Unit 05A
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address a variety of skills, processes, and strategies to interpret relationships across and between informational texts and media in order for students to make connections and synthesize information. Students examine a variety of informational text forms (e.g., expository, persuasive, and procedural) and make connections in order to support understanding of written and visual text, as well as, enhance writing. In previous units, students explored informational texts for the purpose of analyzing genre features and to practice using reading and writing processes in order to understand and communicate meaning. During this unit, students use previously learned knowledge and skills to examine a variety of genres presenting similar ideas while recognizing features specific to each genre. Students analyze informational texts and media by making comparisons in purpose and perspective. Students compare and contrast purposes of different authors on the same topic in different informational texts. The exploration of a variety of informational genres will continue to develop personal reading preference and provide a foundation for participation in topic discussions. Using the writing process, students continue to compose original text to communicate their own understanding. Students explore language while continuing to build on the principles that vocabulary, spelling, punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and is supported before, during, and after reading. In Unit 05B, students make connections and synthesize ideas across both literary and informational genres.
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 6 Unit 05A PA 01 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connections, Relevance
Readers create connections to make text personally relevant and useful.
Perspective – Viewpoint Purpose
Authors choose point of view to present a perspective.
After reading two informational texts on similar topics by different authors, create a graphic organizer that compares and contrasts the authors’ purpose and organizational pattern. Use the information gained to summarize the main ideas and viewpoints in each text. Standard(s): 6.9A , 6.10A , 6.10C , 6.10D , 6.Fig19A , 6.Fig19C , 6.Fig19D , 6.Fig19E , 6.Fig19F ELPS.c.1E , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 6 Unit 05A PA 02 Click on the PA title to view related rubric. Using a teacher-provided prompt, compose a multiparagraph essay that develops ideas in a coherent manner. Include an effective introduction and conclusion, key ideas and evidence, and a variety of sentence structures. Share your essay with others. Standard(s): 6.14A , 6.14B , 6.14C , 6.14D , 6.14E , 6.17A.i , 6.17A.ii , 6.17A.iii , 6.17A.iv ELPS.c.2E , ELPS.c.3E , ELPS.c.3I , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Meaning, Information Purpose – To Inform Form – Expository Essay
Authors establish a purpose, create a plan, and express organized ideas to construct meaning.
Conventions – Grammar, Punctuation, Capitalization, Spelling
Authors use conventions of written language to communicate clearly and effectively.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 6 Unit 05A PA 03 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connections Perception – Thoughts
Readers use strategies to support interpretation on text.
Interpretation – Relationships, Knowledge, Vocabulary
Understanding new words and concepts enhances comprehension and oral and written communication.
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts. Provide evidence from the text to support ideas. Standard(s): 6.17C , 6.Fig19A , 6.Fig19B , 6.Fig19C , 6.Fig19D , 6.Fig19E , 6.Fig19F ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G
English Language Arts and Reading Grade 6 Unit 05A PA 04 Click on the PA title to view related rubric. Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. Standard(s): 6.2A , 6.2B , 6.2C , 6.2D , 6.2E ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 10 days
OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS MISCONCEPTIONS: Some students confuse the theme of a literary work with the topic. The topic is the subject while the theme is a comment, an observation, a lesson, or an insight about the subject. A topic can be stated in one or two words. A theme should be stated in complete sentence.
UNIT VOCABULARY None identified
UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES
OTHER RESOURCES
Grade 6 ELAR STAAR Resources - Expository Grade 6 ELAR STAAR Resources - Persuasive Grade 6 ELAR STAAR Resources - Fiction Grade 6 ELAR STAAR Resources - Paired Conventions Alignment Tools: Grade 6
None identified
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
instruction or applied by students through meaningful practice. Word Study
TEKS Vocabulary Development: 6.2A, 6.2B, 6.2C, 6.2D
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Ongoing TEKS Vocabulary Development: 6.2E
Observation Data Teacher-Student Conference Checklist
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS Reading
TEKS TEKS Vocabulary Development: 6.2B Culture and History: 6.9A Expository Text: 6.10A, 6.10B, 6.10C, 6.10D Persuasive Text: 6.11A, 6.11B Procedural Texts: 6.12B Comprehension Skills.: 6.Fig19C, 6.Fig19D, 6.Fig19E, 6.Fig19F
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ONGOING TEKS Ongoing TEKS Fluency: 6.1A Vocabulary Development: 6.2E Media Literacy: 6.13A, 6.13B, 6.17C Listening: 6.26A, 6.26B, 6.26C Teamwork: 6.28A Comprehension Skills.: 6.Fig19A, 6.Fig19B
FORMATIVE ASSESSMENT EXAMPLES Rubric Reader’s Notebook Writer’s Notebook Vocabulary Notebook Oral Reading Fluency Check Oral Quiz Written Quiz Portfolio
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS Writing
TEKS TEKS Writing Process: 6.14C, 6.14D Expository and Procedural Texts: 6.17A.i, 6.17A.ii, 6.17A.iii, 6.17A.iv
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ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
Ongoing TEKS Writing Process: 6.14A, 6.14B, 6.14E Conventions: 6.19A.i, 6.19A.ii, 6.19A.iii, 6.19A.iv, 6.19A.v, 6.19A.vi, 6.19A.vii, 6.19A.viii, 6.19B, 6.19C Handwriting, Capitalization, and Punctuation: 6.20A.i, 6.20A.ii, 6.20A.iii, 6.20B.i, 6.20B.ii, 6.20B.iii Spelling: 6.21A, 6.21B, Page 8 of 39
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
6.21C Listening: 6.26A, 6.26B, 6.26C Teamwork: 6.28A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Bold blue text:Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
this unit but are taught in previous or future unit(s) 6.2
TxCCRS
6.2A
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard
Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., struct (instruct, structure); tract (traction, subtraction) Greek: e.g., scope (microscope, stethoscope) Other affixes and roots as found in grade-level academic words and texts Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable) Academic English words 1. words used in the learning of academic subject matter in formal educational context that
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2. words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). STAAR Note: Questions associated with 6.2A may refer students back to the paragraph in the passage that contains the word being assessed. Context, along with word parts, is important in determining word meaning. Refer to 6.2B for the standard addressing context clues. Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 6.2E for the standard addressing dictionary skills. 6.2B
Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Readiness Standard
Use CONTEXT Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR MULTIPLE MEANING WORDS Including, but not limited to: Identify and use relationships among surrounding words, phrases, sentences, and paragraphs Distinguish words as multiple meaning Use examples within the sentence
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Use definition in the sentence Use restatement within the sentence Use organizational text structure, examples include: Cause and effect Sequential order Order of importance Description Compare and contrast Logical order Classification scheme Position-and-support Problem-and-solution Multiple meaning word – a word that has more than one meaning (e.g., trunk) STAAR Note: Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 6.2E for the standard addressing dictionary skills. However, students should consider the dictionary definitions in conjunction with contextual meaning. 6.2C
Complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as book: _____).
