COLLINSVILLE UNIT DISTRICT 10 ELEMENTARY ENGLISH LANGUAGE ARTS CURRICULUM Grades K-6

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1 COLLINSVILLE UNIT DISTRICT 10 ELEMENTARY ENGLISH LANGUAGE ARTS CURRICULUM Grades K-6 The Collinsville Unit District # 10 Curriculum Guide is based upon the New Illinois English Language Arts s. These standards are, by design, statements of student outcomes. They do not outline steps to be taken to achieve the outcomes. To that end, Unit 10 teachers have translated the standards into curriculum. This curriculum guide outlines the learning standards, content, proficiencies, instructional vocabulary and assessments that comprise the K-6 Language Arts program. Additionally, it represents an articulation of what students should know and be able to do, and supports teachers in knowing how to achieve these goals. The guide was designed with the learner in mind. It highlights the learning process, rather than the teaching process. It describes what learners will be able to learn and accomplish with learned content, intentionally including student friendly I Can statements. These statements are designed to be shared with learners throughout the instructional process. In addition to I Can statements, the document outlines essential questions. Essential questions frame learning, deepen understanding, and engage learners in making meaning. It is also important to note that this work does not exist in a vacuum. Supporting documents intentionally accompany this guide. These supporting documents include the exemplar texts (Appendix B of the ELA common core standards), the Model Content Frameworks and the skills to be integrated throughout the instructional year. Additional non-grade level specific supporting documents are also included to provide further context. This curriculum blueprint will serve as the basis for specific course and grade level units of instruction and pacing guides (calendar based descriptions of what is taught, the order in which it is taught, and the amount of time dedicated to teaching this content).

2 Collinsville CUSD10 Curriculum Framework English Language Arts - Sixth Grade Quarter(s) Assessed Assessed in Core Reading Program Not Assessed * Requires Supplemental Assessment READING: INFORMATIONAL TEXT May include digital sources, directions, forms, graphs, charts, maps, biographies, how-to, arts, history, science, social studies Key Ideas and Details RI.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. What do good readers do? How do I use the clues in the text to help me draw conclusions or make inferences? I can use evidence from the text to support my analysis of what the text says and inferences I make. Cite (Citation) Textual Evidence Support Explicit Inference RI. 6.2 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. Am I clear about what I just read? How do I know? What is the main idea? What is the author saying? I can determine the main idea of a text and explain how it is supported by key details. I can summarize informational text while leaving out my personal opinion. Details Main Idea Summarize Opinion RI.6.3 Analyze how an individual, event, or idea is introduced and explained in a text. What do good readers do? Am I clear about what I just read? How do I know? I can describe how a person, place, or thing is introduced and explained in the text. Event What traits does the character have? What events just happened? Sixth Grade 1

3 * Craft and Structure RI.6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings. Author s Choice: Why does it matter? What makes a story a great story? I can determine the figurative, connotative, or technical meaning of words or phrases in grade 6 texts. Determine Figurative Connotative Technica Does the author want me to think in a positive way or a negative way? RI.6.5 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. Why does it matter? What makes a story a great story? How does this part of the text fit in with the rest of the text? I can analyze how a sentence/chapter fits into the structure of a text and contributes to the development of the ideas. Analyze (Analysis) Structure Contribute (Contribution) RI.6.6 Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. How does the author s craft of developing (character, setting, flashback, or tone) affect my understanding of the text? I can determine the author s point of view and explain how it is conveyed through the text. Author s point of view Purpose Convey Integration of Knowledge and Ideas RI.6.7 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. In what ways does creative choice impact an audience? Whose story is it, and why does it matter? How does the way the information is presented help me understand the topic or issue? I can utilize media or graphics to develop a coherent understanding of a topic. Utilize Coherent Media Graphics Sixth Grade 2

4 RI.6.8 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. In what ways does creative choice impact an audience? Whose story is it, and why does it matter? How do the author s words help me decide which claims they are supporting? I can trace and evaluate the argument and claims I find in a text. I can identify claims that are supported with reasons and those that are not. Trace Evaluate Identify * RI. 6.9 Compare and contrast the author s presentation of events with that of another (e.g., a memoir written by and a biography on the same person). In what ways does creative choice impact an audience? Whose story is it, and why does it matter? I can compare and contrast two authors presentation of the same event or topic. Presentation Compare Contrast Do the author s thoughts support the thoughts of the person who experienced the event? * Range of Reading and Level of Text Complexity RI.6.10 By the end of the year read and comprehends literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. What do good readers do? Am I clear about what I just read? How do I know? How does reading independently for a long period of time increase my understanding of a text? I can read and comprehend informational text appropriate for sixth grade. Comprehend Informational text (Informative) (inform) Sixth Grade 3

