Part 1 Standards Map for Program 2 Basic ELA/ELD ...asset.springboardonline.org/ebook/public/documents/SpringBoard_P… · Publisher: The College Board Program 2: CA CCSS for ELA

© California Department of Education – SBE Approved CA Common Core State Standards Map – Program 2, Grade Six Page 1 of 23

Revised: 02/02/2015

Publisher: The College Board Program 2: CA CCSS for ELA

Program Title: SpringBoard English Language Arts and English Language Development

Components: Abbreviation

SpringBoard English Language Arts Student Edition, Grade 6 ELA SE

SpringBoard English Language Arts Teacher Edition, Grade 6 ELA TE

SpringBoard English Language Development Student Edition, Grade 6 ELD SE

SpringBoard English Language Development Teacher Edition, Grade 6 ELD TE

SpringBoard Writing Workshop with Grammar Activities Student Edition, Grade 6 WWGA SE

SpringBoard Writing Workshop with Grammar Activities Teacher Edition, Grade 6 WWGA TE

SpringBoard Close Reading Workshop Student Edition, Grade 6 CRW SE

SpringBoard Close Reading Workshop Teacher Edition, Grade 6 CRW TE

SpringBoard Digital Teacher Resources SBD TR

SpringBoard Digital Assessment SBD A

Part 1 – Standards Map for Program 2 Basic ELA/ELD, Kindergarten Through Grade Eight Grade Six – California Common Core State Standards for English Language Arts

This basic grade-level program provides the comprehensive curriculum in English language arts for kindergarten through grade eight with integration of the CA ELD Standards that were adopted by the SBE November 2012. It provides the foundation for instruction and is intended to ensure that all students master the CA CCSS for ELA and the corresponding CA ELD Standards, and includes materials necessary for designated English language development instruction. Publishers may submit any combination of grade levels in this program category, although no partial grade levels may be submitted.

Standard Standard Language Publisher Citations

Meets Standard Reviewer Comments,

Citations, and Questions Y N

LITERATURE

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.

ELA SE: Unit 1: 1.2 (pp. 5–12), 1.5 (pp. 18–27), 1.13 (pp.58–63), 1.14 (pp. 66–67); Unit 2: 2.3 (pp.96–98), 2.5 (pp.102–103), EA 1 (pp.125–126)

ELA TE: Unit 1: 1.2 (pp. 6–12), 1.14 (p. 60); Unit 2: 2.3 (pp. 96–98), 2.5 (pp. 102–103)

Publisher: Program 2: CA CCSS for ELA Program Title: Components:


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ELD SE: Unit 1: Part Two: 2.4 (p. 21); Unit 1: Part Three: 3.4 (p. 34); Unit 2: Part One: 1.4 (p. 53) CRW SE: Workshop 3: Act. 1 (pp. 31–36), Act. 2 (pp. 37–38), Act. 3 (pp. 39–43)

RL.6.2 Determine a theme or 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.

ELA SE: Unit 1: 1.11 (pp. 50–54), 1.14 (p. 68), 1.15 (pp. 70–79), 1.16 (pp. 80–84); Unit 2: 2.6 (pp. 104–105), 2.9 (pp.113–114), EA 1 (pp. 125–126)

ELA TE: Unit 1: 1.11 (p. 54), 1.14 (p. 68), 1.15 (pp. 78–79)

ELD SE: Unit 1: Part One: 1.4 (p. 8); Part Two: 2.4 (p. 21); Unit 2: Part Two: 2.4 (p. 66)

CRW SE: Workshop 3: Act. 1 (pp. 31–36), Act. 3 (pp. 39–43)

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.

ELA SE: Unit 1: 1.2 (pp. 6–12), 1.11 (pp. 50–54), 1.14 (pp. 64–69); Unit 2: 2.5 (102–103), EA 1 (pp. 125-126)

ELA TE: Unit 1: 1.11 (pp. 50–54); Unit 2: 2.5 (102–103)

ELD SE: Unit 1: Part One: 1.4 (p. 8); Part Two: 2.4 (p. 21)

Craft and Structure

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. (See grade 6 Language standards 4–6 for additional expectations.) CA

ELA SE: Unit 1: 1.5 (pp. 24–25), 1.15 (pp.70–79); Unit 2: 2.8 (pp.110–112); Unit 4: 4.8 (pp. 277–283), 4.14 (pp. 312–319)

ELA TE: Unit 2: 2.8 (pp. 110–112);



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Unit 4: 4.14 (pp. 312–319)

ELD SE: Unit 1: Part One: 1.4 (p. 8); Part Two: 2.4 (p. 21); Unit 2: Part One: 1.4 (p. 53); Unit 4: Part Two: 2.4 (p. 152)

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.

