Roselle Public Schools ELA Curriculum Units Grade 6 1 Revised 2018 Unit: 3 / Marking Period 3 Curriculum Area: English Language Arts Unit Title: New Perspectives Reading Genre(s):Realistic fiction, Narrative Nonfiction, Drama, Poetry, and Biography Writing Genre(s): ● Narrative Writing ● Literary Analysis ● Routine Writing Grade Level: 6 Time Frame: 9 weeks 8 weeks Instruction plus 5 days of Assessment Pacing Guide Unit Overview The main purpose of this unit is for students to identify the types of changes that might transform how individuals view the world according to their experiences and relationships. This unit will offer students different perspectives on how people respond to change and therefore seek new perspectives. Students will deconstruct and interpret text in a variety of meaningful ways. Students participate in instruction that hones reading skills through brief, specific lessons, teacher and student models, and thinking activities. Incorporating important aspects of narrative reading and writing strategies, the students learn the academic and social importance of reading and writing while employing the selected tools and instruction. The unit also emphasizes interaction between readers and writers. What are the elements of narrative writing? How do authors describe people and places in their writing? From exposure to this unit, students will gain a clear understanding of setting, characters, problem/solution, and plot. Students learn to analyze the intentional use of narrative techniques, identify how an author develops a narrator's point of view within a text, discuss author's craft, and track theories about textual meaning while contrasting text in different forms or genres. Essential Questions Enduring Understandings ● How are people transformed through their experiences and relationships? ● How are people transformed through their experiences and relationships? ● What writing strategies do authors use to strengthen their stories? ● People are often transformed through their experiences and relationships with others. ● People are often transformed through their experiences and relationships with others.
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Roselle Public Schools ELA Curriculum Units Grade 6
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Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students
Roselle Public Schools
ELA Curriculum Units
Grade 6 35
Revised 2018
Characteristics of Accomplished & Competent Classroom and ESL Teachers with ELL’s
In order to communicate effectively with students, ensure comprehension, and develop understanding of classroom material,
accomplished and competent mainstream and content area teachers demonstrate many of the following characteristics:
1. Use many visual aids or realistic manipulatives.
2. Model appropriate behavior and language for students.
3. Use gestures, body language, and facial expressions to develop understanding.
4. Perform demonstrations to ensure comprehension and in depth understanding.
5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques.
6. Provide vocabulary previews of forthcoming lessons.
7. Ask students to make predictions when reading stories aloud.
8. Adapt and simplify material in textbooks to make it more comprehensible.
9. Provide cooperative learning groups.
10. Utilize peer tutoring.
11. Provide multicultural content in classroom.
12. Seek out primary language support for students needing assistance.
13. Create a non-threatening environment where students feel comfortable to take risks with language.
14. Make connections between content being taught and students’ prior knowledge and experiences.
Roselle Public Schools
ELA Curriculum Units
Grade 6 36
Revised 2018
15. Provide much time for student engagement and interaction with the teacher.
16. Allow time for students to practice and apply daily lessons.
General Suggestion "Best Practices" for Helping English Language Learners
1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing.
2. Assign a peer tutor (buddy) to help explain what is happening in the classroom.
3. Use a consistent vocabulary for daily routines.
4. Provide pictures to illustrate new words and terms.
5. Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons.
6. Present clear illustrations and concrete examples to help students understand complex concepts and skills.
7. Adapt difficult passages from textbooks and record on tape for listening activities.
8. Create a library of supplementary books and workbooks written in simple English.
9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals.
10. Use outline maps for students to practice writing in the details and label.
11. Use cooperative groupings in your classroom and assign the ELL student a task in the group.
12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL
student before the lesson begins.
Roselle Public Schools
ELA Curriculum Units
Grade 6 37
Revised 2018
13. Make the ELL student a part of the class as much as possible by acknowledging him/her often.
14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment.
15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English.
16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task.
17. Paraphrase and model correct grammar for ELL students’ responses.
18. Offer a variety of reference materials that meets the students’ instructional level.
19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language.
20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete.
21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships.
