SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM …csdela.weebly.com/uploads/9/5/6/3/9563459/2016-17_6th... · 2016-07-08 · Note-taking (Cornell notes, guided notes, etc.) Use

Canyons School District English Language Arts (ELA) maps are created by CSD ELA teachers and published by the CSD Office of Instructional Supports.

SECONDARY ENGLISH LANGUAGE ARTS (ELA) CURRICULUM MAP CANYONS SCHOOL DISTRICT

2016– 2017

Curriculum Mapping Purpose

Canyons School District’s English language arts curriculum maps are standards-based maps driven by the Common Core State Standards and implemented using materials selected by schools and coordinated with feeder systems. Student achievement is increased when both teachers and students know where they are going, why they are going there, and what is required of them to get there.

Curriculum Maps are a tool for:

• ALIGNMENT: Provides support and coordination between concepts, skills, standards,curriculum, and assessments

• COMMUNICATION: Articulates expectations and learning goals for students

• PLANNING: Focuses instruction and targets critical information• COLLABORATION: Promotes professionalism and fosters dialogue between colleagues

about best practices pertaining to sequencing, unit emphasis and length, integration, andreview strategies

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TABLE OF CONTENTS Overview Page

CSD Student Achievement Framework 3

ELA Assessment Calendar 4

Literacy Block 5

Novel Use Standards 8

SRI Proficiency Ranges 10

Depth of Knowledge 11

Instructional Priorities 15

MAPS Year at a Glance 29 Units, Standards, and SALTA Extensions 30

Acronyms and Terms Glossary 98

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Canyons School District Academic Framework to Support Effective Instruction

Multi-Tiered System of Supports (MTSS) for Academics and Behavior RTI Multi-Tiered

System of Support (1) Providing high quality core instruction (and intervention) matched to students’ needs

(2) using data over time (i.e. rate of learning, level of performance, fidelity of implementation)

(3) to make important educational decisions.

Student Achievement Principles

• All CSD students and educators are part of ONE proactiveeducational system.

• Evidence-based instruction and interventions are aligned withrigorous content standards.

• Data are used to guide instructional decisions, and allocateresources.

• CSD educators use assessments that are reliable, valid, andconnected to standards

• CSD educators problemsolve collaboratively to meetstudent needs.

• Culture centers around building positive relationships, setting high expectations, and committing to every student’s success.• Ongoing, targeted, quality professional development and coaching supports effective instruction for ALL students.• Leadership at all levels is vital.

Core Expectations for ALL Teachers in the Classrooms and Common Areas Standards for

Instruction Evidence-based Instructional

Priorities Time Allocation for Instruction

Teacher Learning Data

Student Performance Data

Collaborative Problem Solving for Improvement

Standards clarify what we want students to learn and do.

Planning, instruction, and assessment techniques to increase student engagement and achievement.

School culture ensures that instructional time is maximized to increase student growth.

Teacher learning and professional growth fostered through public practice and ongoing feedback.

Student academic and behavioral performance is assessed using a variety of reliable and valid methods.

Use data to problem solve and make decisions

Curriculum maps with common pacing guides

Instructional content aligned with the Utah Core Standards

Scientifically research-based programs

Standards-based grades and report cards

Cognitive Rigor (Depth of Knowledge – DOK)

International Society for Technology in Education Standards (ISTE)

School-wide Positive Behavioral Interventions and Supports (PBIS)

World-class Instructional Design and Assessment (WIDA)

Federal and state requirements (IEP, 504, ELs)

Classroom Positive Behavioral Interventions and Supports (PBIS)

Explicit Instruction (I, We, Y’all, You)

Instructional Hierarchy: Acquisition, Automaticity, Application (AAA)

Systematic Vocabulary Development

Maximizing Opportunities to Respond (OTR)

Feedback Cycle

Scaffolded Instruction & Grouping (SIG) Structures

Master schedule takes into consideration the learning needs of the student population.

Scheduling is ensured for:

• Intervention and skill-basedinstruction

• Special Education services• English Language

Development (ELD)

Classroom instructional time is prioritized for instruction of standards

Individual and team planning time is used to intentionally increase the application of evidence-based instructional priorities and standards for instruction

Annual setting of goals and documentation of progress (e.g. CSIP, LANDTrust, CTESS)

Supporting teacher growth

Formalized protocols and checklists to monitor and support implementation

Public practice applications:

• Coaching cycles with peercoaches, teacher specialists,achievement coach, and/ornew teacher coach

• Instructional ProfessionalLearning Communities(IPLCs)

• Learning walkthroughs andtargeted observations

• Lesson Study• Video Analysis

Assessment practices: • Inform instruction• Provide feedback about

learning to students, parents,and teachers

• Build student efficacy• Monitor student achievement

and behavioral growth• Celebrate teaching and

learning successes

Assessment Types: • Classroom Assessing• Teams and Schoolwide

Assessment• Districtwide Standards-

based Benchmarks• Comprehensive

Assessments• Screening Assessments

(DIBELS, SRI, SMI)• Specialized Assessments

(WIDA, IDEA, eligibilityassessment, Phonicssurveys)

Problem solving process: identify, analyze, plan, and evaluate

Early warning system for identification of risk (academic, behavior, and attendance)

Timely and consistent review of relevant data by teams (e.g. BLT, IPLC, CST):

• Evaluate effectiveness ofacademic and behaviorinstruction for all groups ofstudents using valid andreliable data (student andteacher data)

• Determine needs foracademic and behaviorintervention

Public Practice and Coaching Supports 3

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Canyons School District Secondary Literacy Block

Critical Features of Instruction

READING Comprehension

1. Selecting a Text and Defining a Purpose

2. Establishing the Learning Environment

3. Preparing for the Reading• Activate Prior Knowledge• Concept Talk• Essential Question• ELA Supporting Questions• Science and Social Studies Supporting

Questions• Concept Map (Storyboard)• 30 Second Expert• Quick Write• Questioning• Visual Aids• Author’s Background• Explicit Vocabulary Instruction of:

o Literary Termso Key Termso Academic Vocabularyo Text-‐Specific Vocabulary

• Science & Social Studies Connections• Building Background Knowledge• Think Aloud• Graphic Organizers• Text Overview/Scavenger Hunt/Surveying the

Text• Connecting Visuals to the Surrounding Text• Predict the Main Idea• Questioning• Agree or Disagree

4. Selecting Active Reading Strategies

Active Reading Strategies Help Students: • Summarize• Analyze, Synthesize & Evaluate• Compare & Contrast

Active Reading Strategies: • Note-‐taking

o Skeletal Noteso Cornell Noteso Double-‐Entry Journal

• Vocabulary Strategieso Read-‐Forwardo Context Clueso Figurative & Connotative Meanings

• Annotationo Marking Texto Writing in the Marginso Charting the Text

• General Strategieso Cite Textual Evidenceo Determining a Themeo Story Elementso Text Features & Structureo Using Fix-‐Up Strategies (SQ3R, Monitor

Comprehension, Reading-‐ReflectionPauses, Stop/Draw)

o Four Corners• Graphic Organizers• Close Reading

5. Supporting and Assessing the Reading Task• Assign Group Work• Cite Textual Evidence• Determine a Theme• Story Elements• Text Features and Structure• Using Fix-‐Up Strategies (SQ3R, Monitor

Comprehension, Reading-‐Reflection Pauses,Stop/Draw)

• Writing Types

Fluency Daily Guided Independent, Oral, Partner or Choral Reading

TEXT TYPES

Literary Text Fiction Literary Nonfiction Poetry

Informational Text Exposition Argumentation Procedural

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WRITING Communication

Writing to Learn

Anticipatory Writing • Quickwrite• Graphic Organizer (Venn diagram, webbing,

KWL)• Concept Mapping• Dialectical Journal• Anticipation Guide (pre-‐reading, pre-‐

speaking, pre-‐listening)• Speculation/Prediction Journal• Key Features• Gallery Walk/Carousel

Direct Instruction Writing • Storyboarding• Learning Logs• Summarizing• Cornell Notes• Graphic Organizers (Venn diagram, T-‐Chart,

Four Square, Web• Concept Maps

Guided Practice Writing • Journals (dialectical, reflective,

metacognition, synthesis, problem-‐solution, cause-‐effect)

• Cornell Notes• Learning Logs• Summarizing• Timeline• 5 W’s + H• SOAPSTONE• T-‐chart• Sentence Starters & Templates

Independent Practice Writing • Genre or Multi-‐Genre (narrative, explanatory,

argumentative, poetry, drama, musical, technical, procedural, reporting, editorializing, multi-‐perspective, research)

• Learning Logs• Quickwrites• Summaries• Responding to a Writing Task

Process Writing

1. Prewriting (Individual and Collaborative)• Choosing Audience, Purpose, and Form

o Prompt dissection• Brainstorming

o Clustering, discussion, GuidedCritiques, Visualization

• Listing and Grouping• *View and Analyze Student Example • Rubric Preview• Reading and Research (See Research

Steps)• *Planning

o Outlining• Quickwriting

2. Drafting (Individual and Collaborative)• Whole Class Draft• Small Group Draft• Pass the Draft• Stream of Consciousness• Filling in the Outline

3. Reader Response (Individual and Collaborative)• Verbal Response• Verbal Response Small Group• Written Response Peer

4. Revision• Review• Model• Instruct• Plan• Revisit (peers and plan)

5. Editing (Individual and Collaborative)• Focus lesson• Pass the paper• Editing Journal• Expert Group Editing

6. Final Draft Publishing (Individual andCollaborative)

• Self Evaluation and Reflection

Research, Inquiry and Study Skills • Identify Questions• Navigate/Search• Analyze

o Support with textual evidence• Synthesize• Communicate• Evaluate

Fluency Daily Practice in Multiple Formats

Regularly with Process Writing (minimum one time per quarter) Writing Types

Argument Informative/Explanatory

Narrative 6


SPEAKING & LISTENING

Communication Speaking and Listening to Learn and Improve Reading Comprehension and Writing

Anticipatory Speaking & Listening • Concept Talk• Strategic Partnering (Think-‐Pair-‐Share)• 30 Second Expert• Impromptu Speech• Academic Language Supports (anchor charts,

modeling, word walls, accountable talk)

Direct Instruction Speaking & Listening • Cite Textual Evidence• Performance Poetry & Prose• Reciprocal Teaching• Strategic Partnering (Think-‐Pair-‐Share)• Sentence Frames• Academic Language Supports (anchor charts,


Guided Practice Speaking & Listening • Literature Circles• Guided Discussion• Reciprocal Teaching

• Gallery Walk• Philosophical Chairs• Performance Poetry & Prose• Fishbowl• Inner-‐Outer Circle• Strategic Partnering (Think-‐Pair-‐Share)• Sentence Frames• Socratic Seminar• Academic Language Supports (anchor charts,


Independent Practice Speaking & Listening • Presentation (interview, speech, panel,

powerpoint/prezi, group) • Socratic Seminar• Gallery Walk• Debates• Trials• Performance• SPAR (spontaneous argumentation)• Academic Language Supports (anchor charts,

modeling, word walls, accountable talk)Fluency

Daily Practice in Multiple Formats and Registers Regularly with Formal Formats and Registers

Speaking Types

Comprehension Collaboration Presentation

Critical Features of Instruction Language Comprehension and Communication

Conventions of Standard English • Explicit Instruction• Modeling of Student Exemplars• Modeling with Published Exemplars• Academic Language Supports• Think-‐Alouds

Knowledge of Language • Sentence Combining• Language Choice for Audience• Language Choice for Style (e.g. directions

versus essay versus letter)• Language Choice for Occasion (e.g. formal

versus informal)• Language Choice for Format (e.g. poem, essay,

story, letter)• Modeling with Exemplars (e.g. literary,

informational)

Vocabulary Acquisition and Use (Word Study) • Word Bank• World Wall• Value-‐Added Words• Academic Language Supports• Explicit Vocabulary Instruction

o Word Parts (Greek/Latin Roots, affixes)o Connotation and Denotationo Figurative Languageo Academic Language

Fluency Daily Exposure and Practice

Regularly with Formal Formats Language Types

Colloquial Standard Academic Archaic

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Standards for Classroom Novel Use

Purpose of novels in classroom instruction

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success. -Utah State Core Standards

Guiding questions

1. What standards am I teaching? How does this novel support those standards?2. What are the needs of the students in my class? How will I scaffold this novel to meet those needs?3. What background knowledge do students need in order to access this novel?4. What will students be doing to show their thinking during the reading of this novel?5. How does this novel relate to other content areas?6. Which sections will I emphasize in class? Which will I assign as homework?

Implementation and Alignment to Scope and Sequence

Meets Standard Does Not Meet Standard

A variety of text types and complexities are used in class with appropriately matched tasks.

All texts actively read using a strategy on the literacy block, e.g.,

● Annotating the text● Citing textual evidence● Note-taking (Cornell notes, guided notes,

etc.)

Use of text is focused on standards.

Short sections selected for close reading.

Difficult texts not appropriately scaffolded.

Low-level texts not matched to difficult task.

Students follow along as teacher reads without accompanying active task.

Students listening to tape without accompanying active task.

Students reading silently without accompanying active task.

No close readings of novel performed.

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Students demonstrate their thinking of the novel through academic discussion and writing in a variety of ways. Teachers require students to use textual evidence to support academic discussion and writing, to demonstrate a varying degree of depth of knowledge. Class time used to actively read sections for whole-class activities. Other sections assigned as outside reading. Limited sections of audio used to support active reading (for example, stopping every few minutes to do partner discussion).

Understanding of the novel demonstrated through an end of novel test focusing on recall. Discussions and writing focus on the events of the novel, not pulling evidence to support larger ideas. Depth of knowledge 1 or 2. Considerable class time spent to read or listen to the novel in order to read the entire novel in class.