ELA SE: Unit 1: 1.2 (pp. 6–12), 1.14 (64–69), 1.16 (p. 83); Unit 4: 4.8 (pp. 277–283), 4.10 (pp. 287–289)

ELA TE: Unit 1: 1.2 (pp.6–12)

ELD SE: Unit 2: Part Two: 2.4 (p. 66); Unit 4: Part Two: 2.4 (p. 240)

RL.6.6 Explain how an author develops the point of view of the narrator or speaker in a text.

ELA SE: Unit 1: 1.5 (pp. 18–27), 1.14 (pp. 64–69); Unit 4: 4.8 (pp. 277–283), 4.14 (p. 318)

CRW SE: Workshop 4: Act. 1 (pp. 45–49, Act. 3 (pp. 52–55)

ELD SE: Unit 1: Part One: 1.4 (p. 8)

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.

ELA SE: Unit 4: 4.11 (pp. 290–299), 4.12 (p. 307), 4.15 (pp. 320)

RL.6.8 (Not applicable to literature)

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.

ELA SE: Unit 1: 1.10 (p. 49); Unit 2: 2.10 (115–118); Unit 4: 4.11 (p. 297)

CRW SE: Workshop 3: Act. 2 (pp. 37–28), Act. 4 (p. 44); Workshop 5: Act. 4 (p. 74)



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Range of Reading and Level of Text Complexity

RL.6.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELA SE: Unit 1: 1.3 (p. 13), 1.4 (p. 17), 1.9 (p. 45); Resources (pp. 334–341)

ELA TE: To the Teacher (p. x–xi); Unit 4: 4.1 (p. 250), 4.6 (p. 272)

INFORMATIONAL TEXT

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.

ELA SE: Unit 2: 2.16 (pp. 138–142), 2.17 (pp. 143–146); Unit 3: 3.4 (pp. 172–185), 3.7 (pp. 197–202), 3.8 (203–212); Unit 4: 4.3 (pp. 255–260)

ELA TE: Unit 2: 2,16 (pp. 138–142); Unit 3: 3.4 (p. 181), 3.7 (pp. 197–202)

ELD SE: Unit 2: Part Three: 3.4 (p. 77); Unit 3: Part Two: 2.4 (p. 108); Unit 4: Part One: 1.4 (p. 140)

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.

ELA SE: Unit 2: 2.16 (p. 142), 2.18 (pp. 147–148); Unit 3: 3.4 (pp. 172–174), 3.10 (pp. 221–223); Unit 4: 4.6 (264–272)

ELA TE: Unit 2: 2.18 (p. 148); Unit 3: 3.4 (pp. 172–174), 3.10 (p. 222); Unit 4: 4.6 (p. 266)

ELD SE: Unit 2: Part Three: 3.4 (p. 77); Unit 4: Part One: 1.4 (p. 140)

RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

ELA SE: Unit 2: 2.16 (pp. 138–142), 2.19 (pp. 151–156); Unit 3: 3.4 (pp. 172–185)

ELD SE: Unit 3: Part One: 1.4 (p. 95); Unit 4: Part One: 1.4 (p. 140)



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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. (See grade 6 Language standards 4–6 for additional expectations.) CA

ELA SE: Unit 1: 1.6 (pp. 28–33); Unit 2: 2.16 (pp. 138–142); Unit 3: 3.3 (pp. 166–171), 3.13 (pp. 234–236); Unit 4: 4.6 (pp. 264–272)

ELA TE: Unit 1: 1.6 (pp. 28–33); Unit 2: 2.16 (pp. 138–142); Unit 3: 3.3 (p. 169), 3.13 (pp. 234–236); Unit 4: 4.6 (pp. 264–272)

RI.6.5a 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.

Analyze the use of text features (e.g., graphics, headers, captions) in popular media. CA

ELA SE: Unit 1.4 (pp. 14–17); Unit 2: 2.17 (p. 145); Unit 3: 3.3 (pp. 166–171), 3.4 (pp. 172–185), 3.7 (pp. 186–191), 3.8 (pp. 203–215); Unit 4: 4.2 (pp. 251–254)

ELA TE: Unit 1.4 (pp. 14–17); Unit 2: 2.17 (p. 145); Unit 3: 3.3 (pp. 166–171), 3.4 (pp. 172–185), 3.7 (pp. 186–191), 3.8 (pp. 203–215); Unit 4: 4.2 (pp. 251–254)

ELD SE: Unit 2: Part Three: 3.4 (p. 77)

RI.6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

ELA SE: Unit 3: 3.3 (pp. 166–171), 3.10 (pp. 221–224)

ELA TE: Unit 3: 3.3 (pp. 167), 3.10 (p. 222)

CRW SE: Workshop 1: Act. 1 (pp. 1–5), Act. 3 (pp. 8–11); Workshop 2: Act. 1 (pp.13–20), Act. 3 (pp. 23–29)


Integration of Knowledge and Ideas

RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively)

ELA SE: Unit 2: 2.19 (pp. 151–156); Unit 3: 3.7 (pp. 197–202), 3.8 (pp.



