Map: Minisink Valley- ELA Type: Consensus Grade Level: 6 School Year: 2007-2008 Author: Nicole Ey District/Building: Minisink Valley CSD/Middle School Created: 11/06/2007 Last Updated: 11/06/2007 This map copied from: Minisink Valley- ELA by Nicole Ey Essential Questions Content Skills Assessments Standards/PIs Why is it important to understand your schedule? Why is it imporant to organize your binder? How can you keep your binder organized? Why is it important to tell the difference between a sentence and a "non-sentence"? How can you determine what punctuation mark goes at the end of a sentence? How can you LEARN how to spell words correctly? What is the difference between a capital letter and a lower case letter on an outline? What, besides letters do we use to categorize information on an outline? What is a paragraph? What is a thesis statement? Answer: A thesis statement is a sentence, normally in the introduction, that states the main idea of the paper, and narrows the general topic into specific details to be discussed more in depth. What is a topic sentence? Answer: A topic sentence is found in each paragraph, and identifies the main idea of that particular paragraph. What are supporting details? Answer: Supporting details are the details relevant to the topic to be discussed in each paragraph. Beginning of the year procedures Journal Procedure spelling parts of speech vocabulary development graphic organizers recalls locker combination to successfully open locker demonstrates an understanding of class schedule by getting to each class on time without assistance organizes notebook to keep materials in order for each class uses assignment book to recored assignments applies knowledge of classroom procedures to daily classroom routine composes a letter about self to share information with teacher applies language knowledge to daily journals reads passage and completes blank with correct vocabulary word organizes information from reading passge into a graphic organizer use homework folder to obtain work follow daily sixth grade routine multiple choice questions weekly spelling tests graphic organizer Homework Writing Tasks vocabulary quizzes/tests begin Buckledown- grade certain pages ELA1-6.R.5 ELA1-6.R.12 ELA1-6.W.6 ELA1-6.W.7 ELA1-6.L.1 ELA1-6.L.5 ELA1-6.S.1 ELA1-6.S.2 ELA2-6.R.4 ELA2-6.R.5 ELA2-6.R.6 ELA2-6.R.8 ELA2-6.R.10 ELA2-6.W.3 ELA2-6.W.5 ELA2-6.S.1 ELA4-6.R.1 ELA4-6.L.2 ELA4-6.S.4
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Grade 6 ELA - Minisink Minisink Valley- ELA Type: ... elimination, refer to story for proof) ... B. ELA Practice test 2 C. ELA Practice test 3
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Map: Minisink Valley- ELA Type: Consensus Grade Level: 6 School Year: 2007-2008
Author: Nicole Ey District/Building: Minisink Valley CSD/Middle School
Created: 11/06/2007 Last Updated: 11/06/2007
This map copied from: Minisink Valley- ELA by Nicole Ey
ELA1-6.R.1 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.01 - locate and use school and public library resources, with some direction, to
acquire information [Grade 6]
ELA1-6.R.3 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.03 - read to collect and interpret data, facts, and ideas from multiple sources[Grade 6]
ELA1-6.R.5 [9 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.05 - skim material to gain an overview of content or locate specific information[Grade 6]
ELA1-6.R.6 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.06 - use text features, such as headings, captions, and titles, to understand andinterpret informational texts [Grade 6]
ELA1-6.R.7 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.07 - recognize organizational formats to assist in comprehension of informationaltexts [Grade 6]
ELA1-6.R.8 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.08 - identify missing, conflicting, unclear, and irrelevant information [Grade 6]
ELA1-6.R.10 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.10 - identify information that is implied rather than stated [Grade 6]
ELA1-6.R.11 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.11 - compare and contrast information about one topic from multiple sources
[Grade 6]
ELA1-6.R.12 [9 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.12 - recognize how new information is related to prior knowledge or experience
[Grade 6]
ELA1-6.R.14 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.14 - apply thinking skills, such as define, classify, and infer, to interpret data,facts, and ideas from informational texts, with assistance [Grade 6]
ELA1-6.R.16 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.16 - condense, combine, or categorize new information from one or moresources, with assistance [Grade 6]
ELA1-6.R.17 [8 occurrences] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.17 - draw conclusions and make inferences on the basis of explicit and impliedinformation, with assistance [Grade 6]
ELA1-6.R.18 [1 occurrence] - ELA Standard 1 - Reading Strand - Performance Indicator 6.R.18 - make, confirm, or revise predictions, with assistance [Grade 6]
ELA2-6.R.1 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.01 - read, view, and interpret texts from a variety of genres [Grade 6]