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Date: 09/21/11

Grade Below Basic Basic Proficient Advanced

1 BR BR - 99 100 - 400 401 - 1700+

2 BR - 99 100 - 449 450 - 620 621 - 1700+

3 BR - 299 300 - 609 610 - 790 791 - 1700+

4 BR - 499 500 - 769 770 - 885 886 - 1700+

5 BR - 599 600 - 864 865 - 980 981 - 1700+

6 BR - 699 700 - 954 955 - 1020 1021 - 1700+

7 BR - 749 750 - 995 996 - 1060 1061 - 1700+

8 BR - 799 800 - 1038 1039 - 1155 1156 - 1700+

9 BR - 849 850 - 1079 1080 - 1210 1211 - 1700+

10 BR - 849 850 - 1186 1187 - 1305 1306 - 1700+

11 BR - 899 900 - 1214 1215 - 1310 1311 - 1700+

12 BR - 899 900 - 1284 1285 - 1355 1356 - 1700+

These bands represent the target Year-End Proficiency Lexile Ranges for the district/school. Customized bands are suggestedguides only.

PROGRESSMONITORING

SRI Proficiency BandsDISTRICT: CANYONS SCHOOL DISTRICT

Printed by: Rob Richardson Page 1 of 1 Printed on: 09/21/11Copyright © Scholastic Inc. All rights reserved. v 1.23

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Webb's Depth of Knowledge (DOK)

Hess, 2013. Adapted from A Guide for Using Webb’s Depth of Knowledge with Common Core State Standards

Webb's Depth of Knowledge (DOK) provides a vocabulary and a frame of reference that connects the type of thinking with the complexity of the task. Using DOK levels offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Consequently, teachers need to develop the ability to design questions, tasks and classroom assessments for a greater range of cognitive demand. Most often a scaffolded support is needed to help students organize or break down information. All learners K-12 should experience a variety of DOK levels.

Depth of Knowledge Generalizations:��If there is one correct answer, it is most likely a DOK 1 or DOK 2.

• DOK 1: Either you know it or you don’t• DOK 2: Make connections with known information

If there is more than one answer, requiring supporting evidence, it is a DOK 3 or DOK 4. • DOK 3: Interpret implied information, provide supporting evidence and reasoning. Explain

not just HOW but WHY for each step and decision made• DOK 4: Includes all of DOK 3 and the use of multiple sources/data/ texts

DOK Level 1: Recall & Reproduction Students are to recall or reproduce knowledge and /or skills. Content involves working with facts, terms, details and calculations. Level 1 items have a correct answer with nothing to reason or figure out. Teacher Role Student Role Questions to direct or focus attention, shows, tells, demonstrates, provides examples, examines, leads, breaks down, defines

Recognizes, responds, remembers, memorizes, restates, absorbs, describes, demonstrates, follows directions, applies routine processes, definitions, and procedures

Possible Task and Products • Fill in the blank• Quiz• Calculate, compute• Oral reading fluency• Decoding words• Write complete sentences• Document with highlighting/ citing/ annotating

sources• Locate and recall quotes• Recite math facts, poems etc.

• Write a list of key words about . . .• Memorize lines• Complete basic calculation tasks (e.g., add,

subtract, divide, multiply)• Complete measurement tasks using rulers or

thermometers• Read for fact/details or plot• Locate or retrieve information in verbatim form

to answer a question

Potential Questions Can you recall ________? When did ________ happen? Who was_____? How can you recognize______? What is ___? How can you find the meaning of ______?

Can you select______? How would you write ______? What might you include on a list about _____? Who discovered ____? What is the formula for ____? Can you identify ____?

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DOK Level 2: Skill/Concept Includes the engagement of mental processing beyond recalling, reproducing or locating an answer. This level generally requires students to compare and contrast, cause and effect, classify, or sort items into meaningful categories, describe or explain relationships, provide examples and non-examples. Teacher Role Student Role Provides questions to differentiate, infer, or check conceptual understanding, models, organizes,/reorganizes, explores, possible options or connections, provides, examples and non-examples

Solves routine problems/tasks involving multiple decisions points and concepts, constructs models to show relationships, demonstrates use of conceptual knowledge, compiles and organizes, illustrates with examples or models and examines.

Possible Tasks and Products • Timeline• Number line• Graphic organizer• Science logs• Concept Maps• Captioned Story Board

• Write a summary• Explain a series of steps used to find a solution• Sequence of events using a graphic organizer• Explain the meaning of a concept using words,

objects and/or visuals• Complex calculations involving decision points• Conduct, collect, and organize data

Potential Questions: What other way could you solve/find out___? What is your prediction and why? How would you organize ___ to show _____? Can you explain how ___ affected ____? How would you apply what you learned to develop ___? How would you compare ___ and contrast ___? How would you classify?

What facts are relevant to show_______? How or why would we use_____? What examples or non-examples can we find? What is the relationship between ___ and ___? How would you summarize? How are __ alike and different? What do you notice about ___? How would you estimate______?

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DOK Level 3: Strategic Thinking and Reasoning Stating reasons and providing relevant supporting evidence are key markers of DOK 3 tasks. The expectation established for tasks at his level require an in-depth integration of conceptual knowledge and multiple skills to reach a solution or produce a final product. DOK 3 tasks focus on in-depth understanding of one text, one data set, one investigation, or one key source.

Teacher Roles Student Role Questions to probe reasoning and underlying thinking, asks open-ended questions, acts as a resource and coach, provides criteria and examples for making judgments and supporting claims. Encourages multiple approaches and solutions and determines when in depth exploration is appropriate.

Uncovers and selects relevant and credible supporting evidence for analyses, critiques, debates, claims and judgments, plans, initiates questions, disputes, argues, tests ideas/solutions, sustains inquiry into topics or deeper problems, applies to the real world.

Possible Tasks and Products: •Complex graph

•Analyze survey results

•Multiple paragraph essay or short story

• Fact-based argument• Chart and draw conclusions about data sets

• Investigation

•Drawing conclusions from text or data sets

•Generalize from a set of evidence or data

• Justification of the solution to a problem

•Debate from a given perspective

• Use a Venn Diagram that shows how two topics from thesame source are the same and different

• Design a questionnaire to gather information• Survey classmates/industry members to find out what they

think about a particular topics• Make a flow chart to show the critical stages.• Participate in a discussion that represents different

viewpoints• Write a opinion essay• Convince others with evidence• Solve non-routine problems• Interpret information from a complex graph

Potential Questions How is ___ related to _____? What are the possible flaws in ____ ? What is the theme/lesson-learned ____? How would the moral change if ____? What underlying bias is there ____? What inferences will these facts support____? How does the author create tension/suspense____? What is the author’s reasoning for____?

How can you prove that your solution is reasonable? What evidence can you find to support_____ ? What ideas justify ______? What conclusions can you draw? What information can you draw on to support your reason for ______? How would you ____ to create a different _____? What is the best answer and why? Can you elaborate on your reason and give examples?

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DOK Level 4: Extended Thinking Stating reasons and providing relevant supporting evidence are key markers of DOK 4 tasks. The expectation established for tasks at his level require an in-depth integration of conceptual knowledge and multiple skills to reach a solution or produce a final product. DOK 4 tasks focus on in-depth understanding of multiple texts, multiple data sets, multiple investigations, or multiple key sources.

Teacher Roles Student Role Questions extend thinking and broaden perspectives; facilitates teaming, collaboration and self-evaluation of students.

Designs, takes risks, researches synthesizing multiple sources, collaborates, plans, organizes, modifies, creates concrete tangible products.

Possible Tasks and Products: • Presentation—using diverse media formats

•Research report synthesizing multiple sources

• Essay (informational, narrative or opinion) using multiplesources

• Multiple data sources synthesized to develop originalgraphs

•Assessment based on application of the contentknowledge

• Applying information from more than one discipline tosolve non-routine problems in novel or real-worldsituations.

• Tasks that require making multiple strategic and proceduraldecisions as new information is processed

• Tasks that require multiple roles and collaboration with others.(peer revision, editing of a script)

• Tasks that draw evidence from multiple sources to supportsolutions/conclusions

Potential Questions—all require multiple sources for evidence What evidence would you cite to defend the actions of____? How would you evaluate this author over time? Can you predict the potential benefits and drawbacks of this given situation? What information would you use to support a differing perspective?

What changes would you make to solve or address this major issue/problem ________? Can you propose an alternate solution? Do you agree with the actions, outcomes, or decisions? How would you prove or disprove? Can you assess the value or importance of?

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leslie.allen

Cross-Out

Canyons School District Instructional Supports Department

Our time with students is limited and valuable. Every minute we spend with them should be spent using the practices that are most likely to be successful. This requires us to shift our perspective from looking at instructional practices that work to looking at what instructional practices work BEST.

Works Best? Meta-analysis offer the strongest evidence base for determining what works best. “A Meta-analysis is a summary, or synthesis of relevant research findings. It looks at all of the individual studies done on a particular topic and summarizes them.” (Marzano, 2000). A meta-analysis is simply, a study of studies. Meta-analysis explain the results across studies examined using effect size (ES). Average effects for instruction is 0.20 to 0.40 growth per year (Hattie, 2009). Thus the hinge point for determining what works best is 0.40. Instructional practices above the 0.40 have a high likelihood of increasing learning than those practices below the hinge-point (Hattie, 2009).

Instructional Priorities Overview

Classroom Positive Interventions & Supports (PBIS)

Effect Size: .52

Explicit Instruction (Ido, We do, Y’all Do, You do)

Effect Size: .57

Instructional Hierarchy (Acquisition, Automaticity,

Application)

Effect Size: .57


Effect Size: .67


Effect Size: .60

Feedback Cycle

Effect Size: .75

Scaffolded Instruction & Grouping

Effect Size: .49

INSTRUCTIONAL PRIORITIES Techniques to Increase Student Achievement and Engagement

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Instructional Priorities Overview

Overview

INSTRUCTIONAL PRIORITIES Techniques to increase Student Achievement and Engagement

Priority Critical Actions for Educators

Classroom Positive Behavioral Interventions

and Supports (PBIS)

*Clearly identify behavior expectations and explicitly teach them to your students. *Implement reinforcement system for appropriate behavior and routinely evaluate the system for

effectiveness. *Recognize students for positive behavior. *Systematically correct problem behaviors.

Explicit Instruction (I do, We do, Y’all do, You

do)

*Give clear, straightforward, and unequivocal directions.*Explain, demonstrate and model. Introduce skills in a specific and logical order. Support this

sequence of instruction in your lesson plans. *Break skills down into manageable steps. Review frequently. *Demonstrate the skills for students and give opportunity to practice skills independently.

Instructional Hierarchy: Acquisition, Automaticity,

then Application (AAA)

*Explicitly teach a skill to students by explaining, demonstrating, and modeling. *Build the skill through practice and use, to gain automaticity.*Provide students with multiple opportunities to apply the skill.


*Explicitly teach critical vocabulary before students are expected to use it in context. *Teach students to say, define, and use critical vocabulary in discreet steps. *Explicitly teach common academic vocabulary across all content areas.


*Actively engage ALL students in learning; students are active when they are saying, writing, ordoing.

*Pace instruction to allow for frequent student responses. *Call on a wide variety of students throughout each period.

Feedback Cycle

*Provide timely prompts that indicate when students have done something correctly orincorrectly. *Give students the opportunity to use the feedback to continue their learning process. *End feedback with the student performing the skill correctly and receiving positiveacknowledgement.

Scaffolded Instruction and Grouping Structures

*Present information at various levels of difficulty. *Use data to identify needs and create small groups to target specific skills. *Frequently analyze current data and move students within groups depending on their changing

needs.

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Instructional Priorities Classroom PBIS

CLASSROOM PBIS Effect Size: 0.52

Critical Actions for Educators

*Clearly identify behaviorexpectations and explicitly teach them to students.

*Implement reinforcementsystem for appropriate behavior and routinely evaluate the system for effectiveness.

*Recognize students forpositive behavior.

*Systematically correctproblem behaviors.

The heart of classroom management is developing routines and organizing environments that promote student success through the active teaching of positive social behaviors.

A well-implemented positive classroom management system will:

• Increase positive behavior in students• Help students feel more positive towards their

teacher, administrator and school • Help students feel safer in school• Increase time for academic instruction and

decrease teacher time spent correcting problem behaviors

PBIS, or Positive Behavioral Interventions and Supports, is an evidence-based system that helps define the key components of a well-managed classroom. The key components include:

• Clearly establishing classroom rules• Explicitly teaching rules• Reinforcing positive behaviors and correcting

negative behaviors • Creating a supportive classroom

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Key Component Definition

Clearly Establishing

Student Rules

• Select 3-5 positively stated and easily remembered rules that align with the schoolwide rules

• For example: If the school-wide rules are to Be Safe, Be Kind, Be Responsible. It is appropriate to adopt these same rules for your classroom, and add one or two additional rules that fit the needs of your setting if necessary. It is important to explicitly describe what these rules look like in your classroom.

• Publicly post rules in the classroom in a prominent location. • Determine which routines are needed for your classroom (a routine is a set of skills

explicitly taught to students to help them be successful with following the rules). Examples may include:

• Walking in the hallway • Classroom exit • Starting and ending class • Sharpening pencils • Going to the restroom • Transitioning from one activity to the next • Technology use in the classroom

Explicitly Teaching Rules

• Explicitly teach classroom rules and routines to students. • Define and model positive examples and non-examples of what the rules look

like in the classroom. • Have students model and practice performing the desired behaviors. • Provide positive feedback and corrective feedback as needed during practice

of the desired behaviors. • Review and practice the rules with students throughout the school year.

• Rules should be reviewed more comprehensively at the beginning of each year, after significant breaks in the school schedule (e.g. Thanksgiving, Winter, Spring), and as needed.

• Example Routine • Classroom exit: Describe and model the routine to students, have students

practice lining up, and going back to their seats. It is important that 100% of students demonstrate the behavior correctly. This may require multiple practice opportunities while providing positive and corrective feedback.

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Key Component Definition

Reinforcing Positive Behaviors

and Correcting Negative Behaviors

• It is important to publicly recognize positive behavior, while individuallyproviding corrective feedback when needed. Students should be monitoredclosely while in the classroom and feedback should be given often. Publicpositive statements often prompt other students to exhibit the desiredbehavior.

• Example: “I really like the way Sarah is waiting for instructions. She hasher materials ready, and she’s sitting quietly at her desk.”