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as well as in words to develop a coherent understanding of a topic or issue.

203–215)

ELA TE: Unit 2: 2.19 (pp. 151–156); Unit 3: 3.7 (pp. 197–202), 3.8 (pp. 203–215)

CRW SE: Workshop 2: Act. 2 (pp. 21–22)

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.

ELA SE: Unit 2: 2.16 (pp. 138–142), 2.17 (pp. 143–146), 2.18 (pp. 147–150); Unit 3: 3.7 (pp. 197–202), 3.8 (pp. 203–215), 3.11 (pp. 225–230); Unit 4: 4.2 (pp. 251–254)

ELA TE: Unit 2: 2.16 (pp. 138–142), 2.17 (pp. 143–146), 2.18 (pp. 147–150); Unit 3: 3.7 (pp. 197–202), 3.8 (pp. 203–215), 3.11 (pp. 225–230); Unit 4: 4.2 (pp. 251–254)

CRW SE: Workshop 2: Act. 1 (pp. 13–20)

ELD SE: Unit 3: Part Two: 2.4 (p. 108); Unit 3: Part Three: 3.4 (p. 120)

RI.6.9 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

ELA SE: Unit 2: 2.19 (pp. 151–156); Unit 3: 3.8 (pp. 203–215)

ELA TE: Unit 2: 2.19 (pp. 151–156); Unit 3: 3.8 (pp. 203–215)

Range of Reading and Level of Text Complexity

RI.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.

ELA SE: Unit 2: 2.2 (p. 94), 2.13 (p. 129); Unit 3: 3.1 (p. 162), 3.6 (p. 195); Resources (pp. 334–341)

ELA TE: To the Teacher (p. x–xi); Unit



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2: 2.13 (p. 129); Unit 3: 3.8 (p. 215)

WRITING

Text Types and Purposes

W.6.1a Write arguments to support claims with clear reasons and relevant evidence.

Introduce claim(s) and organize the reasons and evidence clearly.

ELA SE: Unit 3: 3.3 (pp. 166–171), 3.10 (pp. 221–224), 3.14 (pp. 237–238), EA 2 (pp. 245–246); Unit 4: 4.2 (pp. 251–254) ELA TE: Unit 3.3 (pp. 166–171), 3.14 (pp. 237–238) ELD SE: Unit 3: Part 3: 3.7 (pp. 125–132) ELD TE: Unit 3: Part 3: 3.7 (pp. 204–207d) WWGA SE: Workshop 2: Act. 2 (pp. 18–23), Act. 3 (pp. 23-25), Act. 4 (pp. 25–26)

W.6.1b Write arguments to support claims with clear reasons and relevant evidence.

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

ELA SE: Unit 3: 3.6 (p. 196), 3.7 (p. 201), 3.10 (pp. 221–224), EA 2 (pp. 245–256); Unit 4: 4.2 (pp. 251–254) ELD SE: Unit 3: Part 3: 3.7 (pp. 125–132) ELD TE: Unit 3: Part 3: 3.7 (pp. 204–207d) WWGA SE: Workshop 2: Act. 2 (pp. 18–23), Act. 3 (pp. 23-25), Act. 4 (pp. 25–26)

W.6.1c Write arguments to support claims with clear reasons and relevant evidence.

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

ELA SE: Unit 3: 3.10 (p. 223–224), 3.12 (p. 233), 3.15 (pp. 239–243), EA 2 (pp. 245–256)

ELA TE: Unit 3: 3.15 (pp. 239–243)



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ELD SE: Unit 3: Part 3: 3.7 (pp. 125–132) ELD TE: Unit 3: Part 3: 3.7 (pp. 204–207d)

WWGA SE: Workshop 2: Act. 2 (pp. 18–23), Act. 3 (pp. 23-25), Act. 4 (pp. 25–26)

W.6.1d Write arguments to support claims with clear reasons and relevant evidence. Establish and maintain a formal style.

