Coyote”




Janu

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Febr

uary

S2C1.PO2 - Identify theme in short stories

Author’s messageCentral/main idea

Relate to lifeDirectly/indirectly stated

“The Emperor’s New Clothes”ExquisitePropertyDreadfulRogues

Becoming

“Why the Tortoise’s Shell is Not Smooth”FamineOrator

Eloquent

“The Ant and the Dove”Startled

“Senor Coyote”Gnaw

UngratefulReproachfully

Indignantly

Prentice Hall Text Book: “Arachne”

“Why the Tortoise’s Shell is Not Smooth”


“The Ant and the Dove”“He Lion, Bruh Bear, and Bruh Rabbit”

“Senor Coyote”





Janu

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uary

S2C1.PO3 - Character motivations

Compare/ContrastMan vs. man

Man vs. natureMan vs. self

Man vs. societyImpulses

ProtagonistAntagonistEmotionsDesires

“Arachne”ObscureImmortal

MortalObstinacy

The Three Wishes”EmbraceCovetousContentCustomLodge


“Arachne”

“Why the Tortoise’s Shell is Not Smooth”




“Senor Coyote”








Janu

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uary

S2C1.PO8 - Identify various genres of fiction

MythLegend

Folk Tale



“Arachne”“Why the Tortoise’sShell is Not Smooth”



“Senor Coyote”





Janu

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uary

6.RL.2Determine 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.S2C1.PO2 - Identify the theme

in works of poetry

Common Assessment Poetry, 6th Grade

Common Assessment Poetry, 6th Grade

Author’s Message

AcademicFigurative Language

SimileMetaphorHyperbole

IdiomPersonificationSound Devices

Rhyme/Rhyme SchemePoem FormMood/Tone

RhythmRepetition

Point of ViewOnomatopoeia

Prentice Hall Text Book: “Books Fall Open”

“Change”

“Wilderness Rivers”

“Life Doesn’t Frighten Me”

“The Open Road”

“Jimmy Jet and His TV Set”

“The Geese”

“The Circle of Life”




Janu

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Febr

uary

6.RL.4Determine 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

S2C1.PO7 - Identify the characteristics and structural

elements of poetry

Common Assessment VI, Poetry, 6th Grade

Figurative LanguageSimile

MetaphorHyperbole



RhythmRepetition

“Books Fall Open”Delver

Venture

“Change”Crimson

“I’ll Tell You How the Sun Rose”Amethyst

“Wilderness Rivers”Staid

RelentlessExalted

“Alone in the Nets”OppositionEvaporate

“Adventures of Isabelle”CavernousRavenous

Rancor

“Was Worm”MosaicSaffronWeaned

Metamorphosis

“The Open Road”HenceforthWhimper

Querulous

“Someone”Naught

“Jimmy Jet and His TV Set”Lean

Antennae


“Books Fall Open”Rhyme, personification

“Change”Simile, personification

“I’ll Tell You How the Sun Rose”Simile, personification, mood, rhyme

“Wilderness Rivers”Rhyme, personification, mood

“The World is Not a Pleasant lace to Be”

Personification

“Alone in the Nets”Concrete form

“Adventures of Isabelle”Rhyme, personification, stanza, rhythm

“Life Doesn’t Frighten Me”Rhyme

“Arithmetic”Simile

‘Was Worm”Alliteration

“The Open Road”Free verse, mood

“Someone”Repetition, rhyme, personification

“Jimmy Jet and His TV Set”Hyperbole, rhyme




Janu

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uary

(Continued)S2C1.PO7 - Identify the

characteristics and structural elements of poetry

Figurative LanguageSimile

MetaphorHyperbole



RhythmRepetition

‘The Sidewalk Racer’Skimming

“Two Limericks”FlueFleaFlaw

“Parade”Gilded

Leisurely

“The Kitten at Play”Withered

PreyFeats


“The Geese”Stanza, mood

“The Circle of Life”Rhyme

“The Sidewalk Racer”Concrete form, rhyme

“Concrete Cat”Concrete form

“Haiku” by BashoPoem form, rhythm

“Haiku” by MusoSosekiPoem form, rhythm

“Two Limericks”Rhythm, rhyme, alliteration

“Parade”Alliteration, personification,

consonance“April Rain Song”

Personification“The Kitten at Play”

Rhyme, rhythm, assonance, simile“The Shark”

Personification

Janu

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Febr

uary WS3C5.PO1 - Write


InterpretAnalyzeOpinionFacts

Feelings




Mar

. 7 Galileo

Mar

. 14

Spring Break Break

Mar

. 21 Galileo Benchmark Review:

Use data based on Galileo Benchmark #3 to review areas of need

Mar

. 28 Galileo Benchmark Review:

Use data based on Galileo Benchmark #3 to review areas of need

Apr.

4

AIMS TESTING

AIMS

Apr.

11 AIMS

Apr.

18

6.W.7Conduct short research

projects to answer a question, drawing on several sources and

refocusing the inquiry when appropriate.

WS3C6PO1; Write a summary of information from sources

ParaphraseSummarizeMain Idea

ParaphraseSummarizeMain Idea

Supporting Details

Prentice Hall Silver LevelChapter 11, Research pgs. 222-241

Apr.

25 WS3C6PO2: Write an informational report

TopicFacts

SequenceConclusion

Sources

Prentice Hall Silver LevelChapter 11, Research pgs. 222-241


Monthly Logic Problems/Problem Solving Skills August: S5C2.PO4 – Represent a problem situation using multiple representations, describe the process used to solve the problem, and verify the reasonableness of the solution.

September: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered October: S5C2.PO1 – Analyze a problem situation to determine the questions to be answered

November: S5C2.PO7 – Isolate and organize mathematical information taken from symbols, diagrams, and graphs to make inferences, draw conclusions, and justify reasoning December: S5C2.PO6 – Communicate the answer(s) to the question(s) in a problem using appropriate representations, including symbols and informational and formal

mathematical language January: S5C2.PO11 – Identify simple valid arguments using if…then statements

February: S5C2.PO3 – Identify relevant, missing, and extraneous information related to the solution to a problem March: S5C2.PO5 – Apply a previously used problem-solving strategy in a new context




May

2 Research Continued

May

9M

ay 1

6M

ay 2

3

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