• When correcting negative behavior, provide a precision request to students(whole group) to describe desired behavior. Based on student response,provide positive feedback to the group. If undesired behaviors continuefollow-up with a statement of the desired behavior directed to the targetstudent in a private manner as needed. Give the student an opportunity tocomply and perform the behavior correctly, and then reward the student withpositive feedback.

• Example: “I need everyone to be in their seats, have materials ready, andwait quietly for instructions.” Teacher observes Sarah talking during thetransition, so he/she approaches Sarah quietly. “Sarah, the rule in ourclass is to wait quietly for instructions. I need you to show me how you sitquietly for instructions.” While Sarah is performing the desired behavior,you might say, “Sarah, I appreciate how you are waiting quietly. Greatjob.”

Creating a Supportive Classroom

Creating a safe and respectful learning environment allows students to feel supported while learning. It is necessary for teachers to find opportunities to establish positive connections with all students. A teacher’s daily interactions influence the students’ perception of safety and sense of trust. Considerations for creating a supportive classroom include:

• Make personal connections with students• Help students feel like they belong• Establish clear classroom norms to demonstrate respect for others• Create consistent rules, routines, and arrangements (fosters predictability)• Weave positive feedback into daily interactions with students and parents• Be available for students (e.g. to ask questions, seek guidance)• Actively listen• Set a positive tone for learning and problem solving• Be aware of your personal emotions, assumptions, and biases and how

they may impact your interactions with students

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Instructional Priorities Explicit Instruction

Explicit instruction is a systematic method of teaching with emphasis on proceeding in small steps, checking for student understanding, and achieving active and successful participation by all students.

I Do Teacher Centered

We Do Teacher Assisted

Y’all Do Peer Assisted

You Do Student

Centered

Student Feedback/Checks for Understanding

The model is generally characterized with the following components: I Do, We Do, Y’all Do, and You Do. Teachers use student feedback to determine how to progress through the model. For instance, if students are in the “We Do” phase, and the teacher has determined that students aren’t understanding, they should move back to the “I Do” phase to provide more examples.

EXPLICIT INSTRUCTION Effect Size: 0.57


*Give clear,straightforward, and unequivocal directions.

*Explain, demonstrateand model. Introduce skills in a specific and logical order. Support this sequence of instruction in your lesson plans.

*Break skills down intomanageable steps. Review frequently.

*Demonstrate the skillsfor students and then give the opportunity to practice skills independently.

* I do, We Do, Y’all Do,You Do.

Explicit Instruction

I Do (Modeling)

Demonstrate & Describe Use Think-Alouds Involve Students

We Do (Guided Practice)

Heavily Scaffolded with Prompts • Tell them what to do.• Ask them what to do.• Remind them what to do.

Continual Checks for Understanding

Y’all Do (Group Practice)

Practice Skill in Small Groups/Partners Continual Checks for Understanding Use Precision Partnering

You Do (Individual Practice)

Monitored Individual Practice Show Mastery of Skill

20


Learners follow predictable stages. To begin, the learner is usually halting and uncertain as she tries to use a new skill. With feedback and a lot of practice, the learner becomes increasingly accurate, then automatic (fluent), and confident in using the skill.

Acquisition, automaticity, and application are progressive stages of the instructional hierarchy. Each stage requires its own set of pedagogical approaches and assessment strategies.

The learning stages, along with the goal of each phase and the teacher and student actions present in each stage are listed in the table below.

Instructional Priorities Instructional Hierarchy

INSTRUCTIONAL HIERARCHY Effect Size: 0.57


*Explicitly teach a skill to students by explaining, demonstrating, and modeling.

*Build the skill through practice and use, to gain automaticity.

*Provide students with multiple opportunities to apply the skill.

Accurate at Skill

• If no, teach skill.

• If yes, move to automaticity.

Automatic at Skill

• If no, teach automaticity.

• If yes, move to application.

Able to Apply Skill

• If no, teach application.

• If yes, move to higher level/concept or repeat cycle with new knowledge.

21

Canyons School District

Instructional Priorities Instructional Hierarchy

INSTRUCTIONAL HIERARCHY Effect Size: 0.57

Learning Stage Goal Teacher and Student Actions

Acquisition

• First learning stage• Teacher feedback to increase

accuracy • Typically associated with DOK 1

The student can perform the skill accurately with little adult support.

If goal met proceed to automaticity stage; if not teach skill.

• Teacher actively demonstrates target skill• Teacher uses ‘think-aloud’ strategy-- especially for

thinking skills that are otherwise covert • Student has models of correct performance to

consult as needed (e.g., correctly completed math problems on board)

• Student gets feedback about correct performance• Student receives praise, encouragement for effort• Students take notes, outlines, points

Automaticity

• Builds habits and fluent skillsthrough repetition and deliberate practice with timely and descriptive feedback

• Typically associated with DOK 2

The student has learned skill well enough to retain, to combine with other skills, and is as fluent as peers.

If observed proceed to application; if not continue or move back to acquisition.

• Teacher structures learning activities to givestudent opportunity for active (observable) responding

• Student has frequent opportunities to drill (directrepetition of target skill) and practice (blending target skill with other skills to solve problems)

• Student gets feedback on fluency and accuracy ofperformance

• Student receives praise, encouragement forincreased fluency

Application

• Applying knowledge or skills torelevant application

• Typically associated with DOK 3 & 4

The student uses the skill across situations and settings solving real life problems.

If observed, move to new skills and knowledge or move to a higher level concept; if not observed try again or go back to building automaticity.

• Teacher structures academic tasks to require thatthe student use the target skill regularly in assignments

• Student receives encouragement, praise for usingskill in new settings, situations

• Teacher works with parents to identify tasks thatthe student can do outside of school to practice target skill

• Teacher helps student to articulate the ‘big ideas’or core element(s) of target skill that the student can modify to face novel tasks, situations

• Encourage student to set own goals for adaptingskill to new and challenging situations.

22


Instructional Priorities Explicit Vocabulary

EXPLICIT VOCABULARY Effect Size: 0.57


*Explicitly teach critical vocabulary before students are expected to use it in context.

*Teach students to say, define, and use critical vocabulary in discreet steps.

*Explicitly teach common academic vocabulary across all content areas.

Explicit vocabulary instruction is clear, concise vocabulary instruction presenting the meaning and contextual examples of a word through multiple exposures. It is not the traditional procedure of having students copy a list of words, looking up words, copying definitions, or memorizing definitions.

Systematic vocabulary instruction increases reading comprehension, allows for greater access to content material, increases growth in vocabulary knowledge, and supports struggling readers.

Effective vocabulary/academic language instruction comes down to:

• Connection: Connect the new word to what the student knows, which helps to build the “semantic network” in the brain.

• Use: Academic speaking and writing is constructed as we apply it, not by simply memorizing.

Teacher should explicitly teach worlds that are:

• Based on essential concepts

• Unknown

• Critical to the future

• Difficult to obtain independently (or through context)

Basic Instructional Protocol

1. Introduce the word 2. Provide student friendly definition of the

word 3. Identify word parts, families, and origin 4. Illustrate word with examples

5. Check students’ understanding 6. Deepen students’ understanding 7. Check students’ understanding 8. Review and coach use (possible extensions)

23


Instructional Priorities Opportunities to Respond

OPPORTUNITIES TO RESPOND Effect Size: 0.57


*Actively engage ALLstudents in learning; students are active if they are saying, writing, or doing.

*Pace instruction to allowfor frequent student responses.

*Call on a wide variety ofstudents throughout each period.

Maximizing the opportunities to respond in a classroom increases students engagements. Engagement allows for positive interactions between teacher and student, creates opportunities for teachers to provide authentic feedback on learning, and decreases inappropriate student behavior.

Students are engaged through opportunities to respond when they are saying, writing, or doing (Feldman). When tied to learning objectives, these opportunities give the teacher and students feedback on their learning and understanding.

Engagement opportunities can be focused on an individual student or a group of students. Each of these approaches has different purposes. The teacher may choose to use a group OTR to minimize the risk the student feels in responding and to increase engagement for all students. Through group OTRs, students not only receive feedback from the teacher, but their peers as well as they hear and see other student responses. When seeking individual student understanding, teachers may choose to use individual OTRs.

Opportunities to respond can be verbal or non-verbal. Verbal responses help students to summarize and share their thoughts with others while non-verbal responses can increase writing skills or give students the opportunity to move around the room.

Structured Non-Verbal Structured Verbal Structured Writing Structured Reading

• Cold Calling (TeacherChosen)

• Cold Calling (Random)• Choral Response• Think Pair Share• Precision Partner• Small Group

Discussion

• Hand Signals• Point at Something• 4 Corners• Response Cards• White Boards• Student Response

System

• Note-Taking: Cloze,Cornell

• Graphic Organizer• Sentence Starter/

Quick Write• White Boards• Summarizing• Technology

• Partner Reading w/ComprehensionStrategy

• Choral Reading• Cloze Reading Guide• Model Reading

Strategies• Task for each Reading

Segment

24


Instructional Priorities Feedback

Feedback lets the learner know whether or not a task was performed correctly, and how it might be improved. Feedback is most effective when it is clear, purposeful, compatible with prior knowledge, immediate, and non-threatening.

Feedback from Students: Educational research indicates that feedback is one of the most powerful drivers of student achievement. John Hattie’s synthesis of the overall effect size of feedback is very high (ES = .75). He states that feedback from students as to what they understand, when they are not engaged, where they make errors, and when they have misconceptions helps make student learning visible to the teacher.

Feedback to Students: Positive academic and behavioral feedback, or teacher praise has been statistically correlated with student on-task behavior (Apter, Arnold & Stinson, 2010) and has strong empirical support for both increasing academic and behavioral performance and decreasing problem behaviors (Gable, Hester, Rock & Hughes, 2009). With regard to reprimands and corrective feedback, there is a continued assertion that teachers maintain a ratio of praise to correction at 3:1 or 4:1 (Gable, Hester, Rock, & Hughes, 2009; Stichter, Lewis, & Wittaker, 2009).

Feedback Types:

FEEDBACK BETWEEN TEACHERS & STUDENTS

Effect Size: 0.75


*Provide timely prompts that indicate when students have done something correctly or incorrectly.

*Give students the opportunity to use the feedback to continue their learning process.

*End feedback with the student performing the skill correctly and receiving positive acknowledgement.

Type Description Example Non-Example

PositiveTeacher indicates that a target academic or social behavior is correct.

“Correct! 7 X 4 is 28” “Johnny, pick up your pencil off the floor please

CorrectiveTeacher indicates that a behavior is incorrect.

"That's not quite right, let me give you another clue . . . “

“Try harder on your math worksheet; I know you can do better.”

Harsh Teacher shows frustration or is critical of the student.

I can’t believe you still can’t figure this out!

“Let me give you another clue . . . “

NeutralTeacher redirects the student or describes what she would like the student to do.

“Johnny, turn to page 4 and start reading.”

“Nice work! You really showed justification for your reasons.”

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Instructional Priorities Feedback Cycles

FEEDBACK CYCLE Effect Size: 0.75

Example Non-Example

Corrective Sequence

• Teacher provides an opportunity to respond

• Student responds incorrectly

• Teacher indicates that the response was not correct and provides an opportunity for correction

• Student gives correct response

• Teacher affirms that response was correct


• Student responds incorrectly

• Teacher indicates that the response was not correct but does not provide an opportunity for the student to answer correctly

Expansive Sequence


• Student response is a partial response or could be expanded into a higher quality response

• Teacher affirms response and provides guidance for expansion/refinement

• Student revises or elaborates upon previous response

• Teacher acknowledges response as an improvement


• Student response is a partial response or could be expanded into a higher quality response

• Teacher affirms response but does not provide guidance for expansion/refinement

Challenge Sequence


• Student response is fully correct

• Teacher affirms student response and asks a more difficult question on the same topic as a follow up

• Student answers

• Teacher responds with positive or corrective feedback


• Student response is fully correct

• Teacher affirms student response but does not ask a more difficult question on the same topic as a follow up

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Instructional Priorities Scaffolding & Grouping

Scaffolding is a process in which students are given support until they can apply new skills and strategies independently (Rosenshine & Meister, 1992). When students are learning new or challenging task, they are given more assistance. As they begin to demonstrate task mastery, the assistance or support is decreased gradually in order to shift the responsibility for learning from the teacher to the students. Thus, as the students assume more responsibility for learning, the teacher provides less support.

Structure of the Scaffolded Classroom: The organization of the scaffolded classroom includes whole group, small group (skill-based or station teaching), partners, and independent work. The scaffolding supports that will be put in place for diverse learners should include interventions for striving and accelerated learners. When using small groups, identify the groups as skill-based or station teaching. Skill-based groups are organized homogeneously based upon the needs of students. Station teaching groups are organized heterogeneously to create diverse groups.

Types of Scaffolds

SCAFFOLDING & GROUPING Effect Size: 0.57


*Present information atvarious levels of difficulty.

*Use data to identifyneeds and create small groups to target specific skills.

*Frequently analyzecurrent data and move students within groups depending on their changing needs.

Scaffold Ways to use Scaffolds in an Instructional Setting

Advance OrganizersTools used to introduce new content and tasks to help student learn about the topic: Venn diagrams to compare and contrast information; flow charts to illustrate processes; organizational charts to illustrate hierarchies; outlines that represent content; mnemonics to assist recall; statements to situate the task or content; rubrics that provide task expectations.

Checklists Prepare a list of items required, things to be done, or points to be considered; used as a reminder as the student proceeds through the learning task.

Collaborative Grouping

Having students work in partners or small groups with students who can support/model students who may struggle with content.

Concept and Mind Maps

Maps that show relationships: Partially or completed maps for students to complete; students create their own maps based on their current knowledge of the task or concept.

Cue CardsPrepared cards given to individual groups of students to assist in their discussion about a particular topic or content area: Vocabulary words to prepare for exams; content-specific stem sentences to complete; formula to associate with a problem; concepts to define.

ExamplesSamples, specimens, illustrations, problems, modeling: Real objects; illustrative problems used to represent something. Demonstrate and model how to do something, giving an example of what it should look like.

ExplanationsMore detailed information to move students along on a task or in their thinking of a concept: Written instructions for a task; verbal explanation of how a process works.