ELA SE: Unit 3: 3.6 (pp.192–196), 3.7 (p. 201), EA 2 (pp. 245–256)

ELA TE: Unit 3: 3.6 (pp.192–196)



W.6.1e Write arguments to support claims with clear reasons and relevant evidence.

Provide a concluding statement or section that follows from the argument presented.

ELA SE: Unit 3: 3.6 (p.196), 3.10 (pp. 223–224), 3.14 (pp. 237–238), EA 2 (pp. 245–256)



W.6.2a Write informative/explanatory texts to examine a ELA SE: Unit 2: 2.2 (pp. 93–95), 2.4



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topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Introduce a topic or thesis statement; 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. CA

(pp. 99–101), EA 1 (pp. 125–126), 2.14 (pp. 130–133), 2.17 (p.146), EA 2 (pp. 157–158); Unit 4: 4.3 (pp. 255–260) ELD SE: Unit 2: Part Three: 3.7 (pp. 82–88) ELD TE: Unit 2: Part Three: 3.7 (pp. 134–139b) WWGA SE: Workshop 3: Act. 2 (pp. 30–33), Act. 3 (pp. 33–35), Act. 4 (pp. 35–36)

W.6.2b Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

ELA SE: Unit 2: 2.6 (p. 105), 2.9 (p. 114), EA 1 (pp. 125–126), 2.14 (p.131), 2.15 (pp. 134–137), 2.17 (p. 146), EA 2 (pp. 157–158)

ELA TE: Unit 2: 2.9 (p. 114), 2.14 (p. 131), 2.15 (pp. 134–137), 2.17 (p. 146)

ELD SE: Unit 2: Part Three: 3.7 (pp. 82–88) ELD TE: Unit 2: Part Three: 3.7 (pp. 134–139b)

WWGA SE: Workshop 3: Act. 2 (pp. 30–33), Act. 3 (pp. 33–35), Act. 4 (pp. 35–36)

W.6.2c Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Use appropriate transitions to clarify the relationships among ideas and concepts.

ELA SE: Unit 2: 2.4 (p. 100), 2.12 (p 124), EA 1 (pp. 125–126), 2.15 (pp. 134–137), EA 2 (pp. 157–158)

ELA TE: Unit 2: 2.4 (p. 100)

ELD SE: Unit 2: Part Three: 3.7 (pp.



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82–88) ELD TE: Unit 2: Part Three: 3.7 (pp. 134–139b)


W.6.2d Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

ELA SE: Unit 2: 2.9 (pp. 113–114), EA 1 (pp. 125–126), 2.15 (p. 136), EA 2 (pp. 157–158); Unit 4: 4.3 (pp. 255–260), 4.4 (pp. 261–262), 4.6 (pp. 264–272), 4.8 (pp. 277–283), 4.15 (p. 320) ELD SE: Unit 2: Part Three: 3.7 (pp. 82–88) ELD TE: Unit 2: Part Three: 3.7 (pp. 134–139b) WWGA SE: Workshop 3: Act. 2 (pp. 30–33), Act. 3 (pp. 33–35), Act. 4 (pp. 35–36)

W.6.2e Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Establish and maintain a formal style.

ELA SE: Unit 4: 4.4 (p. 261–262), 4.8 (p. 283)



W.6.2f Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization,

ELA SE: Unit 2: EA 1 (pp. 125–126), 2.15 (pp. 134–137), EA 2 (pp.157–158); Unit 4: 4.3 (p. 260), EA 1 (pp. 273-274)



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and analysis of relevant content.

Provide a concluding statement or section that follows from the information or explanation presented.

ELA TE: Unit 2: 2.15 (p. 135)



W.6.3a Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

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.

ELA SE: Unit 1: 1.2 (pp. 5–12), 1.4 (pp. 14–17), 1.8 (p. 41), EA 1 (pp. 46–47), 1.12 (p. 57), 1.14 (p. 69), EA 2 (pp. 87–88)

ELA TE: Unit 1: 1.7 (pp. 34–36), 1.12 (p. 56)

ELD SE: Unit 1: Part Three: 3.7 (pp. 39–46)

ELD TE: Unit 1: Part Three: 3.7 (pp. 66–69d)

WWGA: Workshop 4: Act. 2 (pp. 43–46), Act. 3 (pp. 46–49), Act. 4 (pp. 49–50)

W.6.3b Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

ELA SE: Unit 1: 1.5 (p. 27), 1.8 (p. 41), 1.9 (pp. 42–45), EA 1 (pp. 46–47)

ELA TE: Unit 1: 1.9 (pp. 42–45)


ELD TE: Unit 1: Part Three: 3.7 (pp.



