Sixth Grade Language Arts Curriculum Essentials Document

Transcription

1 Sixth Grade Language Arts Curriculum Essentials Document Boulder Valley School District Department of Curriculum and Instruction May 2009

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3 Boulder Valley School District Board of Education District A Helayne Jones, Ed.D. helayne.jones@bvsd.org voice mail: fax: District B Vice President Lesley Smith, Ph.D. lesley.smith@bvsd.org voice mail: District C Laurie Albright, Ed.D. laurie.albright@bvsd.org voice mail: District D President Ken Roberge ken.roberge@bvsd.org voice mail: District E Patti J. Smith patti.smith@bvsd.org voice mail: District F Jean Paxton jean.paxton@bvsd.org voice mail: fax: District G Treasurer Jim Reed jim.reed@bvsd.org voice mail: BVSD Superintendent Christopher King, Ph.D. superintendent@bvsd.org phone: fax: Sixth Grade Language Arts Curriculum Essentials May

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5 Table of Contents General Introduction What is a Curriculum Essentials Document?... Page 5 Curriculum Framework: Macro and Micro... Page 6 New Century Graduate... Pages 7 8 What are Enduring Understandings and Essential Questions?... Page 9 Teaching for Understanding... Page 10 What Does it Mean to Understand?... Page 11 Instructional Framework... Page 14 Characteristics of a Standards based Curriculum... Pages Middle School Language Arts Essential Learnings.. Pages Design Templates... Pages Curriculum Glossary... Page Sixth Grade Language Arts & Reading Curriculum Essentials Language Arts Background.....Page 2 Language Arts Content Standards... Page 3 Language Arts Enduring Understandings and Essential Questions... Page 4 Sixth Grade Language Arts Essential Learnings... Pages 5 6 Sixth Grade Language Arts Course Overview... Page 7 Sixth Grade Language Arts Curriculum Essentials... Pages 8 20 Reading Enduring Understandings and Essential Questions......Page 22 Sixth Grade Reading Essential Learnings.Pages Sixth Grade Reading Course Overview...Page 25 Sixth Grade Reading Curriculum Essentials....Pages English Language Development Standards..Pages Suggested Timelines.....Page 52 Language Arts Support Documents.....Pages Language Arts Scope and Sequence...Pages Language Arts Glossary of Terms......Pages Sixth Grade Language Arts Curriculum Essentials May

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7 General Introduction Sixth Grade Language Arts Curriculum Essentials May

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9 What is a Curriculum Essentials Document? How Does it Relate to a Guaranteed and Viable Curriculum? Because we are faced with more content than we can reasonably address, we are obligated to make choices and frame priorities. A useful framework for establishing priorities is graphically depicted using 4 nested ovals. The innermost oval, New Century Graduate, represents the goals of schooling that have been identified by the Boulder Valley School District community. Moving to the next oval, Content Standards, levels of performance for each program of study are clearly articulated. The third oval, Essential Learnings, represents the viable curriculum. A curriculum is viable when the number of learnings can be accomplished in the time provided (usually a semester, trimester, or year). Thus, an Essentials Document identifies the priorities for learning that are necessary for successful learning at a particular grade level or course and beyond. It also identifies the essential knowledge, skills, concepts, topics, and processes that support the attainment of the essential learning. Finally, the largest oval represents the field of all possible content that might be examined during a grade level or course. This includes extended learning opportunities for students who have achieved the essential learnings or attending to background knowledge and skills that students may need to review or learn to ensure achievement of grade level or course essential learnings. Sixth Grade Language Arts Curriculum Essentials May

10 Curriculum Framework: Macro and Micro Levels The New Century Graduate identifies the knowledge, skills and personal characteristics that our community has identified as the goals of schooling. Programs of study and curricular content are identified and addressed as a means School District Adapted from Grant Wiggins and Jay McTighe (2007). Schooling by Design. Alexandria, VA: Association for Supervision and Curriculum Sixth Grade Language Arts Curriculum Essentials May

11 New Century Graduate Knowledge and Skills Life Competencies Leads a balanced life: exhibits physical fitness, knows good nutrition rules, stays safe and drug free, knows how to have fun and relax, manages anger and stress, exhibits self sufficiency and self confidence, and finishes tasks. Understands money management, budgeting, balancing a checkbook, debt management, and record keeping. Demonstrates time management skills and a broad base of knowledge in practical skills such as cooking, sewing, driving, and map reading. Knows how to search for a job and knows where to go to find answers. Communication: Speaking and Writing Writes and speaks thoughtfully and articulately to inform, to express one s thinking and creativity, and to communicate to diverse audiences. Uses correct grammar, spelling, and mechanics; organizes for effectiveness Uses technology for effective communication. Multicultural/Global Perspective Understands global customs, economics, literature, history, politics, religions, geography, and demographics. Understands the contributions of different cultures to our society Demonstrates proficiency in a language other than English. Literacy: Reading Reads critically, fluently, and with comprehension. Reads for information research, pleasure and knowledge of literature. Mathematics Demonstrates basic math computational skills and understand higher level mathematical concepts and reasoning. Understands conservation and resource management. History Possesses knowledge of American and World Histories and their influence upon the present and the future. Employs literature as a tool for learning about history across cultures. Science Demonstrates basic sciences knowledge and understands high level scientific systems including environmental systems. Knows how to apply the scientific method to real situations. Arts Experiences and appreciates music, visual arts, dance and theater. Sixth Grade Language Arts Curriculum Essentials May