27


Instructional Priorities Scaffolding & Grouping

Scaffold Ways to use Scaffolds in an Instructional Setting

Handouts Prepared handouts that contain task and content-related information, but with less detail and room for student note taking.

Images and Multimedia

Providing an image or other graphic representation, such as a video, that represents the word(s)/concept(s) being taught in conjunction with the explicit vocabulary routine can help to support students in learning new vocabulary and concepts. Images help provide a non-linguistic representation and allow students to recall the term more readily. This technique can be used with any Reading Street Vocabulary (Amazing Words, Story/Lesson Vocabulary), Math Vocabulary, or Content Vocabulary or concepts.

ManipulativesManipulatives, such as markers, toothpicks, blocks, or coins, are used to support hands-on learning and provide concrete models to help students solve problems and develop concepts. The students can manipulate the items to increase their understanding and come to accurate conclusions. May also include virtual manipulatives.

Pair-Share Pose a problem, students have time to think about it individually, and then they work in pairs to solve the problem and share their ideas with the class. Providing think time increase the quality of the response.

Precision Partnering Strategically appointed partners with assigned roles.

Previewing Text Before reading a text, preview the text by providing students with an overview/synopsis of the text. This will allow students to know what to expect when they are reading and give them background knowledge to help them understand the text.

Prompts

A physical or verbal cue to remind—to aid in recall of prior or assumed knowledge. Physical: Body movements such as pointing, nodding the head, eye blinking, foot tapping. Verbal: Words, statements and questions such as “Go,” “Stop,” “It’s right there,” “Tell me now,” “What toolbar menu item would you press to insert an image?” “Tell me why the character acted that way.”

Question Cards Prepared cards with content and task-specific questions given to individuals or groups of students to ask each other pertinent questions about a particular topic or content area.

Question Stems Incomplete sentences which students complete: Encourages deep thinking by using higher order “What if” questions.

Realia Anytime the real object, concept, or phenomena can be presented with the actual object helps to support learners in acquiring new ideas and concepts. For example, when teaching about the three types of rocks, having examples of those types for students to see and touch can help them to make deeper connections.

Rubrics A rubric is an easily applicable form of authentic assessment. A rubric simply lists a set of criteria, which defines and describes the important components of the work being planned or evaluated.

Sentence Frames

Sentence frames provide an opportunity for students to use key vocabulary while providing a structure that may be higher than what they could produce on their own. For example, if students are to compare two ocean creatures, they might say something like "Whales have lungs, but fish have gills." In the preceding sentence, the simple frame is "______ have ________, but _______ have _______. Note the sentence can be filled in with any content; this differs from cloze sentences that often have only a few possibilities.

Setting & Reviewing Objectives

Providing students with a purpose and intended outcome will help students to know what to focus their attention on and what they should be learning. Having student self-assess their progress towards the objectives at the end of the lesson will provide the teacher with information on their current levels of understanding.

Socratic Seminar

The purpose of a Socratic Seminar is to achieve a deeper understanding about the ideas and values in a text. In the Seminar, participants systematically question and examine issues and principles related to a particular content, and articulate different points-of-view. The group conversation assists participants in constructing meaning through disciplined analysis, interpretation, listening, and participation.

Prepare several questions in advance in addition to questions that students may bring to class. Questions should lead participants into the core ideas and values and to the use of the text in their answers. Questions must be open-ended, reflect genuine curiosity, and have no “one-right answer.”

Stories Stories relate complex and abstract material to situations more familiar with students: Recite stories to inspire and motivate learners.

Student Work Exemplars Providing students with example student work samples can provide models for students to use to support their development of the skill. For example, an anchor paper for a writing assignment of how a sample student responded to the assignment previously will provide an example of what the assignment looks like.

Visual ScaffoldsPointing to call attention to an object; representational gestures (holding cured hands apart to illustrate roundness; moving rigid hands diagonally upward to illustrate steps or process), diagrams such as charts and graphs; methods of highlighting visual information.

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6thGrade(Subject)Scope&Sequence2016-2017

YearataGlanceSuggestedPacingBigIdeas HistoricalNarratives EmbracingHeritage Discovery FiguringitOut CourageousCharacters DreamingBigStandardEssentialQuestionDistrict

Standards-based

AssessmentWritingFocus Narrative Informational/

Expository Argument Informational/Expository Argument Narrative

PrioritizedVocabulary

• Analyze• Conclude• Sequence

• Compare• Contrast• Summarize

• Discover• Evidence• Calculate

• Scale• Evaluate• Infer

• Claim• Source• Characteristics

• Bibliography• Credibility• Paraphrase

EnglishLanguageArts

Concepts

• NarrativeWriting• CitingTextualEvidence• DeterminingaTheme• Pronouns

• PointofView• Discussion

• Compare&Contrast• UseEvidence

• WordMeaning• Gathering&InterpretingInformation

• FigurativeLanguage

• MasterDiscussions• PresentingClaims

• DeterminingaCentralIdea

• AnalyzingTextStructure

• SupportingArgumentswithEvidence

• ConductResearch

MathConcepts

• NumericalExpressions&Factors

• DividingFractions

• OperationswithDecimals

• AlgebraicExpressionsandProperties

• Areaofpolygons• Ratios

• Percentages• ConvertingMeasures• IntegersandtheCoordinatePlane

• EquationsinOneVariable

• Equations• Inequalities• SurfaceAreaandVolume

• IntroductiontoStatistics

• StatisticalMeasures• DataDisplays

SocialStudiesConcepts

• HistoricalSkills&Geography

• IntroductiontoCivilizations:Mesopotamia

• CharacteristicsofCivilizations

• ComparisonofCivilizations

• TransformationofCultures

• WorldReligions• MiddleAges&Renaissance

• Process&ImpactofRevolutions

• 1750-1914

• BuildingToday’sWorld• WWI&WWII

• OurWorldToday• 1945-Today• (ColdWar,HumanRights,MiddleEast)

ScienceConcepts

• Heat• Light• Sound

• MoonPhases • Seasons • SolarSystem • Universe • Microorganisms

PE/HealthConcepts

• Sportsmanship• PhysicalFitness• GamePlay

• UnderstandingEmotions

• Resiliency&Stress

• SubstanceAbuse• Nutrition• ConsumerHealth


• BodyImage• Hygiene• HIV/AIDS


29

SixthGradeELACoreStandardsOverview

➢ Readingcloselyandcitingevidencefromgrade-levelfictionandnonfictiontosupportananalysisofwhatthematerials

say➢ Developingarichvocabularyofcomplexandsophisticatedwordsandusingthemtospeakandwritemorepreciselyand

coherently➢ Analyzinghowchaptersofabook,scenesofaplay,orstanzasofapoemfitintotheoverallstructureofthepieceand

contributetothedevelopmentofideasorthemes➢ Gainingknowledgefrommaterialsthatmakeextensiveuseofelaboratediagramsanddatatoconveyinformationand

illustrateconcepts➢ Evaluatingtheargumentandspecificclaimsinwrittenmaterialsoraspeech,anddistinguishingclaimsthatare

supportedbyreasonsandevidencefromclaimsthatarenot➢ Presentingclaimsandfindingstoothersorally,sequencingideaslogically,andaccentuatingmainideasorthemes➢ Writingargumentsthatprovideclearreasonsandrelevantevidence,usingcrediblesources➢ Writingbriefreportsthatexamineatopic,haveaclearfocus,andincluderelevantfacts,details,andquotations➢ Conductingshortresearchprojectstoansweraquestion,drawingonseveralsourcesandsharpeningthefocusbasedon

theresearchfindings➢ Reviewingandparaphrasingkeyideasandmultipleperspectivesofaspeaker➢ RecognizingvariationsfromstandardEnglishinhisorherownandothers’writingandspeaking,andusingthis

knowledgetoimprovelanguageuse➢ Determiningthecorrectmeaningofawordbasedonthecontextinwhichitisused(e.g.,therestofthesentenceor

paragraph;aword’spositionorfunctioninasentence)

National PTA, 1250 N Pitt Street, Alexandria, VA 22314, PTA.org • [email protected] © 2011 PTA All rights reserved.

SixthGradeEnglishLanguageArts

YearataGlance2016-17 7Weeks* 6Weeks* 7Weeks* 6Weeks* 6Weeks* 4Weeks*

UnitTheme

Unit1:TheHumanStory

Unit2:EmbracingHeritage

Unit3:Discovery

Unit4:FiguringItOut

Unit5:CourageousCharacters

Unit6:DreamingBig

EssentialQuestion

Whatmakescharacters

believableandrelevant?

Howcanwelearntoappreciateoursimilaritiesanddifferencesthroughliterature?

Howdoesdiscoveryand/or

innovationbringaboutchangein

society?

Howcanweapplyproblem-

solvingstrategiestoreal-life

situations?

Howareactsofcouragerevealedinliteratureandinformational

text?

Howdidhistoricalfiguresdreamofabetter

future?

WritingFocus

Narrative Informational/Expository

Argument Informational/Expository

Argument Narrative

WordsforReview:biography,autobiography

WordsforReview:plot

WordsforReview:invention,opinion,discover

WordsforReview:problemsolving,simile,metaphor,idioms,synonym,antonym

WordstoReview:Characterdevelopment,courage,antagonist,protagonist,theme,claim,cite

WordstoReview:Storyelements:setting(timeandplace),characterization,protagonistandantagonist,plot(exposition,conflict,risingaction,climax,fallingaction,andresolution),theme,andpointofview

Sharedvocabulary:analyze,conclude,sequenceTier2:Chronologicalorderandmemoir

Sharedvocabulary:Plot

Tier2:pointofview,textualevidence,relevant,summarize,infer,compareandcontrast

Sharedvocabulary:Invention,opinion,discoverTier2:calculate,claim,source,paraphrase,position,conclude,plagiarism

Sharedvocabulary:Scale,evaluate,inferTier2:clarify,literal,causeandeffect

Sharedvocabulary:Claim,source,characteristicsTier2:audience,purpose,source,characteristics

Sharedvocabulary:Bibliography,credibility,paraphraseTier2:

Tier3:Storyelements:setting(timeandplace),characterization,protagonistandantagonist,plot(exposition,conflict,risingaction,climax,fallingaction,andresolution),theme,andpointofview

Tier3:legacy,diversity,heritage,immigrant,migrant,ancestor,culture

Tier3:citation

Tier3:figurativelanguage,literallanguage,personification,connotation,anddenotation

Tier3: Tier3:

*+or–1Week

Unit1Theme:“TheHumanStory”

7Weeks

Pleasenote,severalstandardsaretaughtinmultipleunitsduetothespiralingnatureofthecore.

EssentialQuestion

SupportingQuestions

KeyTerms WritingFocus Cross-CurricularConnections

Whatmakeshistoricalcharactersbelievableandrelevanttoday?

Howdotheirphysicalandsocialenvironmentsinfluencecharacters?

Whatistherelationshipbetweenfictionandtruth?

Review:biography,autobiography Narrative

SocialStudies:HistoricalSkillsandGeography

IntroductiontoCivilizations:Mesopotamia

Science:Heat,Light&Sound

Math:StatisticalMeasures&DataDisplays

PE/Health:Sportsmanship

PhysicalFitness

GamePlay

Sharedvocabulary:analyze,conclude,sequence

LanguageFocusSentencefragmentsandrun-onstypesofnounscommause

TierII:Chronologicalorderandmemoir

TierIII:Storyelements:setting(timeandplace),characterization,protagonistandantagonist,plot(exposition,conflict,risingaction,climax,fallingaction,andresolution),theme,andpointofview.

ELACoreStandards StudentLearningTargets

RL/R.I.6.1(Introducing):Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

● Icananalyzehowdetailsandevidencewithinthetextsupportwhattheauthorstatesdirectlyandwhathe/sheimplies.

RL.6.2(Introducing):Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.

● Icanidentifythemeinatext.● Icanexplainhowthethemeofatextisdeveloped.● Icansummarizeatext.

RL.6.3(Introducing):Describehowaparticularstory’sordrama’splotunfoldsinaseriesofepisodes,aswellashowthecharactersrespondorchangeastheplotmovestowardaresolution.

● Icanexplainhowelementsofastoryworktogether.

RI/RL.6.5(Introducing):Analyzehowaparticularsentence,paragraph,chapter,orsectionfitsintotheoverallstructureofatextandcontributestothedevelopmentoftheideas.

● Icanexplainhowanauthororganizesatexttodevelopideas.

● Icanpointoutmajorsectionsofthetextandexplainhowtheycontributetotheentiretext.

● Icananalyzethestructureofatextandhowitcontributestothedevelopmentofideas.

RL.6.6(Introducing):Explainhowanauthordevelopsthepointofviewofthenarratororspeakerinatext.

● Icanidentifythepointofviewofthecharactersornarrator(s)inatext.

RL.6.7(Introducing):Compareandcontrasttheexperienceofreadingastory,poem,ordramatolisteningtoorviewinganaudio,video,orliveversionofthetext,includingcontrastingwhatthey“see”and“hear”whenreadingthetexttowhattheyperceivewhentheylistenorwatch.

● Icancompareandcontrastthetexttoitsaudio,videoormulti-mediaversion.

● Icananalyzehoweachmediuminterpretsthesubject.

RL.6.9(Introducing):Compareandcontrasttextsindifferentformsorgenres(e.g.,storiesandpoems;historicalnovelsandfantasystories)intermsoftheirapproachestosimilarthemesandtopics.

● Icancomparetwotextsfromdifferentgenresonthesametopicortheme.


W.6.3(Introducing):Writenarrativestodeveloprealorimaginedexperiencesoreventsusingeffectivetechnique,relevantdescriptivedetails,andwell-structuredeventsequences.

• Icanwritealogical,detailednarrativeaboutrealorimaginedeventsorexperiences.

a.Engageandorientthereaderbyestablishingacontextandintroducinganarratorand/orcharacters;organizean

• Icanengagethereaderbyintroducingideas,pointofview,a

READ

ING

WRITING

eventsequencethatunfoldsnaturallyandlogically. narratorand/orcharacters.• Icanorganizeeventsinanatural,logicalorder.

b.Usenarrativetechniques,suchasdialogue,experiences,events,and/orcharacters.

