Literacy Curriculum grade 6 - Community Consolidated School ...

LiteracyComponentPhonics/WordStudyVocabularyAcross ContentIllinoisLearningStandardsFor LanguageArts1. A. Applyword analysisandvocabularyskills tocomprehend aselection.1. A. Applyword analysisandvocabularyskills tocomprehend aselection.Teacher ClarificationI explicitly teach, model, andprovide plannedopportunities for students touse a variety of decodingstrategies to rapidly readunknown words. Structural Analysis –prefixes, suffixes, androot words, Syllabication, and Context Clues.I explicitly teach, model, andprovide plannedopportunities for students toincrease their knowledge ofwords and word meaning by Providing rich andvaried languageexperiences throughclass discussions andread alouds, Teaching individualwords/conceptsTier One – BasicWordsTier Two –Enriching/InterestingWordsTier Three –Academic/ContentCommunity Consolidated School District 146Tinley Park, IllinoisLiteracy (Reading) Map for InstructionGrade SixCriticalQuestionDoes thisword soundright andmake sensein this text?StudentExpectationStudents willread a widerange of textsat theirinstructionallevel.Students willuse newvocabulary intheirconversationand writing.AssessmentDistrictLevelClassroomLevelDistrictLevelClassroomLevelInstructionalComponentRead AloudWord StudySharedReadingGuidedReadingIndependentReadingLiteracyCentersRead AloudWord StudySharedReadingGuidedReadingIndependentReadingLiteracyCentersResourcesStrategies/ActivitiesThink AloudWord WallsWord SortsMaking WordsSee Appendix for informationThink AloudText TalkMarzano’s Six Step ProcessWord WallsWord/Concept MappingSemantic Features AnalysisFrayer ModelFour SquareWord QuestioningSee Appendix for information

words Teaching wordstrategies –Using contextUsing word partsUsing the dictionary,and Fostering wordconsciousness/interest in words and theirmeanings.FluencyComprehension(Meaning)Across Content1.A. Applyword analysisandvocabularyskills tocomprehend aselection.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehend abroad range ofreadingmaterials.I explicitly teach, model, andprovide planned activities forstudents to develop fluencyin familiar text with sufficientexpression to convey themeaning of the text. End of year “Target”for oral reading.I read a wide variety of textsand engage and encouragestudents to read a widevariety of texts discussinghow genres are alike anddifferent. Literary text e. g.myths, plays, legends,fantasies, shortstories,novels and poetry. Graphic text e. g.graphic novels,Can youexplain howthese twotexts aredifferentand thepurpose foreach?What typeof texts areyoucurrentlyStudents willread a widerange of textsat theirinstructionallevel withsufficientexpression toconvey themeaning ofthe texts.Students willread a widerange of textsat theirinstructionallevel.DistrictLevelClassroomLevelDistrictLevelClassroomLevelRead AloudWord StudySharedReadingGuidedReadingIndependentReadingLiteracyCentersRead AloudSharedReadingGuidedReadingIndependentReadingLiteracyCentersPartner ReadingChoral ReadingReaders’ TheaterRepeated ReadingsSee Appendix for informationText from theClassroom LibrarySchool LibraryHome LibraryPublic LibraryReading ClosetsGuided Reading TextsAnthology TextsMagazinesNewspapersElectronic TextsSee Appendix for information