12 New Century Graduate Personal Characteristics Respect for Others (Values Others) Understands and values differences including: cultural, religious, ethnic, gender, age, and ability. Initiative and Courage Exhibits self motivation, self discipline, persistence, independence, confidence, curiosity, and willingness to take risks, without being afraid to fail. Citizenship Understands his or her role and responsibilities and contributes to the community, nation, and world. Responsibility Takes responsibility for own thoughts and actions, accepting the consequences. Ethical Behavior Exhibits personal integrity through honesty, fairness, sincerity, and a sense of justice. Flexibility and Open Mindedness Demonstrates flexibility, open mindedness, adaptability, resiliency, and openness to change. Self respect Possesses self respect and confidence, while recognizing one s own limitations. Sixth Grade Language Arts Curriculum Essentials May

13 What are Enduring Understandings and Essential Questions? Enduring Understandings are the big ideas central to a content area that have lasting value beyond the classroom and are transferable to new situations. Enduring understandings describe what, specifically, students should understand about the topic. Such understandings are generally abstract in nature and are often not obvious, thus requiring uncovering of a topic through sustained inquiry. An understanding can be overarching or topical. Overarching understandings are broad (as the name implies) and offer a possible bridge to other units and courses. Overarching understandings at identified at the district level. Topical understandings are unit specific, identified by teachers about the understandings the unit will cultivate about specific topics. Essential Questions provoke deep thought, lively discussion, sustained inquiry, and new understandings culminating in meaningful performances. They require students to consider alternatives, weigh evidence, support their ideas, and justify answers. Essential questions do not yield a single straightforward answer, but produce different plausible responses, about which thoughtful and knowledgeable people may disagree. Essential questions spark meaningful connections with prior learnings and personal experiences and create opportunities for transfer to other situations and subjects. An essential questions can be either overarching or topical in scope. Overarching essential questions are general in nature, causing genuine and relevant inquiry into the big ideas and core content. They cut across units and/or courses. Topical essential questions focus on a specific topic and meant to be answered if only provisionally by unit s end. Sixth Grade Language Arts Curriculum Essentials May

14 Teaching for Understanding If learning is to endure in a flexible, adaptable way for future use, then teachers must design units that in provide opportunity for students to 1) acquire knowledge; 2) to deepen the meaning of that knowledge by using it mindfully, and 3) to transfer their learning to new situations or problems. Teaching for Understanding Sixth Grade Language Arts Curriculum Essentials May

15 What Does it Mean to Understand? Adapted from Wiggins, Grant and McTighe, Jay. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, Sixth Grade Language Arts Curriculum Essentials May

16 What Does it Mean to Understand? (continued) Adapted from Wiggins, Grant and McTighe, Jay. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, Sixth Grade Language Arts Curriculum Essentials May

17 Levels of Understanding Essential Questions Knowledge Comprehension Empathy Self Knowledge Topic Explanation Interpretation Perspective Application Adapted from Wiggins, Grant and McTighe, Jay. Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development, Sixth Grade Language Arts Curriculum Essentials May

18 Instructional Framework Making the Connections A rigorous and challenging standards based instructional program ensures maximum academic achievement for all students. The Boulder Valley School District Instructional Framework is a graphic representation that demonstrates how all of the components of an instructional program fit together. Teachers should use this framework and its questions to guide instructional planning and decision making. Sixth Grade Language Arts Curriculum Essentials May

19 Characteristics of a Boulder Valley School District Standards based Classroom Curriculum All Students Have Access to the General Education Curriculum Standards/essential learnings are clearly visible in writing in age appropriate student friendly language Continual correlation of curriculum is made to the standards/essential learnings Models of high quality products (teacher generated, student generated or both) are provided by the district Students and parents are informed of expectations (course syllabus course, standards/essential learnings, grading policy, homework policy, and final culminating activity) All students are guaranteed access to the standards/essential learnings Lessons and units are developed using a backwards design process Suggested timelines are followed Instruction Quality Instruction Demands Student Teacher Collaboration in the Learning Process Instruction focuses on standards/essential learnings/curriculum Clear and high expectation for all students Instruction driven by standards/curriculum, not materials or a published program Frequent, timely, meaningful feedback of student accomplishment Instruction supports equity with multiple opportunities to learn through grouping, scaffolding, differentiation, and extension Teachers use multiple forms of representation are used (e.g., pictures, words, symbols, diagrams, tables, graphs, word walls) Students actively engage in learning Participate in classroom talk (listening, elaborating, clarifying, expanding) Apply rigorous, strategic thinking (application, explanation, perspective, interpretation, perspective, empathy, self knowledge) Sixth Grade Language Arts Curriculum Essentials May