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66–69d)


W.6.3c Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

ELA SE: Unit 1: 1.8 (pp. 37–41), 1.9 (pp. 42–45), EA 1 (pp. 46–47), EA 2 (pp. 87–88)




W.6.3d Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

ELA SE: Unit 1: 1.5 (p. 27), 1.8 (p. 41), EA 1 (pp. 46–47), 1.13 (p. 63), 1.14 (p. 69), EA 2 (pp. 87–88)




W.6.3e Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

Provide a conclusion that follows from the narrated experiences or events.

ELA SE: Unit 1: 1.8 (pp. 40–41), EA 1 (pp. 46–47), 1.15 (pp. 70–79), EA 2 (pp. 87–88)




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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. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

ELA SE: Unit 2: EA 2 (pp. 157–158); Unit 3: 3.13 (p. 236), EA 2 (pp. 245–246)

ELD SE: Unit 1: Part Three: 3.7 (pp. 39–46); Unit 2: Part Three: 3.7 (pp. 82–88); Unit 3: Part 3: 3.7 (pp. 125–132) ELD TE: Unit 1: Part Three: 3.7 (pp. 66–69d); Unit 2: Part Three: 3.7 (pp. 134–139b); Unit 3: Part 3: 3.7 (pp. 204–207d)

W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

ELA SE: Unit 1: Activity 1.8 (pp. 37–41), 1.9 (pp. 42–45), EA 1 (pp. 46-47), 1.17 (pp. 85–86); Unit 2: 2.15 (pp. 134–137), EA 2 (pp. 157–158); Unit 3: 3.2 (pp. 163–165), 3.8 (pp. 203–215), 3.15 (pp. 239–243) ELA TE: Unit 1: EA 1 (pp. 46–47); Unit 3: 3.15 (pp. 239–243) ELD SE: Unit 1: Part Three: 3.7 (pp. 39–46); Unit 2: Part Three: 3.7 (pp. 82–88); Unit 3: Part 3: 3.7 (pp. 125–132) ELD TE: Unit 1: Part Three: 3.7 (pp. 66–69d); Unit 2: Part Three: 3.7 (pp. 134–139b); Unit 3: Part 3: 3.7 (pp.



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204–207d)

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.

ELA SE: Unit 1: EA 1 (pp. 46–47), EA 2 (pp. 87–88); Unit 2: EA 1 (pp. 125–126), EA 2 (pp. 157–158); Unit 3: EA 1 (pp. 216–217), EA 2 (pp. 245–246); Unit 4: 4.4 (pp. 261–262), EA 1 (pp. 273–274) ELD SE: Unit 1: Part Three: 3.7 (pp. 39–46); Unit 2: Part Three: 3.7 (pp. 82–88); Unit 3: Part 3: 3.7 (pp. 125–132) ELD TE: Unit 1: Part Three: 3.7 (pp. 66–69d); Unit 2: Part Three: 3.7 (pp. 134–139b); Unit 3: Part 3: 3.7 (pp. 204–207d)

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.

ELA SE: Unit 2: 2.18 (pp. 147–150), EA 2 (pp. 157–158); Unit 3: 3.5 (pp. 186–191), 3.8 (p. 213), EA 1 (p. 216–217), EA 2 (pp. 245–246); Unit 4: 4.4 (pp. 261–262), EA 1 (pp. 273–274) ELA TE: Unit 2: 2.18 (pp. 148–150); Unit 3: 3.12 (p. 231)

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.

ELA SE: Unit 2: EA 2 (pp. 157–158); Unit 3: 3.5 (pp. 186–191), 3.12 (pp. 231–233), EA 2 (pp. 245–246); Unit 4: 4.4 (pp. 261–262) ELA TE: Unit 3: 3.5 (pp. 186–191), 3.12 (p. 231) WWGA SE: Workshop 6: Act. 2 (pp. 68–72), Act. 3 (pp. 72–74), Act. 4 (pp. 74–76)

W.6.9a Draw evidence from literary or informational ELA SE: Unit 2: 2.4 (pp. 99–101), 2.9



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texts to support analysis, reflection, and research.

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”).

(pp. 113–114), EA 1 (pp. 125–126); Unit 4: 4.15 (p. 320)

WWGA SE: Workshop 5: Act. 2 (pp.55–59), Act. 3 (pp. 60–61), Act. 4 (pp. 62–64)

W.6.9b Draw evidence from literary or informational texts to support analysis, reflection, and research.

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”).