22. Keep a variety of number games to be played by pairs of students or small groups.
23. Show the same information through a variety of different charts and visuals.
24. Write instructions and problems using shorter and less complex sentences.
25. Use student pairs for team learning, especially for reports, experiments, and projects.
26. Limit the number of problems that must be solved.
27. De-emphasize speed and emphasize accuracy of work.
28. Ask numerous questions that require higher level thinking responses.
Roselle Public Schools
ELA Curriculum Units
Grade 6 38
Revised 2018
29. Use language experience techniques in discussing concepts and ideas.
30. Assign short homework tasks that require reading.
31. Have students use a timeline to arrange and sequence important facts.
32. Have students underline key words or important
Writing Strategies for English Language Learners
A. Modeled Writing
● Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper.
● Focus is on a brief piece of writing that relates to real-life experiences.
● Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using
graphic organizers, writing phrases or simple sentences.
● Lesson should focus on a particular skill or strategy.
B. Shared Writing
● Strategy builds on the previous methodology, Modeled Writing.
● Creates a gradual release of responsibility to the student and should be used after modeled writing.
● Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive
environment, and helps them see writing strategies in progress.
● Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing.
● Students work together supportively to compose and read text.
Roselle Public Schools
ELA Curriculum Units
Grade 6 39
Revised 2018
● Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before
attempting to write.
C. Writing to Test Prompts
● Display a sample writing prompt using text prompts and quotations.
● Suggestion: Take quotations from President Obama’s inaugural speech for practice.
● Point to each part of the prompt, the directions, time etc. and explain each component.
● Students look for key words in the prompt and circle them. For example, if the word explain is in the writing prompt this
indicates expository writing.
● Create a list of tips to help students write to test prompts such as:
Read prompt carefully
Look for keywords that tell you what to write and that unlock meaning
Monitor your time
Make a list of vocabulary and ideas before you begin writing
Follow directions
Reread your writing
Check work for spelling, punctuation, and grammar
● Differentiate instruction for beginners, intermediate & advanced students.
Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures.
Intermediate: Students write a story for the prompt using simple sentences.
Advanced: Students respond to the prompt as if they were actually taking
exam.
Roselle Public Schools
ELA Curriculum Units
Grade 6 40
Revised 2018
Sheltered Instructional Observation Protocol (SIOP) for ELL and Mainstream Students
Roselle Public Schools
ELA Curriculum Units
Grade 6 41
Revised 2018
Characteristics of Accomplished & Competent Classroom and ESL Teachers with ELL’s
In order to communicate effectively with students, ensure comprehension, and develop understanding of classroom material,
accomplished and competent mainstream and content area teachers demonstrate many of the following characteristics:
1. Use many visual aids or realistic manipulatives.
2. Model appropriate behavior and language for students.
3. Use gestures, body language, and facial expressions to develop understanding.
4. Perform demonstrations to ensure comprehension and in depth understanding.
5. Use graphic organizers, story maps, semantic webbing, and paraphrasing techniques.
6. Provide vocabulary previews of forthcoming lessons.
7. Ask students to make predictions when reading stories aloud.
8. Adapt and simplify material in textbooks to make it more comprehensible.
9. Provide cooperative learning groups.
10. Utilize peer tutoring.
11. Provide multicultural content in classroom.
12. Seek out primary language support for students needing assistance.
13. Create a non-threatening environment where students feel comfortable to take risks with language.
14. Make connections between content being taught and students’ prior knowledge and experiences.
Roselle Public Schools
ELA Curriculum Units
Grade 6 42
Revised 2018
15. Provide much time for student engagement and interaction with the teacher.
16. Allow time for students to practice and apply daily lessons.
General Suggestion "Best Practices" for Helping English Language Learners
1. Seat an ELL student in the middle of the classroom so that he/she can see what other students are doing.
2. Assign a peer tutor (buddy) to help explain what is happening in the classroom.
3. Use a consistent vocabulary for daily routines.
4. Provide pictures to illustrate new words and terms.
5. Use pictures, tables, maps, diagrams, globes, and other visual aids often to help make comparisons.
6. Present clear illustrations and concrete examples to help students understand complex concepts and skills.
7. Adapt difficult passages from textbooks and record on tape for listening activities.
8. Create a library of supplementary books and workbooks written in simple English.
9. Develop interests and stimulate curiosity of ELL students through hands-on experiences, pictures, newspaper clippings, and periodicals.
