KUONEN LITERACY Grade 6
KUONEN LITERACY Grade 6 Date: January 29 - Feb. 2 2017-2018
Monday - Friday
RI.6.1/RL. 6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences are drawn from the text.
RI.6.2/ RL. 6.2 Examine a grade-appropriate informational/ literary text.
● Provide an objective summary.
● Determine a theme of a text and how it is conveyed through particular details.
RL.6.3 Describe how a story’s or drama’s plot unfolds in a series of events as well as how the characters respond or change as the plot moves toward a resolution.
RI.6.4 / RL6.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
RI. 6.5/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.
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.
RL.6.9 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.
RI.6.10/ RL. 6.10 By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
W.6.1 Write arguments to support claims with clear reasons and relevant evidence.
W.6.3 Write narratives to develop real or imagined experiences or events using the effective technique, relevant descriptive details, and well-structured event sequences.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 Develop and strengthen writing as needed with some guidance and support from peers and adults, by planning,
revising, editing, rewriting, or trying a new approach (e.g. Recognize variations from standard English in their own and others; writing and speaking, identify and use strategies to improve expression in conventional language.
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 produce writing in a single sitting.
W.6.10 Write routinely over extended time frames, time for research, reflection, revision.
and shorter time frames (e.g., a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
L.6.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking appropriately for Grade 6.
L.6.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 6 when writing.
L.6.3 Use knowledge of language and its conventions for Grade 6 when writing, speaking, reading, or listening.
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 effective strategies.
L.6.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, as appropriate
for the grade level.MA
L.6.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
SL.6.1 Engage effectively in a range of collaborative discussions one-on-one in groups teacher-led with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
SL.6.2 Interpret information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, diagrams; speeches) and explain how it contributes to a topic, text, or issue under study.
SL.6.3 Describe precisely a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are 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 volume, and clear pronunciation.
SL.6.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or
Monday: Comprehension questions for story
Tuesday: Finish plans for structure
Wednesday: Write sentences using specific words from prefixes/suffixes/roots
Thursday: Fluency reading
Friday: read theory.org
Read Freak the Mighty
Word study ladder activities
Read a poem and track sensory details
Work on parts of speech
Read and annotate reading passages
Discuss reading strategies
Answer questions using CSRQ and by finding text evidence
Students demonstrate using strategies when reading their books- monitoring their own thinking
Goal 1: Cross-curricular: Academic vocabulary,
Domains: 1d, 3c, 4d Goal 2: Use knowledge of students to make instructional decisions Domains: 1b, 1e, 3d, 4e
Mon. -Friday - quick writes
Monday - Read about tornadoes, discuss engineering designs, plan structures
Tuesday - Build a structure that can withstand wind (straws, index cards, popsicle sticks, etc.)
Wednesday - Science experiments with wind to find the strongest structure
Thursday - Using a STEM graphic organizer to write a reflection on results
Friday - TEST “The True Story of the Three Little Pigs,” finish Gross Out Competition
ELP 1, 6-8.1, 6-8.2, 6-8.3,6-8.7, 6-8.8, 6-8.9, 6-8.10
TSW: participate in discussions about reading strategies and academic vocabulary
TSW: model finding textual evidence and complete a graphic organizer
TSW: analyze text and find clues
TSW: determine meanings of vocabulary words
TSW: correctly use grammar in context
TSW: engage in discussions concerning a story
TSW: demonstrate knowledge of story elements
TSW: analyze text and complete sensory graphic organizer
TSW: use words in sentences to relay meaning
TSW: write to a prompt using sensory language
TSW: participate in sensory gross-out writing competition
TSW: participate in group work
TSW: proficiently read and comprehend new text (AR Goals)
Complete these tasks as time permits.
rule of three
Review words from last week
Test completion - absences
Homework: Read 20 minutes daily, record time and date on reading log with parent signature. Due Wednesday each week
Goal 3: Parent communication Domains: 3a, 4b, 4c