Complete ANALOGIES THAT DESCRIBE PART TO WHOLE OR WHOLE TO PART Examples: Ink is to pen as page is to book (part to whole) Pen is to ink as book is to page (whole to part) Analogy – a vocabulary exercise in which an association between a concept and its attribute
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
SE#
is present (e.g., hot:cold as north: ____.) 6.2D
Explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera).
Explain THE MEANING OF FOREIGN WORDS AND PHRASES COMMONLY USED IN WRITTEN ENGLISH Including, but not limited to: RSVP Que sera sera Other possible examples: Bon voyage Cul de sac Others as found in grade-appropriate texts
6.Fig19
TxCCRS
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
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TxCCRS
6.Fig19C
CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions.
Monitor, Adjust COMPREHENSION Including, but not limited to: Use background knowledge Create sensory images (images created by using the five senses- sight, smell, sound, touch, taste) Re-read a portion aloud Use contextual clues (refer to 6.2B) Generate literal, interpretive, evaluative, and universal questions (refer to 6.Fig19B) Ask for help
6.Fig19D
Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Make INFERENCES ABOUT TEXT Including, but not limited to: Literary Text (e.g., poetry, drama, fiction, literary nonfiction) Structural elements Literary elements Sensory language Figurative language
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
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Purpose of elements and language in sections of text and/or specific sentences Note: Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text. Informational Text (e.g., expository, persuasive, embedded procedural text/graphics) Purpose of informational text Main idea of whole texts and sections of texts Details that support the central idea or controlling idea Note: Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text. Inference – a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual evidence – specific details or facts found in the text that support what is inferred 6.Fig19E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order
Summarize, Paraphrase, Synthesize
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
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within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information, ideas, or events in logical order Main ideas from the beginning, middle, and end Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Paraphrase – restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. Synthesize – combine elements and parts to form a coherent whole STAAR Note: Students may be required to summarize in multiple genres, including drama, literary nonfiction, expository text, and fiction.
6.Fig19F
Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Readiness Standard
Make CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES Including, but not limited to: Thematic links Author analysis
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
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Similarities and differences in: topic overarching ideas details description purpose character thoughts, actions, and traits point of view Thematic link – a logical connection made between or among texts that share similar themes Possible literary genres: Fiction Literary nonfiction Poetry Drama Possible informational genres: Expository Persuasive Procedural Provide TEXTUAL EVIDENCE Textual evidence – specific details or facts found in text that support what is inferred
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
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UNIT LEVEL SPECIFICITY
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6.9
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS Including, but not limited to: Determine the purpose of an entire informational text Determine the purpose of a paragraph(s) or section(s) of an informational text Determine the purpose of a specific sentence or detail from an informational text Make inferences and draw conclusions within cultural and historical contexts Possible verbs to describe purpose: To inform, explain, tell, demonstrate, share, reveal, teach, communicate, discuss, outline, educate To illustrate, show, describe, simulate To compare, contrast To provide, give information/examples, give reasons To persuade, express an opinion, prove, encourage, argue, convince, challenge, advocate To reinforce (an idea), emphasize, highlight To suggest, imply To celebrate To question To introduce Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
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STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. TxCCRS
6.9A
E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Compare and contrast the stated or implied purposes of different authors writing on the same topic. Supporting Standard
Compare, Contrast THE STATED OR IMPLIED PURPOSES OF DIFFERENT AUTHORS WRITING ON THE SAME TOPIC Including, but not limited to: Steps in compare and contrast Identify the authors’ purposes Identify if the purposes are implied or stated Identify if the authors’ purposes are similar or different Describe how the authors’ purposes are similar or different Purpose – the intended goal of a piece of writing; the reason a person writes Stated purpose – declared, explicit purpose Implied purpose – an indirect, implicit purpose
6.10
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide
Analyze, Make inferences, Draw conclusions ABOUT EXPOSITORY TEXT
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
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evidence from text to support their understanding. Students are expected to:
Including, but not limited to: Make inferences related to the whole text Make inferences related to a section of the text Make inferences related to particular sentences, ideas, or details Summarize expository text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source. Provide EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in expository text STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. STAAR items that are dual-coded with this Knowledge and Skills Statement and Figure19D may be assessed by: Providing information from the text and asking students to make an inference. For example, sentences from the article are given in a textbox followed by the question, “The author includes this information to —” Providing the inference in the question stem and asking students to choose evidence from the text that supports the inference. For example, “Which of the following sentences supports the idea that (provided inference)?” Many STAAR items that assess summary include two choices that are very plausible. Students must be able to compare the choices to determine which one is the BEST.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
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TxCCRS
6.10A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions. Readiness Standard
