What is it we expect students to learn? Identifying Essential Standards

Grade Level: 6th grade

Subject: Communication Arts Team Members: Janet Smith and Beth Findley

1. Standard/ Description

2. Evidence of Proficiency

3.PriorSkills Needed

4.Common Summative Assessment

5.When Taught?

6.Enrichment Standards

1. Writing Process Students will be able to produce a 6 sentence paragraph. W1A; W3A; W2B; W2C

The paragraph will be organized, an include a topic and closing sentence (when necessary), specific details, clear beginning, middle, and end, and logical sequencing of events

Conventions Sentence/ paragraph Structure Grammar Punctuation Capitalization

Teacher composed rubrics Houghton – Mifflin Journeys Units 1, 2, 3, 4

Taught in the first quarter Ongoing throughout the year

2. Writing Techniques Students will be able to identify and compose different text. R2A; W2D

Text will contain writing techniques, such as figurative language, sensory detail, narration, expression, responding, persuasion, comparison and contrast, summaries, letter writing, and dialogue.

Some basic knowledge of writing, figurative language, dialogue, letter writing, conventions

Scoring Rubrics Houghton - Mifflin Journeys Unit 1 Lessons 1,2,3,4,5 Unit 2 Lessons 6,7,8,9,10 Unit 3 Lessons 11,12,14,15 Unit 4 Lessons 16,17,18,19,20

Starting in the 1st quarter Ongoing throughout the year

What is it we expect students to learn? Identifying Essential Standards 3. Students will be able to use basic writing Conventions: 1. Capitalization 2. Punctuation 3. Grammar – 8 parts of speech W2E

Students will be able to: capitalize proper adjectives, nouns, titles, and appropriate words in dialogue; use commas, periods, exclamation marks, and quotation marks correctly; use correct verb tense, subject/verb agreement, adjectives, adverbs, interjections, nouns, prepositions, pronouns, and conjunctions

Capitalization skills Basic Punctuation skills

Houghton-Mifflin Journeys weekly tests on content subject Houghton-Mifflin Journeys Benchmark Test questions Unit 1 4,5,6,7,8,9,10,11,13,15, 16,17,18,19,20, Unit 3 2,4,5,6,8,9,10, 11,12,13,15,16,17,21 Unit 4 1,2,3,5,7,8,9,11,12,13,15,19,20,21

Starting 1st quarter Ongoing throughout the year

4. Listening Skills Students will be able to listen for information. LS1A; LS1B

Students will listen to presentations for detailed information. Students listen so they will be able to follow multi-step directions.

Listening Skills Teacher composed Rubrics Ongoing throughout the year

What is it we expect students to learn? Identifying Essential Standards 5. Presentation Skills Students will be able to present oral readings of their writing. LS2A

Students will demonstrate the correct way to produce and present oral readings of their writing.

Presentation Skills

Presentation Scoring Guide Ongoing throughout the year

6. Research Students will be able to research a given topic. IL1B

Students will be able to locate and use information from various resources, take notes, organize and summarize details.

Gathering information; Skimming; Note taking; Summarizing; Presenting skills

Author Biography Research Scoring Rubrics Graphic Organizer & Presentation Rubrics

4th quarter

7. Fluency Students will be able to read grade-level instructional text with fluency, accuracy and expression adjusting reading rate to difficulty and type of text. R1D

Students will perform in 6th grade fluency range: 136-161 wpm Aimsweb targets.

Students can perform at 5th grade fluency range: 114-143 wpm Aimsweb targets.

Houghton Mifflin lesson assessments, SRI, Aimsweb R-CBM benchmark and progress monitoring

Ongoing throughout the year, monitored once a month

8. Vocabulary Students will develop and increase their vocabulary through the text using roots, and affixes, synonyms and antonyms, context

Students read and comprehend at Lexile level 800-1050

Develop vocabulary through reading, listening and discussing known words

Houghton Mifflin weekly lesson Target Vocabulary assessments Lessons 1-20, SRI, Aimesweb MAZE benchmark and progress monitoring

Ongoing throughout the year, including weekly target vocabulary

What is it we expect students to learn? Identifying Essential Standards clues glossary and dictionary. R1E

9. Book Summary Students will read and respond to grade-appropriate books. R1H, R2C, R3C, W1A

Students apply post-reading skills to demonstrate comprehension of text and use details from text to identify author’s ideas and purpose.

Introduction to writing or giving oral book visits

4 required Book Visits each year, assessed by teacher created scoring guide

Introduced in September then quarterly throughout the year

10. Fiction, Poetry, Drama Students will demonstrate comprehension of a variety of text. R2A

Students will interpret, analyze and recognize text features of fiction, poetry and drama.

Locate and recognize text features of fiction, poetry and drama

Houghton Mifflin Main Idea and Detail Selection assessments lessons 1- 4, 6, 8-14, 16, 18

Ongoing throughout the year, specifically Houghton Mifflin lessons 1- 4, 6, 8-14, 16, 18

11. Literary Terms Students will demonstrate knowledge of a variety of literary terms. R2C

Students will use details from text to identify plot, setting, conflict, cause and effect and point of view.

Locate and recognize details from text. Define various literary terms.

Book Visits, Houghton Mifflin assessments lessons 2, 4, 6, 8-10, 12, 16, 18-20

Quarterly book visits, Ongoing lesson assessments throughout the year

What is it we expect students to learn? Identifying Essential Standards

1. Standard: What is the essential standard to be learned? Describe in student-friendly vocabulary

2. Example/ Rigor: What does the proficient student work look like? Provide an example and/or description.

3. Prior skills needed: What prior knowledge, skills, and/or vocabulary is needed for a student to master this standard?

4. Common Assessment: What assessments(s) will be used to measure the student mastery?

5. When will this standard be taught?

6. Enrichment: What supplementary standards/ skills enrich the essential standard?

Mattos, Buffum, Weber, 2010