• Icanwriteanarrativeusingtechniquessuchasdialogue,pacing,anddescription.

c.Useavarietyoftransitionwords,phrases,andclausestoconveysequenceandsignalshiftsfromonetimeframeorsettingtoanother.

• Icanusetransitionwordsandphrasestoshoworderofeventsorchangesinsetting.

d.Useprecisewordsandphrases,relevantdescriptivedetails,andsensorylanguagetoconveyexperiencesandevents.

• Icanuseprecisewords,relevantdescription,andsensorydetailstorevealtheactionandexperiencesofthestory.

e.Provideaconclusionthatfollowsfromthenarratedexperiencesorevents.

• Icanconcludemystorybyreflectingonexperiencesorevents.

W.6.4(Introducing):Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

• Icandevelopandorganizeclearandunderstandablewriting,whichisappropriateforaspecifictask,purpose,andaudience.

W.6.5(Introducing):Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.(EditingconventionsshoulddemonstratecommandofLanguageStandards1-3uptoandincludinggrade6)

• Icandevelopandstrengthenmywritingbyplanning,revising,editing,andrewriting.

• Icanwritetoaspecificaudience.• Icanwriteforaspecificpurpose.• Icanimprovemywritingthroughfeedbackfromother

studentsormyteacher.W.6.6(Introducing):Usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumofthreepagesinasinglesitting.

• Icanusetechnologytocreateandpublishmywriting.

W.6.10Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.

• Icanwriteforbothshortandextendedtimeframes.• Icanwriteforarangeofspecifictasks,purposesand

audiences.


SPEAKING&LISTENING

SL.6.1(Introducing):Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade6topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearly.

• Icancommunicateandrespondtoideasaboutavarietyoftopicsduringdiscussions.

• IcanbringmaterialsthatIhavereadandresearchedtodiscussions.

a.Cometodiscussionsprepared,havingreador • Icansharesupportingevidencefrommyresearch

studiedrequiredmaterial;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.

duringdiscussions.

b.Followrulesforcollegialdiscussions,setspecificgoalsanddeadlines,anddefineindividualrolesasneeded.

• Icanfollowgrouprulestomeetspecificgoalsduringadiscussion.

SL.6.6(Introducing):Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.

• Icanuseformalspeechinavarietyofacademicsettings.


L.6.1(Introducing):DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.

● Icanuselanguagecorrectlywhenwritingorspeaking.● Icanuseandidentifycorrectconventionswhenwriting,

speaking,reading,orlistening.

a.Ensurethatpronounsareinthepropercase(subjective,objective,possessive).

● Icanusepronounsinthepropercase.

b.Useintensivepronouns(e.g.,myself,ourselves). ● Icanidentifyanduseintensivepronouns.

L.6.2(Introducing):DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.

● Icanusecorrectcapitalization,punctuation,andspellinginmywriting.

a.Usepunctuation(commas,parentheses,dashes)tosetoffnonrestrictive/parentheticalelements.

● Icancorrectlyusepunctuationtosetoffclauses.

b.Spellcorrectly. ● Icancorrectmisspelledwordsinmywriting.

L.6.3(Introducing):Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.

● Icanuseandidentifycorrectconventionswhenwriting,speaking,reading,orlistening.

a.Varysentencepatternsformeaning,reader/listenerinterest,andstyle.

● Icanvarysentencepatternsformeaning,interest,andstyle.

b.Maintainconsistencyinstyleandtone. ● Icanestablishaconsistentstyleandtone.

L.6.4(Introducing):Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedonGrade6readingandcontent,choosingflexiblyfromarangeofstrategies.

● Icandeterminethemeaningofunknownandmultiple-meaningwordsusingavarietyofstrategies.

LANGU

AGE

a.Usecontext(e.g.,theoverallmeaningofasentenceorparagraph;aword’spositionorfunctioninasentence)asacluetothemeaningofawordorphrase.

● Icandeterminethemeaningofawordthroughcontextcluesorbythewayitisusedinasentence.

b.Usecommon,grade-appropriateGreekorLatinaffixesandrootsascluestothemeaningofaword(e.g.,audience,auditory,audible).

● Icanuserootwords,prefixes,andsuffixestodetermineaword’smeaning.

c.Consultreferencematerials(e.g.,dictionaries,glossaries,thesauruses),bothprintanddigital,tofindthepronunciationofawordordetermineorclarifyitsprecisemeaningoritspartofspeech.

● Icanusereferencematerialstodeterminethepronunciationandmeaningofaword.

d.Verifythepreliminarydeterminationofthemeaningofawordorphrase(e.g.,bycheckingtheinferredmeaningincontextorinadictionary).

● IcanguessthemeaningofawordandverifyifIamrightbyusingadictionary.

L.6.5(Introducing):Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

● Icandeterminethemeaningoffigurativelanguage.● I can recognize word relationships by comparing them to

similaroroppositemeaningwords.● I can recognize slight differences in wordmeanings based

onhowtheyareused.a.(Introducing):Interpretfiguresofspeech(e.g.,personification)incontext.

● Icaninterpretfiguresofspeech(personification).

L.6.6(Introducing):Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases;gathervocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

● Icanexplainwhatgeneralacademicwordsareandusetheminmywriting.

● Icandefinewordsandphrasesthatarespecifictolanguageartsandapplytheminspeakingandwriting.

● IcanusevariousresourcestobuildmyvocabularyandhelpmeunderstandwhatIreadorhear.

Unit1TextResources

Literary Informational

Novels:

TheAdventuresofTomSawyerbyMarkTwain(970L)

Boy:TalesofChildhood,byRoaldDahlandQuentinBlake

BridgetoTerabithiabyKatherinePaterson(810L)*

CharlieandtheChocolateFactory,byRoaldDahl(810L)*

HatchetbyGaryPaulson(1020L)

IslandoftheBlueDolphins(1000L)

J.M.Barrie:TheMagicBehindPeterPan,bySusanBivanAller(920L)*

PeterPan,(byJ.M.Barrie)(920L)*

Freeebook:KindleVersion

SummeroftheMonkeysbyWilsonRawls(810L)*

SummeroftheSwansbyBetsyByars(830L)*

WalkTwoMoonsbySharonCreech(770L)*

WhenIWasYourAge,VolumeOne:OriginalStoriesAboutGrowingUp,byAmyErlich(930L)*

Anthologies:

MirrorsandWindowsUnit1:FindingaPlaceintheWorldp.3

HoughtonMifflin’sTriumphsTheme3:GrowingUp,pgs.238-353

HoughtonMifflin’sTriumphsFocusonPoetry,pgs.118-133

Pioneer.uen.org

● CultureGrams● EBSCO● SIRS● WorldBookEncyclopedia● DeseretNewsArchives● OtherUtahspecificcollections

BuildingDeeperReadersandWriters:KellyGallagherArticleoftheWeek

● http://kellygallagher.org/resources/articles.htmlReadWorks.orgprovidesover500non-fictionreadingpassages,eachwith5multiplechoicequestionsthattestyourstudents'readingcomprehension.

● http://www.readworks.org/books/passagesOne-PageReading/ThinkingPassagesAlignedwithCorePriorities

● http://teacher.depaul.edu/Nonfiction_Readings.htm

Unit2Theme:“EmbracingHeritage”

6Weeks


EssentialQuestion

SupportingQuestions KeyTerms WritingFocus

Cross-CurricularConnections

Howcanwelearntoappreciateoursimilaritiesanddifferencesthroughliterature?

Howdoescultureshapeanddefineusasindividualsandasasociety?

Review:Plot Informational/Expository

SocialStudies:CharacteristicsandComparisonsofCivilizationsScience:Moonphases&Earth’srotation

Math:NumericalExpressions&Factors

Integers&CoordinatingPlanes

PE/Health:UnderstandingEmotions

Resilience&Stress

TierII:PointofView,TextualEvidence,Relevant,Summarize,Infer,CompareandContrast

TierIII:legacy,diversity,heritage,immigrant,migrant,ancestor,culture

WRI

TING


RL.6.6(Reinforcing):Explainhowanauthordevelopsthepointofviewofthenarratororspeakerinatext.

● Icanidentifyanauthor’spointofvieworpurposeinatext.

RI.6.1(Reinforcing):Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.


RI.6.3(Introducing):Analyzeindetailhowakeyindividual,event,orideaisintroduced,illustrated,andelaboratedinatext(e.g.,throughexamplesofanecdotes).

● Icananalyzehowkeyindividuals,eventsorideasareintroduced,illustratedorelaboratedinatext.

RL/RI.6.5(Reinforcing):Analyzehowaparticularsentence,paragraph,chapter,orsectionfitsintotheoverallstructureofatextandcontributestothedevelopmentoftheideas.




RI.6.7(Introducing):Integrateinformationpresentedindifferentmediaorformats(e.g.,visually,quantitatively)aswellasinwordstodevelopacoherentunderstandingofatopicorissue.

● I can integrate informationpresented indifferentmedia orformatstodevelopacoherentunderstandingofatopic.

RI.6.9(Introducing):Compareandcontrastoneauthor’spresentationofeventswiththatofanother(e.g.,amemoirwrittenbyandabiographyonthesameperson).

● Icancompareandcontrasthowtwoauthorspresenteventsaboutthesametopic.


W.6.2(Introducing):Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,andinformationthroughtheselection,organization,andanalysisofrelevantcontent.

● Icanusewritingtoinformorexplainatopic.

a.Introduceatopic,organizeideas,concepts,andinformation,usingstrategiessuchasdefinition,classification,comparison/contrast,andcause/effect;includeformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.

● Icanorganizemypaperusingaclearintroduction.● Icanuseappropriatestrategiesandformatstohelpexplain

mytopic● Icanuseheadings,charts,tables,etc.toaddclarificationto

mypaper.b.Developthetopicwithrelevantfacts,definitions,concretedetails,quotations,orotherinformationandexamples.

● Icansupportmytopicusingrelevantfacts,definitions,details,andexamples.

c.Useappropriatetransitionstoclarifytherelationshipsamongideasandconcepts.

● Icanuseappropriatetransitionstoclarifyconnectionsbetweenideasandconcepts.

READ

ING

WRITING

d.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.

● Icanusepreciselanguageandvocabularyspecifictomytopic.

e.Establishandmaintainaformalstyle. ● Icanuseformalstylewhenwriting.f.Provideaconcludingstatementorsectionthatfollowsfromtheinformationorexplanationpresented.

● Icanwriteaconclusionthatrestatesthemainidea.

W.6.4(Reinforcing):Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotask,purpose,andaudience.

● Icandevelopandorganizeclearandunderstandablewriting,whichisappropriateforaspecifictask,purpose,andaudience.

W.6.5(Reinforcing):Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.

● Icandevelopandstrengthenmywritingbyplanning,revising,editing,andrewriting.

● Icanimprovemywritingthroughfeedbackfromotherstudentsandmyteacher.

W.6.6(Reinforcing):Usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers,demonstratesufficientcommandofkeyboardingskillstotypeaminimumofthreepagesinasinglewriting.

● Icanusetechnologytocreateandpublishmywriting.● Icanusetechnologytofindinformationandlinkittomy

writing.

W.6.7(Introducing):Conductshortresearchprojectstoansweraquestion,drawingonseveralsourcesandrefocusingtheinquirywhenappropriate.

● Icansearchforinformationtoansweraquestionusingavarietyofresources.

W.6.8(Introducing):Gatherrelevantinformationfrommultipleprintanddigitalsources;assessthecredibilityofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandprovidingbasicbibliographicinformationforsources.

● Icansearchspecifictermstogatherrelevantinformationtogatherprintanddigitalsources.

● Icandetermineifasourceisbelievableandusescorrectinformation.

● Icanquoteandparaphraseinformationfromsourceswithoutplagiarizingothers’wordsandideas.

● W.6.10(Reinforcing):Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.

● Icanwriteforbothshortandextendedtimeframes.● Icanwriteforarangeofspecifictasks,purposesand

audiences.


SL.6.1(Reinforcing):Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade6topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearly.

● Icancommunicateandrespondtoideasaboutavarietyoftopicsduringdiscussions.

● IcanbringmaterialsthatIhavereadandresearchedtodiscussions.

SPEAKING&LISTENING

a. Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.

● Icansharesupportingevidencefrommyresearchduringdiscussions.


● Icanfollowgrouprulestomeetspecificgoalsduringadiscussion.

SL.6.3(Introducing):Delineateaspeaker’sargumentandspecificclaims,distinguishingclaimsthataresupportedbyreasonsandevidencebyclaimsthatarenot.

● Icandescribeaspeaker’sargumentandclaims.● Icandistinguishbetweenclaimsthataresupportedbyreasons

andclaimsthatarenot.SL.6.5(Introducing):Includemultimediacomponents(e.g.,graphics,images,music,sound)tovisualdisplaysinpresentationstoclarifyinformation.

● Icangiveapresentationusingmultimediaandvisualdisplaystoclarifymyinformation.

SL.6.6(Reinforcing):Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.

● Icanuseformalspeechinavarietyofacademicsettings.


L.6.1.d(Introducing):Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).

● Icanrecognizeandcorrectvaguepronouns.

L.6.1.e(Introducing):RecognizevariationsfromstandardEnglishintheirownandothers’writingandspeaking,andidentifyandusestrategiestoimproveexpressioninconventionallanguage.

● Icanrevisemyownandothers’writingandspeakingusingvariousstrategies.

L.6.2a-b(Reinforcing):DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.


L.6.3a-b(Reinforcing):Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.


L.6.4a-d(Reinforcing):Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade6readingandcontent,choosingflexiblyfromarangeofstrategies.