10. Use outline maps for students to practice writing in the details and label.
11. Use cooperative groupings in your classroom and assign the ELL student a task in the group.
12. Prepare a list of vocabulary words you will be using in class and give them to an ESL teacher, bilingual aide, or parent volunteer to teach the ELL
student before the lesson begins.
Roselle Public Schools
ELA Curriculum Units
Grade 6 43
Revised 2018
13. Make the ELL student a part of the class as much as possible by acknowledging him/her often.
14. Keep ELL students on task by checking to see that they know what the lesson objective is and how to complete the assignment.
15. Help ELL students to verbalize an answer or statement they know but are having problems communicating in English.
16. Respond with appropriate statements to answers given by ELL students and try to always keep the remarks focused on the task.
17. Paraphrase and model correct grammar for ELL students’ responses.
18. Offer a variety of reference materials that meets the students’ instructional level.
19. Collect high interest, low-level books such as comic books that portray historic and/or cultural events in simplified language.
20. Prepare cartoons but leave the balloon-like areas above the speakers blank for students to complete.
21. Encourage the use of diagrams and drawings as aids to identifying concepts and seeing relationships.
22. Keep a variety of number games to be played by pairs of students or small groups.
23. Show the same information through a variety of different charts and visuals.
24. Write instructions and problems using shorter and less complex sentences.
25. Use student pairs for team learning, especially for reports, experiments, and projects.
26. Limit the number of problems that must be solved.
27. De-emphasize speed and emphasize accuracy of work.
28. Ask numerous questions that require higher level thinking responses.
Roselle Public Schools
ELA Curriculum Units
Grade 6 44
Revised 2018
29. Use language experience techniques in discussing concepts and ideas.
30. Assign short homework tasks that require reading.
31. Have students use a timeline to arrange and sequence important facts.
32. Have students underline key words or important fac
Writing Strategies for English Language Learners
A. Modeled Writing
● Teacher demonstrates the writing process by thinking aloud while composing a text on the board or chart paper.
● Focus is on a brief piece of writing that relates to real-life experiences.
● Teacher demonstrates how to make decisions about content, organization, word choice whether by drawing pictures or using
graphic organizers, writing phrases or simple sentences.
● Lesson should focus on a particular skill or strategy.
B. Shared Writing
● Strategy builds on the previous methodology, Modeled Writing.
● Creates a gradual release of responsibility to the student and should be used after modeled writing.
● Shared writing allows English language learners (ELLs) to see the actual process of writing, share their ideas in a supportive
environment, and helps them see writing strategies in progress.
● Teacher serves as scribe while students take the primary responsibility for the learning, creating and writing.
● Students work together supportively to compose and read text.
Roselle Public Schools
ELA Curriculum Units
Grade 6 45
Revised 2018
● Graphic organizers are a key writing component for ELLs who need to generate vocabulary connected to a topic before
attempting to write.
C. Writing to Test Prompts
● Display a sample writing prompt using text prompts and quotations.
● Suggestion: Take quotations from President Obama’s inaugural speech for practice.
● Point to each part of the prompt, the directions, time etc. and explain each component.
● Students look for key words in the prompt and circle them. For example, if the word explain is in the writing prompt this
indicates expository writing.
● Create a list of tips to help students write to test prompts such as:
Read prompt carefully
Look for keywords that tell you what to write and that unlock meaning
Monitor your time
Make a list of vocabulary and ideas before you begin writing
Follow directions
Reread your writing
Check work for spelling, punctuation, and grammar
● Differentiate instruction for beginners, intermediate & advanced students.
Beginners: Students convey ideas for the prompt by drawing them. Help students label pictures.
Intermediate: Students write a story for the prompt using simple sentences.
Advanced: Students respond to the prompt as if they were actually taking
exam.
Roselle Public Schools
ELA Curriculum Units
Grade 6 46
Revised 2018
Required Activities Suggested Activities
● Whole Group
● Small Groups
● Guided Practice
● Independent Practice
● Guided Reading utilizing Before, During, After activities
● 3 Part Objective (Condition, Behavior, measurable