Summarize THE MAIN IDEAS AND SUPPORTING DETAILS IN TEXT, DEMONSTRATING AN UNDERSTANDING THAT A SUMMARY DOES NOT INCLUDE OPINIONS Summary may include, but is not limited to: Brief, coherent sentence(s) that communicate the key information in logical order Main ideas from the beginning, middle, and end Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source. Main idea – the overall message of an entire text or section of a text Facts/Details – support the main idea by telling how, when, what, where, why, how much, and how many. Some details may be explicitly stated in the text; however, some may need to be inferred based on other details and/or the main idea. Fact – a truth that is verifiable Opinion – a personal view or belief based on emotions or interpretation of facts
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
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Note: Subtitles may help students determine the main idea of sections of text. Refer to 6.Fig19E for related comprehension skills. STAAR Note: Questions associated with 6.10A may ask for main idea of a paragraph(s). Identify the main idea of a paragraph by considering the context of the whole passage as well as the paragraph(s) in question. Questions associated with 6.10A may provide an ineffective summary and ask students to identify the extraneous information. 6.10B
Explain whether facts included in an argument are used for or against an issue. Supporting Standard
Explain WHETHER FACTS INCLUDED IN AN ARGUMENT ARE USED FOR OR AGAINST AN ISSUE Fact – a truth that is verifiable
6.10C
Explain how different organizational patterns (e.g., proposition-and-support, problem-andsolution) develop the main idea and the author's viewpoint. Readiness Standard
Explain HOW DIFFERENT ORGANIZATIONAL PATTERNS DEVELOP THE MAIN IDEA AND THE AUTHOR’S VIEWPOINT Including, but not limited to: Determine and describe how the organization pattern develops the main idea and viewpoint
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
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UNIT LEVEL SPECIFICITY
SE#
Organizational pattern – the pattern an author constructs as he organizes his or her ideas and provides supporting details Including, but not limited to: Proposition-and-support Problem-and-solution Proposition-and-support – an organizational structure in which the writer first asserts an idea or opinion and then provides information to support the idea or opinion Problem-and-solution – an organizational structure in which the author introduces the situation or conflict and then proceeds to explain how to correct the situation or resolve the conflict Other possible examples of organizational patterns: Cause-and-effect Sequential order Description Order of importance Compare-and-contrast Logical order Classification scheme Note: Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout an entire text. Some texts may have multiple organizational patterns. STAAR Note: Some questions may ask students to consider the connection between organizational patterns and author’s purpose. Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.10D
Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. Readiness Standard
Synthesize, Make LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT Including, but not limited to: Identify similar/related information within a single text Draw conclusions and/or make generalizations about the ideas presented throughout a single text Synthesize, Make LOGICAL CONNECTIONS ACROSS TWO OR THREE TEXTS REPRESENTING SIMILAR OR DIFFERENT GENRES Including, but not limited to: Identify similar/related information from multiple texts of the same genre or different genres Draw conclusions and/or make generalizations about the ideas presented in the texts Synthesize – combine elements and parts to form a coherent whole Draw conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Note: Refer to 6.Fig19F for related skills.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.11
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT PERSUASIVE TEXT Including, but not limited to: Analyze for structure and organization of an entire text or a section of text Analyze for details that support the author’s claim Draw conclusions about the author's message/viewpoint Draw conclusions about how the author delivers the message/viewpoint to his/her audience Summarize persuasive text in ways that maintain meaning and logical order Provide EVIDENCE FROM TEXT TO SUPPORT THEIR ANALYSIS Including, but not limited to: Identify text evidence that supports inferences in persuasive text STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure19E.
TxCCRS
6.11A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence. Supporting Standard
Compare, Contrast THE STRUCTURE AND VIEWPOINTS OF TWO DIFFERENT AUTHORS WRITING FOR THE SAME PURPOSE, NOTING THE STATED CLAIM AND SUPPORTING EVIDENCE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Including, but not limited to: Steps in compare and contrast Identify the common purpose for writing in both texts Identify the author’s viewpoint, or perspective, in each text Identify the stated claim and supporting evidence in each text Compare and contrast the structure of each text Compare and contrast the viewpoints, or perspective, of each text Purpose – the intended goal of a piece of writing; the reason a person writes Stated purpose – declared, explicit purpose Persuasive text – text written with the intent to persuade or convince the reader of something Note: Refer to 6.9A for related skills. 6.11B
Identify simply faulty reasoning used in persuasive texts. Supporting Standard
Identify SIMPLY FAULTY REASONING USED IN PERSUASIVE TEXTS Possible examples: Bandwagon – appeals to “everyone is doing it” mentality Incorrect factual claims Red herring – used to distract the audience by presenting a side issue not related to the topic False authority – use of authority instead of evidence Faulty reasoning – defective reasoning, logical fallacies
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.12
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
Understand, Glean, Use INFORMATION IN PROCEDURAL TEXTS AND DOCUMENTS Interpret information and details within procedural texts and graphics Determine the purpose of embedded procedural texts and graphics STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D.
TxCCRS
6.12B
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. Supporting Standard
Interpret FACTUAL, QUANTITATIVE, OR TECHNICAL INFORMATION PRESENTED IN Including, but not limited to: Map Chart Illustration Graph Timeline Table Diagram Infographic
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Factual information – focus on details such as who, what, where, and when Quantitative information – refers to numbers and statistics Technical information – meaningful or of interest to persons of specialized knowledge 6.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
TxCCRS
E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
6.14C
Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.