20 Characteristics of a Boulder Valley School District Standards based Classroom Assessment Assessments are Tightly Aligned to the Standards Students and parents are provided with clear descriptions of proficiency Classroom grading practices clearly show how students are progressing toward essential learnings/standards Grading is based on attainment of the standards Student understanding is assessed through multiple types of formative and summative assessments Student assessment results are used to make instructional decisions about what direction to take Feedback explicitly guides continuous progress toward mastery of the standard and is provided to students in a timely manner Opportunities to relearn, reassess, and extend learning are embedded in every classroom Teachers collaborate in the design and analysis of common assessments that are aligned to standards Students create authentic products and performances for critical audiences Learning Environment A Healthy Community of Learners Thrives on Collaborative Processes That Value the Input of All Members Positive respectful relationships are evident within the classroom Students monitor and manage the quality of their own learning Student enrollment shows gender and racial/ethnic diversity Verbal and nonverbal cues indicate student engagement Teachers plan so that time is used purposefully and efficiently Students use time provided purposefully and efficiently Students and teachers negotiate and share decisions that positively impact the learning environment Teachers help students make connections between community, nation, world, and self Teachers show a connectedness with all students, respectful of student diversity and individual differences Students believe they are capable of success, take risks to engage in new experiences, and extend skills and habits of mind Sixth Grade Language Arts Curriculum Essentials May

21 Middle School Language Arts Essential Learnings Sixth Grade Language Arts Reads and learns meanings of unfamiliar words and phrases Self monitors comprehension by using and discussing reading strategies used to increase comprehension Analyzes oral participation in small group activities Attends to verbal and non verbal speaking techniques to impact an audience Uses planning strategies to generate and organize ideas brainstorming, webbing, mapping, clustering, listing, questioning, outlining Composes using the 6+1 Traits of writing Revises writing for clarity using rereading, reflecting, rethinking, rewriting Creates published documents with legible handwriting Identifies subject/predicate sentence structure and develops simple and compound sentences Proofreads and edits for correct grammatical structures in writing Edits for spelling and vocabulary usage Uses conventions of punctuation and capitalization Proofreads and edits for mechanics and conventions Listens critically and expresses and defends opinions in oral presentations Analyzes bias and stereotyping techniques authors use to express a point of view Identifies persuasion techniques in texts and speaking. Creates research projects that present information clearly and coherently Poses relevant questions with a scope narrow enough to result in a focused topic Locates and gathers information using organizational features of printed and electronic text Organizes information from texts through the use of graphic organizers, note taking, paraphrasing, and summarizing Creates bibliography and works cited list for written projects and oral presentations Identifies major and minor themes in literature Identifies elements of narrative structure, including setting, character, plot, conflict, and theme Analyzes authors use of literary devices and techniques within literature Sixth Grade Language Arts Curriculum Essentials May

22 Middle School Language Arts Essential Learnings Sixth Grade Reading Transfers knowledge of general and specialized vocabulary concepts to deepen understanding of informational and narrative text Applies reading strategies to monitor understanding of informational and narrative text and takes action when meaning breaks down Applies text structure strategies to efficiently and effectively construct meaning from informational and narrative text Reads independently a wide variety of self selected texts for personal, social and academic benefit Generates oral and written responses to what is read Proofreads and edits for mechanics, conventions, and grammar Listens and reads in order to evaluate reliability, accuracy, and relevancy of information and responds appropriately Uses reading to solve problems and answer questions Analyzes bias, stereotyping, and persuasion techniques in texts and shares personal views Locates and organizes information from narrative and informational texts through the use of graphic organizers, note taking, paraphrasing, and summarizing Writes in a content journal to clarify new learning, key terms, and explain concepts Responds to reading through personal reflection and expression of thoughts and emotions Sixth Grade Language Arts Curriculum Essentials May

23 Middle School Language Arts Essential Learnings Seventh Grade Language Arts Defines the purpose for reading and uses strategies appropriate to genre and purpose Applies reading strategies consistently when reading increasingly complex narrative and informational text to monitor comprehension Reads to determine the meanings and pronunciation of unfamiliar words and phrases Draws conclusions and makes inferences based on explicit and implied information Uses conventional speaking techniques for oral presentations, exploring impact on audience Gathers and organizes information by using a variety of planning strategies Creates cohesive multiple paragraph essays that convey a clear focus with clarifying details and examples that reflect purpose and audience Publishes cohesive pieces of writing Applies the components of paragraph structure Creates cohesive informational writing that conveys a clear focus that considers purpose and audience Creates cohesive functional writing that conveys a clear focus that considers purpose and audience Uses a variety of graphic organizers to analyze and improve sentence formation and paragraph structure Employs elements of composing and revising techniques to publish Applies knowledge of the eight parts of speech in context Defines and uses standard grammatical structures in writing Edits for punctuation, spelling, sentence structure and paragraphing Uses a variety of graphic organizers to analyze and improve sentence formation and paragraph structure Proofreads and edits for mechanics and conventions Explains author s purpose, point of view, and possible bias in increasingly complex material Analyzes content and defends ideas through the use of persuasion Develops basic persuasive arguments using factual evidence, addressing reader concerns and counter arguments Applies multiple strategies to read and understand varied texts used for research Organizes and synthesize research information to complete research projects Creates accurately documented oral and written projects Evaluates setting, character development, plot structure, theme, and conflict Describes the impact of word choice, imagery, and poetic devises Creates cohesive narrative writing that conveys a clear focus that considers purpose and audience Sixth Grade Language Arts Curriculum Essentials May