LANGU

AGE


Novels:

EsperanzaRisingbyPamMunozRyan

OnDiscoveringAmerica,byPearlS.Buck

SomethingAboutAmerica,byMariaTesta

OneMoreRivertoCross:TheStoriesofTwelveBlackAmericans,byJimHaskins

DragonwingsbyYep(870L)*

TheGreatRatHuntbyLawrenceYep

Weedflower,byCynthiaKadohata

Bat6,byVirginiaEuwerWolff

TheMemoryCoat,byWoodruff

ComingtoAmerica:TheStoryofImmigration,byBetsyMaestroandSusannahRyan

FirstCrossing:StoriesaboutTeenImmigrants,byG.Gallo

ColorsofFreedom:ImmigrantStories,byJanetBode(poems,articles,artwork,recipes)

BlackShipsbeforeTroybyRosemarySutcliff(1300L)

TheLightningThiefbyRickRiordin(740L)*

ShortStories:

Aesop’sFables(1040L)

AmericanTallTales–Osborne(970L)

Anderson’sFairytalesbyHansChristianAndersen(860L)*

CutFromtheSameCloth:AmericanWomenofMyth,Legend,andTallTale-SanSouci,Pinkney&Yolen(1050L)

D’Aulaires’BookofGreekMyths-D’Aulaires

D’Aulaires’BookofNorseMyths-D’Aulaires

FavoriteFolktalesfromAroundtheWorld-Yolen(groupedthematically)(980L)

ImmigrantKids,byRussellFreedman

IfYourNamewasChangedatEllisIsland(Series),byE.LevineandW.Parmenter

ThroughtheEyesofYourAncestors:AStep-by-StepGuidetoUncoveringYourFamily’sHistory,byMaureenAliceTaylor

ReadWorks.orgprovidesover500non-fictionreadingpassages,eachwith5multiplechoiceqestionsthattestyourstudents’readingcomprehension.http://www.readworks.org/books/passages

One-PageReading/ThinkingPassagesAlignedwithCorePrioritieshttp://teacher.depaul.edu/Nonfiction_Readings.htm

FollettShelfAcollectionofinformationalbooksonsubjects,includingMath,ScienceandSocialStudies:https://wbb05753.follettshelf.com/quest/servlet/presentquestform.do?site=05753

Login:Canyons Password:district

GreekMythologybyBryantSimone

KidsDiscovermagazine

MythologyAroundtheWorldSeries

EyewitnessMythology-DKbyNeilPhilip

Oh,MyGods!:ALook-it-UpGuidetotheGodsofOlympusbyMeganBryant(960L)

Pioneer.uen.org

• CultureGrams• EBSCO

Grimm’sFairytales:IllustratedStoriesfromGrimmbyVarious(740L)*

HansAndersen”sFairyTalesbyHansChristianAndersen(1060L)

Heroes,GodsandMonstersoftheGreekMyths–Evslin(800L)*

JustSoStories-Kipling(1190L)

AnthologiesandOther:

AmericanFolkloreCollection

KathiMitchellReadingandLanguageLinks

HoughtonMifflin’sTriumphsFocusonMyths,pgs.430-447

MirrorsandWindowsUnit8:ImaginingtheFantasticp.701

Unit5:ExpressingYourself

Unit6:EncounteringNature

• SIRS• WorldBookEncyclopedia• DeseretNewsArchives• OtherUtahspecificcollections

BuildingDeeperReadersandWriters:KellyGallagherArticleoftheWeekhttp://kellygallagher.org/resources/articles.html

Unit3Theme:“Discovery”7Weeks


EssentialQuestion

SupportingQuestions


Howdoesdiscoveryand/orinnovationbringaboutchangeinsociety?

Doesinnovationalwaysbringprogress?

Arerisksanecessarypartofdiscovery?

Review:Invention,opinion,discover

Argument SocialStudies:TransformationsofCultures

Worldreligions

MiddleAges&Renaissance

Science:Earth’stilt&Seasons

Math:Multiplying&DividingFractions

Operationswithdecimals

PE/Health:SubstanceAbuseNutritionConsumerHealth

Tier2:calculate,claim,source,paraphrase,position,conclude,plagiarismTier3:Citation


RI.6.1(Reinforcing):Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.


RL/RI.6.5(Reinforcing):Analyzehowaparticularsentence,paragraph,chapter,orsectionfitsintotheoverallstructureofatextandcontributestothedevelopmentoftheideas.

● Icanexplainhowanauthororganizesatexttodevelopideas.● Icanpointoutmajorsectionsofthetextandexplainhowthey

contributetotheentiretext.● Icananalyzethestructureofatextandhowitcontributestothe

developmentofideas.RI.6.6(Introducing):Determineanauthor’spointofvieworpurposeinatextandexplainhowitisconveyedinthetext.

● Icanidentifyanauthor’spointofvieworpurposeinatext.● Icanexplainhowtheauthor’spointofviewdiffers fromothers’

perspectives.RI.6.8(Introducing):Traceandevaluatetheargumentandspecificclaimsinatext,distinguishingclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.

● Icanoutlinespecificclaimsandlinkthemtoadocument.● Icanevaluatewhetherornotthereasonssupporttheclaimsinan

argument.● Icandeterminewhetherornotthereisenoughrelevantevidence

tosupporttheargument.RI.6.9(Reinforcing):Compareandcontrastoneauthor’spresentationofeventswiththatofanother(e.g.,amemoirwrittenbyandabiographyonthesameperson).



W.6.1(Introducing):Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.

● Icanwriteaclaimandsupportitwithreasonsandevidence

a.Introduceclaim(s)andorganizethereasonsandevidenceclearly.

● Icanintroducemyclaimandorganizethereasonsandevidenceclearly.

b.Supportclaim(s)withclearreasonsandrelevantevidence,usingcrediblesourcesanddemonstratinganunderstandingofthetopicortext.

● Icansupportmyclaimsbyusinglogicalreasonsandrelevantevidence.

● Icansupportmyclaimswithaccuratesourcesofinformation.c.Usewords,phrases,andclausestoclarifytherelationshipsamongclaim(s)andreasons.

● Icanusewords,phrasesandclausestoclearlyshowhowtheclaim(s),reasons,andevidencefittogether.

d.Establishandmaintainaformalstyle. ● Icanuseaformaltonetowriteaboutanissueortopic.e.Provideaconcludingstatementorsectionthatfollowsfromtheargumentpresented.

● Icanendmywritingwithaconcludingstatementthatbacksuptheclaimsinmyargument.

W.6.4(Reinforcing):Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotasks,purpose,andaudience.

● Icandevelopandorganizeclearandunderstandablewritingthatisappropriateforaspecifictask,purpose,andaudience.

READ

ING

WRITING

W.6.5(Reinforcing):Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.


● Icanwriteforaspecificaudience.● Icanwriteforaspecificpurpose.● Icanimprovemywritingthroughfeedbackfromotherstudentsor

myteacher.W.6.6(Reinforcing):Usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumofthreepagesinasinglesitting.

● Icanusetechnologytoresearch,publish,andproduceargumentwriting.

W.6.8.(Introducing):Gatherrelevantinformationfrommultipleprintanddigitalsources;assessthecredibilityofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandprovidingbasicbibliographicinformationforsources.




W.6.9(Introducing):Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.

● Icannarroworbroadenmyquestiontopicbasedonresearchresults.

a.Applygrade6ReadingStandardstoliterature(e.g.,“Compareandcontrasttextsindifferentformsorgenres[e.g.,storiesandpoems;historicalnovelsandfantasystories]intermsoftheirapproachestosimilarthemesandtopics”).

● Icancompareandcontrasttextsindifferentformsorgenres.

b.Applygrade6ReadingStandardstoliterarynonfiction(e.g.,‘Traceandevaluatetheargumentandspecificclaimsinatext,distinguishclaims.

● Icandistinguishclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.

W.6.10(Reinforcing):Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.

● Icanwriteforbothshortandextendedtimeframes.● Icanwriteforarangeofspecifictasks,purposesandaudiences.


SPEAKING&

LISTENING




a.Cometodiscussionsprepared,havingreadorstudiedrequiredmaterial;explicitlydrawonthatpreparationbyreferringtoevidenceonthetopic,text,orissuetoprobeandreflectonideasunderdiscussion.




c.(Introducing):Poseandrespondtospecificquestionswithelaborationanddetailbymakingcommentsthatcontributetothetopic,text,orissueunderdiscussion.

● Icanaskandrespondtospecificquestionsduringgroupdiscussions.

d.(Introducing):Reviewthekeyideasexpressedanddemonstrateunderstandingofmultipleperspectivesthroughreflectionandparaphrasing.

● Icanquoteorparaphraseinformationfromgroupdiscussions.

SL.6.3(Reinforcing):Delineateaspeaker’sargumentandspecificclaims,distinguishingclaimsthataresupportedbyreasonsandevidencebyclaimsthatarenot.

● Icandescribeaspeaker’sargumentandclaims.● Icandistinguishbetweenclaimsthataresupportedbyreasons

andclaimsthatarenot.

SL.6.4(Introducing):Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.

● Icangiveapresentationthatmakesclaimsusingsupportivefacts,details,andexamples.

● IcangiveapresentationwhereIuseeyecontactandaclear,loudvoice.




LANGUAGE

L.6.1.d(Reinforcing):Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).


L.6.1.e(Reinforcing):RecognizevariationsfromstandardEnglishintheirownandothers’writingandspeaking,andidentifyandusestrategiestoimproveexpressioninconventionallanguage.

● Icanreviseandimprovemyownandothers’writingandspeakingusingvariousstrategies.

L.6.2a-b(Reinforcing):DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.


L.6.3a-b(Reinforcing):Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.


L.6.4a-d(Reinforcing):Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade6readingandcontent,choosingflexiblyfromarangeofstrategies.


Unit3TextResources


WrinkleinTimebyL’Engle(740L*)MirrorsandWindowsUnit4:TestingLimitsUnit2:“Pompeii”,“DogofPompeii”

RocketBoys:AMemoirbyHomerHickmanJr.(900L)

MathematiciansArePeople,Too:StoriesfromtheLivesofGreatMathematicians(VolumeOne)byLuettaReimer,WilbertReimer

Pioneer.uen.org

● CultureGrams● EBSCO● SIRS● WorldBookEncyclopedia● DeseretNewsArchives● OtherUtahspecificcollections

ReadWorks.orgprovidesover500non-fictionreadingpassages,eachwith5multiplechoicequestionsthattestyourstudents'readingcomprehension.http://www.readworks.org/books/passagesOne-PageReading/ThinkingPassagesAlignedwithCorePrioritieshttp://teacher.depaul.edu/Nonfiction_Readings.htmFollettShelfAcollectionofinformationalbooksonsubjects,includingMath,ScienceandSocialStudies:https://wbb05753.follettshelf.com/quest/servlet/presentquestform.do?site=05753Login:CanyonsPassword:district

Unit4Theme:“FiguringItOut”6Weeks


EssentialQuestion

SupportingQuestions


Howcanweapplyproblem-solvingstrategiestoreal-lifesituations?

Howdoweusefigurativelanguagetoexpressourexperiences?

Review:Problemsolving,simile,metaphor,idioms,synonym,antonym.

Informational SocialStudies:Process&ImpactofRevolutions

Science:ComponentsofSolarSystem&GravitationalForce

Math:Ratios,Rates&Percentages

PE/Health:Sportsmanship

PhysicalFitness

GamePlay

Tier2:clarify,literal,causeandeffect

Tier3:figurativelanguage,literallanguage,personification,connotation,anddenotation


RL.6.1(Mastering):Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.


RL/RI.6.2(Reinforcing):Determineacentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.

● Icanidentifyacentralideainatext.● Icanexplainhowthethemeofatextisdeveloped.● Icansummarizeatextwithoutusingmyopinion.

RL.6.3(Reinforcing):Describehowaparticularstory’sordrama’splotunfoldsinaseriesofepisodesaswellashowthecharactersrespondorchangeastheplotmovestowardaresolution.


RL/RI.6.4(Introducing):Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnicalmeanings.

● Icanidentifyexamplesoffigurativelanguageinatext.● Icanidentifydifferentmeaningsassociatedwithwordsinatext.● Icandefinetechnicalvocabularyinatext.● Icananalyzetheauthor’swordchoiceandtone.

RL/RI.6.5(Reinforcing):Analyzehowaparticularsentence,chapter,scene,orstanzafitsintotheoverallstructureofatextandcontributestothedevelopmentofthetheme,setting,orplot.





W.6.2(Reinforcing):Writeinformative/explanatorytextstoexamineatopicandconveyideas,concepts,andinformationthroughtheselection,organization,andanalysisofrelevantcontent.

● Icanusewritingtoinformorexplainatopic.

a.Introduceatopic,organizeideas,concepts,andinformation,usingstrategiessuchasdefinition,classification,comparison/contrast,andcause/effect;includeformatting(e.g.,headings),graphics(e.g.,charts,tables),andmultimediawhenusefultoaidingcomprehension.

● Icanorganizemypaperusingaclearintroduction.● Icanuseappropriatestrategiesandformatstohelp

explainmytopic.● Icanuseheadings,charts,tables,etc.toaddclarificationtomy

paper.

b.Developthetopicwithrelevantfacts,definitions,concretedetails,quotations,orotherinformationandexamples.

● Icansupportmytopicusingrelevantfacts,definitions,details,andexamples.

READ

ING

WRITING

c.Useappropriatetransitionstoclarifytherelationshipsamongideasandconcepts.

● Icanuseappropriatetransitionstoclarifyconnectionsbetweenideasandconcepts.

d.Usepreciselanguageanddomain-specificvocabularytoinformaboutorexplainthetopic.

● Icanusepreciselanguageandvocabularyspecifictomytopic.

e.Establishandmaintainaformalstyle. ● Icanuseformalstylewhenwriting.f.Provideaconcludingstatementorsectionthatfollowsfromtheinformationorexplanationpresented.

● Icanwriteaconclusionthatrestatesthemainidea.

W.6.5.(Reinforcing):Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.


● Icanimprovemywritingthroughfeedbackfromotherstudentsandmyteacher.

W.6.6(Reinforcing):Usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumofthreepagesinasinglesitting.

● Icanusetechnologytocreateandpublishmywriting.● Icanusetechnologytofindinformationandlinkittomywriting.

W.6.7(Reinforcing):Conductshortresearchprojectstoansweraquestion,drawingonseveralsourcesandrefocusingtheinquirywhenappropriate.


W.6.8(Introducing):Gatherrelevantinformationfrommultipleprintanddigitalsources;assessthecredibilityofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandprovidingbasicbibliographicinformationforsources.












SPEAKING&LISTENING

b. Followrulesforcollegialdiscussions,setspecificgoalsanddeadlines,anddefineindividualrolesasneeded.