After rethinking HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Genre – the type or class of a work, usually categorized by form, technique, or content Revise DRAFTS Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure the purpose, audience, and genre have been addressed Revisions may include, but are not limited to: Clarify meaning Enhance style Use varied sentences, both simple and compound, that are purposeful and well controlled to enhance the effectiveness of the piece Improve transitions and sentence-to-sentence connections to enhance the flow of the piece Include varied structure/word order Check coherence Review and adjust organization Include sensory details to enhance the message Incorporate precise words that create visual images Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay) Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Revisions may include, but are not limited to: Revise entire sentences including, but not limited to: Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Run-on sentences Fragments Order of words and phrases (e.g., misplaced prepositional phrases) Repetition Transitional sentence Revise/change/replace single words and phrases including, but not limited to: General vs. specific Formal vs. informal Synonym vs. antonym Transitional words/phrases Pronoun specificity (antecedents) Add/insert entire sentences including, but not limited to: Closing/concluding sentences that emphasizes the overall message or controlling idea Relevant details in appropriate places Add/insert single words and/or phrases including, but not limited to: Transitions Delete unnecessary sentences/details Combine sentences into a single sentence while maintaining meaning and clarity and avoiding comma splices, run-ons, and fragments Note: While this is considered the third step in the writing process, revision may be ongoing throughout the writing process. STAAR Note: Leads to Readiness Standard 7.14C 6.14D
Edit drafts for grammar, mechanics, and spelling.
Edit DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Including, but not limited to: Conventions/Grammar (refer to 6.19Ai-viii,B,C) Capitalization (refer to 6.20Ai-iii) Punctuation (refer to 6.20Bi-iii) Spelling (refer to 6.21A) Use resources to find correct spellings (refer to 6.21B,C) Previously taught expectations in grammar, capitalization, punctuation, and spelling Note: This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and spelling. STAAR Note: Leads to Readiness Standard 7.14D 6.17
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
TxCCRS
E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.17A
Create multi-paragraph essays to convey information about a topic that:
Create MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION ABOUT THE TOPIC THAT: Expository text – a type of informational text that clarifies or explains something STAAR Note: Leads to Readiness Standard 7.17A
6.17A.i
present effective introductions and concluding paragraphs
An effective introduction establishes the controlling idea or thesis. A concluding paragraph provides closure to the essay. STAAR Note: Leads to Readiness/Supporting Standard 7.17Ai
6.17A.ii
guide and inform the reader's understanding of key ideas and evidence
STAAR Note: Leads to Readiness/Supporting Standard 7.17Aii
6.17A.iii
include specific facts, details, and examples in an appropriately organized structure
Facts, details, and examples support the controlling idea or thesis. Organization of a paper (organizational structure) – the development of ideas in a coherent manner. In a well-organized paper, main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas, and extraneous sentences should not be included. Organizational pattern – the pattern an author constructs as he organizes his or her ideas and provides supporting details
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Examples of organizational patterns: Sequential order Order of importance Cause-and-effect Compare and contrast Problem/solution Main ideas and details Description STAAR Note: Leads to Readiness/Supporting Standard 7.17Aiii 6.17A.iv
use a variety of sentence structures and transitions to link paragraphs
Including, but not limited to: Use varied sentences, both simple and compound, that are purposeful and well controlled to enhance the effectiveness of the piece Use transitions and sentence-to-sentence connections to enhance the flow of the piece Transitional words/phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. STAAR Note: Leads to Readiness/Supporting Standard 7.17Av
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 03/09/2016
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
SUGGESTED DURATION : 10 days
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SUGGESTED DURATION : 10 days
UNIT OVERVIEW This unit bundles student expectations that address a variety of skills, processes, and strategies to interpret relationships across and between informational texts and media in order for students to make connections and synthesize information. Students examine a variety of informational text forms (e.g., expository, persuasive, and procedural) and make connections in order to support understanding of written and visual text, as well as, enhance writing. In previous units, students explored informational texts for the purpose of analyzing genre features and to practice using reading and writing processes in order to understand and communicate meaning. During this unit, students use previously learned knowledge and skills to examine a variety of genres presenting similar ideas while recognizing features specific to each genre. Students analyze informational texts and media by making comparisons in purpose and perspective. Students compare and contrast purposes of different authors on the same topic in different informational texts. The exploration of a variety of informational genres will continue to develop personal reading preference and provide a foundation for participation in topic discussions. Using the writing process, students continue to compose original text to communicate their own understanding. Students explore language while continuing to build on the principles that vocabulary, spelling, punctuation, and grammar are critical to the ability to comprehend and communicate effectively. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate vocabulary from the literature and is supported before, during, and after reading. In Unit 05B, students make connections and synthesize ideas across both literary and informational genres.
PERFORMANCE ASSESSMENT(S)
OVERARCHING CONCEPTS UNIT CONCEPTS
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UNIT UNDERSTANDINGS
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 6 Unit 05A PA 01 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connections, Relevance
Readers create connections to make text personally relevant and useful.
Perspective – Viewpoint Purpose
Authors choose point of view to present a perspective.
After reading two informational texts on similar topics by different authors, create a graphic organizer that compares and contrasts the authors’ purpose and organizational pattern. Use the information gained to summarize the main ideas and viewpoints in each text. Standard(s): 6.9A , 6.10A , 6.10C , 6.10D , 6.Fig19A , 6.Fig19C , 6.Fig19D , 6.Fig19E , 6.Fig19F ELPS.c.1E , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5G
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
Page 2 of 39
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 6 Unit 05A PA 02 Click on the PA title to view related rubric. Using a teacher-provided prompt, compose a multiparagraph essay that develops ideas in a coherent manner. Include an effective introduction and conclusion, key ideas and evidence, and a variety of sentence structures. Share your essay with others. Standard(s): 6.14A , 6.14B , 6.14C , 6.14D , 6.14E , 6.17A.i , 6.17A.ii , 6.17A.iii , 6.17A.iv ELPS.c.2E , ELPS.c.3E , ELPS.c.3I , ELPS.c.5C , ELPS.c.5D , ELPS.c.5E , ELPS.c.5F , ELPS.c.5G
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Meaning, Information Purpose – To Inform Form – Expository Essay
Authors establish a purpose, create a plan, and express organized ideas to construct meaning.
Conventions – Grammar, Punctuation, Capitalization, Spelling
Authors use conventions of written language to communicate clearly and effectively.
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text PERFORMANCE ASSESSMENT(S)
English Language Arts and Reading Grade 6 Unit 05A PA 03 Click on the PA title to view related rubric.
