Sixth Grade Reading Curriculum First Quarter Standard Essential Skill Sample Teaching Strategy/Possible
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1 First Quarter Student will determine the meaning of unfamiliar words using knowledge of context and visual cues. KPBSD Student will use common, grade-appropriate Greek or Latin affixes and roots as clues to the meanings of a word (e.g., audience, auditory, audible) Student will obtain information using text features including pictures, illustrations, and text structure (e.g., bolded or italicized text, graphs, charts, headings, or subheadings) KPBSD Student will locate information explicitly stated in narrative and informational text to answer literal comprehension questions Student will identify the main idea or central concepts in various types of texts Student will locate information in narrative and informational text to answer questions related to main ideas or key details Student will identify the sequence of steps in multi-step directions Student will read orally with rhythm, flow and expression, showing understanding of punctuation and other conventions of print.(l) Model use of graphic aids Note taking skills K-W-L Create outline Reread for clarification
2 2.8.1 Student will identify and describe plot, setting, characters, and point of view Student will distinguish fact from opinion in a text Student will express own opinion about material read and support opinions with evidence from text. Story Map Compare/contrast Literature Circles Evaluate evidence from text
3 Second Quarter Student will identify relationships among words by categorizing (e.g., synonyms, antonyms, homophones, homographs) identifying shades of meaning (e.g., happy, ecstatic), and analogies (L) Student will self-monitor comprehension by formulating questions while reading (e.g., What circumstances influenced a character to make a specific decision?) (L) Student will reread difficult or relevant materials for clarification, confirmation, and correction. (L) Student will make inferences (e.g., predict logical outcomes, such as how would the story be different if ) Student will restate and summarize main ideas or events in correct sequence after reading a text R2.7.3 Student will identify and explain the use of literary elements and devices appropriate to genre (e.g., simile, metaphor, idioms, and personification) Student will identify author s message, theme, or purpose, stated or implied (e.g., helping others brings great rewards) by citing textual evidence. Guided Practice Small group work Guided practice Partner Read/Share Inferences Chart construct a topic outline, use graphic organizer Identify similarities and differences 3.B.8.2 Use digital tools to document sources appropriately.
4 Third Quarter Student will draw conclusions based on information presented explicitly in text (e.g., cause and effect, character motivation, predictions) Student will locate references from the text that support understanding of a main idea (e.g., What event in history is similar to this one?). (L) Student will identify and explain the use of literary elements and devices appropriate to genre (e.g., rhyme, alliterations) Student will compare and contrast plots, settings, and characters in a variety of works by a variety of authors Student will identify themes in texts and make relevant connections to personal experiences, experiences of others, or other texts. Model Conclusion Chart Fact+Fact=Conclusion use graphic organizers
5 Fourth Quarter Student will compare and contrast cultural events, ideas, settings, and influences in one story or text to similar stories or texts from other cultures (e.g., coming-of-age stories). (L) KPBSD Student will compare and contrast texts in different forms of genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. KPBSD Student will compare and contrast one author s presentation of events with that of another (e.g., memoir written by and a biography on the same person). KPBSD Student will 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. Read Alouds Independent Reading use graphic organizer
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