ELA SE: Unit 2: 2.17 (pp. 143–146), 2.19 (pp. 151–156), EA 2 (pp. 157–158)

CRW SE: Workshop 1: Act. 1 (pp. 1–5), Act. 3 (pp. 8–11), Act. 4 (p. 12)

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.

ELA SE: Unit 1: EA 1 (46–47), 1.14 (p. 69); Unit 2: EA 1 (pp. 125–126); Unit 3: 3.4 (p. 183), EA 2 (pp. 245–246); Unit 4: 4.3 (p. 260), 4.6 (p. 272)

ELD SE: Unit 1: Part Three: 3.7 (pp. 39–46); Unit 2: Part Three: 3.7 (pp. 82–88); Unit 3: Part 3: 3.7 (pp. 125–132) ELD TE: Unit 1: Part Three: 3.7 (pp. 66–69d); Unit 2: Part Three: 3.7 (pp. 134–139b); Unit 3: Part 3: 3.7 (pp. 204–207d)

SPEAKING AND LISTENING

Comprehension and Collaboration

SL.6.1a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’

ELA SE: Unit 2: 2.7 (pp. 106–109), 2.11 (pp. 199–122), 2.12 (pp.123–124); Unit 3: 3.8 (p. 214), EA 1 (pp. 216–217); Unit 4: 4.6 (pp. 264–272),



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ideas and expressing their own clearly.

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

EA 1 (pp. 273–274), EA 2 (pp. 321–332)

ELA TE: Unit 2: 2.7 (p. 108), 2.11 (pp. 199–122)

ELD SE: Unit 1: Part One: 1.4 (p. 8); Part Two: 2.4 (p. 21); Part Three: 3.4 (p. 34)

SL.6.1b Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

ELA SE: Unit 2: 2.7 (p. 108), 2.11 (pp. 119–122); Unit 3: 3.4 (p. 184), EA 1 (pp. 216–217); Unit 4: EA 1 (pp. 273–274) ELA TE: Unit 2: 2.10

ELD SE: Unit 3: Part One: 1.7 (pp. 100–101

ELD TE: Unit 3: Part One: 1.7 (pp. 160–163)

SL.6.1c Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

ELA SE: Unit 2: 2.7 (pp. 106–109), 2.11 (pp. 119–122), 2.12 (pp. 123–124), EA 2 (pp. 157–158); Unit 3: EA 1 (pp. 216–217); Unit 4: 4.5 (p. 263), 4.6 (p. 272); Graphic Organizers (p. 363, 379)

ELD SE: Unit 1: Part One: 1.4 (p. 8); Unit 2: Part One: 1.6 (pp. 56–57)

ELD TE: Unit 1: Part One: 1.4 (pp. 12–13); Unit 2: Part One: 1.6 (pp. 88–89)

SL.6.1d Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

ELA SE: Unit 2: 2.7 (p. 109), 2.11 (pp. 121–122), 2.12 (pp. 123–124); Unit 3: EA 1 (pp. 216–217); Unit 4: EA 1 (pp. 273–274)



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Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.


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.

ELA SE: Unit 2: 2.9 (pp. 113–114); Unit 3: 3.7 (pp. 197–202), 3.8 (pp. 203–215), EA 1 (pp. 216–217); Unit 4: 4.15 (p. 320)

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.

ELA SE: Unit 3: 3.8 (p. 215), EA 1 (pp. 216–217); Unit 4: 4.2 (p. 254); Graphic Organizer (p. 367)

ELD SE: Unit 3: Part One: 1.7 (pp. 100–101


Presentation of Knowledge and Ideas

SL.6.4a Present claims and findings (e.g., argument, narrative, informative, response to literature presentations), sequencing ideas logically and using pertinent descriptions, facts, and details and nonverbal elements to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. CA

Plan and deliver an informative/explanatory presentation that: develops a topic with relevant facts, definitions, and concrete details; uses appropriate transitions to clarify relationships; uses precise language and domain specific vocabulary; and provides a strong conclusion. CA

ELA SE: Unit 3: 3.8 (p. 214–215), EA 1 (pp. 216–217); Unit 4: 4.3 (p. 260), 4.5 (p.263), EA 1 (pp. 273-274)

ELD SE: Unit 1: Part Two: 2.7 (pp. 26–27); Unit 4: Part One: 1.7 (p. 145–146)

ELD TE: Unit 1: Part Two: 2.7 (pp. 44–47); Unit 4: Part One: 1.7 (p. 228–231)

SL.6.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

ELA SE: Unit 3: 3.7 (pp. 197–202), EA 1 (pp. 216–217); Unit 4: 4.4 (p. 262), 4.5 (p. 263), EA 1 (pp. 273–274)

SL.6.6 Adapt speech to a variety of contexts and tasks, ELA SE: Unit 2: 2.7 (pp. 106–109),



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demonstrating command of formal English when indicated or appropriate. (See grade 6 language standards 1 and 3 for specific expectations.)