OVERARCHING CONCEPTS UNIT CONCEPTS
SUGGESTED DURATION : 10 days UNIT UNDERSTANDINGS
Interpretation – Connections Perception – Thoughts
Readers use strategies to support interpretation on text.
Interpretation – Relationships, Knowledge, Vocabulary
Understanding new words and concepts enhances comprehension and oral and written communication.
Write multiple entries including thoughts, connections, and/or strategies that deepen understanding of literary and informational texts. Provide evidence from the text to support ideas. Standard(s): 6.17C , 6.Fig19A , 6.Fig19B , 6.Fig19C , 6.Fig19D , 6.Fig19E , 6.Fig19F ELPS.c.1E , ELPS.c.4D , ELPS.c.4F , ELPS.c.4G , ELPS.c.4I , ELPS.c.4J , ELPS.c.4K , ELPS.c.5F , ELPS.c.5G
English Language Arts and Reading Grade 6 Unit 05A PA 04 Click on the PA title to view related rubric. Record multiple entries in a Vocabulary Notebook that demonstrate knowledge of new words and their meanings. Standard(s): 6.2A , 6.2B , 6.2C , 6.2D , 6.2E ELPS.c.1A , ELPS.c.1C , ELPS.c.1E , ELPS.c.1F , ELPS.c.1H , ELPS.c.4A , ELPS.c.5B , ELPS.c.5F , ELPS.c.5G
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text PERFORMANCE ASSESSMENT(S)
SUGGESTED DURATION : 10 days
OVERARCHING CONCEPTS UNIT CONCEPTS
UNIT UNDERSTANDINGS
MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS MISCONCEPTIONS: Some students confuse the theme of a literary work with the topic. The topic is the subject while the theme is a comment, an observation, a lesson, or an insight about the subject. A topic can be stated in one or two words. A theme should be stated in complete sentence.
UNIT VOCABULARY None identified
UNIT ASSESSMENT ITEMS Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Creator if your district has granted access to that tool.
SYSTEM RESOURCES
OTHER RESOURCES
Grade 6 ELAR STAAR Resources - Expository Grade 6 ELAR STAAR Resources - Persuasive Grade 6 ELAR STAAR Resources - Fiction Grade 6 ELAR STAAR Resources - Paired Conventions Alignment Tools: Grade 6
None identified
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
instruction or applied by students through meaningful practice. Word Study
TEKS Vocabulary Development: 6.2A, 6.2B, 6.2C, 6.2D
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
Ongoing TEKS Vocabulary Development: 6.2E
Observation Data Teacher-Student Conference Checklist
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS Reading
TEKS TEKS Vocabulary Development: 6.2B Culture and History: 6.9A Expository Text: 6.10A, 6.10B, 6.10C, 6.10D Persuasive Text: 6.11A, 6.11B Procedural Texts: 6.12B Comprehension Skills.: 6.Fig19C, 6.Fig19D, 6.Fig19E, 6.Fig19F
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
ONGOING TEKS Ongoing TEKS Fluency: 6.1A Vocabulary Development: 6.2E Media Literacy: 6.13A, 6.13B, 6.17C Listening: 6.26A, 6.26B, 6.26C Teamwork: 6.28A Comprehension Skills.: 6.Fig19A, 6.Fig19B
FORMATIVE ASSESSMENT EXAMPLES Rubric Reader’s Notebook Writer’s Notebook Vocabulary Notebook Oral Reading Fluency Check Oral Quiz Written Quiz Portfolio
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS Writing
TEKS TEKS Writing Process: 6.14C, 6.14D Expository and Procedural Texts: 6.17A.i, 6.17A.ii, 6.17A.iii, 6.17A.iv
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
Ongoing TEKS Writing Process: 6.14A, 6.14B, 6.14E Conventions: 6.19A.i, 6.19A.ii, 6.19A.iii, 6.19A.iv, 6.19A.v, 6.19A.vi, 6.19A.vii, 6.19A.viii, 6.19B, 6.19C Handwriting, Capitalization, and Punctuation: 6.20A.i, 6.20A.ii, 6.20A.iii, 6.20B.i, 6.20B.ii, 6.20B.iii Spelling: 6.21A, 6.21B, Page 8 of 39
INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
INSTRUCTIONAL COMPONENTS CHART (*ELAR / SLAR ONLY') INSTRUCTIONAL COMPONENTS
TEKS
ONGOING TEKS
FORMATIVE ASSESSMENT EXAMPLES
6.21C Listening: 6.26A, 6.26B, 6.26C Teamwork: 6.28A
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills. TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Legend:
Legend:
Bold black text in italics: Knowledge and Skills Statement (TEKS) and Texas College and Career Readiness Standard (TxCCRS) Bold black text: Student Expectation (TEKS) Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard for STAAR Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard for STAAR Strike-through: Indicates portions of the Student Expectation that are not included in Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
Blue text: Supporting information / Clarifications from TCMPC (Specificity) Bold blue text:Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency/University of Texas System Blue text in italics: Unit-specific clarification Black text: Texas Education Agency (TEA)
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
this unit but are taught in previous or future unit(s) 6.2
TxCCRS
6.2A
Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing. Determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes. Readiness Standard
Determine THE MEANING OF GRADE-LEVEL ACADEMIC ENGLISH WORDS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES Possible examples: Latin: e.g., struct (instruct, structure); tract (traction, subtraction) Greek: e.g., scope (microscope, stethoscope) Other affixes and roots as found in grade-level academic words and texts Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable) Academic English words 1. words used in the learning of academic subject matter in formal educational context that
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study 2. words used during instruction and exams, and in textbooks These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer). STAAR Note: Questions associated with 6.2A may refer students back to the paragraph in the passage that contains the word being assessed. Context, along with word parts, is important in determining word meaning. Refer to 6.2B for the standard addressing context clues. Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 6.2E for the standard addressing dictionary skills. 6.2B
Use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of unfamiliar or multiple meaning words. Readiness Standard
Use CONTEXT Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage To determine or clarify THE MEANING OF UNFAMILIAR OR MULTIPLE MEANING WORDS Including, but not limited to: Identify and use relationships among surrounding words, phrases, sentences, and paragraphs Distinguish words as multiple meaning Use examples within the sentence
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Use definition in the sentence Use restatement within the sentence Use organizational text structure, examples include: Cause and effect Sequential order Order of importance Description Compare and contrast Logical order Classification scheme Position-and-support Problem-and-solution Multiple meaning word – a word that has more than one meaning (e.g., trunk) STAAR Note: Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to 6.2E for the standard addressing dictionary skills. However, students should consider the dictionary definitions in conjunction with contextual meaning. 6.2C
Complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as book: _____).