ELA2-6.R.2 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.02 - define characteristics of different genres [Grade 6]
ELA2-6.R.3 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.03 - select literary texts on the basis of personal needs and interests and readsilently for enjoyment for extended periods [Grade 6]
ELA2-6.R.4 [10 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.04 - read aloud from a variety of genres (e.g., plays and poems) - use inflectionand intonation appropriate to text read and audience [Grade 6]
ELA2-6.R.5 [9 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.05 - recognize that the same story can be told in different genres (e.g., novels,
poems, or plays) [Grade 6]
ELA2-6.R.6 [9 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.06 - identify literary elements, (e.g., setting, plot, character, rhythm, and rhyme)of different genres [Grade 6]
ELA2-6.R.7 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.07 - recognize how the author uses literary devices, such as simile, metaphor,
and personification, to create meaning [Grade 6]
ELA2-6.R.8 [10 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.08 - recognize how different authors treat similar themes [Grade 6]
ELA2-6.R.9 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.09 - identify the ways in which characters change and develop throughout a story[Grade 6]
ELA2-6.R.10 [9 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.10 - interpret characters, plot, setting, and theme, using evidence from the text,with assistance [Grade 6]
ELA2-6.R.11 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.11 - identify the author’s point of view, such as first-person narrator and
omniscient narrator, with assistance [Grade 6]
ELA2-6.R.13 [8 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.13 - recognize how the author’s use of language creates images or feelings, with
assistance [Grade 6]
ELA2-6.R.14 [1 occurrence] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.14 - identify poetic elements, such as repetition, rhythm, and rhyming patterns, in
order to interpret poetry, with assistance [Grade 6]
ELA2-6.R.15 [7 occurrences] - ELA Standard 2 - Reading Strand - Performance Indicator 6.R.15 - identify social and cultural context and other characteristics of the time
period to enhance understanding and appreciation of text, with assistance [Grade 6]
ELA3-6.R.1 [8 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 6.R.01 - evaluate information, ideas, opinions, and themes by identifying - a centralidea and supporting details - precise and vague language - statements of fact, opinion, and exaggeration - missing or unclear information [Grade 6]
ELA3-6.R.3 [9 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 6.R.03 - identify different perspectives, such as social, cultural, ethnic, and historical,on an issue presented in one or more than one text [Grade 6]
ELA3-6.R.5 [9 occurrences] - ELA Standard 3 - Reading Strand - Performance Indicator 6.R.05 - evaluate, with assistance, the validity and accuracy of information, ideas,themes, opinions, and experiences in text to - identify conflicting information - consider the background and qualifications of the writer - evaluate examples, details, or reasons
used to support ideas - identify differing points of view in texts and presentations - identify cultural and ethnic values and their impact on content, with assistance - identifymultiple levels of meaning [Grade 6]
ELA4-6.R.1 [9 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 6.R.01 - share reading experiences to build a relationship with peers or adults; forexample, read together silently or aloud with a partner or in small groups [Grade 6]
ELA4-6.R.2 [8 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 6.R.02 - respect the age, gender, position, and cultural traditions of the writer [Grade
6]
ELA4-6.R.3 [2 occurrences] - ELA Standard 4 - Reading Strand - Performance Indicator 6.R.03 - recognize the types of language (e.g., jargon, colloquialisms, informal
vocabulary, and email conventions) that are appropriate to social communication [Grade 6]
ELA1-6.W.2 [8 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.02 - take notes to record and organize relevant data, facts, and ideas [Grade 6]
ELA1-6.W.3 [8 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.03 - state a main idea and support it with details and examples [Grade 6]
ELA1-6.W.4 [8 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.04 - compare and contrast ideas and information from two or three sources[Grade 6]
ELA1-6.W.5 [8 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.05 - adopt an organizational format, such as chronological order, that isappropriate for informational writing [Grade 6]
ELA1-6.W.6 [9 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.06 - use paragraphing to organize ideas and information [Grade 6]
ELA1-6.W.7 [9 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.07 - use paraphrasing, with assistance [Grade 6]
ELA1-6.W.9 [9 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.09 - include relevant and exclude irrelevant information, with assistance [Grade 6]
ELA1-6.W.11 [6 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.11 - support ideas with examples, definitions, analogies, and direct references tothe text, with assistance [Grade 6]