24 Middle School Language Arts Essential Learnings Eighth Grade Language Arts Establishes purpose for reading and applies specific reading strategies accordingly Self monitors comprehension by using background knowledge, previewing, predicting, questioning, visualization, rereading, and engaging in interpretive discussions Applies knowledge of word origins, derivations, inflections, and analogies to extend vocabulary development Uses context, structure and connotations to determine meaning of words and phrases Develops and delivers oral presentations in groups and individually Uses planning strategies to generate and organize ideas and details to elaborate on a central theme Creates cohesive narrative writing that conveys a clear focus that considers purpose and audience Creates cohesive persuasive writing that conveys a clear, focus that considers purpose and audience Creates cohesive functional writing that conveys a clear focus that considers purpose and audience Composes cohesive and coherent multiple paragraph essays across a variety of genres Employs elements of composing and revising techniques to publish Uses standard grammatical structures related to singular and objective references in writing Uses and correctly punctuates varied sentence structures to include conjunctions and transition words Uses comparative and superlative degrees in adverbs and adjectives Analyzes and employs conventions of capitalization, spelling, punctuation, sentence structure and paragraphing in written work Proofreads and edits for mechanics and conventions Analyzes, makes inferences, and evaluates an author s purpose and point of view Uses rules and strategies for summarizing a text Analyzes and records information using internal text structures Develops a formal persuasive piece of writing with a clearly articulated defense Analyzes mass media messages Presents findings in a research project in a logical, consistent, and standard format Reads a variety of literary works representing a broad spectrum of cultures and genres Explains the influence of culture and history on the form, style, and point of view of a literary selection Analyzes an author s use of literary devices Uses story elements understand texts Analyzes an author s intent to affect plot and theme through the explicit and implicit traits and motives of characters thoughts, words, and actions Sixth Grade Language Arts Curriculum Essentials May

25 Design Templates Sixth Grade Language Arts Curriculum Essentials May

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27 Unit Design Template BVSD Standard(s)/Essential Learnings Desired Results Unit Enduring Understandings Unit Essential Questions Students will know Students will be able to Assessment Evidence Performance/Transfer Tasks Other Evidence Rubric Student Self Assessment and Reflection Sixth Grade Language Arts Curriculum Essentials May

28 Unit Design Template (continued) Learning Plans Learning Activities Materials Accommodations Technology Integration Sixth Grade Language Arts Curriculum Essentials May

29 Unit Design Template Essential Learning: Assessment: Essential Questions Teaching for Understanding Acquire Knowledge Make Meaning Transfer Learning Activities Materials Accommodations Sixth Grade Language Arts Curriculum Essentials May

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31 Curriculum Map Month Standards/Essential Assessment Knowledge Learnings Skills Learning Activities Accommodations Materials Sixth Grade Language Arts Curriculum Essentials May

32 Curriculum Map August September October November December Standards/ Essential Learnings Assessment Knowledge Skills Learning Activities Accommodations Materials Sixth Grade Language Arts Curriculum Essentials May

33 Curriculum Map January February March April May Standards/ Essential Learnings Assessment Knowledge Skills Learning Activities Accommodations Materials Sixth Grade Language Arts Curriculum Essentials May

34 Curriculum Map Year At A Glance Reading Writing Math Science Social Studies Health Speaking/ Listening August September October November December January February March April May Sixth Grade Language Arts Curriculum Essentials May

35 Curriculum Map Unit: Timing: Essential Questions Standards/Essential Learnings Notes Assessments Knowledge and Skills Learning Activities Accommodations Materials Sixth Grade Language Arts Curriculum Essentials May

36 Curriculum Map Unit: Timing: Standards/Essential Learnings Enduring Understandings Assessment Knowledge and Skills Essential Questions Learning Activities Accommodations Materials Sixth Grade Language Arts Curriculum Essentials May

37 Curriculum Map Month Theme: Unit Guiding Question(s): Standards Assessment Knowledge and Skills Learning Activities Accommodations Materials Science Math Reading Writing Speaking Listening Social Studies Health Sixth Grade Language Arts Curriculum Essentials May