SL.6.2(Introducing):Interpretinformationpresentedindiversemediaandformats(e.g.,visually,quantitatively,orally)andexplainhowitcontributestoatopic,text,orissueunderstudy.

● Icaninterpretthemainideasandsupportingdetailsinformatswhereinformationispresentedvisually,orally,orinnumberformat.

● Icanexplainhowtheideaspresentedindifferentformatsormediaclarifyatopicorissue.

SL.6.4(Reinforcing):Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.






L.6.1(Reinforcing):DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.



c.(Introducing):Recognizeandcorrectinappropriateshiftsinpronounnumberandperson.

● Icanrecognizeandcorrectshiftsinpronounnumberandperson.

d.(Reinforcing):Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).


L.6.2a-b(Mastering):DemonstratecommandoftheconventionsofstandardEnglishcapitalization,punctuation,andspellingwhenwriting.


L.6.3a-b(Mastering):Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,orlistening.


L.6.4a-d(Mastering):Determineorclarifythemeaningofunknownandmultiple-meaningwordsandphrasesbasedongrade6readingandcontent,choosingflexiblyfromarangeofstrategies.


L.6.5(Introducing):Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesin

● Icandeterminethemeaningoffigurativelanguage.● Icanrecognizewordrelationshipsbycomparingthemtosimilar

oroppositemeaningwords.

LANGU

AGE

wordmeanings. ● I can recognize slight differences in word meanings based onhowtheyareused.

a.(Introducing):Interpretfiguresofspeech(e.g.,personification)incontext.

● Icaninterpretfiguresofspeech(personification).

b.(Introducing):Usetherelationshipbetweenparticularwords(e.g.,cause/effect,part/whole,item/category)tobetterunderstandeachofthewords.

● Icandeterminewhatawordmeansbyexaminingwordrelationships(cause/effect,part/whole,anditem/category).

c.(Introducing):Distinguishamongtheconnotations(associations)ofwordswithsimilardenotations(definitions)(e.g.,stingy,scrimping,economical,unwasteful,thrifty).

● Icanexplaintheliteralmeaningofaword.● Icanexplainthepositiveornegativeconnotationsassociated

withaword.

Unit4TextResources


TheMysteriousAdventuresofSherlockHolmesbyArthurConanDoyleThreeActTragedybyAgathaChristieTheWestingGame,byEllenRaskinTheMysteriousBenedictSociety,byTrentonLeeStewartPoetryforYoungPeoplebyEdwardLearMoteloftheMysteriesByDavidMacaulayTheEgyptGame,byZilphaKeatleySnyderParts;MoreParts;EvenMoreParts-allbyTeddArnoldThere’saFroginMyThroat,byLoreenLeedyJabberwocky,byLewisCarrollRunnyBabbit,byShelSilversteinTheWitchofBlackbirdPondbyElizabethGeorgeSpeareTwoMinuteMysteriesMoreTwoMinuteMysteries

Anthologies:HoughtonMifflin’sTriumphsTheme2:WhatReallyHappened?,pgs.136-215Mirror’sandWindow’sUnit5:Jabberwocky

Pioneer.uen.org● CultureGrams● EBSCO● SIRS● WorldBookEncyclopedia● DeseretNewsArchives● OtherUtahspecificcollections

BuildingDeeperReadersandWriters:KellyGallagherArticleoftheWeekhttp://kellygallagher.org/resources/articles.htmlReadWorks.orgprovidesover500non-fictionreadingpassages,eachwith5multiplechoicequestionsthattestyourstudents'readingcomprehension.http://www.readworks.org/books/passagesOne-PageReading/ThinkingPassagesAlignedwithCorePrioritieshttp://teacher.depaul.edu/Nonfiction_Readings.htmFingerprintWizards:TheSecretofForensicSciencebyRossPiper,ForensicScience(DK)byChrisCooper(1170),CaseClosed:9MysteriesUnlockedbyModernSciencebySusanHughes(1000)Anthologies:Mirror’s&Window’sUnit4:TheChallengerDisaster

Unit5Theme:“CourageousCharacters”6Weeks


EssentialQuestion

SupportingQuestions


Howareactsofcouragerevealedinliteratureandinformationaltext?

Whatiscourage?

Whataredifferentwaystoshowcourage?

Whyiscourageimportant?

Review:Characterdevelopment,courage,antagonist,protagonist,theme,claim,cite

Argument SocialStudies:WorldWarI&WorldWarIIScience:Size&DistanceofSolarObjects

Math:AlgebraicExpressions&Properties

Equations&Inequalities

PE/Health:BodyImage

Hygiene

HIV/AIDS

Tier2:audience,purpose,source,characteristics

Tier3:


`

RL.6.1(Mastering):Citetextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext.

● Icananalyzehowdetailsandevidencewithinthetextsupportswhattheauthorstatesdirectlyandwhathe/sheimplies.

RL.6.2(Mastering):Determineathemeorcentralideaofatextandanalyzeindetailitsdevelopmentoverthecourseofthetext,includinghowitemergesandisshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext.


RL.6.3(Mastering):Describehowaparticularstory’sordrama’splotunfoldsinaseriesofepisodesaswellashowthecharactersrespondorchangeastheplotmovestowardaresolution.


RL/RI.6.5(Mastering):Analyzehowaparticularsentence,chapter,scene,orstanzafitsintotheoverallstructureofatextandcontributestothedevelopmentofthetheme,settingorplot.




RL.6.9(Reinforcing):Compareandcontrasttextsindifferentformsorgenres(e.g.,storiesandpoems;historicalnovelsandfantasystories)intermsoftheirapproachestosimilarthemesandtopics.

● Icancomparetwotextsfromdifferentgenresonthesametopicortheme.

RI.6.2(Mastering):Determineacentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsandjudgments.

● Icanidentifyacentralideainatext.● Icanexplainhowthethemeofatextisdeveloped.● Icansummarizeatextwithoutusingmyopinion.

RI.6.9(Mastering):Compareandcontrastoneauthor’spresentationofeventswiththatoranother(e.g.,amemoirwrittenbyandabiographyonthesameperson).



W.6.1(Reinforcing):Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.






● Icansupportmyclaimswithaccuratesourcesofinformation.

READ

ING

WRITING

c.Usewords,phrases,andclausestoclarifytherelationshipsamongclaim(s)andreasons.

● Icanusewords,phrasesandclausestoclearlyshowhowclaim(s),reasons,andevidencefittogether.

d.Establishandmaintainaformalstyle. ● Icanuseaformaltonetowriteaboutanissueortopic.e.Provideaconcludingstatementorsectionthatfollowsfromtheargumentpresented.


W.6.4(Mastering):Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotasks,purpose,andaudience.


W.6.5(Mastering):Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.



myteacher.W.6.6(Mastering):Usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumofthreepagesinasinglesitting.


W.6.8.(Mastering):Gatherrelevantinformationfrommultipleprintanddigitalsources;assessthecredibilityofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandprovidingbasicbibliographicinformationforsources.




W.6.9(Reinforcing):Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.





● Icandistinguishclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenotinatext.




SL.6.1(Mastering):Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade6topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearly.







SL.6.2(Reinforcing):Interpretinformationpresentedindiverseformats(e.g.,visually,quantitatively,orally)andexplainhowitcontributestoatopic,text,orissueunderstudy.

● Icaninterpretthemainideasandsupportingdetailsinformatswhereinformationispresentedvisually,orally,orinnumber.

● Icanexplainhowtheideaspresentedindifferentformatsormediaclarifyatopicorissue.

SL.6.4(Mastering):Presentclaimsandfindings,sequencingideaslogicallyandusingpertinentdescriptions,facts,anddetailstoaccentuatemainideasorthemes;useappropriateeyecontact,adequatevolume,andclearpronunciation.



SL.6.6(Mastering):Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.



L.6.1(Mastering):DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.



a.(Reinforcing):Ensurethatpronounsareinthepropercase(subjective,objective,possessive).

● Icanusepronounsinthepropercase.

b.(Reinforcing):Useintensivepronouns(e.g.,myself,ourselves).

● Icanidentifyanduseintensivepronouns.

c.(Reinforcing):Recognizeandcorrectinappropriateshiftsinpronounnumberandperson.

● Icanrecognizeandcorrectshiftsinpronounnumberandperson.

d.(Mastering):Recognizeandcorrectvaguepronouns(i.e.,oneswithunclearorambiguousantecedents).


SPEAKING&LISTENING

LANGU

AGE

e.(Mastering):RecognizevariationsfromstandardEnglishintheirownandothers’writingsandspeaking,andidentifyandusestrategiestoimproveexpressioninconventionallanguage.

● Icanrevisemyownandothers’writingandspeakingusingvariousstrategies.







Unit5TextResources


Novels:

TheAdventuresofPinocchiobyCarloCollodi(780L)*

ANighttoRemember,byWalterLord(Titanic)(950L)*

BetweenShadesofGraybyRutaSepetys(490L)*

HatchetbyGaryPaulsen(1020L)

KidswithCourage:TrueStoriesAboutYoungPeopleMakingaDifference,byBarbaraALewis(820L)*

MedalofHonor:PortraitsofValorBeyondtheCallofDutybyPeterCollier

NumbertheStarsbyLoisLowry(670L)*

ProfilesinCouragebyJohnF.Kennedy(1410L)

RedScarfGirl:AmemoiroftheCulturalRevolution,byJi-LiJiang(ChineseCulturalRevolution:1966-1976)(780L)*

TheCalloftheWildbyJackLondon(1110L)

ThePeopleCouldFly,byVirginiaHamiltonandLeoandDianeDillon(660L)*

TimothyoftheCayorTheCay,byTheodoreTaylor(860L)*

UndertheBlood-RedSun,byGrahamSalisbury(PearlHarbor)(640L)*

ShortStories:

ThePowerofLight:EightStoriesofHanukkah,byIsaacBashevisSingerandIreneLieblich(861L)*

AnthologiesandOther:

BaseballSavedUs,byKenMochizukiandDomLee(550L)*

If-apoem,byRudyardKipling(connectwithCourage)

NavajoCodeTalkersbyAndrewSantella(1020L)

WorldWarIHerosandWarLeaders-website

Blood,Toil,Tears,andSweat;AddresstoParliamentonMay13th,1940”WinstonChurchhill

BattlinginthePacific:SoldieringinWorldWarII,bySuzanneBeller

WorldWar2resourceListofResources(books,teacherresources,etc)

AstronomyandSpace:FromtheBigBangtotheBigCrunch,byPhyllisEngelbert

IwoJimaMemorial

VietnamMemorial

Pioneer.uen.org

• CultureGrams• EBSCO• SIRS• WorldBookEncyclopedia• DeseretNewsArchives• OtherUtahspecificcollections

ReadWorks.orgprovidesover500non-fictionreadingpassages,eachwith5multiplechoicequestionsthattestyourstudents'readingcomprehension.

http://www.readworks.org/books/passages

One-PageReading/ThinkingPassagesAlignedwithCorePriorities

http://teacher.depaul.edu/Nonfiction_Readings.htm

HoughtonMifflin’sTriumphsTheme1:Courage,pgs.20-117

HoughtonMifflin’sTriumphsFocusonPlays,TheDiaryofAnneFrank,216-225

HoughtonMifflin’sTriumph’sFocusonSpeeches,pgs.520-541

Mirrors&WindowsUnit3:DefiningFreedompgs.258-373

Mirrors&WindowsUnit4:TestingLimitspgs.375-453

BuildingDeeperReadersandWriters:KellyGallagherArticleoftheWeek

http://kellygallagher.org/resources/articles.html

Fivelessonunitoncourage:

http://learningtogive.org/lessons/unit491/

Unit6Theme:“DreamingBig”4Weeks


EssentialQuestion

SupportingQuestions

KeyTerms WritingFocus CrossCurricularConnections

Howdidhistoricalfiguresdreamofabetterfuture?

Whenisitappropriatetochallengethebeliefsorvaluesofsociety?

Whatdoesitmeantodream?

Review:Storyelements:setting(timeandplace),characterization,protagonistandantagonist,plot(exposition,conflict,risingaction,climax,fallingaction,andresolution),theme,andpointofview

Narrative SocialStudies:1945-TodayColdWar,HumanRights,MiddleEastScience:Microorganisms

Math:AreaofPolygons

SurfaceArea&Volume

PE/Health:SportsmanshipPhysicalFitnessGamePlay

TierII:Sharedvocab:bibliography,credibility,paraphraseTierIII:


RL.6.2(Mastering):Determineathemeorcentralideaofatextandhowitisconveyedthroughparticulardetails;provideasummaryofthetextdistinctfrompersonalopinionsorjudgments.


RL/RI.6.4(Reinforcing):Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,andtechnicalmeanings.

● Icanidentifyexamplesoffigurativelanguageinatext.● Icanidentifydifferentmeaningsassociatedwithwordsina

text.● Icandefinetechnicalvocabularyinatext.● Icananalyzetheauthor’swordchoiceandtone.

RL/RI.6.5(Mastering):Analyzehowaparticularsentence,chapter,scene,orstanzafitsintotheoverallstructureofatextandcontributestothedevelopmentofthetheme,settingorplot.




RI.6.6(Reinforcing):Determineanauthor’spointofvieworpurposeinatextandexplainhowitisconveyedinthetext.

● Icanidentifyanauthor’spointofvieworpurposeinatext.

● Icanexplainhowtheauthor’spointofviewdiffersfromother’sperspectives.

RI.6.7(Reinforcing):Integrateinformationpresentedindifferentmediaorformats(e.g.,visually,quantitatively)aswellasinwordstodevelopacoherentunderstandingofatopicorissue.

● Icancompareandcontrastthetexttoitsaudio,videoormulti-mediaversion.

● Icananalyzehoweachmediuminterpretsthesubject.

RI.6.8(Reinforcing):Traceandevaluatetheargumentandspecificclaimsinatext,distinguishingclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.

● Icanoutlinespecificclaimsandlinkthemtoadocument.● Icanevaluatewhetherornotthereasonssupportthe

claimsinanargument.● Icandeterminewhetherornotthereisenoughrelevant

evidencetosupporttheargumentRL/RI.6.10Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoems,inthegrades6-8textcomplexitybandproficiently,withscaffoldingasneededatthehighendoftherange.

