The document provides a 6th grade reading curriculum map for the Isaac School District. It includes rationale for the selected performance objectives based on AIMS testing data. It outlines recurring concepts and objectives to be integrated throughout the year. It also includes 4 quarters of units addressing comprehension strategies, elements of literature, expository text, and organizational structures. Each unit includes essential learning objectives and vocabulary.

1. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Authors: School
Cyndi Martinez Isaac Middle School
Lisa Salazar Isaac Middle School
Jeanne Bondra Isaac Middle School
Maybely Munoz Pueblo del Sol
Sarah Eary Pueblo del Sol
Janet Deppe Pueblo del Sol
Daniel Salaz Pueblo del Sol
Rationale
Rationale for selected performance objectives is based on data from the AIMS blueprint. We have chosen strands that are the most heavily weighted on
AIMS 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 are
spiraled 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 student
mastery. These recurring performance objectives are listed in the Preamble.

2. 6th Grade Reading Curriculum Map
Isaac School District No. 5
PREAMBLE
These POs will be integrated throughout the year:
Essential Learning
AZ
Standard Knowledge Skills
VOCABULARY
S1C4PO1 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
FLUENCY
S1C5PO1 Fluency and expression Read from a variety of genres with accuracy, automaticity (immediate recognition), and
prosody (expression).
* = POs previously introduced Bold = Priority PO 2
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

3. 6th Grade Reading Curriculum Map
Isaac School District No. 5
PREAMBLE
AZ
Standard Knowledge Skills
COMPREHENSION STRATEGIES
S1C6PO1 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 words
S1C6PO2 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 effect
S1C6PO7 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 LITERATURE
S2C1PO1 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 3
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

4. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Comprehension Strategies
Cluster: 1
Big 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S1C6PO7 Reading Strategies Use reading strategies (e.g., drawing conclusion, cause and effect
determining cause and effect, making inferences, drawing conclusion
sequencing to comprehend text. inference
S1C6PO6 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-sequence
S1C6PO1 Predicting Predict text content using prior knowledge and text features predict
(e.g., illustrations, titles, topic sentences, key words). prior knowledge
S1C6PO2 Confirming predictions [Evaluate] predictions about text for accuracy. titles
illustrations
* = POs previously introduced Bold = Priority PO 4
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

5. 6th Grade Reading Curriculum Map
Isaac School District No. 5
S1C6PO3 Clarifying Questions Generate clarifying questions in order to comprehend text. evaluate
accuracy
clarifying questions
information
S1C6PO5 Making Connections [Make use of] information and events in text to experience experience
and to relate text and sources. relate
S1C5PO1 Fluency Read from a variety of genres with accuracy, automaticity sources
(immediate recognition), and prosody (expression). genres
S1C4PO1 Affixes Determine the effect of affixes on root words. prosody
automaticity
S1C4PO2 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 5
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

6. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 1
Unit Name and Description: Elements of Literature
Cluster: 2
Big 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 the
attitudes. 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO1 Plot and its components Describe the plot and its components (e.g., main events, plot
conflict, rising action, climax, failing action, resolution). main events
S2C1PO8 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. climax
S2C1PO4 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. resolution
S2C1PO3 Characters [Identify] the motivations of major and minor characters. genre
fiction
S2C1PO5 Setting Analyze the influence of setting (e.g., time of day or year, mysteries
historical period, place, situation) on the problem and adventures
resolution. fantasies
S2C1PO6 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 6
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

7. 6th Grade Reading Curriculum Map
Isaac School District No. 5
S2C1PO2 Themes [Examine] the theme in works of prose, poetry, and drama. first person
third person
S2C2PO2 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 7
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

8. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Expository Text
Cluster: 3
Big 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO1 Main idea and supporting details [Examine] the main idea (explicit or implicit) and main idea
supporting details in expository text. supporting detail
S3C1PO2 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 order
S3C1PO3 Fact and Opinion in expository text. Distinguish fact from opinion in expository text, providing fact
supporting evidence from text. opinion
S3C1PO4 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 8
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

9. 6th Grade Reading Curriculum Map
Isaac School District No. 5
S3C1PO8 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.
contrast
S3C1PO9 Valid Conclusions Draw valid conclusions about expository text, supported by
cause
text evidence.
effect
* = POs previously introduced Bold = Priority PO 9
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

10. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 2
Unit Name and Description: Organizational Structure Comprehension Strategies
Cluster: 4
Big 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 Summative
Standard 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 10
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

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 events
S2C2PO1 Historical and cultural aspects Describe the historical aspects found in cross-cultural works conflict
of literature.
rising action
S1C4PO3 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 11
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

12. 6th Grade Reading Curriculum Map
Isaac School District No. 5
] Quarter: 2
Unit Name and Description: Organizational Structures Expository Text
Cluster: 5
Big 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 12
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

13. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Graphic Sources
Cluster: 6
Big 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO7 Graphic features Interpret graphic features(e.g., charts, maps, diagrams, charts
illustrations, tables, timelines, graphs) of expository text. maps
diagrams
illustrations
S3C1PO5 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 contents
S3C1PO6 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 print
S1C4PO5 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 13
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

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 14
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

15. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Functional Text
Cluster: 7
Big 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S3C2PO3 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.)
legend
S3C2PO2 Functional text features Identify the text features (e.g., directions, legend, illustrations, diagram
diagram, sequence, bold face print, headings) of functional sequence
text.
illustrations
S3C2PO1 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 15
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

16. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Persuasive Strategies
Cluster: 8
Big Ideas/Enduring Understandings Essential Question(s)
Writers use persuasive techniques to convince readers of their opinion. How is the author's 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S3C3PO3 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. bandwagon
S3C3PO1 Author’s position Determine the author’s specific purpose for writing the peer pressure
persuasive text. repetition
testimonial
S3C3PO2 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 16
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

17. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 3
Unit Name and Description: Elements of Poetry
Cluster: 9
Big 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO7 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
scheme
S1C4PO4 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 17
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

18. 6th Grade Reading Curriculum Map
Isaac School District No. 5
S1C6PO5 Connecting Information and Events Connect information and events in text to experience and to
related text and sources.
* = POs previously introduced Bold = Priority PO 18
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

19. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (7th Grade)
Unit Name and Description: Main Idea and Supporting Details
Cluster: 10
Big 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 knowledge
they 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S3C1PO2 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
chronological
S3C1PO1 Main idea and supporting details Restate the main idea (explicit or implicit) and supporting
sequential
details in expository text.
logical
S1C6PO1 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 knowledge
S1C6PO2 Predictions Confirm predictions about text for accuracy. titles
illustrations
evaluate
S1C6PO3 Clarifying questions [Use] clarifying questions in order to comprehend text.
accuracy
* = POs previously introduced Bold = Priority PO 19
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

20. 6th Grade Reading Curriculum Map
Isaac School District No. 5
S1C4PO1 Linguistic roots, affixes Determine the meaning of vocabulary using linguistic roots clarify
and affixes (e.g., Greek, Anglo-Saxon, Latin). affixes
context clues
S1C4PO2 Context Clues Use context to identify the intended meaning of unfamiliar figurative
words (e.g., definition, example, restatement, synonym, language
contrast). simile
S1C4PO4 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 20
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

21. 6th Grade Reading Curriculum Map
Isaac School District No. 5
Quarter: 4 The POs in the following cluster(s) are from the subsequent grade level (7th Grade)
Unit Name and Description: Literary text/Characterization
Cluster: 11
Big 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 readers
better 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 Summative
Standard Knowledge Skills Vocabulary Assessment
S2C1PO3 Description of characters Describe a character, based upon thoughts, words, and character
actions of the character, the narrator’s description, and
plot
other characters
conflict
S2C1PO1 Plot development [Interpret] plot development (e.g., conflict, subplots, parallel resolution
episodes) to determine how conflicts are resolved. subplots
parallel episodes
cause
S1C6PO7 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 21
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District

22. 6th Grade Reading Curriculum Map
Isaac School District No. 5
S1C6PO2 Predictions for accuracy Confirm predictions about text for accuracy. inference
sequencing
evaluate
S2C1PO3 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
description
S2C1PO5 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 22
Italics = POs taught at earlier grade level [ ] = Increased skill rigor 7/22/2010
Underlining = Cognitive rigor Isaac School District