Complete ANALOGIES THAT DESCRIBE PART TO WHOLE OR WHOLE TO PART Examples: Ink is to pen as page is to book (part to whole) Pen is to ink as book is to page (whole to part) Analogy – a vocabulary exercise in which an association between a concept and its attribute
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
is present (e.g., hot:cold as north: ____.) 6.2D
Explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera).
Explain THE MEANING OF FOREIGN WORDS AND PHRASES COMMONLY USED IN WRITTEN ENGLISH Including, but not limited to: RSVP Que sera sera Other possible examples: Bon voyage Cul de sac Others as found in grade-appropriate texts
6.Fig19
TxCCRS
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to: CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
TxCCRS
6.Fig19C
CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum Monitor and adjust comprehension (e.g., using background knowledge; creating sensory images; rereading a portion aloud; generating questions.
Monitor, Adjust COMPREHENSION Including, but not limited to: Use background knowledge Create sensory images (images created by using the five senses- sight, smell, sound, touch, taste) Re-read a portion aloud Use contextual clues (refer to 6.2B) Generate literal, interpretive, evaluative, and universal questions (refer to 6.Fig19B) Ask for help
6.Fig19D
Make inferences about text and use textual evidence to support understanding. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
Make INFERENCES ABOUT TEXT Including, but not limited to: Literary Text (e.g., poetry, drama, fiction, literary nonfiction) Structural elements Literary elements Sensory language Figurative language
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Purpose of elements and language in sections of text and/or specific sentences Note: Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text. Informational Text (e.g., expository, persuasive, embedded procedural text/graphics) Purpose of informational text Main idea of whole texts and sections of texts Details that support the central idea or controlling idea Note: Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text. Inference – a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions. Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Use TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING Textual evidence – specific details or facts found in the text that support what is inferred 6.Fig19E
Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order
Summarize, Paraphrase, Synthesize
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
within a text and across texts. Readiness Standard (Fiction, Expository) Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)
TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS TEXTS Summary includes, but is not limited to: Brief, coherent sentences that communicate the key information, ideas, or events in logical order Main ideas from the beginning, middle, and end Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. Paraphrase – restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. Synthesize – combine elements and parts to form a coherent whole STAAR Note: Students may be required to summarize in multiple genres, including drama, literary nonfiction, expository text, and fiction.
6.Fig19F
Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Readiness Standard
Make CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES Including, but not limited to: Thematic links Author analysis
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Similarities and differences in: topic overarching ideas details description purpose character thoughts, actions, and traits point of view Thematic link – a logical connection made between or among texts that share similar themes Possible literary genres: Fiction Literary nonfiction Poetry Drama Possible informational genres: Expository Persuasive Procedural Provide TEXTUAL EVIDENCE Textual evidence – specific details or facts found in text that support what is inferred
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.9
Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT THE AUTHOR’S PURPOSE IN CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS Including, but not limited to: Determine the purpose of an entire informational text Determine the purpose of a paragraph(s) or section(s) of an informational text Determine the purpose of a specific sentence or detail from an informational text Make inferences and draw conclusions within cultural and historical contexts Possible verbs to describe purpose: To inform, explain, tell, demonstrate, share, reveal, teach, communicate, discuss, outline, educate To illustrate, show, describe, simulate To compare, contrast To provide, give information/examples, give reasons To persuade, express an opinion, prove, encourage, argue, convince, challenge, advocate To reinforce (an idea), emphasize, highlight To suggest, imply To celebrate To question To introduce Provide EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D. TxCCRS
6.9A
E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods. Compare and contrast the stated or implied purposes of different authors writing on the same topic. Supporting Standard
Compare, Contrast THE STATED OR IMPLIED PURPOSES OF DIFFERENT AUTHORS WRITING ON THE SAME TOPIC Including, but not limited to: Steps in compare and contrast Identify the authors’ purposes Identify if the purposes are implied or stated Identify if the authors’ purposes are similar or different Describe how the authors’ purposes are similar or different Purpose – the intended goal of a piece of writing; the reason a person writes Stated purpose – declared, explicit purpose Implied purpose – an indirect, implicit purpose
6.10
Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide
Analyze, Make inferences, Draw conclusions ABOUT EXPOSITORY TEXT
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
evidence from text to support their understanding. Students are expected to:
Including, but not limited to: Make inferences related to the whole text Make inferences related to a section of the text Make inferences related to particular sentences, ideas, or details Summarize expository text in ways that maintain meaning and logical order Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source. Provide EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING Including, but not limited to: Identify text evidence that supports inferences in expository text STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure 19E. STAAR items that are dual-coded with this Knowledge and Skills Statement and Figure19D may be assessed by: Providing information from the text and asking students to make an inference. For example, sentences from the article are given in a textbox followed by the question, “The author includes this information to —” Providing the inference in the question stem and asking students to choose evidence from the text that supports the inference. For example, “Which of the following sentences supports the idea that (provided inference)?” Many STAAR items that assess summary include two choices that are very plausible. Students must be able to compare the choices to determine which one is the BEST.
