Sixth Grade Reading Curriculum Map

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Sixth Grade Reading Curriculum Map

  1. 1. 6th Grade Reading Curriculum Map Isaac School District No. 5Authors: SchoolCyndi Martinez Isaac Middle SchoolLisa Salazar Isaac Middle SchoolJeanne Bondra Isaac Middle SchoolMaybely Munoz Pueblo del SolSarah Eary Pueblo del SolJanet Deppe Pueblo del SolDaniel Salaz Pueblo del SolRationaleRationale for selected performance objectives is based on data from the AIMS blueprint. We have chosen strands that are the most heavily weighted onAIMS and are critical for students to master before promotion to seventh grade.Linking performance objectives are scaffolded to guide the student’s towards mastery of priority objective(s). Each quarter the performance objectives arespiraled and clustered according to the complexity of the objectives in order to introduce concepts and promote student mastery.As a team, we have determined a number of recurring concepts and performance objectives that are to be integrated throughout the year to support studentmastery. These recurring performance objectives are listed in the Preamble.
  2. 2. 6th Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: Essential Learning AZStandard Knowledge Skills VOCABULARYS1C4PO1 Affixes and root words Determine the effect of affixes on root words.S1C4PO2 Context of unfamiliar words Use context to identify the meaning of unfamiliar words (e.g. definition, example, restatement, synonym, contrast).S1C4PO3 Context of multiple meaning words Use context to identify the intended meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).S1C4PO4 Figurative Language: similes, metaphors Personification, idioms Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.S1C4PO5 Reference aids: Identify the meanings, pronunciations, syllabication, antonyms, and parts of speech of words, parts of speech by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD- dictionary ROM and the Internet when available. thesaurus glossary CD-ROM Internet FLUENCYS1C5PO1 Fluency and expression Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  3. 3. 6th Grade Reading Curriculum Map Isaac School District No. 5 PREAMBLE AZStandard Knowledge Skills COMPREHENSION STRATEGIESS1C6PO1 Text, prior knowledge, Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic • Illustration sentences, key words). • Titles • Topic sentences • Key wordsS1C6PO2 Predictions, text Confirm predictions about text for accuracy.S1C6PO6 Organizational structures Apply knowledge of the organizational structures (e.g., chronological order, time-sequence • Chronological order order, cause and effect relationships) of text to aid comprehension. • Time sequence order • Cause and effectS1C6PO7 Reading strategies [Utilize] reading strategies (drawing conclusions, determining cause & effect, making • Drawing conclusions inferences, and sequencing) to comprehend text. • Determining cause & effect • Making inferences • Sequencing ELEMENTS OF LITERATURES2C1PO1 Plot components Describe the plot and its components (e.g., main events, conflict, rising action, climax, falling action, resolution).* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  4. 4. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Comprehension StrategiesCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Good readers use strategies to comprehend text. How can reading strategies help to comprehend text?Building background develops comprehension. How can understanding organizational structures aid the comprehension of text?Predictions give readers a reason to read further. How does building background knowledge facilitate in developing comprehension? How and why do good readers make predictions? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS1C6PO7 Reading Strategies Use reading strategies (e.g., drawing conclusion, cause and effect determining cause and effect, making inferences, drawing conclusion sequencing to comprehend text. inferenceS1C6PO6 Knowledge of the Organizational Apply knowledge of the organizational structures (e.g., sequencing Structures chronological order, time-sequence order, cause and effect chronological order relationships) of text to aid comprehension. time-sequenceS1C6PO1 Predicting Predict text content using prior knowledge and text features predict (e.g., illustrations, titles, topic sentences, key words). prior knowledgeS1C6PO2 Confirming predictions [Evaluate] predictions about text for accuracy. titles illustrations* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  5. 5. 6th Grade Reading Curriculum Map Isaac School District No. 5S1C6PO3 Clarifying Questions Generate clarifying questions in order to comprehend text. evaluate accuracy clarifying questions informationS1C6PO5 Making Connections [Make use of] information and events in text to experience experience and to relate text and sources. relateS1C5PO1 Fluency Read from a variety of genres with accuracy, automaticity sources (immediate recognition), and prosody (expression). genresS1C4PO1 Affixes Determine the effect of affixes on root words. prosody automaticityS1C4PO2 Meaning of Words Use context to identify the meaning of unfamiliar words (e.g. affixes definition, example, restatement, synonym, contrast). root words prefixes suffixes unfamiliar words restatement* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  6. 6. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Elements of LiteratureCluster: 2Big Ideas/Enduring Understandings Essential Question(s)All narratives contain elements of plot. What are the elements of plot?Authors intentionally use literary techniques to influence readers’ feeling and How do good readers use setting, characters and conflict to understand theattitudes. plot of the story?Authors give readers clues to identify character traits. How is the author’s attitude expressed through the text?Reading is a crucial life skill. How do good readers identify characters’ traits? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO1 Plot and its components Describe the plot and its components (e.g., main events, plot conflict, rising action, climax, failing action, resolution). main eventsS2C1PO8 Genres of fiction [Compare] various genres of fiction (e.g., mysteries, science conflict fiction, historical fiction, adventures, fantasies, fables, myths) rising action based upon their characteristics. climaxS2C1PO4 Narrative point of view Identify the narrative point of view (e.g., first person, first failing action person, third person, omniscient) in a literary selection. resolutionS2C1PO3 Characters [Identify] the motivations of major and minor characters. genre fictionS2C1PO5 Setting Analyze the influence of setting (e.g., time of day or year, mysteries historical period, place, situation) on the problem and adventures resolution. fantasiesS2C1PO6 Drawing Conclusions Draw conclusions about the style, mood, and meaning of fables literary text [by analyzing] the author’s word choice. myths* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  7. 7. 6th Grade Reading Curriculum Map Isaac School District No. 5S2C1PO2 Themes [Examine] the theme in works of prose, poetry, and drama. first person third personS2C2PO2 Stylistic elements in literature Identify common structures and stylistic elements in literature omniscient folklore, and myths from a variety of cultures. motivation minor major analyze resolution style mood prose poetry drama compare contrast stylistic elements folklore cultures literature* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  8. 8. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expository TextCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Determining the main idea helps to summarize what has been read. Why do people read expository text?Drawing conclusions of expository text is essential for comprehension. How is the main idea used to help readers summarize?People read expository text for information and enjoyment. How and why do good readers draw conclusions of expository text? How is the author’s attitude implied in the text? What are some organizational features of expository text that increase our understanding? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Main idea and supporting details [Examine] the main idea (explicit or implicit) and main idea supporting details in expository text. supporting detailS3C1PO2 Main idea and critical details [Organize] the main idea and critical details of expository text, critical details maintaining chronological or maintaining chronological or logical order. chronological order logical order logical orderS3C1PO3 Fact and Opinion in expository text. Distinguish fact from opinion in expository text, providing fact supporting evidence from text. opinionS3C1PO4 Author’s purpose in expository text. [Infer] the author’s stated or implied purpose(s) for writing stated purpose expository text.* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  9. 9. 6th Grade Reading Curriculum Map Isaac School District No. 5S3C1PO8 Organizational structures of Identify the organizational structures (e.g., chronological implied purpose expository text order, comparison and contrast, cause and effect relationships, comparison logical order) of expository text. contrastS3C1PO9 Valid Conclusions Draw valid conclusions about expository text, supported by cause text evidence. effect* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  10. 10. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Organizational Structure Comprehension StrategiesCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Good readers use strategies to comprehend text. How does the knowledge of organizational structures aid in comprehension?Readers anticipate what is happening next based on prior knowledge. In what way does the understanding of plot aid in comprehension?Every event has causes and effects. How do organizational structures impact the elements of plot? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S1C6PO6 Organizational structures to aid [Develop] knowledge of the organizational structures (e.g., chronological order comprehension chronological order, time-sequence order, cause and effect time-sequence relationships) of text to aid comprehension. cause*S1C6PO4 Graphic organizers Use graphic organizers in order to clarify the meaning of the effect text. drawing*S1C6PO7 Reading strategies Use reading strategies (e.g., drawing conclusions, conclusions determining cause and effect, making inferences, sequencing) inference to comprehend text. sequencing*S1C6PO1 Text features Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words). predict prior knowledge*S1C6PO2 Predictions Confirm predictions about text for accuracy. illustrations* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  11. 11. 6th Grade Reading Curriculum Map Isaac School District No. 5*S2C1PO1 Plot components [Analyze] the plot and its components (e.g., main events, titles conflict, rising action, climax, falling action, resolution). topic sentences main eventsS2C2PO1 Historical and cultural aspects Describe the historical aspects found in cross-cultural works conflict of literature. rising actionS1C4PO3 Multiple meaning words Use context to identify the intended meaning of words with climax multiple meanings (e.g., definition, example, restatement, or falling action contrast). resolution* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  12. 12. 