ELA1-6.W.12 [7 occurrences] - ELA Standard 1 - Writing Strand - Performance Indicator 6.W.12 - answer questions about informational material and write accurate andcomplete responses, with assistance [Grade 6]
ELA2-6.W.1 [1 occurrence] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.01 - write original literary texts - use organizing structures, such as stanzas,chapters, scenes, and verses - develop characters, create a setting, and establish a plot - use examples of literary devices, such as rhythm, rhyme, simile, and personification -
establish a consistent point of view (e.g., first or third person) - use vocabulary to create a desired effect [Grade 6]
ELA2-6.W.2 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.02 - write interpretive essays to - summarize the plot - describe the charactersand explain how they change - describe the setting and recognize its importance to the story - draw a conclusion about the work - interpret the impact of literary devices, such
as simile and personification - recognize the impact of rhythm and rhyme in poems [Grade 6]
ELA2-6.W.3 [8 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.03 - respond to literature, connecting the response to personal experience [Grade
6]
ELA2-6.W.5 [2 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.05 - express opinions and support them through specific references to the text,
with assistance [Grade 6]
ELA2-6.W.6 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.06 - demonstrate understanding of plot and theme, with assistance [Grade 6]
ELA2-6.W.7 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.07 - identify and describe characters and their motivations, with assistance
[Grade 6]
ELA2-6.W.9 [1 occurrence] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.09 - identify how the use of literary devices, such as symbolism, metaphor and
simile, personification, and flashback, affects meaning, with assistance [Grade 6]
ELA2-6.W.10 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.10 - draw conclusions and provide reasons for the conclusions, with assistance
[Grade 6]
ELA2-6.W.11 [7 occurrences] - ELA Standard 2 - Writing Strand - Performance Indicator 6.W.11 - compare and contrast characters, setting, mood, and voice in more thanone literary text or performance, with assistance [Grade 6]
ELA3-6.W.1 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.01 - use strategies, such as note taking, semantic webbing or mapping, andoutlining, to plan and organize writing [Grade 6]
ELA3-6.W.2 [8 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.02 - use supporting evidence from text to evaluate ideas, information, themes, orexperiences [Grade 6]
ELA3-6.W.3 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.03 - analyze the impact of an event or issue from personal, peer group, andschool community perspectives [Grade 6]
ELA3-6.W.4 [1 occurrence] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.04 - use information and ideas from other subject areas and personal experiences
to form and express opinions and judgments [Grade 6]
ELA3-6.W.5 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.05 - adopt an organizational format (e.g., compare/contrast) appropriate for
critical analysis and evaluation [Grade 6]
ELA3-6.W.6 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.06 - use precise vocabulary in writing analysis and evaluation [Grade 6]
ELA3-6.W.8 [3 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.08 - present clear analysis, using examples, details, and reasons from text, withassistance [Grade 6]
ELA3-6.W.10 [4 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.10 - explain connections between and among texts to extend the meaning of
each individual text, with assistance [Grade 6]
ELA3-6.W.11 [7 occurrences] - ELA Standard 3 - Writing Strand - Performance Indicator 6.W.11 - compare and contrast literary elements in more than one genre and/or by
more than one author, with assistance [Grade 6]
ELA4-6.W.1 [8 occurrences] - ELA Standard 4 - Writing Strand - Performance Indicator 6.W.01 - share the process of writing with peers and adults; for example, write a
condolence note, get well-card, or thank-you letter with a writing partner or in small groups [Grade 6]
ELA4-6.W.2 [8 occurrences] - ELA Standard 4 - Writing Strand - Performance Indicator 6.W.02 - respect the age, gender, social position, and cultural traditions of the recipient
[Grade 6]
ELA4-6.W.3 [1 occurrence] - ELA Standard 4 - Writing Strand - Performance Indicator 6.W.03 - develop a personal voice that enables the reader to get to know the writer[Grade 6]
ELA4-6.W.4 [2 occurrences] - ELA Standard 4 - Writing Strand - Performance Indicator 6.W.04 - write personal reactions about experiences, events, and observations, usinga form of social communication [Grade 6]
ELA1-6.L.1 [9 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.01 - follow a sequence of instructions consisting of at least three steps whenengaging in a task or assignment [Grade 6]
ELA1-6.L.2 [8 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.02 - identify essential details for note taking [Grade 6]
ELA1-6.L.3 [9 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.03 - distinguish between fact and opinion [Grade 6]