2.11 (pp. 119–122); Unit 3: 3.4 (p. 184), 3.6 (p. 196), EA 1 (pp. 216–217); Unit 4: EA 1 (pp. 273–274)

ELA TE: Unit 2: 2.7 (pp. 106–109), 2.11 (pp. 119–122); Unit 3: 3.6 (p. 196)

ELD TE: Unit 3: Part Three: 3.1 (p. 187)

LANGUAGE

Conventions of Standard English

L.6.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Ensure that pronouns are in the proper case (subjective, objective, possessive).

ELA SE: Unit 1: 1.5 (pp. 18–27), 1.8 (p. 41), EA 1 (pp. 46–47), 1.11 (p. 54) EA 2 (pp. 87–88); Unit 2: 2.4 (p. 99–101), 2.6 (p. 105); Unit 4: 4.9 (p. 286)

ELA TE: Unit 2: 2.4 (p. 101)

ELD SE: Unit 1: Part One: 1.5 (pp. 9–10)


WWGA SE: Pronouns (pp. 152–153)

L.6.1b Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Use all pronouns, including intensive pronouns (e.g., myself, ourselves) correctly. CA

ELA SE: Unit 1: 1.5 (pp. 18–27), 1.8 (p. 41), EA 1 (pp. 46–47), 1.11 (p. 54) EA 2 (pp. 87–88); Unit 4: 4.9 (p. 286)

WWGA SE: Pronouns (pp. 152–153)

L.6.1c Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Recognize and correct inappropriate shifts in pronoun number and person.*

ELA SE: Unit 2: 2.4 (p. 99–101), 2.6 (p. 105); Unit 4: 4.9 (p. 286)

ELA TE: Unit 2: 2.4 (p. 101)

WWGA SE: Pronouns and



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Antecedents (pp. 157–158)

L.6.1d Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*

ELA SE: Unit 1: 1.4 (p. 17); Unit 2: 2.4 (p. 99–101), 2.6 (p. 105); Unit 4: 4.9 (p. 286)

ELA TE: Unit 2: 2.4 (p. 101)

WWGA SE: Pronouns and Antecedents (pp. 157–158)

L.6.1e Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.*

Unit 1: EA 1 (pp. 46–47), EA 2 (pp. 87–88); Unit 2: 2.4 (pp. 99–101), 2.6 (pp. 104–105), 2.9 (pp. 113–114), EA 1 (pp. 125–126), EA 2 (pp. 157–158); Unit 4: EA 1 (pp. 273–274), 4.9 (pp. 284–286), EA 2 (pp. 321–332); Graphic Organizer (p. 391) ELA TE: Unit 3: 3.15 (p. 240)

L.6.2a Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*

ELA SE: Unit 1: EA 1 (pp. 46–47), EA 2 (pp. 87–88); Unit 2: 2.12 (pp. 123–124), EA 1 (pp. 125–126), EA 2 (pp. 157–158); Unit 3: 3.12 (p. 232), 3.14 (p. 238), 3.15 (p. 242), EA 2 (pp. 245–256); Unit 4: 4.10 (pp. 287–289), EA 2 (pp. 321–332) WWGA SE: Punctuating Dialogue (p. 154); Punctuating Nonessential Elements (pp. 165–166)

L.6.2b Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Spell correctly.

ELA SE: Unit 1: EA 1 (pp. 46–47), EA 2 (pp. 87–88); Unit 2: 2.12 (pp. 123–124), EA 1 (pp. 125–126), EA 2 (pp. 157–158); Unit 3: 3.15 (pp. 239–243), EA 2 (pp. 245–256) ELA TE: Routines for Teaching Foundational Skills (p. 355)



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Knowledge of Language

L.6.3a Use knowledge of language and its conventions when writing, speaking, reading, or listening. Vary sentence patterns for meaning, reader/listener interest, and style.*

ELA SE: Unit 1: 1.13 (pp. 58–63), 1.15 (p. 79), EA 2 (pp. 87–88); Unit 2: 2.6 (pp. 104–105), EA 1 (pp. 125–126); Unit 3: 3.15 (pp. 242–243); Unit 4: 4.3 (p. 260) WWGA SE: Varying Sentence Structures (pp. 149–150)

L.6.3b Use knowledge of language and its conventions when writing, speaking, reading, or listening.

