GRADE LEVEL: SIXTH UPDATED 7/14 FOURTH QUARTER CONTENT

RL: READING STANDARDS FOR LITERATURE: SIXTH GRADE

Integration of Knowledge and Ideas

 RL.6.7: Compare and contrast the experiences of reading a story, poem, or drama 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. (CC.1.3.6.G)
I CAN compare and contrast the experience of reading a text (story, poem, or drama) to listening to or
viewing an audio, video or live version of the text.

Range of Reading and Level of Text Complexity

 RL.6.10: By the end of the year, read and comprehend literature, including stories, dramas, and poems, in
the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
(CC.1.3.6.K)
I CAN read and comprehend literature appropriate for sixth grade.

RI: READING STANDARDS FOR INFORMATIONAL TEXT: SIXTH GRADE

Integration of Knowledge and Ideas

 RI.6.7: Integrate information presented in different formats (e.g., print or digital text, video, multimedia)
as well as in words to develop a coherent understanding of a topic or issue. (CC.1.2.6.G)
I CAN integrate information presented in different formats to develop a deeper understanding of a topic
or issue.

Range of Reading and Level of Text Complexity

 RI.6.10: By the end of the year, read and comprehend literary nonfiction and informational text,
independently, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high
end of the range. (CC.1.2.6.L)
I CAN read and comprehend grade level literary nonfiction and informational texts.

Reading Literature Sixth Grade – Fourth Quarter

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W: WRITING STANDARDS: SIXTH

Text Types and Purposes

 *W.6.3: Write narratives to develop real or imagined experiences or events using effective technique,
relevant descriptive details, and well-structured event sequences. (CC.1.4.6.M)
a. Engage and orient the reader by establishing a context and point of view introducing a narrator and/or
characters; organize an event sequence that unfolds naturally and logically to support the writer’s
purpose; maintain a controlling point. (CC.1.4.6.N)
I CAN write real or imaginary narrative pieces to engage the reader.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events,
and/or characters. (CC.1.4.6.O)
I CAN use dialogue to show characters’ traits and feelings.
I CAN describe characters’ actions, thoughts and feelings. (show rather than tell)
I CAN develop experiences and events, within the plot, by showing rather than telling.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one
time frame or setting to another. (CC.1.4.6.P)
I CAN use transitional words to show time flow. (while, next, finally, after some time, etc.)
d. Use precise words and phrases for effect, relevant descriptive details, and sensory language to convey
experiences and events. (CC.1.4.6.O)
I CAN use vivid words and sensory language to convey experiences and events.
e. Choose words and phrases to convey ideas precisely. (CC.1.4.6.Q)
I CAN use precise words to reflect the intended message or meaning.
f. Choose punctuation for effect. (CC.1.4.6.Q)
I CAN use punctuation for effect: ellipse to show pause or anticipation, dashes to indicate a longer pause.
g. Provide a conclusion that follows from the narrated experiences or events.(CC.1.4.6.P)
I CAN bring a narrative text to a satisfying problem resolution and concluding scene.

Production and Distribution of Writing

 W.6.6: Use technology, including the Internet, to produce and publish a minimum of three pages of
writing as well as to interact and collaborate with others. (CC.1.4.6.U)
I CAN use multiple tools (eg. Search engines, social networks) to locate and validate information/
research on the internet.
I CAN use these resources to prepare writing pieces.
I CAN use word-processing programs to draft and prepare pieces for publication, minimum of three pages
of writing.
I CAN use peer and teacher responses to improve my writing.

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SL: SPEAKING AND LISTENING: SIXTH

Presentation of Knowledge and Ideas

 SL.6.5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in
presentations to clarify information. (CC.1.5.6.F)
I CAN include multimedia and visual displays in presentations to clarify information.
L: Language Standards: Sixth

Conventions

 L.6.3: Use precise language and domain specific vocabulary to enhance meaning, convey style, and
achieve particular effects when writing or speaking.
a. Vary sentence patterns for meaning, reader/listener interest, and style.*
I CAN use a variety of sentence structures and lengths to create feeling, mood, and communicate
meaning.
b. Maintain consistency in style and tone.* (CC1.4.6.E) (CC.1.4.6.K)
I CAN maintain consistency in both the style and tone of my writing.
 L.6.4: Determine or clarify the meaning of unknown and multi-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies. (CC.1.2.6.K)
b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a
word. (e.g., audience, auditory, audible)* (CC1.4.6.E) (CC.1.4.6.K)
I CAN determine the meaning of a word by using the affix or root.

Reading Literature Sixth Grade – Fourth Quarter

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