Sixth Grade Reading

Syllabus
Course Description
The 6th grade reading classes will implement teacher-directed instruction, individual
work, group work, student-directed instruction, paired work, projects, on-demand
writing, writing to learn, writing to demonstrate learning, writing for authentic audiences
and purposes, and multiple intelligence focused differentiation in order to meet the
Common Core Standards for Literature and Informational Text in writing, vocabulary,
speaking, listening, studying and researching, and using technology. We will concentrate
our focus on improving reading skills. Students will learn and apply various reading
strategies to make sense of a variety of print and non-print texts. Also, students will read
a variety of literary genres, including short stories, poems, plays, novels, and nonfiction.
Upon reading these materials, students will complete different exercises such as
comprehension tests, open responses, projects, and writings. Our developmental reading
class creates readers and writers who are able to comprehend a variety of selections then
analyze, synthesize, and apply what they read through writing and speaking in a clearly
developed manner.
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Classroom Goals
Read and analyze a variety of genres in class and independently.
Successfully apply various reading strategies for monitoring comprehension.
Write clear, well-developed essays, reports, etc. to enhance comprehension and build
your knowledge base.
Effectively prepare and present orally.

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Class Expectations
Read assigned selections and complete comprehension activities such as structured
overviews, essays, projects, summaries, journals, etc.
Complete daily readings, embedded questions, written assignments, constructed-response
quizzes and objective / essay test.
Participate in class discussion and group work.
Learn and apply comprehension skills and literary terminology.

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Formal Learning Assessments Utilized

Unit discussion Packets / Questions
Multiple Choice / True / False Tests
Short Answer Tests
Essays (Test and take home assignments)
Project Based Assignments
Six Minute Solution
AIMSweb
Maze Comprehension

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Units of InstructionReading Standards for Literature/Reading Standards for Informational

Text
6th Grade
Shiloh
The Pinballs
Soup
IslandBooks I-III
The Wish Giver
Running Out of Time
My Side of the Mountain
Julie and the Wolves
Beat the Turtle Drum
Roll of Thunder Hear My Cry
The Witch of Blackbird Pond
Sounder
Summer of the Swans
Afternoon of the Elves
The Cay
The Family Under the Bridge
Abel's Island
On My Honor

1.
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
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.
3.
Describe how a particular storys or dramas plot unfolds in a series of episodes as
well as how the characters respond or change as the plot moves toward a resolution.
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.
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.
6.
Explain how an author develops the point of view of the narrator or speaker in a text.
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.
8.
(Not applicable to literature)
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.
10.
By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high
end of the range.

1.
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
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.
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).
4.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings.
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.
6.
Determine an authors point of view or purpose in a text and explain how it is
conveyed in the text.
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.
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.
9.
Compare and contrast one authors presentation of events with that of another (e.g.,
a memoir written by and a biography on the same person).
10.
By the end of the year, read and comprehend literary nonfiction in the grades 68 text
complexity band proficiently, with scaffolding as needed at the high end of the range.

7th Grade
Holes
Freak the Mighty
Call of the Mighty
The Outsiders
Pigman
The Devils Arithmetic
The Watsons go to Birmingham
White Fang
Call of the Wild
Across Five Aprils
Homecoming
Walk Two Moons
The Gammage Cup
Nothing But the Truth
Harry Potter Series
Adventures for Literature (Book 1)

1.
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
2.
Determine a theme or central idea of a text and analyze its development over the
course of the text; provide an objective summary of the text.
3.
Analyze how particular elements of a story or drama interact (e.g., how setting
shapes the characters or plot).
4.
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of rhymes and other repetitions of
sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

5.
Analyze how a dramas or poems form or structure (e.g., soliloquy, sonnet)
contributes to its meaning.
6.
Analyze how an author develops and contrasts the points of view of different
characters or narrators in a text.
7.
Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or
multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting,
sound, color, or camera focus and angles in a film).
8.
(Not applicable to literature)
9.
Compare and contrast a fictional portrayal of a time, place, or character and a
historical account of the same period as a means of understanding how authors of fiction use or
alter history.
10.
By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 68 text complexity band proficiently, with scaffolding as needed at the high
end of the range.