Comprehension(Meaning)Comprehension(Meaning)Across Content2.B. Read andinterpret avariety ofliterary works.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.B. Applyreadingstrategies toimproveunderstandingand fluency.atlases,advertisements,charts, tables, andgraphic organizers. Informational text e.g. editorials, reports,textbooks, non-fictionmaterials, articles andreports, print andonline newspaper andeditorials, variouselectronic text, andweb quest texts.I explicitly teach, model, andprovide plannedopportunities for students toidentify strategies that aremost helpful before, during,and after reading and explainto the teacher or peers, howthey can use these and otherstrategies to improve asreaders.I explicitly teach, model, andplan opportunities forstudents to identify purposesfor reading texts andselecting appropriate texts tofit the purpose e. g. on-linereading?Whatquestionsdo you askyourself tocheck thatyouunderstandwhat youare reading?How do youknow if youneed toreread asection of atext? Whatelse can youif reading orrereadingdoes notclarify themeaning?DistrictLevelClassroomLevelDistrictLevelClassroomLevelRead AloudWord StudySharedReadingGuidedReadingIndependentReadingLiteracyCentersRead AloudSharedReadingGuidedReadingIndependentTeaching students to:Ask questions when they donot understand text.Identify what is difficult.Re-read text.Read ahead.Use context and visual clues.Seek additional information.Clarify terminology.See Appendix for informationTexts fromClassroom LibrarySchool LibraryHome LibraryPublic LibraryGuided Reading Library

Comprehension(Meaning)1.C.Comprehend abroad range ofreadingmaterials.2.B. Read andinterpret avariety ofliterary works.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehend abroad range ofreadingmaterials.2.B. Read andinterpret avariety ofliterary works.and print sources to comparedifferent information on thesame topic, web quest textsfor information on a historicaltopic, graphic organizers,charts, and tables for specificinformation, a novel or a nonfictionbook on favorite topicfor enjoyment.I explicitly teach, model, andplan opportunities forstudents to identify and usekey comprehensionstrategies before, during, andafter reading to understandtext. Activate priorknowledge throughbrainstorming on atopic. Ask questionsTo focus your reading. Use visualization toclarify details of acharacter, scene, orconcept in a text. Synthesize ideasduring reading togenerate a newunderstanding of atext. Reread to confirm orclarify understanding. Make logicalpredictions based onknowledge of similartexts.Students willbe able toactivate theirpriorknowledge oftext,summarizeimportantideas andcitingsupportingdetails,generatequestionsregardingtext, andretell a storyincluding thesetting, maincharacters,and theme.DistrictLevelClassroomLevelReadingLiteracyCentersSharedReadingGuidedReadingIndependentReadingLiteracyCentersComprehension 1.B. Apply I explicitly teach, model, and What clues District Shared DRTABasal AnthologyComputerSee Appendix for informationBrainstormingKWLRetellingConcept MapsReciprocal TeachingSee Appendix for information

(Meaning)Across ContentComprehension(Meaning)Across Contentreadingstrategies toimproveunderstandingand fluency.1.C.Comprehend abroad range ofreadingmaterials.2.B. Read andinterpret avariety ofliterary works.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehend abroad range ofreadingmaterials.2.B. Read andinterpret avariety ofliterary works.provide plannedopportunities for students tomake inferences about texts. Regarding the mainidea, Regarding acharacter’s traits andmotives, Regarding causeeffect relationships ininformational text, Regarding theconclusions aboutthe author’smeaning, and Cause effectrelationships ininformational text.I explicitly teach, model, andprovide opportunities forstudents to read a widevariety of informational textto: Identify the mainidea, supportingdetails, and opinions, Make an outline ofthe text, Conclude whetherportions of thepassage are fact oropinion, Apply surveystrategies (bold print,key words, graphs,charts, headings) tohelp in understandingthe text, Identify structures(description, comparedid theauthor giveyou that ledto yourconclusion?Why do youthink theauthor doesnot statethese ideasdirectly?Why did theauthor writethis text?How is theinformationin this textrelated toinformationyou alreadyknow? Doyou knowotherreasonsthat/why . . .are importbeside thereasonsgiven in thetext? Doyou know ofother waysto solve theLevelClassroomLevelDistrictLevelClassroomLevelReadingGuidedReadingIndependentReadingLiteracyCentersSharedReadingGuidedReadingIndependentReadingLiteracyCentersQARsQuestion GameSee Appendix for informationDRTAQARsRetellingStory FramesRead/Recall/Check/SummarizeReciprocal TeachingTwo Column NotesOpinion/ProofVenn DiagramsSee Appendix for information

