ELA M-STEP Prep (4/30) & Math M-STEP Prep (5/2): Girmscheid 
Date Subject Topic Standards
Monday (3/18) Math Fractions CCSS.MATH.CONTENT.6.NS.A.1
Interpret and compute quotients of fractions,
and solve word problems involving division of
fractions by fractions, e.g., by using visual
fraction models and equations to represent
the problem. ​For example, create a story
context for (2/3) ÷ (3/4) and use a visual
fraction model to show the quotient; use the
relationship between multiplication and
division to explain that (2/3) ÷ (3/4) = 8/9
because 3/4 of 8/9 is 2/3. (In general, (a/b) ÷
(c/d) = ad/bc.) How much chocolate will each
person get if 3 people share 1/2 lb of
chocolate equally? How many 3/4-cup
servings are in 2/3 of a cup of yogurt? How
wide is a rectangular strip of land with length
3/4 mi and area 1/2 square mi?
Tuesday Math Positive/Negative CCSS.MATH.CONTENT.6.NS.C.5
(3/19) Numbers Understand that positive and negative
numbers are used together to describe
quantities having opposite directions or
values (e.g., temperature above/below zero,
elevation above/below sea level,
credits/debits, positive/negative electric
charge); use positive and negative numbers
to represent quantities in real-world contexts,
explaining the meaning of 0 in each situation.
Lesson Plan
Go over “I Can” statement.
Students work on assigned
lesson on Dreambox.
Circulate during to provide
support, checking in specifically
with all students.
At the end of class, have students
evaluate themselves on learning
target and note who is still not
confident in this skill.
Evaluate data to see if additional
support is needed.
Go over “I Can” statement.
Students work on assigned
lesson on Dreambox.
Circulate during to provide
support, checking in specifically
with all students.
At the end of class, have students
evaluate themselves on learning
target and note who is still not

Wednesday Math Coordinate Plane CCSS.MATH.CONTENT.6.NS.C.6.B
(3/20) Understand signs of numbers in ordered pairs
as indicating locations in quadrants of the
coordinate plane; recognize that when two
ordered pairs differ only by signs, the
locations of the points are related by
reflections across one or both axes.
Thursday Math Expressions CCSS.MATH.CONTENT.6.EE.A.2
(3/21) Write, read, and evaluate expressions in
which letters stand for numbers.
confident in this skill.
Evaluate data to see if additional
support is needed.
Go over “I Can” statement.
Students work on assigned
lesson on Dreambox.
Circulate during to provide
support, checking in specifically
with all students.
At the end of class, have students
evaluate themselves on learning
target and note who is still not
confident in this skill.
Evaluate data to see if additional
support is needed.
Go over “I Can” statement.
Students work on assigned
lesson on Dreambox.
Circulate during to provide
support, checking in specifically
with all students.
At the end of class, have students
evaluate themselves on learning
target and note who is still not

Friday (3/22) Math Expressions CCSS.MATH.CONTENT.6.EE.A.2.C
Evaluate expressions at specific values of
their variables. Include expressions that arise
from formulas used in real-world problems.
Perform arithmetic operations, including those
involving whole-number exponents, in the
conventional order when there are no
parentheses to specify a particular order
(Order of Operations). ​For example, use the
formulas V = s3 and A = 6 s2 to find the
volume and surface area of a cube with sides
of length s = 1/2​.
Monday (3/25) Math Expressions CCSS.MATH.CONTENT.6.EE.A.3
Apply the properties of operations to generate
equivalent expressions. ​For example, apply
the distributive property to the expression 3 (2
+ x) to produce the equivalent expression 6 +
3x; apply the distributive property to the
expression 24x + 18y to produce the
equivalent expression 6 (4x + 3y); apply
properties of operations to y + y + y to
produce the equivalent expression 3y​.
confident in this skill.
Evaluate data to see if additional
support is needed.
Go over “I Can” statement.
Students work on assigned
lesson on Dreambox.
Circulate during to provide
support, checking in specifically
with all students.
At the end of class, have students
evaluate themselves on learning
target and note who is still not
confident in this skill.
Evaluate data to see if additional
support is needed.
Go over “I Can” statement.
Students work on assigned
lesson on Dreambox.
Circulate during to provide
support, checking in specifically
with all students.
At the end of class, have students
evaluate themselves on learning
target and note who is still not
 confident in this skill.

Evaluate data to see if additional

support is needed.

Tuesday Math Expressions CCSS.MATH.CONTENT.6.EE.A.4 Go over “I Can” statement.