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39 Curriculum Glossary of Terms Anchor Assessment Authentic assessment An anchor is a sample of work or performance used to set the specific performance standard for each level of proficiency. Anchors contribute to scoring reliability and support students by providing tangible models of quality work. Assessment refers to the act of determining a value or degree. An authentic assessment is one composed of tasks and activities design to simulate or replicate important, real world challenges. It asks a student to use knowledge in real world ways, with genuine purposes, audiences, and situational variables. Authentic assessments are meant to do more than test; they should teach students what the doing of a subject looks like and what kinds of performance challenges are actually considered most important in a field or profession. Backward Design Benchmark Big Idea Concept Content Standard Curriculum Curriculum Implementation Curriculum Mapping Enduring Understanding An approach to designing a curriculum or unit that begins with the end in mind and designs toward that end. This term is used by Grant Wiggins and Jay McTighe in Understanding by Design. Clearly demarcated progress points that serve as concrete indicators for a standard. In Understanding by Design (Wiggins and McTighe, 2005), the core concepts, principles, theories, and processes that should serve as the focal point of the curriculum, instruction, and assessment. Big ideas are enduring and important and transferable beyond the scope of a particular unit. A concept is a mental construct or category represented by a word or phrase. Concepts include both tangible objects (chair, telephone) and abstract ideas (bravery, anarchy). A content standard answers the question, What a student should know, do or understand? The curriculum represents what should be taught. It is an explicit and comprehensive plan that is based on content and process standards. Curriculum implementation is putting the curriculum into place. Curriculum mapping and webbing are approaches that require teachers to align the curriculum, standards, and learning activities across grade levels, within a grade level to ensure a continuum of learning that makes sense for all students. Enduring understandings are specific inferences, based on big ideas that have lasting value beyond the classroom. They are full sentence statements that describe specifically what students will understand about the topic. Sixth Grade Language Arts Curriculum Essentials May

40 Curriculum Glossary of Terms (continued) Essential Learnings Essential Question Essential Topics, Skills, Processes, Concepts Formative assessment Guaranteed Viable Curriculum Learning Activities Performance Task Prerequisite knowledge and skill Essential Learnings are the backbone of a guaranteed viable curriculum. Essential Learnings are aligned with standards and articulate the skills, content, and concepts determined to be non negotiable areas of proficiency attainment by all students so that they are prepared for the next year/level of education. The Essential Learnings are the mandated curriculum of the Boulder Valley School District and form the basis upon which summative assessments are created. An Essential Question lies at the heart of a subject or a curriculum (as opposed to being either trivial or leading) and promotes inquiry and uncoverage of a subject. Essential questions do not yield a single answer, but produce different plausible responses, about which thoughtful and knowledgeable people may disagree. An essential question can be overarching, grade level specific, or unit specific in scope. The topics, skills, processes, and concepts clarify the Essential Learnings, describe indicators of achievement, and inform the selection of formative and summative assessments. An assessment is considered formative when the feedback from learning activities is actually used to adapt the teaching to meet the learner's needs. In researching what works in schools, Robert Marzano (2003), found five school level factors that promote student achievement. Using the process of statistical effect size analysis, Marzano concluded that a guaranteed and viable curriculum is the most powerful school level factor in determining overall student achievement. Marzano defines a guaranteed and viable curriculum as a combination of opportunity to learn (guaranteed) and time to learn (viable). According to Marzano, students have the opportunity to learn when they study a curriculum that clearly articulates required standards to be addressed at specific grade levels and in specific courses. A curriculum is viable when the number of required standards is manageable for a student to learn to a level of mastery in the time provided (usually a semester, trimester, or year). These represent the experiences and instruction that will enable students to achieve the desired results such as materials, projects, lectures, videos, homework, assignments, presentations, accommodations, and vocabulary. A performance task uses one s knowledge to effectively act or bring to fruition a complex product that reveals one s knowledge and expertise. The knowledge and skill required to successfully perform a culminating tasks or achieve an understanding. These typically identify discrete knowledge and know how required to put everything together in a meaningful, final performance. Sixth Grade Language Arts Curriculum Essentials May

41 Curriculum Glossary of Terms (continued) Processes Product Rubric Scope and Sequence Strategies Summative assessment Processes include all the strategies, decisions, and sub skills a student uses in meeting the content standard. The tangible and stable result of a performance and the processes that led to it. The product is valid for assessing the student s knowledge to the extent that success or failure in producing the product reflects the knowledge taught and being assessed. A scoring tool that rates performance according to clearly stated levels of criteria and enables students to self assess. A rubric answers the question, What does understanding or proficiency for an identified result look like? The scales can be numeric or descriptive. Scope refers to the breadth and depth of content to be covered in a curriculum at any one time (e.g. week, term, year, over a student s school life). Sequence refers to the order in which content is presented to learners over time. The order in which you do it. Together a scope and sequence of learning bring order to the delivery of content, supporting the maximizing of student learning and offering sustained opportunities for learning. Without a considered scope and sequence there is the risk of ad hoc content delivery and the missing of significant learning. Strategies are procedures, methods, or techniques to accomplish an essential learning. An assessment is considered summative when the feedback is used as a summary of the learning up to a given point in time. Sixth Grade Language Arts Curriculum Essentials May