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
TxCCRS
6.10A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include opinions. Readiness Standard
Summarize THE MAIN IDEAS AND SUPPORTING DETAILS IN TEXT, DEMONSTRATING AN UNDERSTANDING THAT A SUMMARY DOES NOT INCLUDE OPINIONS Summary may include, but is not limited to: Brief, coherent sentence(s) that communicate the key information in logical order Main ideas from the beginning, middle, and end Summarize – to reduce large sections of text to their essential points and main ideas. Note: It is still important to attribute summarized ideas to the original source. Main idea – the overall message of an entire text or section of a text Facts/Details – support the main idea by telling how, when, what, where, why, how much, and how many. Some details may be explicitly stated in the text; however, some may need to be inferred based on other details and/or the main idea. Fact – a truth that is verifiable Opinion – a personal view or belief based on emotions or interpretation of facts
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Note: Subtitles may help students determine the main idea of sections of text. Refer to 6.Fig19E for related comprehension skills. STAAR Note: Questions associated with 6.10A may ask for main idea of a paragraph(s). Identify the main idea of a paragraph by considering the context of the whole passage as well as the paragraph(s) in question. Questions associated with 6.10A may provide an ineffective summary and ask students to identify the extraneous information. 6.10B
Explain whether facts included in an argument are used for or against an issue. Supporting Standard
Explain WHETHER FACTS INCLUDED IN AN ARGUMENT ARE USED FOR OR AGAINST AN ISSUE Fact – a truth that is verifiable
6.10C
Explain how different organizational patterns (e.g., proposition-and-support, problem-andsolution) develop the main idea and the author's viewpoint. Readiness Standard
Explain HOW DIFFERENT ORGANIZATIONAL PATTERNS DEVELOP THE MAIN IDEA AND THE AUTHOR’S VIEWPOINT Including, but not limited to: Determine and describe how the organization pattern develops the main idea and viewpoint
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Organizational pattern – the pattern an author constructs as he organizes his or her ideas and provides supporting details Including, but not limited to: Proposition-and-support Problem-and-solution Proposition-and-support – an organizational structure in which the writer first asserts an idea or opinion and then provides information to support the idea or opinion Problem-and-solution – an organizational structure in which the author introduces the situation or conflict and then proceeds to explain how to correct the situation or resolve the conflict Other possible examples of organizational patterns: Cause-and-effect Sequential order Description Order of importance Compare-and-contrast Logical order Classification scheme Note: Organizational patterns can be found in sections of text (single or multiple paragraphs) or throughout an entire text. Some texts may have multiple organizational patterns. STAAR Note: Some questions may ask students to consider the connection between organizational patterns and author’s purpose. Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.10D
Synthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres. Readiness Standard
Synthesize, Make LOGICAL CONNECTIONS BETWEEN IDEAS WITHIN A TEXT Including, but not limited to: Identify similar/related information within a single text Draw conclusions and/or make generalizations about the ideas presented throughout a single text Synthesize, Make LOGICAL CONNECTIONS ACROSS TWO OR THREE TEXTS REPRESENTING SIMILAR OR DIFFERENT GENRES Including, but not limited to: Identify similar/related information from multiple texts of the same genre or different genres Draw conclusions and/or make generalizations about the ideas presented in the texts Synthesize – combine elements and parts to form a coherent whole Draw conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. Note: Refer to 6.Fig19F for related skills.
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.11
Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to:
Analyze, Make inferences, Draw conclusions ABOUT PERSUASIVE TEXT Including, but not limited to: Analyze for structure and organization of an entire text or a section of text Analyze for details that support the author’s claim Draw conclusions about the author's message/viewpoint Draw conclusions about how the author delivers the message/viewpoint to his/her audience Summarize persuasive text in ways that maintain meaning and logical order Provide EVIDENCE FROM TEXT TO SUPPORT THEIR ANALYSIS Including, but not limited to: Identify text evidence that supports inferences in persuasive text STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D and/or Figure19E.
TxCCRS
6.11A
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting the stated claim and supporting evidence. Supporting Standard
Compare, Contrast THE STRUCTURE AND VIEWPOINTS OF TWO DIFFERENT AUTHORS WRITING FOR THE SAME PURPOSE, NOTING THE STATED CLAIM AND SUPPORTING EVIDENCE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
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Including, but not limited to: Steps in compare and contrast Identify the common purpose for writing in both texts Identify the author’s viewpoint, or perspective, in each text Identify the stated claim and supporting evidence in each text Compare and contrast the structure of each text Compare and contrast the viewpoints, or perspective, of each text Purpose – the intended goal of a piece of writing; the reason a person writes Stated purpose – declared, explicit purpose Persuasive text – text written with the intent to persuade or convince the reader of something Note: Refer to 6.9A for related skills. 6.11B
Identify simply faulty reasoning used in persuasive texts. Supporting Standard
Identify SIMPLY FAULTY REASONING USED IN PERSUASIVE TEXTS Possible examples: Bandwagon – appeals to “everyone is doing it” mentality Incorrect factual claims Red herring – used to distract the audience by presenting a side issue not related to the topic False authority – use of authority instead of evidence Faulty reasoning – defective reasoning, logical fallacies
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.12
Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in procedural texts and documents. Students are expected to:
Understand, Glean, Use INFORMATION IN PROCEDURAL TEXTS AND DOCUMENTS Interpret information and details within procedural texts and graphics Determine the purpose of embedded procedural texts and graphics STAAR Note: This Knowledge and Skills Statement may be assessed with Figure 19D.
TxCCRS
6.12B
E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths. Interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams. Supporting Standard
Interpret FACTUAL, QUANTITATIVE, OR TECHNICAL INFORMATION PRESENTED IN Including, but not limited to: Map Chart Illustration Graph Timeline Table Diagram Infographic
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Factual information – focus on details such as who, what, where, and when Quantitative information – refers to numbers and statistics Technical information – meaningful or of interest to persons of specialized knowledge 6.14
Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
TxCCRS
E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
6.14C
Revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed.