(3/26) Identify when two expressions are equivalent
(i.e., when the two expressions name the
same number regardless of which value is
substituted into them). ​For example, the
expressions y + y + y and 3y are equivalent
because they name the same number
regardless of which number y stands for.
Students work on assigned
lesson on Dreambox.
Circulate during to provide
support, checking in specifically
with all students.

At the end of class, have students

evaluate themselves on learning
target and note who is still not
confident in this skill.

Evaluate data to see if additional

support is needed.

Wednesday Math All Catch Up Students finish Dreambox

(3/27) assignments.

Teach small groups for students

still struggling in each standard as
noted on days with those
standards covered.

Thursday Math All Catch Up Students finish Dreambox

(3/28) assignments.

Teach small groups for students


SPRING
BREAK
(3/29-4/8)
Monday- ELA TDA CCSS.ELA-LITERACY.W.6.1
Wednesday Write arguments to support claims with
(4/9-11) Workshop clear reasons and relevant evidence.
Session
CCSS.ELA-LITERACY.W.6.1.A
Introduce claim(s) and organize the
reasons and evidence clearly.
CCSS.ELA-LITERACY.W.6.1.B
Support claim(s) with clear reasons and
relevant evidence, using credible
sources and demonstrating an
understanding of the topic or text.
CCSS.ELA-LITERACY.W.6.1.C
Use words, phrases, and clauses to
clarify the relationships among claim(s)
and reasons.
CCSS.ELA-LITERACY.W.6.1.D
Establish and maintain a formal style.
CCSS.ELA-LITERACY.W.6.1.E
Provide a concluding statement or
section that follows from the argument
still struggling in each standard as
noted on days with those
standards covered.
Review the important components
of a TDA, creating an anchor
chart together.
Create a list of Do’s and Don’ts by
having the students write down on
a sticky note ideas and then
categorizing them as a class.
Review a strong TDA example
(print out for all students) and ask
the students WHY they think it is
strong.
Add more reasons to the list of
Do’s and Don’ts based on what
students point out on the
example.
 presented.

Thursday-Mon ELA Roots CCSS.ELA-LITERACY.L.6.4.B Show ​Roots Flocabulary

day (4/12-15) Use common, grade-appropriate Greek
Workshop or Latin affixes and roots as clues to the Discuss importance of knowing
Session meaning of a word (e.g., ​audience, and using roots.
auditory, audible)​ .
Question stems:
● How is a root incorporated
into a vocabulary word?
● How does knowing the
meaning of a root help you
know the meaning of the
word?
● What should you do if you
don’t know the root?
● How can context clues
help you understand the
meaning of a word?
● How does knowing the
meaning of a word help
you know the meaning of
the root?

Create ​Vocabulary Builder

Flipbook​ for students to use as a
reference.

As practice, have students

complete ​roots worksheet

Tuesday ELA Explain Evidence CCSS.ELA-LITERACY.W.6.2.B Review with students what it

(4/16) Develop the topic with relevant facts, looks like to explain evidence.
 Workshop definitions, concrete details, quotations, Hand out copies of ​text evidence
Session or other information and examples. sentence starters.

CCSS.ELA-LITERACY.W.6.2.D Have students write a RACES

Use precise language and response using one of the NHA
domain-specific vocabulary to inform quizzes, focusing on explaining
about or explain the topic. the evidence.

CAMP (17-19)

Tuesday-Wed ELA Explain Evidence CCSS.ELA-LITERACY.W.6.2.B Repeat workshop session steps

nesday Workshop Develop the topic with relevant facts, listed above
(4/22-23) Session definitions, concrete details, quotations,
or other information and examples.
CCSS.ELA-LITERACY.W.6.2.D
Use precise language and
domain-specific vocabulary to inform
about or explain the topic.

Wednesday ELA ELA Test Taking ● Online Tools Training

(4/24) Tools Training ● What to bring
● Snack and bathroom breaks

Thursday ELA ELA Test Taking ● Test Motivation Activity: Mindfulness

(4/25) Tools Training http://www.yomind.com/justme
Practice ● Sample test

Friday (4/26) Math Math Test Taking ● Online Tools Training​ - specifically
Tools Training show math videos
● What to bring
 ● Snack and bathroom breaks

Monday (4/29) Escape Room Test Motivation Activity

Test Taking Game https://www.teacherspayteachers.com/Produc
t/Test-Taking-Strategies-ESCAPE-ROOM-Te
st-Prep-for-ALL-subjects-3284420

Tuesday ELA M-STEP

(4/30)

Wednesday Math Math Test Taking ● Test Motivation Activity: Mindfulness

(5/1) Tools Training http://www.yomind.com/justme
Practice

Thursday MATH M-STEP

(5/2)