6th Grade Reading Curriculum Map Isaac School District No. 5] Quarter: 2Unit Name and Description: Organizational Structures Expository TextCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Good readers draw conclusions to gain information and form opinions. How do students use organizational structure to draw conclusions?Readers use factual information to draw conclusions and make inferences How does evidence from the text help students draw a valid conclusion?about the text. What is the difference between fact and opinion? AZ Essential Learning Key Summative Standard Knowledge Skills Vocabulary Assessment*S3C1PO9 Conclusions from expository text Draw valid conclusions about expository text, supported by conclusion text evidence. chronological order*S3C1PO8 Organizational structures of [Analyze] the organizational structures (e.g., chronological comparison expository text order, comparison and contrast, cause and effect relationships, contrast logical order) of expository text.*S3C1PO2 Main idea and critical details of Summarize the main idea and critical details of expository cause expository text text, maintaining chronological or logical order. effect logical order*S3C1PO3 Fact from opinion in expository text Distinguish fact from opinion in expository text, providing main idea supporting evidence from text. critical details*S1C6PO4 Graphic organizers Use graphic organizers in order to clarify the meaning of the fact text. opinion* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  13. 13. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Graphic SourcesCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Graphic features expand and extend understanding. How do text graphics enhance understanding of nonfiction text?Reference materials are used for specific information. How does expository text provide research information?Expository text provides research information. Why do we read information/reference materials? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO7 Graphic features Interpret graphic features(e.g., charts, maps, diagrams, charts illustrations, tables, timelines, graphs) of expository text. maps diagrams illustrationsS3C1PO5 Organizational features [Examine] specific information by using organizational tables features(e.g. tables of contents, headings, captions, bold print, timelines italics, glossaries, indices, key/guide words, topic sentences, graphs concluding sentences) of expository text. tables of contentsS3C1PO6 Reference sources Locate [and use] appropriate print and electronic reference headings sources (encyclopedia, atlas, almanac, dictionary, thesaurus, captions periodical, CD-ROM, website) for a specific purpose. bold printS1C4PO5 Meanings, pronunciations, Identify the meanings, pronunciations, syllabication, italics syllabication, antonyms, and parts antonyms, and parts of speech of words, by using a variety of glossaries of speech of words reference aids, including dictionaries, thesauri, glossaries, indices and CD-ROM and the Internet when available. key/guide words* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  14. 14. 6th Grade Reading Curriculum Map Isaac School District No. 5 topic sentences concluding sentences encyclopedia atlas almanac dictionary thesaurus periodical CD-ROM website pronunciations syllabication antonyms* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  15. 15. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Functional TextCluster: 7Big Ideas/Enduring Understandings Essential Question(s)Reading has a purpose. How is functional text different from other expository text?Information text looks different, has a different purpose and requires How does the sequencing of events help comprehension?additional strategies to comprehend. What do readers do to understand what they read? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C2PO3 Functional text for a specific Interpret details from functional text for a specific purpose functional purpose (e.g., to follow directions, to solve a problem, to perform a procedure procedure, to answer questions.) legendS3C2PO2 Functional text features Identify the text features (e.g., directions, legend, illustrations, diagram diagram, sequence, bold face print, headings) of functional sequence text. illustrationsS3C2PO1 Sequence of activities to carry out a Use information from text and text features to determine the procedure sequence of activities need to carry out a procedure.* = POs previously introduced Bold = Priority PO 15Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  16. 16. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Persuasive StrategiesCluster: 8Big Ideas/Enduring Understandings Essential Question(s)Writers use persuasive techniques to convince readers of their opinion. How is the authors attitude expressed throughout the text?Readers can decide what to believe about persuasive text. What persuasive techniques, if any, does the author employ? How do I recognize and use propaganda techniques? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO3 Persuasive strategies [Evaluate] the intended effect of persuasive strategies and persuasive propaganda techniques (e.g., bandwagon, peer pressure, strategy repetition, testimonial, transfer, loaded words) that an propaganda author uses. bandwagonS3C3PO1 Author’s position Determine the author’s specific purpose for writing the peer pressure persuasive text. repetition testimonialS3C3PO2 Author’s argument Identify the facts and details that support the author’s transfer argument regarding a particular idea, subject, concept, or loaded words object. argument* = POs previously introduced Bold = Priority PO 16Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  17. 17. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Elements of PoetryCluster: 9Big Ideas/Enduring Understandings Essential Question(s) How do readers identify poetic structures?Poetry is open to personal interpretation. What poetic structures do authors use?Poetic structures help to determine different kinds of poems. What are the elements of poetry? How do we identify, understand, and use figurative language to enrich poetry? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO7 Elements of poetry [Evaluate] the characteristics and structural elements of poetry poetry (e.g., stanza, verse, rhyme scheme, line breaks, stanza alliteration, consonance, assonance, rhythm, repetition, verse figurative language). rhyme schemeS1C4PO4 Figurative language Determine the meaning of figurative language, including line breaks similes, metaphors, personification, and idioms in prose and alliteration poetry. consonance assonance*S2C1PO2 Theme [Analyze] the theme in works of prose, poetry, and drama. rhythm repetition*S2C1PO6 Drawing Conclusions Draw conclusions about the style, mood, and meaning of similes literary text based on the author’s word choice. metaphors personifications idioms* = POs previously introduced Bold = Priority PO 17Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  18. 18. 6th Grade Reading Curriculum Map Isaac School District No. 5S1C6PO5 Connecting Information and Events Connect information and events in text to experience and to related text and sources.* = POs previously introduced Bold = Priority PO 18Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  19. 19. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (7th Grade)Unit Name and Description: Main Idea and Supporting DetailsCluster: 10Big Ideas/Enduring Understandings Essential Question(s)Identifying main idea and supporting details is helpful for a reader to How does identifying the main idea of a text help the reader?understand the text and the author’s purpose. How do context clues help us determine the unknown words and phrases?People read to have a better understanding of themselves and the knowledgethey obtain. How do we apply reading strategies to increase our understanding of a text?Good readers use strategies to comprehend text and connect to literature. How might prediction help us question and connect what we know? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO2 Main ideas and critical details Summarize the main idea (stated or implied) and critical summarize details of expository text, maintaining chronological, implied sequential, or logical order. expository text chronologicalS3C1PO1 Main idea and supporting details Restate the main idea (explicit or implicit) and supporting sequential details in expository text. logicalS1C6PO1 Prior knowledge and text features Predict text content using prior knowledge and text features explicit (e.g., illustrations, titles, topic sentences, key words). predict prior knowledgeS1C6PO2 Predictions Confirm predictions about text for accuracy. titles illustrations evaluateS1C6PO3 Clarifying questions [Use] clarifying questions in order to comprehend text. accuracy* = POs previously introduced Bold = Priority PO 19Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  20. 20. 6th Grade Reading Curriculum Map Isaac School District No. 5S1C4PO1 Linguistic roots, affixes Determine the meaning of vocabulary using linguistic roots clarify and affixes (e.g., Greek, Anglo-Saxon, Latin). affixes context cluesS1C4PO2 Context Clues Use context to identify the intended meaning of unfamiliar figurative words (e.g., definition, example, restatement, synonym, language contrast). simileS1C4PO4 Figurative language Determine the meaning of figurative language, including metaphor similes, metaphors, personification, and idioms in prose and personification poetry. idioms* = POs previously introduced Bold = Priority PO 20Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  21. 21. 6th Grade Reading Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (7th Grade)Unit Name and Description: Literary text/CharacterizationCluster: 11Big Ideas/Enduring Understandings Essential Question(s)When people connect their life experience to the text they can better relate to How can the characters we read about help us learn about ourselves?the text. How does understanding plot aid in comprehension?Paying attention to the thoughts, words and actions of character helps readersbetter relate to them. What strategies can we use to help us better understand and connect with the text?Fluent readers use strategies to draw conclusions about what may happen. How does the setting influence the problem of a story?Authors give clues to identify character traits. How do authors give readers clues to identify character traits? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS2C1PO3 Description of characters Describe a character, based upon thoughts, words, and character actions of the character, the narrator’s description, and plot other characters conflictS2C1PO1 Plot development [Interpret] plot development (e.g., conflict, subplots, parallel resolution episodes) to determine how conflicts are resolved. subplots parallel episodes causeS1C6PO7 Reading strategies to interpret text [Apply] reading strategies (e.g., drawing conclusion, effect determining cause and effect, making inferences, sequencing) drawing to interpret text. conclusions* = POs previously introduced Bold = Priority PO 21Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District
  22. 22. 6th Grade Reading Curriculum Map Isaac School District No. 5S1C6PO2 Predictions for accuracy Confirm predictions about text for accuracy. inference sequencing evaluateS2C1PO3 Description of characters Describe a character, based upon the thoughts, words, and accuracy actions of the character, the narrator’s description, and other character characters. narrator descriptionS2C1PO5 Influence of setting Analyze the influence of setting (e.g., time of day or year, setting historical period, place, situation) on the problem and problem resolution. resolution* = POs previously introduced Bold = Priority PO 22Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010Underlining = Cognitive rigor Isaac School District

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