After rethinking HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED Purpose – the intended goal of a piece of writing; the reason a person writes Audience – the intended target group for a message, regardless of the medium
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Genre – the type or class of a work, usually categorized by form, technique, or content Revise DRAFTS Revise – changing, adding, or deleting words, phrases, or sentences to clarify and/or to enhance the message to ensure the purpose, audience, and genre have been addressed Revisions may include, but are not limited to: Clarify meaning Enhance style Use varied sentences, both simple and compound, that are purposeful and well controlled to enhance the effectiveness of the piece Improve transitions and sentence-to-sentence connections to enhance the flow of the piece Include varied structure/word order Check coherence Review and adjust organization Include sensory details to enhance the message Incorporate precise words that create visual images Coherent – logically ordered, with consistent relations of parts to the whole (e.g., a coherent essay) Word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader Revisions may include, but are not limited to: Revise entire sentences including, but not limited to: Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Run-on sentences Fragments Order of words and phrases (e.g., misplaced prepositional phrases) Repetition Transitional sentence Revise/change/replace single words and phrases including, but not limited to: General vs. specific Formal vs. informal Synonym vs. antonym Transitional words/phrases Pronoun specificity (antecedents) Add/insert entire sentences including, but not limited to: Closing/concluding sentences that emphasizes the overall message or controlling idea Relevant details in appropriate places Add/insert single words and/or phrases including, but not limited to: Transitions Delete unnecessary sentences/details Combine sentences into a single sentence while maintaining meaning and clarity and avoiding comma splices, run-ons, and fragments Note: While this is considered the third step in the writing process, revision may be ongoing throughout the writing process. STAAR Note: Leads to Readiness Standard 7.14C 6.14D
Edit drafts for grammar, mechanics, and spelling.
Edit DRAFTS FOR GRAMMAR, MECHANICS, AND SPELLING
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Including, but not limited to: Conventions/Grammar (refer to 6.19Ai-viii,B,C) Capitalization (refer to 6.20Ai-iii) Punctuation (refer to 6.20Bi-iii) Spelling (refer to 6.21A) Use resources to find correct spellings (refer to 6.21B,C) Previously taught expectations in grammar, capitalization, punctuation, and spelling Note: This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and spelling. STAAR Note: Leads to Readiness Standard 7.14D 6.17
Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to:
TxCCRS
E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in wellorganized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS
CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
6.17A
Create multi-paragraph essays to convey information about a topic that:
Create MULTI-PARAGRAPH ESSAYS TO CONVEY INFORMATION ABOUT THE TOPIC THAT: Expository text – a type of informational text that clarifies or explains something STAAR Note: Leads to Readiness Standard 7.17A
6.17A.i
present effective introductions and concluding paragraphs
An effective introduction establishes the controlling idea or thesis. A concluding paragraph provides closure to the essay. STAAR Note: Leads to Readiness/Supporting Standard 7.17Ai
6.17A.ii
guide and inform the reader's understanding of key ideas and evidence
STAAR Note: Leads to Readiness/Supporting Standard 7.17Aii
6.17A.iii
include specific facts, details, and examples in an appropriately organized structure
Facts, details, and examples support the controlling idea or thesis. Organization of a paper (organizational structure) – the development of ideas in a coherent manner. In a well-organized paper, main points should be supported, each idea should flow sequentially and logically to the next idea, transitions should connect ideas, and extraneous sentences should not be included. Organizational pattern – the pattern an author constructs as he organizes his or her ideas and provides supporting details
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
SUGGESTED DURATION : 10 days
TEKS#
TEKS
UNIT LEVEL SPECIFICITY
SE#
Examples of organizational patterns: Sequential order Order of importance Cause-and-effect Compare and contrast Problem/solution Main ideas and details Description STAAR Note: Leads to Readiness/Supporting Standard 7.17Aiii 6.17A.iv
use a variety of sentence structures and transitions to link paragraphs
Including, but not limited to: Use varied sentences, both simple and compound, that are purposeful and well controlled to enhance the effectiveness of the piece Use transitions and sentence-to-sentence connections to enhance the flow of the piece Transitional words/phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas. STAAR Note: Leads to Readiness/Supporting Standard 7.17Av
ELPS#
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
each subject in the required curriculum. School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum. School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency. http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 Choose appropriate ELPS to support instruction. ELPS.c.1
The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A
use prior knowledge and experiences to understand meanings in English
ELPS.c.1B
monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C
use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D
speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E
internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F
use accessible language and learn new and essential language in the process
ELPS.c.1G
demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.1H
develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2
The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A
distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B
recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C
learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D
monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E
use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F
listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G
understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H
understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I
demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3
The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A
practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B
expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C
speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D
speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E
share information in cooperative learning interactions
ELPS.c.3F
ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G
express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H
narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I
adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J
respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4
The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS. (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A
learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B
recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C
develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D
use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E
read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F
use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language
ELPS.c.4G
demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H
read silently with increasing ease and comprehension for longer periods
ELPS.c.4I
demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J
demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K
demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text ELPS#
SUGGESTED DURATION : 10 days
SUBSECTION C: CROSS-CURRICULAR SECOND LANGUAGE ACQUISITION ESSENTIAL KNOWLEDGE AND SKILLS.
ELPS.c.5
The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet gradelevel learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A
learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B
write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C
spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D
edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E
employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F
write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G
narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 03/09/2016
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
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INSTRUCTIONAL FOCUS DOCUMENT Grade 6 English Language Arts And Reading TITLE : Unit 05A: Generating Connections: Informational Text
Last Updated 03/09/2016 Print Date 08/19/2016 Printed By Hanna Ulibarri, NOCONA MIDDLE
SUGGESTED DURATION : 10 days
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