ELA1-6.L.4 [8 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.04 - identify information that is implicit rather than stated [Grade 6]
ELA1-6.L.5 [10 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.05 - connect new information to prior knowledge or experience [Grade 6]
ELA1-6.L.6 [8 occurrences] - ELA Standard 1 - Listening Strand - Performance Indicator 6.L.06 - recall significant ideas and details, with assistance [Grade 6]
ELA2-6.L.1 [8 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 6.L.01 - distinguish different genres, such as story, biography, poem, or play [Grade
6]
ELA2-6.L.2 [8 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 6.L.02 - identify a character’s motivation [Grade 6]
ELA2-6.L.4 [8 occurrences] - ELA Standard 2 - Listening Strand - Performance Indicator 6.L.04 - identify cultural and historical influences in texts and performances [Grade 6]
ELA3-6.L.1 [7 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.01 - form an opinion or judgment about the validity and accuracy of information,
ideas, opinions, issues, themes, and experiences, with assistance [Grade 6]
ELA3-6.L.2 [2 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.02 - recognize that the criteria used to analyze and evaluate presentations maybe influenced by one's point of view and purpose for listening [Grade 6]
ELA3-6.L.3 [7 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.03 - recognize and use the perspectives of others, including teachers and peers,to analyze and evaluate presentations [Grade 6]
ELA3-6.L.6 [6 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.06 - consider the experience and qualifications of speakers in analyzing andevaluating presentations, with assistance [Grade 6]
ELA3-6.L.7 [7 occurrences] - ELA Standard 3 - Listening Strand - Performance Indicator 6.L.07 - identify missing or unclear information, with assistance [Grade 6]
ELA4-6.L.1 [8 occurrences] - ELA Standard 4 - Listening Strand - Performance Indicator 6.L.01 - respect the age, gender, social position, and cultural traditions of the speaker[Grade 6]
ELA4-6.L.2 [9 occurrences] - ELA Standard 4 - Listening Strand - Performance Indicator 6.L.02 - recognize friendly communication on the basis of volume, tone, and rate ofthe speaker’s voice [Grade 6]
ELA4-6.L.3 [2 occurrences] - ELA Standard 4 - Listening Strand - Performance Indicator 6.L.03 - recognize that social communication may include informal language, such asjargon and colloquialisms [Grade 6]
ELA4-6.L.4 [1 occurrence] - ELA Standard 4 - Listening Strand - Performance Indicator 6.L.04 - recognize the meaning of the speaker’s nonverbal cues [Grade 6]
ELA1-6.S.1 [9 occurrences] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.01 - synthesize and paraphrase information [Grade 6]
ELA1-6.S.2 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.02 - make connections between sources of information [Grade 6]
ELA1-6.S.4 [1 occurrence] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.04 - summarize main points as part of the conclusion [Grade 6]
ELA1-6.S.5 [8 occurrences] - ELA Standard 1 - Speaking Strand - Performance Indicator 6.S.05 - use notes, outlines, and visual aids appropriate to the presentation [Grade
6]
ELA2-6.S.1 [8 occurrences] - ELA Standard 2 - Speaking Strand - Performance Indicator 6.S.01 - use audible voice and pacing appropriate to content and audience when
presenting original works, such as stories, poems, and plays, to adults and peers [Grade 6]
ELA2-6.S.2 [8 occurrences] - ELA Standard 2 - Speaking Strand - Performance Indicator 6.S.02 - share book reviews [Grade 6]
ELA2-6.S.3 [1 occurrence] - ELA Standard 2 - Speaking Strand - Performance Indicator 6.S.03 - summarize the plot, describe the motivation of characters, and explain the
importance of setting [Grade 6]
ELA2-6.S.4 [8 occurrences] - ELA Standard 2 - Speaking Strand - Performance Indicator 6.S.04 - use notes or outlines appropriately in presentations [Grade 6]
ELA3-6.S.1 [8 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 6.S.01 - express an opinion or judgment about information, ideas, opinions, themes,and experiences in books, essays, articles, and advertisements [Grade 6]
ELA3-6.S.2 [8 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 6.S.02 - use information and ideas from other subject areas and from personalexperiences to form and express opinions and judgments [Grade 6]
ELA3-6.S.4 [8 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 6.S.04 - persuade, using appropriate language, tone, volume, and gestures [Grade
6]
ELA3-6.S.5 [8 occurrences] - ELA Standard 3 - Speaking Strand - Performance Indicator 6.S.05 - use notes or outlines appropriately in presentations [Grade 6]
ELA4-6.S.2 [8 occurrences] - ELA Standard 4 - Speaking Strand - Performance Indicator 6.S.02 - use the informal language of social communication [Grade 6]
ELA4-6.S.3 [8 occurrences] - ELA Standard 4 - Speaking Strand - Performance Indicator 6.S.03 - respect the age, gender, social position, culture, and interests of the listener
[Grade 6]
ELA4-6.S.4 [9 occurrences] - ELA Standard 4 - Speaking Strand - Performance Indicator 6.S.04 - use the rules of conversation, such as avoid interrupting and respondrespectfully [Grade 6]