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43 Sixth Grade Language Arts Curriculum Essentials Sixth Grade Language Arts Curriculum Essentials May 2009

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45 Boulder Valley School District Language Arts Background The Boulder Valley School District Board of Education approved six Language Arts standards on June 25, These standards are based upon the State of Colorado standards and are identical for all students K 12. These standards guide the Kindergarten 5th Grade Language Arts Curriculum which provides details on essential leanings, key concepts, knowledge, topics, and skills for all students. The BVSD curriculum and assessments inform teacher planning and teachers use a Balanced Literacy Approach to instruction. The act says that: Teachers and parents will work together to teach all children to read; Each child s progress in learning to read will be carefully and routinely assessed; Teachers will use a variety of methods to assess progress; and Teachers will provide intensive reading instruction for children who need additional support in learning to read. Balanced literacy is the integration of reading, writing, research, speaking, listening, viewing and representing in a way that supports the learning needs of every individual student. Many times we separate these elements because it is easier to examine their processes in isolation. In reality they all develop together and have a huge effect upon one another. One can't write without reading and one certainly can't write without spelling. Oral language underpins all literacy development. Think of balanced literacy as a way of putting the pieces of language arts together in a harmonious way. The use of explicit teaching (e.g., Demonstration think alouds, teacher modeling, individual or group conferences, guided reading) is critical for effective balanced literacy instruction. By modeling and identifying the strategies and skills used in reading and writing, teachers help students develop a clear understanding of how to use those strategies and skills independently. Explicit instruction plays an important role in modeled, shared, and guided literacy lessons. As teachers observe student behaviors during independent work time, they gather data to inform their explicit teaching during modeled, shared, and guided literacy lessons. The Colorado Basic Literacy Act The Colorado Legislature passed the Colorado Basic Literacy Act (CBLA) in 1996 to ensure that all children are reading on grade level by the end of third grade. In the Boulder Valley School District, all students in kindergarten through third grades are assessed in the fall and spring of each school year to determine reading proficiency in accordance with the CBLA guidelines. Students stay on a literacy plan until they reach grade level proficiency. The BVSD curriculum outlines the knowledge, skills, and strategies teachers need to ensure students reach proficiency on the expectations for all students as outlined in the Colorado Basic Literacy Act. Alignment of Language Arts Standards and English Language Development Standards Included in this document is an alignment between Language Arts Standards and the English Language Development Standards (ELD). This alignment articulates the commonalities that exist in student essential learning expectations so that both the general education and ESL teacher can collaborate to provide a strong support system to students. The ELD Standards and essential learnings follow a continuum of language acquisition from Beginner to Intermediate to Advanced Level at both the middle and high school level. Within the Essentials Document, the numbers in parenthesis correspond to the ELD curriculum. Teachers can use this information when completing the ELD profile. Sixth Grade Language Arts Curriculum Essentials May

46 Boulder Valley School District Language Arts and English Language Development Content Standards Language Arts Standard 1 Students read and understand a variety of materials. Language Arts Standard 2 Students listen, observe, speak, and write for a variety of purposes and audiences. Language Arts Standard 3 Students use grammatical and mechanical conventions of language in speaking and writing. English Language Development Standard 1 English Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes. Language Arts Standard 4 Students read, write, speak, observe, and listen to synthesize information, to analyze and evaluate arguments, and to develop and defend argumentative positions. English Language Development Standard 2 English Language Learners speak to convey information and understanding, using a variety of sources, for academic and social purposes. Language Arts Standard 5 Students apply research skills to locate, select, and make use of relevant information. English Language Development Standard 3 English Language Learners read for information and understanding, using a variety of sources, for academic and social purposes. Language Arts Standard 6 Students read, understand, and interpret literature as a record and expression of human experience. English Language Development Standard 4 English Language Learners write to convey information and understanding, using a variety of sources, for academic and social purposes. Sixth Grade Language Arts Curriculum Essentials May

47 Language Arts Overarching Enduring Understanding and Essential Questions Overarching Enduring Understandings Accomplished readers comprehend texts by reading fluently, strategically, and critically. Writing is a flexible and recursive process that encompasses identifying purposes and audiences, planning, drafting, revision, editing, and publishing. Frequent practice, coupled with teacher and self evaluation, is critical. Writers choose to spend time ensuring all grammar and punctuation is accurate to show respect for readers. A writer or speaker s point of view is influenced by experience. Accomplished researchers employ strategies to help them research information. Overarching Essential Questions How does reading strategically, critically, and fluently help me understand and enjoy reading? How do real writers/authors write? How does publishing an error free document demonstrate respect? What is the author s angle or perspective? What research strategies are most critical to me as a researcher? Sometimes authors make meaning plain; often however, a reader must dig beneath the surface of the text to find the meaning. What lies beneath the surface of texts? Sixth Grade Language Arts Curriculum Essentials May