1.
Cite several pieces of textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
2.
Determine two or more central ideas in a text and analyze their development over the
course of the text; provide an objective summary of the text.
3.
Analyze the interactions between individuals, events, and ideas in a text (e.g., how
ideas influence individuals or events, or how individuals influence ideas or events).
4.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of a specific word choice on
meaning and tone.
5.
Analyze the structure an author uses to organize a text, including how the major
sections contribute to the whole and to the development of the ideas.
6.
Determine an authors point of view or purpose in a text and analyze how the author
distinguishes his or her position from that of others.
7.
Compare and contrast a text to an audio, video, or multimedia version of the text,
analyzing each mediums portrayal of the subject (e.g., how the delivery of a speech affects the
impact of the words).
8.
Trace and evaluate the argument and specific claims in a text, assessing whether the
reasoning is sound and the evidence is relevant and sufficient to support the claims.
9.
Analyze how two or more authors writing about the same topic shape their
presentations of key information by emphasizing different evidence or advancing different
interpretations of facts.
10.
By the end of the year, read and comprehend literary nonfiction in the grades 68 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
8th Grade
Blackwater
That Was Then, This is Now
Touching Spirit Bear
Ghost of Spirit Bear
No Promises in the Wind
My Brother Sam is Dead
Hoot
A Wrinkle in Time
Stargirl
Speak
The Giver
Gathering Blue

The Messenger
The Son
The Black Pearl
The Book of Three
Sherlock Holmes: The Adventures of Speckled
Band
Sherlock Holmes: Red Headed League
Tex
Night
The Pack (English)
Adventures for Literature (Book 2)

1.
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
2.
Determine a theme or central idea of a text and analyze its development over the
course of the text, including its relationship to the characters, setting, and plot; provide an
objective summary of the text.
3.
Analyze how particular lines of dialogue or incidents in a story or drama propel the
action, reveal aspects of a character, or provoke a decision.
4.
Determine the meaning of words and phrases as they are used in a text, including
figurative and connotative meanings; analyze the impact of specific word choices on meaning and
tone, including analogies or allusions to other texts.
5.
Compare and contrast the structure of two or more texts and analyze how the
differing structure of each text contributes to its meaning and style.
6.
Analyze how differences in the points of view of the characters and the audience or
reader (e.g., created through the use of dramatic irony) create such effects as suspense or humor.
7.
Analyze the extent to which a filmed or live production of a story or drama stays
faithful to or departs from the text or script, evaluating the choices made by the director or actors.
8.
(Not applicable to literature)
9.
Analyze how a modern work of fiction draws on themes, patterns of events, or
character types from myths, traditional stories, or religious works such as the Bible, including
describing how the material is rendered new.
10.
By the end of the year, read and comprehend literature, including stories, dramas, and
poems, at the high end of grades 68 text complexity band independently and proficiently
1.
Cite the textual evidence that most strongly supports an analysis of what the text says
explicitly as well as inferences drawn from the text.
2.
Determine a central idea of a text and analyze its development over the course of the
text, including its relationship to supporting ideas; provide an objective summary of the text.

3.
Analyze how a text makes connections among and distinctions between individuals,
ideas, or events (e.g., through comparisons, analogies, or categories).
4.
Determine the meaning of words and phrases as they are used in a text, including
figurative, connotative, and technical meanings; analyze the impact of specific word choices on
meaning and tone, including analogies or allusions to other texts.
5.
Analyze in detail the structure of a specific paragraph in a text, including the role of
particular sentences in developing and refining a key concept.
6.
Determine an authors point of view or purpose in a text and analyze how the author
acknowledges and responds to conflicting evidence or viewpoints.
7.
Evaluate the advantages and disadvantages of using different mediums (e.g., print or
digital text, video, multimedia) to present a particular topic or idea.
8.
Delineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant
evidence is introduced.
9.
Analyze a case in which two or more texts provide conflicting information on the
same topic and identify where the texts disagree on matters of fact or interpretation.
10.
By the end of the year, read and comprehend literary nonfiction at the high end of the
grades 68 text complexity band independently and proficiently

Successful readers understand that reading is a thinking activity and they have control
over their reading behavior.
The following list includes specific strategies to self-direct plans for comprehending text.
Oral reading fluency
Embedded questions
Self-monitoring comprehension
Predicting
Interpreting figures of speech
Graphic organizers
Use of context clues to understand word meanings
Summarizing and paraphrasing
Report for a set purpose
Activating background knowledge
Reciprocal teaching
Essential Learning Objectives (ELOs)
6th Grade
Three overarching Ideas
A) Reading for meaning
B) Reading for craft and structure
C) Integration of knowledge and Ideas

1) Analyzes text - text, text to self, and text to world connections.

2) Identifies stated main idea and supporting details in grade level texts.
3) Identifies common themes across various genres in text and poetry.
4) Compares and contrast two texts in different genres.
5) Understands literary elements from text. (point of view, flashback,

6) Reads fluently and comprehends appropriate grade level materials. (925 - 1070)
lexile levels)
7) Generates how, why, and what if questions from the text to demonstrate
comprehension.
8) Questions an authors purpose for writing a text.