Maintain consistency in style and tone.*

ELA SE: Unit 3: 3.6 (pp. 192–196), 3.14 (pp. 237–238), EA 2 (pp. 245–246); Unit 4: 4.3 (p. 260), 4.4 (pp. 261–262), 4.6 (pp. 264–272), EA 1 (pp. 273–274) WWGA SE: Standard English: Formal and Informal Style and Tone (pp. 163–164)

Vocabulary Acquisitions and Use

L.6.4a 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.

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.

ELA SE: Unit 1: 1.2 (pp. 5–12), 1.4 (p. 16); Unit 2: 2.8 (pp. 110–112), 2.16 (p. 138); Unit 3: 3.1 (p. 162); Unit 4: 4.3 (pp. 255–260); Graphic Organizer (p. 397) ELA TE: Unit 2: 2.16 (p. 138); Unit 4: 4.13 (p. 310); 4.14 (p. 313) ELD SE: Unit 4: Part Three: 3.5 (pp. 166–167) ELD TE: Unit 4: Part Three: 3.5 (pp. 264–267)

L.6.4b 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.

Use common, grade-appropriate Greek or Latin

ELA SE: Unit 1: 1.2 (pp. 5–12), 1.11 (pp. 50–54), 1.12 (pp. 55–57), 1.13 (pp. 58–63); Unit 2: 2.7 (pp. 106–109), 2.8 (pp. 110–112), 2.14 (pp. 130–133); Unit 4: 4.3 (pp. 255–260), 4.9 (pp. 284–286); Graphic Organizer



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affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

(p. 397) ELA TE: Unit 4: 4.9 (p. 285); Routines for Teaching Foundational Skills (p. 354) ELD SE: Unit 4: Part Three: 3.6 (pp. 168–169) ELD TE: Unit 4: Part Three: 3.6 (pp. 268–271)

L.6.4c 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.

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.

ELA SE: Unit 1: 1.4 (pp. 14–17); Unit 2: 2.8 (p. 111), 2.16 (p. 138); Unit 3.2 (p.163); Graphic Organizer (p. 397)

ELA TE: Unit 4: 4.13 (p. 310)

ELD SE: Unit 1: Part One: 1.2 (pp. 3–4); Part Two: 2.2 (pp. 16–17)

L.6.4d 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.

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).

ELA SE: Unit 1: 1.4 (pp. 14–17); Unit 2: 2.8 (pp. 110–112), 2.16 (pp. 138–142); Unit 3: 3.1 (p. 162), 3.2 (pp. 163–165), 3.4 (pp. 172–185); Unit 4: 4.8 (pp. 277–283), 4.12 (pp. 300–307)

L.6.5a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Interpret figures of speech (e.g., personification) in context.

ELA SE: Unit 1: 1.6 (pp. 28–33); Unit 2: 2.8 (pp. 110–112); Unit 4: 4.6 (pp. 264–272)

ELD SE: Unit One: Part One: 1.6 (pp. 11-12); Part Three: 3.5 (pp. 35–36)

ELD TE: Unit One: Part One: 1.6 (pp.18–21); Part Three: 3.5 (pp. 58–61)



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L.6.5b Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

ELA SE: Unit 2: 2.16 (pp. 138–142); Unit 3: 3.4 (p. 173–178); Unit 4: 4.6 (p. 272); 4.12 (p.304); Graphic Organizer (p. 397)

ELA TE: Unit 4: 4.14 (pp. 312–319)

L.6.5c Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

ELA SE: Unit 1: 1.5 (pp. 18–27); Unit 2: 2.17 (pp. 143–146); Unit 3: 3.13 (pp. 234–236); Unit 4: 4.12 (pp. 300–307); Graphic Organizer (p. 399) ELD SE: Unit 1: Part Two: 2.5 (pp. 22–23) ELD TE: Unit 1: Part Two: 2.5 (pp. 36–39)

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.

ELA SE: Unit 1: 1.1 (p. 4), 1.2 (pp. 5–12), 1.10 (pp. 48–49); Unit 2: 2.1 (p. 92);Unit 3: 3.1 (p. 162); Unit 4: 4.1 (p. 250), 4.7 (pp. 275–276) ELA TE: To the Teacher (pp. xi–xii); Unit Overview (p. 2)

Appendix



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California Department of Education Posted September 2014

Documents

Part 1 Standards Map for Program 2 Basic ELA/ELD ...asset.springboardonline.org/ebook/public/documents/SpringBoard_P… · Publisher: The College Board Program 2: CA CCSS for ELA