5 READING LITERATURE May include literature, novels, poems, plays, folktales, fables, fiction, historical fiction, realistic fiction, fantasy, mythology Key Ideas and Details RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. What does the text say? What inferences can I draw from the text? Am I clear about what I just read? How do I know? I can use evidence from the text to support my analysis of what the text says and inferences I make. RL. 6.2 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. What do good readers do? Am I clear about what I just read? How do I know? How can I restate the main idea the author is trying to portray? I can determine the main idea of a text and explain how it is supported by key details. I can summarize informational text while leaving out my personal opinion. RL. 6.3 Describe 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. Am I clear about what I just read? How do I know? How are the characters changing? How does this section of the book contribute to the plot? I can describe how a story s plot unfolds using a series of episodes. I can explain how the characters respond or change as the plot advances. Describe Unfolds Episode Advances RL.6.4 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 How does word choice affect the meaning and tone of writing? Is the meaning of the words positive or negative? I can determine the meaning of words and phrases and how they impact the piece s meaning and tone. Connotation Denotation Figurative Sixth Grade 4

6 Craft and Structure RL. 6.5 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. Author s choice: Why does it matter? What makes a story a great story? I can explain how a particular chapter/scene fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. Scene Stanza Theme Setting Plot Explain(explanation) How does this section of the book fit into the overall text? RL. 6.6 Explain how an author develops the point of view of the narrator or speaker in a text. Author s choice: Why does it matter? What makes a story a great story? I can explain how an author develops the point of view of a narrator or text s characters. Narrator Speaker Perspective How does point of view impact a story? * Integration of Knowledge and Ideas RL. 6.7 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. In what ways does creative choice impact an audience? Whose story is it, and why does it matter? What are the characteristics of drama and how is drama different from other literary genres? I can compare and contrast the experience of reading a text to viewing or listening to the same text. Compare Contrast Version Experience Is what I read different from what I heard? RL.6.8 N/A to Literature Component Sixth Grade 5

7 RL.6.9 Compare and contrast texts in different forms or genres (stories, poems, historical novels and fantasy stories) in terms of their approaches to similar themes and topics. In what ways does creative choice impact an audience? Whose story is it, and why does it matter? I can compare and contrasts texts of texts of different forms on their treatment of the same topic. Genre Theme Topic How are these stories different and how are they similar? * Range of Reading and Level of Text Complexity RL.6.10 By the end of the year read and comprehends literature, including stories, dramas, and poems, in the grades 6-8 text band proficiently, with scaffolding as needed at the high end of the range. What do good readers do? Am I clear about what I just read? How do I know? I can read and comprehend literature at the sixth grade level. Comprehend Literature Stories Dramas Poems Sixth Grade 6

8 WRITING * Text Type and Purposes W.6.1 Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claims and organized the reasons and evidence clearly. b. Support claims with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claims and reasons d. Establish and maintain a formal style. e. Provide a concluding statement or section that follows from the argument presented. What do good writers do? What s my purpose and how do I develop it? What is my style? Do my words help develop my style of writing? Do I have a strong concluding statement? I can write an argument with clear reasons and relevant evidence, where I: a. introduce claims and organize the reasons/evidence clearly. b. support claims with clear and relevant reasons, use credible sources and demonstrate understanding of the topic. c. use words, phrases, and clauses to clarify relationships among claims/reasons. d. Establish and maintain a formal style. e. provide a concluding statement or section that flows from the presented argument.t Arguments Reasons Relevant evidence (Relevance) Claims Credible sources Clauses Clarify Formal style Concluding statement Section Sixth Grade 7

9 * Text Type and Purposes W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selections, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant facts, definition, concrete details, quotations, or other information and examples. c. Use appropriate transitions to clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented. What do good writers do? What s my purpose and how do I develop it? Does my writing support my ideas? Do I have a well developed topic? Do I have a strong concluding statement? I can write an informative piece, which examines a topic and conveys ideas, where I: a. introduce a topic, organize ideas with appropriate structure, include formatting and graphics when useful, b. use facts, definitions, details, and quotations, or other examples to develop the topic, c. use appropriate transitions to clarify relationships among ideas, d. use precise language and vocabulary to explain about the topic, e. establish and maintain a formal style, and f. provide a concluding statement or section. Examine Topic Organize (organization) Format Graphic Fact Define (definition) Transition Relate (relation) (relationship) Precise Sixth Grade 8

10 W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. What do good writer s do? How do I write a well-developed narrative? Do I have well developed characters? Does the order of events make sense to the reader? Have I included transition words to show time order? Do I use vivid verbs and strong descriptive words? Do I have a strong conclusion that brings closure to the story? I can write a well-developed narrative with real or imagined events demonstrating: a. narrator and/or character introductions and organizing the sequence of events to flow logically. b. dialogue, pacing, and description to develop events and characters c. Transition words, phrases, and clauses to show sequencing and setting changes d. Precise word choice, detailed descriptions, and sensory language e. A conclusion that follows the experiences/events from the narrative Narrative Dialogue Sensory language * Production and Distribution of Writing W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Gradespecific expectations for writing types are defined in standards 1-3) Writing clearly: What makes a difference? Final product: What does it take? Does the final product fit the purpose? I can produce clear, coherent writing in which the development, organization, and style are appropriate for sixth grade tasks, purposes, and audiences. Coherent Develop (Development) Audience Sixth Grade 9