Essential Learning Objectives (ELOs)

7th Grade
Three overarching Ideas
A) Reading for Meaning
B) Reading for craft and structure
C) Integration of knowledge and Ideas

1) Answers comprehension questions and locates the evidence / support using 7th grade
appropriate text.
2) Compares and contrasts literary basic story elements (setting, character, plot, etc.)
3) Locates examples of figurative language building off of 6th grade curriculum (similes,
metaphors, hyperbole, alliteration, personification, etc.) in fiction, nonfiction, and poetry.
4) Summarizes 7th grade level text using detail from text.
5) Makes and supports inferences with text - based details.
6) Reads fluently and comprehends appropriate grade level materials. (970 - 1120 )
7) Explains the purpose of text features in non fiction. (irony, serial plotting, mood, style,
denotation, symbolism, and parable)
8) Differentiates literary genres with reasoning.
Essential Learning Objectives (ELOs)
8th Grade
Three overarching Ideas
A) Reading for meaning
B) Reading for craft and structure
C) Integration of knowledge and Ideas

1) Classifies elements of figurative language / imagery (complex similes, extended

metaphors, allusions, colorful verbs, etc.) in fiction, non-fiction, and poetry.
2) Summarizes grade level appropriate text using text - based details.
3) Makes inferences to draw conclusions
4) Identifies authors tone and intent in fiction and non-fiction
5) Supports meanings of unknown words using context clues.

6) Reads fluently and comprehends appropriate grade level materials. (1110 - 1185
lexile levels)
7) Explains how story elements evolve throughout a piece. (limited omniscient, stream
of consciousness, dramatic irony, style - literary conventions, denotation, connotation,
antagonist, protagonist, tone, and foil)
8) Analyzes the roles of particular paragraphs and sentences in supporting nonfiction
topics.
9) Answers critical thinking questions in appropriate grade - level text.
10) Analyzes text using appropriate reading strategies (activating prior knowledge,
paraphrasing, predicting, summarizing, self assessment, etc.)

Comprehension Checklist
Before you start reading, did you
Set a purpose for reading --- what do you need to find or figure out?
Think about what you already know about a topic - - - a lot or a little?
Read the captions, bold writing, chapter titles, summaries, questions?
During reading, did you
Reread when you didnt understand?
Create a mental picture of what you were reading?
Summarize the main point (s) after every page or two?
Decide that before you move on, you need to ask someone for help?
After Reading, did you
Take notes or answer the guide questions?
Mark the sections you didnt understand or had a question about?
Learn what you thought you would in this reading?

Seven Comprehension Strategies

Draw Inferences Strategic Readers combine prior knowledge with text information to
make inferences about the text. Gaps in understanding are filled in through predictions,
inferences and new ideas.
Activate Prior Knowledge Strategic readers use what is known about the topic of a
text and the way the text is organized to check their comprehension to make metal
connections between new information and existing knowledge.
Synthesize Throughout reading, strategic readers mentally summarize information as a
way to check their comprehension.

Determine Important Details Making predictions and identifying the most important
ideas of text come before, during, and after reading.
Repair Comprehension When meaning has been lost, fix-up strategies such as
rereading and skipping ahead are used by strategic readers to move reading back on track.
Monitor Comprehension Reading rate and strategies are adjusted when a reader needs
to understand different texts.
Ask questions Questions are developed and answered by strategic readers throughout
the reading of a text to activate prior knowledge, check comprehension, clarify ideas, and
focus attention.
Essay Appearance
What should an essay look like?
Thesis Statement
The major point or main point of a composition is called the thesis statement. Every
paper should have one. Make sure to write your thesis statement on a note card and have
it approved by your teacher before starting your paper
I.)

Introductory Paragraph
a. The main point of the composition is stated
b. The thesis statement is included
c. Grabs the readers attention and pulls him / her in

II.

The Body
a. At least three paragraphs that illustrate, support, and develop the thesis statement. Make
sure you read the question and connect to all the points it asks you to discuss
b. Focus your thoughts on trying to analyze what the author is trying to say

III.

Concluding Paragraph
a. One paragraphs that confirms the importance of the thesis statement
b. Frequently sums up what has been said and emphasizes the importance of the main idea

Reading Essay Rubric

90-100 pts

A well developed essay with original thought and good supporting detail.
A) Met stated criteria for each paragraph of the essay
B) Minimum number of proofreading errors

80-90 pts

Some original ideas combined with class generated thoughts and some
supporting details.
A) Met stated criteria for some of the paragraphs of the essay
B) A number of proofreading errors which began to
interfere with content

70-80 pts.

Little or no original ideas with some class generated thoughts and minimal
supporting details.
A) Met stated criteria for a few of the paragraphs of the essay
B) Proofreading errors interfere with the content

60-70 pts

No original ideas with little class generated thoughts and inaccurate

supporting details.
A) Met little to no stated criteria for each of the paragraphs of the
essay
B) Proofreading errors interfere with the context.

59 and below Little or no effort was given in the content and proofing of this paper.
0

No paper was tuned in.