|
Reading |
1.0
|
Word
Analysis, Fluency, and Systematic Vocabulary Development
Students use their knowledge of word origins and word
relationships, as well as historical and literary context
clues, to determine the meaning of specialized vocabulary
and to understand the precise meaning of grade-level-appropriate
words. |
|
|
|
Word
Recognition |
| 1.1
|
Read
aloud narrative and expository text fluently and accurately
and with appropriate pacing, intonation, and expression. |
| |
Vocabulary
and Concept Development
|
1.2
|
Identify
and interpret figurative language and words with multiple
meanings. |
1.3
|
Recognize
the origins and meanings of frequently used foreign words
in English and use these words accurately in speaking
and writing. |
1.4
|
Monitor
expository text for unknown words or words with novel
meanings by using word, sentence, and paragraph clues
to determine meaning. |
1.5
|
Understand
and explain "shades of meaning" in related words
(e.g., softly and quietly). |
2.0
|
Reading
Comprehension (Focus on Informational Materials)
Students read and understand grade-level-appropriate material.
They describe and connect the essential ideas, arguments,
and perspectives of the text by using their knowledge
of text structure, organization, and purpose. The
selections in Recommended Readings in Literature, Kindergarten
Through Grade Eight illustrate the quality and complexity
of the materials to be read by students. In addition,
by grade eight, students read one million words annually
on their own, including a good representation of grade-level-appropriate
narrative and expository text (e.g., classic and contemporary
literature, magazines, newspapers, online information).
In grade six, students continue to make progress toward
this goal. |
|
|
|
Structural
Features of Informational Materials |
2.1
|
Identify
the structural features of popular media (e.g., newspapers,
magazines, online information) and use the features to
obtain information. |
| |
Analyze
text that uses the compare-and-contrast organizational
pattern. |
| |
|
| |
Comprehension
and Analysis of Grade-Level-Appropriate Text |
2.3
|
Connect
and clarify main ideas by identifying their relationships
to other sources and related topics. |
2.4
|
Clarify
an understanding of texts by creating outlines, logical
notes, summaries, or reports. |
2.5
|
Follow
multiple-step instructions for preparing applications
(e.g., for a public library card, bank savings account,
sports club, league membership). |
|
|
|
Expository
Critique |
2.6
|
Determine
the adequacy and appropriateness of the evidence for an
author's conclusions. |
2.7
|
Make
reasonable assertions about a text through accurate, supporting
citations. |
2.8
|
Note
instances of unsupported inferences, fallacious reasoning,
persuasion, and propaganda in text.
|
3.0
|
Literary
Response and Analysis Students read and respond to historically
or culturally significant works of literature that reflect
and enhance their studies of history and social science.
They clarify the ideas and connect them to other literary
works. The selections in Recommended Readings in Literature,
Kindergarten Through Grade Eight illustrate the quality
and complexity of the materials to be read by students.
|
|
|
|
Structural
Features of Literature |
3.1
|
Identify
the forms of fiction and describe the major characteristics
of each form.
Narrative Analysis of Grade-Level-Appropriate Text |
3.2
|
Analyze
the effect of the qualities of the character (e.g., courage
or cowardice, ambition or laziness) on the plot and the
resolution of the conflict. |
3.3
|
Analyze
the influence of setting on the problem and its resolution.
|
3.4
|
Define
how tone or meaning is conveyed in poetry through word
choice, figurative language, sentence structure, line
length, punctuation, rhythm, repetition, and rhyme. |
3.5
|
Identify
the speaker and recognize the difference between first-and
third-person narration (e.g., autobiography compared with
biography). |
3.6
|
Identify
and analyze features of themes conveyed through characters,
actions, and images. |
3.7
|
Explain
the effects of common literary devices (e.g., symbolism,
imagery, metaphor) in a variety of fictional and nonfictional
texts. Literary Criticism |
3.8
|
Critique
the credibility of characterization and the degree to
which a plot is contrived or realistic (e.g., compare
use of fact and fantasy in historical fiction). |
|
|
|
Writing |
1.0
|
Writing
Strategies Students write clear, coherent, and focused
essays. The writing exhibits
students' awareness of the audience and purpose. Essays
contain formal introductions, supporting evidence, and
conclusions. Students progress through the stages of the
writing process as needed. |
|
|
|
Organization and Focus |
1.1
|
Choose
the form of writing (e.g., personal letter, letter to
the editor, review, poem, report, narrative) that best
suits the intended purpose. |
1.2
|
Create
multiple-paragraph expository compositions: |
|
a.