11 * W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revision, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 6.1 Writing clearly: What makes a difference? Final product: What does it take? Did I edit my draft correctly for a quality final product? I can use guidance from my peers and adults to plan, revise, and edit my writing. Revise Edit Guide (Guidance) Plan * W.6.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. Writing clearly: What makes a difference? Final product: What does it take? Can I use a keyboard proficiently in creating my writing? I can use digital tools to produce and publish my work. I can use the Internet to interact and collaborate with my peers on writing projects. Digital tools Publish Guide (Guidance) Produce (Production) (Product) Interact Collaborate (Collaboration) Can I complete 3 pages in a single sitting? Research to Build and Present Knowledge W.6.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. What do good researchers do? Cut and Paste: What s the problem? What am I looking for? I can conduct short research projects that use several sources to answer a specific question. Conduct Project Research Source W.6.8 Gather 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. What do good researchers do? Cut and Paste: What s the problem? Is this a trusted source? Have I given credit to the original author? I can gather information from multiple sources (print and digital) and assess credibility of those sources. I can quote or paraphrase information found for my finished work. I can provide basic bibliographic information for my sources. Assess Quote (Quotation) Credibility (Credible) Paraphrase Bibliography (Bibliographic) Sixth Grade 10

12 * W.6.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grade 6 Reading standards to literature (e.g., 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 ). b. Apply grade 6 Reading standards to literary nonfiction (e.g., 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 ). What do good researchers do? Have I provided thorough evidence to support my research? Do my findings support the research question? I can use evidence from literature to support analysis, reflection, and research in my writing. I can use evidence from informational text to support analysis, reflection, and research in my writing. Reflection (Reflect) * Range of Writing W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Why write? What do good writers do? I can write for a range of time and tasks. Sixth Grade 11

13 SPEAKING AND LISTENING * Comprehension and Collaboration SL.6.1 Engage effectively in a range of collaborative discussions (one-on-one, groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others ideas and expressing their own clearly. a. Come to discussions prepared having read or studied required materials; explicitly draw on that preparation by referring to evidence issue to probe and reflect on ideas under discussion. b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing on the topic, text, or issue under discussion. What makes collaboration meaningful? Making meaning from a variety of sources: What will help? Why is it important to develop good listening and speaking skills? How can I engage in dialogue in a way that allows me to understand another person s experience or perspective? I can prepare for a class discussion and participate by referring to my findings during discussion. I can follow agreed-upon rules for class discussions, carryout my role, and meet goals and deadlines. I can ask and answer questions during a discussion to elaborate on the remarks of others and contribute to the discussion. I can review ideas expressed and demonstrate understanding of multiple perspectives presented during the discussion. Discussion Role Perspective Participate (Participation) Refer (Reference) Elaborate (Elaboration) Express (Expression) * SL.6.2 Interpret 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. Making meaning from a variety of sources: What will help? I can interpret information presented in diverse formats and explain how it contributes to the topic under study. Present (presentation) Sixth Grade 12

14 * SL.6.3 Delineate a speaker s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. How are the speaker s claims supported? I can identify a speaker s argument and specific claims. I can find the difference between claims supported by evidence of those not. SL.6.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate What do good speakers do? I can present claims logically while including main ideas/themes, appropriate: eye contact, volume, and clear speech. volume, and clear pronunciation. SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify What do good speakers do? I can use multimedia and visual displays to help clarify information. information. * SL. 6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when What do good speakers do? I can demonstrate formal English within a variety of speaking tasks. indicated or appropriate. Sixth Grade 13

15 LANGUAGE * Conventions of English L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, and possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. e. Recognize variations from standard English in their own and others writing and speaking, and identify and use strategies to improve expression in conventional language. Why do the rules of language matter? Communicating clearly: What does it take? I can use pronouns in the proper case. I can use intensive pronouns. I can recognize variations of standard English in writing and correct those areas. Pronouns Intensive pronouns Proper case Vary (Variation) * L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. b. Spell correctly. Why do the rules of language matter? Communicating clearly: What does it take? I can use proper conventions in my writing. I can spell correctly. Capitalization Punctuation Spelling Commas Dashes Parentheses * Knowledge of Language L.6.3 Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. How does situation affect meaning? How does author s choice impact an audience? How can I express myself effectively in writing? I can vary sentence patterns for interest and style. I can maintain consistency in style and tone while writing and speaking. Affect Effect Tone Consistent (Consistency) Sixth Grade 14

16 Acquisition and Use L.6.4 Determine 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. 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. How do I find meaning of unknown words within a text? I can find the meaning of unknown words by: a. using context clues b. using Greek or Latin affixes and roots c. consulting reference materials d. using inference within text Context clues Greek/Latin affixes and roots Reference Inference 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. d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary Sixth Grade 15

17 L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. a. Interpret figures of speech (e.g., personification) in context. b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. c. Distinguish among the connotations (associations) of What do good readers do? I will understand the use of figurative language by: a. interpreting within the context b. using the relationships between words c. distinguishing between connotative and denotative meaning Interpret Distinguish (distinguishing) Connotative Denotative words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). * L.6.6 Acquire and use accurately gradeappropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression. What do good readers do? I will use specific words and phrases when finding the importance of its comprehension or expression within a text. Expression Sixth Grade 16