48 Boulder Valley School District Language Arts Content Standards and Sixth Grade Essential Learnings Standard 1: Students read and understand a variety of materials. To meet this standard, a Sixth Grade student: Reads and learns meanings of unfamiliar words and phrases. Self monitors comprehension by using and discussing reading strategies used to increase comprehension. Standard 2: Students listen, observe, speak, and write for a variety of purposes and audiences. To meet this standard, a Sixth Grade student: Analyzes oral participation in small group activities. Attends to verbal and non verbal speaking techniques to impact an audience. Uses planning strategies to generate and organize ideas brainstorming, webbing, mapping, clustering, listing, questioning, outlining. Composes using the 6+1 Traits of writing. Revises writing for clarity using rereading, reflecting, rethinking, rewriting. Standard 3: Students use grammatical and mechanical conventions of language in speaking and writing. To meet this standard, a Sixth Grade student: Creates published documents with legible handwriting. Identifies subject/predicate sentence structure and develops simple and compound sentences. Proofreads and edits for correct grammatical structures in writing. Edits for spelling and vocabulary usage. Uses conventions of punctuation and capitalization. Proofreads and edits for mechanics and conventions. Standard 4: Students use reading, writing, speaking, observing, and listening to synthesize information to analyze and evaluate arguments and to develop and defend argumentative positions. To meet this standard, a Sixth Grade student: Listens critically and expresses and defends opinions in oral presentations. Analyzes bias and stereotyping techniques authors use to express a point of view. Identifies persuasion techniques in texts and speaking. Sixth Grade Language Arts Curriculum Essentials May

49 Boulder Valley School District Language Arts Content Standards and Sixth Grade Essential Learnings Standard 5: Students apply research skills to locate, select, and make use of relevant information. To meet this standard, a Sixth Grade student: Creates research projects that present information clearly and coherently. Poses relevant questions with a scope narrow enough to result in a focused topic. Locates and gathers information using organizational features of printed and electronic text. Organizes information from texts through the use of graphic organizers, note taking, paraphrasing, and summarizing. Creates bibliography and works cited list for written projects and oral presentations. Standard 6: Students read, understand, and interpret literature as a record and expression of human experience. To meet this standard, a Sixth Grade student: Identifies major and minor themes in literature. Identifies elements of narrative structure, including setting, character, plot, conflict, and theme. Analyzes authors use of literary devices and techniques within literature. Sixth Grade Language Arts Curriculum Essentials May

50 BVSD Sixth Grade Language Arts Overview Vocabulary Literature Research Reading Process Comprehension Course Description Sixth Grade Language Arts builds upon elementary level instruction and demands increased skills application, academic sophistication and intellectual reasoning. Students acquire and apply language arts skills in a variety of instructional settings with particular emphasis on reading and writing improvement. Effective Components of a Sixth Grade Language Arts Program Schedules 80 minutes for reading each week Schedules 170 minutes for writing each week Uses Data Driven Balanced Literacy Instructional Approaches Reading & Writing Demonstrations Shared Reading & Writing Guided Reading & Writing Students read and write independently every day Balances whole group, small group, and individual instruction Uses collaborative learning groups Provides opportunities to read and write multiple genres Provides authentic opportunities to respond to what is read Teaches essential skills and strategies explicitly and systematically Writing Process CSAP CELA GRADE / RLI DRA2/EDL DRA2 Word Analysis QRI Running Records Essential Questions How does reading strategically, critically, and fluently help me understand and enjoy reading? How do real writers/authors write? How does publishing an error free document demonstrate respect? What is the author s angle or perspective? What research strategies are most critical to me as a researcher? Sixth Grade Language Arts Reading & Writing Software Assessment Spelling Speaking and Listening Conversations / Interviews / Observations Writing Samples Group / Individual Projects Tests / Quizzes Student Self Assessments Technology Integration & Information Literacy Writes for a variety of purposes and audiences, using available technology Captures, stores, retrieves, displays, presents, collaborates, integrates media, and/or shares writing using available technology Applies research skills to locate, select, and make use of relevant information Accesses school library, teacher librarian, web resources, and other information/digital resources Efficiently demonstrates effective online searching techniques Cites and uses information sources appropriately Uses technology responsibly for information about available core software, relevant web resources, and other integration activities, please use the following website: Sixth Grade Language Arts Curriculum Essentials May

51 Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 1 Students read and understand a variety of materials. Enduring Understanding Accomplished readers comprehend texts by reading fluently, strategically, and critically. Essential Question How does reading strategically, critically, and fluently help me understand and enjoy reading? Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts 6LA1 Reads and learns meanings of unfamiliar words and phrases a Identifies word parts by word origins and derivations (MS3I6) ± b Identifies figurative language (simile, metaphor, hyperbole) (MS3A9) ± c Uses context and sentence structure to determine meanings and differentiate among multiple meanings of words (restatements, examples) (MS3I6) ± d Uses word reference resources (online sources, dictionary, thesaurus, glossary) (MS3A4) ± e Identifies word parts in order to apply meaning to new words (MS3I6) ± f Identifies clue words and phrases that help unlock meaning of unfamiliar and technical terms (MS3I6) ± ± Key: Alignment to English Language Development Standards M = Middle School HS = High School ELD Standard (1 4) MS4I3 Essential Learning B = Beginner I = Intermediate A= Advanced Key Academic Vocabulary: word origin, derivation, inflection, analogy, figurative language, simile, metaphor, hyperbole, sentence structure word reference resource, dictionary, thesaurus, glossary, strategy, integrate, connect, visualization, mental images, infer, validate, prediction, opinion, conclusion Sixth Grade Language Arts Curriculum Essentials May