Comprehension(Form andStyle)Across Content1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehend abroad range ofreadingmaterials.2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.and contrast,cause/effect,sequence), andinterpret informationfrom tables, maps,visuals, and charts,and Connect theimportant ideas inthe text to theirknowledge andexperience, othertexts, and the worldaround them.I explicitly teach, model, andprovide opportunities forstudents to recognize avariety of organizationalpatterns in text of differenttypes and explain how thepatterns help us understandthe texts e. g. order ofimportance in a persuasiveletter or news report, a gridand coordinates in a map,columns and rows in a table,time order in a biography.problem?How will thisinformationhelp you inthe future(solveproblems inthe future)?How did youknow whatwas fact andopinion?How doesthis patternhelp youunderstandthe text?DistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTASee Appendix for information2.B. Read andinterpret avariety ofliterary works.

Comprehension(Meaning)1.C.Comprehend abroad range ofreadingmaterials.2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.2.B. Read andinterpret avariety ofliterary works.I explicitly teach, model, andprovide plannedopportunities for student toread a wide range of fictionaltext to: Identify and describethe main problem orconflict of the plot, itscause, and theinfluence of specificevents on futureactions, Summarize majorpoints andsupporting detailsfrom the story, Evaluate thebelievability ofcharacters and thedegree to which theplot is believable orrealistic, Interpret the theme, Use the knowledge ofthe setting and of acharacter’s traits todetermine the causeof the character’sactions and how themain characterchanges over time, Compare andcontrast the storywith other storiesthat are read – mainproblem and plot, Connect importantideas in the text withtheir own knowledgeDistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersStory MapVenn DiagramQARsReciprocal TeachingOne sentence summaryRetellingSee Appendix for information

Comprehension(Meaning)Across Content1.C.Comprehend abroad range ofreadingmaterials.2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.2.B. Read andinterpret avariety ofliterary works.and experience, toother texts, and tothe world aroundthem.I explicitly teach, model, andprovide opportunities forstudents to make judgmentsand draw conclusions aboutthe ideas in texts and citestated or implied evidencefrom the text to support yourviews e. g. classifyinformation from the text tosee what conclusions itsupports or suggests, create aprofile of a character basedon stated or impliedinformation in the text.Whatconclusionscan youdraw fromthe eventsorinformationpresented inthe text?Has theauthorchosen themostconvincingfacts tosupport hisopinion?DistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTASee Appendix for informationComprehension(Meaning)1.C.Comprehend abroad range ofreadingmaterials.2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.I explicitly teach, model, andprovide opportunities forstudent to identify the pointof view presented in text;determine whether thereader can agree with view,in part or whole; and suggestsome other possibleperspectivese. g. ask questions to identifyany biases that are stated orimplied in the view presented.Who wouldbe mostlikely toshare thispoint ofview? Whowould not?How wouldyou revisethe text toappeal to adifferent orwideraudience?Why do youDistrictLevelClassroomLevelSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTASee Appendix for information

Comprehension(Form andStyle)2.B. Read andinterpret avariety ofliterary works.1.B. Applyreadingstrategies toimproveunderstandingand fluency.1.C.Comprehend abroad range ofreadingmaterials.I explicitly teach, model, andprovide opportunities forstudents to identify variouselements of style such asvoice, word choice, and theuse of hyperbole, strongverbs, dialogue, and complexsentences and explain howthey help communicatemeaning.thinkstereotypesare used incertaintexts?Students willuse theseelements intheir writing.DistrictLevelClassroomLevelRead AloudSharedReadingGuidedReadingIndependentReadingLiteracyCentersDRTASee Appendix for information2.A.Understandhow literaryelements andtechniquesare used toconveymeaning.2.B. Read andinterpret avariety ofliterary works.