|
Engage
the interest of the reader and state a clear purpose. |
|
b.
|
Develop
the topic with supporting details and precise verbs, nouns,
and adjectives to paint a visual image in the mind of
the reader. |
|
c.
|
Conclude
with a detailed summary linked to the purpose of the composition. |
1.3
|
Use
a variety of effective and coherent organizational patterns,
including comparison and contrast; organization by categories;
and arrangement by spatial order, order of importance,
or climactic order. |
|
|
|
Research and Technology |
1.4
|
Use
organizational features of electronic text (e.g., bulletin
boards, databases, keyword searches, e-mail addresses)
to locate information. |
1.5
|
Compose
documents with appropriate formatting by using word-processing
skills and principles of design (e.g., margins, tabs,
spacing, columns, page orientation). |
|
|
|
Evaluation
and Revision |
1.6
|
Revise
writing to improve the organization and consistency of
ideas within and between paragraphs. |
2.0
|
Writing
Applications (Genres and Their Characteristics) Students
write narrative, expository, persuasive, and descriptive
texts of at least 500 to 700 words in each genre. Student
writing demonstrates a command of standard American English
and the research, organizational, and drafting strategies
outlined in Writing Standard 1.0. Using the writing strategies
of grade six outlined in Writing Standard 1.0, students: |
|
|
2.1
|
Write
narratives: |
|
a.
|
Establish
and develop a plot and setting and present a point of
view that is appropriate to the stories. |
|
b.
|
Include
sensory details and concrete language to develop plot
and character. |
|
c.
|
Use
a range of narrative devices (e.g., dialogue, suspense). |
|
|
2.2
|
Write
expository compositions (e.g., description, explanation,
comparison and contrast, problem and solution):
|
|
a.
|
State
the thesis or purpose. |
|
b.
|
Explain
the situation.
|
|
c.
|
Follow
an organizational pattern appropriate to the type of composition.
|
|
d.
|
Offer
persuasive evidence to validate arguments and conclusions
as needed.
|
|
|
2.3
|
Write
research reports: |
|
a.
|
Pose
relevant questions with a scope narrow enough to be thoroughly
covered. |
|
b.
|
Support
the main idea or ideas with facts, details, examples,
and explanations from multiple authoritative sources (e.g.,
speakers, periodicals, online information searches).
|
|
c.
|
Include
a bibliography.
|
|
|
2.4
|
Write
responses to literature: |
|
a.
|
Develop
an interpretation exhibiting careful reading, understanding,
and insight. |
|
b.
|
Organize
the interpretation around several clear ideas, premises,
or images. |
|
c.
|
Develop
and justify the interpretation through sustained use of
examples and textual evidence. |
|
|
2.5
|
Write
persuasive compositions:
|
|
a.
|
State
a clear position on a proposition or proposal.
|
|
b.
|
Support
the position with organized and relevant evidence.
|
|
c.
|
Anticipate
and address reader concerns and counterarguments.
|
|
|
|
Written
and Oral English Language Conventions |
|
The
standards for written and oral English language conventions
have been placed between those for writing and for listening
and speaking because these conventions are essential
to both sets of skills.
|
| 1.0
|
Written
and Oral English Language Conventions
Students write and speak with a command of standard English
conventions appropriate to this grade level. |
| |
|
| |
Sentence
Structure |
1.1
|
Use
simple, compound, and compound-complex sentences; use
effective coordination and subordination of ideas to express
complete thoughts. |
|
|
|
Grammar
|
1.2
|
Identify
and properly use indefinite pronouns and present perfect,
past perfect, and future perfect verb tenses; ensure that
verbs agree with compound subjects. |
|
|
|
Punctuation |
1.3
|
Use
colons after the salutation in business letters, semicolons
to connect independent clauses, and commas when linking
two clauses with a conjunction in compound sentences. |
|
|
|
Capitalization |
1.4
|
Use
correct capitalization. |
|
|
|
Spelling |
1.5
|
Spell
frequently misspelled words correctly (e.g., their,
they're, there). |