52 Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 1 (continued) Students read and understand a variety of materials. Essential Knowledge, Skills, Topics, Processes, and Concepts 6LA2 Self monitors comprehension by using and discussing reading strategies used to increase comprehension a Integrates prior knowledge with information from text to make meaningful connections (MS3I3) ± b Visually represents ideas in text from constructing mental images (MS3I4)± c Makes infers (MS3A1) ± d Engages in interpretive discussions (MS2I6, MS2I7) ± e Predicts and then reads to validate or revise prediction(s) (MS3I4) ± f Identifies specific information in text that supports predictions, opinions, and conclusions (MS3A3) ± ± Key: Alignment to English Language Development Standards M = Middle School HS = High School ELD Standard (1 4) MS4I3 Essential Learning B = Beginner I = Intermediate A= Advanced Key Academic Vocabulary: word origin, derivation, inflection, analogy, figurative language, simile, metaphor, hyperbole, sentence structure word reference resource, dictionary, thesaurus, glossary, strategy, integrate, connect, visualization, mental images, infer, validate, prediction, opinion, conclusion Sixth Grade Language Arts Curriculum Essentials May

53 Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 2 Students listen, observe, speak, and write for a variety of purposes and audiences. Enduring Understanding Writing is a flexible and recursive process that encompasses identifying purposes and audiences, planning, drafting, revision, editing, and publishing. Frequent practice, coupled with teacher and self evaluation, is critical. Essential Question How do real writers/authors write? Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts 6LA3 Analyzes oral participation in small group activities a Ensures that all group members participate in the exchange of ideas (MS2I6, MS2I7) ± b Evaluates own contributions to discussions (MS2I3) ± c Restates the main points discussed within the group (MS2I4) ± d Uses rules for summarizing: deletes trivia and redundancy, substitutes a general term for a list, makes a main idea statement (MS4I3) ± e Listens in order to evaluate reliability, accuracy, and relevancy of information (MS1A3) ± 6LA4 Attends to verbal and nonverbal speaking techniques to impact an audience 6LA5 a b c Selects a focus, an organizational structure, a point of view, and intended mood or effect on audience (MS2I7) ± Presents using specific word choices, pitch, inflection, tempo, enunciation, tone, and voice to match the message and intended impact of the communication (MS2I8, MS2A4) ± Presents using eye contact, posture, and gestures to match the message and intended impact of the communication (MS2I8, MS2A4) ± Uses planning strategies to generate and organize ideas brainstorming, webbing, mapping, clustering, listing, questioning, outlining a Selects appropriate planning techniques to match purposes for writing (MS4I7) ± b Chooses form to suit purpose of writing and audience (MS4I7) ± Continued on next page Sixth Grade Language Arts Curriculum Essentials May

54 Essential Learnings Essential Knowledge, Skills, Topics, Processes, and Concepts Standard 2 (continued) Students listen, observe, speak, and write for a variety of purposes and audiences. Essential Knowledge, Skills, Topics, Processes, and Concepts 6LA6 Composes using the 6+1 Traits of Writing a Identifies and analyzes the 6+1 Traits in the writing of self and others (MS4A3) ± b Develops ideas with significant details, examples and/or reasons (MS4I7) ± c Elaborates on the central idea in an organized manner (MS4I6) ± d e f Uses clear and precise language to express own voice and to match purpose and audience for the writing (MS4I9) ± Incorporates variety into sentences, using appropriate modifiers, standard coordination, and subordination in complete sentences (MS4I7, MS4A7) ± Organizes writing so that there is an inviting introduction, a logical progression of ideas, and a purposeful conclusion 6LA7 Revises writing for clarity using rereading, reflecting, rethinking, rewriting a Rereads and adds on or deletes while drafting (MS4I10) ± b Rereads from the intended audience s point of view and makes necessary changes (MS4I10) ± ± Key: Alignment to English Language Development Standards M = Middle School HS = High School ELD Standard (1 4) MS4I3 Essential Learning B = Beginner I = Intermediate A= Advanced Key Academic Vocabulary: recursive, evaluate, summarize, redundant, reliable, accurate, relevance, pitch, inflection, tempo, enunciation, posture, gestures, brainstorming, webbing, mapping, clustering, outline, compose, 6+1 Traits, elaborate, logical progression, revise, draft, intended audience Sixth Grade Language Arts Curriculum Essentials May