● Icanreadandcomprehendliteratureacrossarangeoftextcomplexities.


READ

ING

W.6.1(Mastering):Writeargumentstosupportclaimswithclearreasonsandrelevantevidence.






● Icansupportmyclaimswithaccuratesourcesofinformation.

c.Usewords,phrases,andclausestoclarifytherelationshipsamongclaim(s)andreasons.

● Icanusewords,phrasesandclausestoclearlyshowhowclaim(s),reasons,andevidencefittogether.

d.Establishandmaintainaformalstyle. ● Icanuseaformaltonetowriteaboutanissueortopic.

e.Provideaconcludingstatementorsectionthatfollowsfromtheargumentpresented.


W.6.4(Mastering):Produceclearandcoherentwritinginwhichthedevelopment,organization,andstyleareappropriatetotasks,purpose,andaudience.


W.6.5(Mastering):Withsomeguidanceandsupportfrompeersandadults,developandstrengthenwritingasneededbyplanning,revising,editing,rewriting,ortryinganewapproach.



myteacher.W.6.6(Mastering):Usetechnology,includingtheInternet,toproduceandpublishwritingaswellastointeractandcollaboratewithothers;demonstratesufficientcommandofkeyboardingskillstotypeaminimumofthreepagesinasinglesitting.


W.6.7(Mastering):Conductshortresearchprojectstoansweraquestion,drawingonseveralsourcesandrefocusingtheinquirywhenappropriate.


W.6.8.(Mastering):Gatherrelevantinformationfrommultipleprintanddigitalsources;assessthecredibilityofeachsource;andquoteorparaphrasethedataandconclusionsofotherswhileavoidingplagiarismandprovidingbasicbibliographicinformationforsources.




WRITING

W.6.9(Mastering):Drawevidencefromliteraryorinformationaltextstosupportanalysis,reflection,andresearch.





● Icandistinguishclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenotinatext.

W.6.10(Mastering):Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertimeframes(asinglesittingoradayortwo)forarangeofdiscipline-specifictasks,purposes,andaudiences.



SL.6.1(Mastering):Engageeffectivelyinarangeofcollaborativediscussions(one-on-one,ingroups,andteacher-led)withdiversepartnersongrade6topics,texts,andissues,buildingonothers’ideasandexpressingtheirownclearly.







SL.6.3(Mastering):Delineateaspeaker’sargumentandspecificclaims,distinguishingclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.

● Icanoutlineaspeaker’sargumentandhis/herspecificclaims.

● Icandistinguishclaimsthataresupportedbyreasonsandevidencefromclaimsthatarenot.

SL.6.6(Mastering):Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformalEnglishwhenindicatedorappropriate.


SPEAKING&LISTEING


L.6.1a-e(Mastering):DemonstratecommandoftheconventionsofstandardEnglishgrammarandusagewhenwritingorspeaking.








L.6.5(Mastering):Demonstrateunderstandingoffigurativelanguage,wordrelationships,andnuancesinwordmeanings.

● Icandeterminethemeaningoffigurativelanguage.● Icanrecognizewordrelationshipsbycomparingthemtosimilar

oroppositemeaningwords.● Icanrecognizeslightdifferencesinwordmeaningsbasedonhow

theyareused.b.(Mastering):Usetherelationshipbetweenparticularwords(e.g.,cause/effect,part/whole,item/category)tobetterunderstandeachofthewords.

● Icandeterminewhatawordmeansbyexaminingwordrelationships(cause/effect,part/whole,anditem/category).

c.(Mastering):Distinguishamongtheconnotations(associations)ofwordswithsimilardenotations(definitions)(e.g.,stingy,scrimping,economical,unwasteful,thrifty).

● Icanexplaintheliteralmeaningofaword.● Icanexplainthepositiveornegativeconnotationsassociated

withaword.L.6.6(Mastering):Acquireanduseaccuratelygrade-appropriategeneralacademicanddomain-specificwordsandphrases;gathervocabularyknowledgewhenconsideringawordorphraseimportanttocomprehensionorexpression.

● Icanexplainwhatgeneralacademicwordsareandusetheminmywriting.

● Icandefinewordsandphrasesthatarespecifictolanguageartsandapplytheminspeakingandwriting.

● IcanusevariousresourcestobuildmyvocabularyandhelpmeunderstandwhatIreadorhear.

LANGU

AGE

Unit6TextResources


Novels:FlygirlbySherriSmith(680L*)WrinkleinTimebyL’Engle(740L*)TheSoftwire:VirusonOrbis1byHaarsma(650L*)AmongtheHiddenbyHaddix(800L*)PhoenixRisingbyHesse(610L*)Mrs.FrisbyandtheRatsofNimh-O’Brien(790L*)EsperanzaRisingbyRyan(750L*)RunningOutofTimebyHaddix(730L*)TheEvolutionofCalperniaTate-Kelly(830L*)TheRunningDreambyVanDraanen(650L*)HatchetbyGaryPaulson(1020L)Other:FirsttoFly:HowWilburandOrvilleWrightInventedtheAirplanebyBusbypicturebook(990L)FlightbyBurleigh(570L*)TheWrightBrothers:HowTheyInventedtheAirplanebyRussellFreedman(1160L)WhereWereYouWhen?:180UnforgettableMomentsinLivingHistorybyIanHarrisonAmeliaLostbyCandiceFleming(930L)Anthologies:HoughtonMifflin’sTriumphsTheme5:DoersandDreamers,pgs.448-541HoughtonMifflin’sTriumphsTheme6:NewFrontiers:OceansandSpace,pgs.542-642Mirrors&WindowsUnit2:MeetingChallengesMirrors&WindowsUnit3:DefiningFreedomMirrors&WindowsUnit4:TestingLimits

Aviation

WrightBrothers

FlyGirlsofWWII

TheRedScarfGirlsbyJi-liJiang(780L)

AmeliaEarhart(DKBiography)-Stone

UpintheAir:TheStoryofBessieColeman-Hart

FlyingFree:America’sFirstBlackAviators–Hart

TheSimpleScienceofFlight:FromInsectstoJumboJets-Tennekes

ArticleonWrightBrothers(includesassessment)

DaVinci’sOrnithopterarticle

HistoryofFlightarticle

Pioneer.uen.org● CultureGrams● EBSCO● SIRS● WorldBookEncyclopedia● DeseretNewsArchives● OtherUtahspecificcollections

ReadWorks.orgprovidesover500non-fictionreadingpassages,eachwith5multiplechoicequestionsthattestyourstudents'readingcomprehension.

http://www.readworks.org/books/passages

One-PageReading/ThinkingPassagesAlignedwithCorePriorities

http://teacher.depaul.edu/Nonfiction_Readings.htm

**Honors students MUST receive extensions and supplements to the core. These are suggested ways to accomplish this requirement.

Unit 1

Supplemental (paired/outside) texts

Extended Learning Activity

Research and Inquiry Integration

Project Based Learning Question

Outside Project Supplemental Assignments

See Honors Book List below.

Newsela.com for non-fiction resources at adjustable Lexile levels.

Teacher Choice- focused on speaking and listening skills

*See Mirrors andWindows Exceeding the Standards supplemental guide.

● Dictionary/Glossary

● SPQ3R(Survey,Predict,Question,Read, Recite,Review

● Newspaper/Newsletter

● ElectronicMedia

● Illustration/Caption

Gather, analyze, and organize multiple information sources and report. This is a first trimester project. Example- Country Report

Read a supplemental text and do a book report project on it. Teacher discretion for genre and book report expectations.

Write multi-paragraph composition for specific purpose, focus, voice, tone, and audience.

70


Unit 2






See Honors Book List below. Newsela.com for non-fiction resources at adjustable Lexile levels.

Fishbowl - How can we learn to appreciate our similarities and differences through literature. *See Mirrors and Windows Exceeding the Standards supplemental guides.

● Internet search ● Parts of a book ● Textbook ● Illustration/Cap

tion

Gather, analyze, and organize multiple information sources and report. This is a first trimester project. Example- Country Report

Read a supplemental text and do a book report project on it.Teacher discretion for genre and book report expectations.

Illustrate how multiple themes (historical, geographic, social) may be interrelated.

71

Don't Tap on The Glass: Making Fishbowl Discussions Work for You

This activity requires 30-45 minutes. Purpose:

Fishbowl activities force participants to listen actively to the experiences and perspectives of a specific group of people. A student fishbowl gives teachers an opportunity to hear the experiences, ideas, and feedback of students while giving the students an opportunity to be active in the dialogue.

Preparation:

The most important step to a successful fishbowl discussion is modeling and establishing expectations. The more time you spend on this, the happier you will be with your discussions. Modeling and showing students what to do is not a 5-minute process. Plan an entire day to prepare your students; it does take that long. You will not be doing the actual fishbowl discussion on the same day you prepare for it. Additionally, on the day of the discussion, you may want to review the expectations and procedures before they begin the conversation. So how do you prepare?

● Begin by introducing the concept of fishbowl discussions.

● Show them the video of an 8th grade class doing a fishbowl discussion. The link below is a discussion on assisted suicide and comes from the “Word Generation” website (http://wg.serpmedia.org/video_debate.html). Before showing the clip, ask students to pay attention to what students both inside and outside the circle are doing. Show clip #2.

● At the end of the clip, ask students to point out what they saw. ● What did students inside the circle do? ● What were the students outside the circle doing? ● Did the students outside the circle speak? ● When did they speak and what did they speak about?

72

● What did students inside the circle speak about? ● What phrases did they hear inside the circle that indicated whether a student agreed or disagreed with another one? ● What was the teacher expecting them to do? ● What two questions did she ask them? ● You may want to make a list of their responses on the board. Show clip #3 to illustrate how the next group makes

improvements on what their peers have previously done. Notice the sign that the teacher has hanging in her room: “We strive for authentic conversations that are academically rich.” Discuss what that phrase means.

● Hand out the paper where students will take notes the next day. Explain each section of the paper and what you expect from them. Have them practice the academic sentence starters with their partner so they get a feel for them. I usually collect this paper at the end of the day and pass it out the next day when we do the discussion.

Instructions for the Fishbowl Discussion Day:

The following steps will set the ground rules and review the expectations from the previous day’s preparation.

1. One important ground rule must guide the participation of the observers: During the course of the fishbowl, observers are not allowed to speak. Their job is to listen and learn from the fishbowl students. Mention that the observers will have an opportunity to discuss any issues that emerge later when they are asked to assess the discussion.

2. If possible, assign one of the fishbowl students the role of facilitator. It will be her or his responsibility to ask questions, facilitate the fishbowl discussion, and make sure everyone has an opportunity to talk. If necessary, you can play the role of facilitator, but the discussion will be more authentic if you expect the students to conduct it themselves.

3. Time the rounds for the discussion – about 5 minutes each. Once the round of discussion is stopped, ask the fishbowl observers to explain what they saw as far as academic and authentic conversation is concerned.

4. Switch roles. Have those inside the fishbowl sit out, and those outside the fishbowl come to the inside circle. This is easily facilitated if you divide your number of students by 8 and then put them in that many groups (for example, if you have 32 students, you will have 8 groups of 4). Prior to the fishbowl discussion, have smaller groups meet to discuss the issue you would like them to discuss, then when they get their turn in the larger fishbowl discussion, they will have something to say.

5. Repeat this process until everyone has had a chance to participate inside the circle. If you have an odd number of students, you can always leave a few chairs open for roving fish to swoop in and out of as they have a relevant point to share.

Assessing and Using Fishbowls in Your Classroom Attached you will find a Common Core aligned rubric for assessing discussion within the fishbowl. This could be used by the teacher, peers, or the students themselves.

73

There are so many ways to use this technique! Here are some ways we have used it:

● To discuss a topic for argumentative writing as a prewriting activity. ● To discuss a novel when we’re half way through and predict what will happen next. ● To discuss a novel at the end. The teacher and students submit questions into a pile. Students inside the fishbowl draw a

question, discuss it, then draw another one until their allotted discussion time is up. ● With literature circles, one literature circle is inside a fishbowl, another is observing, and then they switch. This allows

students to give feedback on how their peers’ literature circle discussions are going. This also allows multiple fishbowl discussions to happen at the same time and gives more students an opportunity to respond.

● As a way to explore multiple sides of an abstract idea with informational text. Divide the class into 8 different groups. Have each group read a different piece of informational text on the same idea. (For example, the concept of courage.) Have students read and annotate the text within their groups, answer the same general question. (“What are the characteristics of courage? How does this article demonstrate that?”) Then have the students choose one person from each group to be inside the fishbowl to discuss. This discussion lasts longer – about 25 minutes. In that time, students from the group must tap their group member on the shoulder to tag them out, and join the discussion. Everyone in the group is required to tag in at least once when they have something to add.

We are sure there are many more ways you can find to use this! And students BEG us to do it again!

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● **Honors students MUST receive extensions and supplements to the core. These are suggested ways to accomplish this requirement.

Unit 3






See Honors Book List below. Newsela.com for non-fiction resources at various Lexile level.

Fishbowl (see Unit 2 for detailed instructions on Fishbowl)- How does discovery and/or innovation bring about change in society? *See Mirrors and Windows Exceeding the Standards supplemental guides.

● Advertisement ● Skim and Scan ● Itinerary ● Library

Database ● Graphics/Symb

ols

Select or devise an approach among many alternatives to research a novel problem. This is a second trimester project. Example- Problem Solution Project

Read a supplemental text and do a book report project on it. Teacher discretion for genre and book report expectations. .

Describe, compare, and contrast solution methods.

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Unit 4







Socratic Seminar- How can we apply problem solving strategies to real-life situations? *See Mirrors and Windows Exceeding the Standards supplemental guide.

● Instruction Manual

● Magazine/Periodical

● Thesaurus ● Graphs

Select or devise an approach among many alternatives to research a novel problem. This is a second trimester project. Example- Problem Solution Project


Gather, analyze, and organize multiple information sources.

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Socratic Seminar Resources

Dialogue Versus Debate

CrucialtosuccessfulSocraticSeminars isanunderstandingofthedifferencebetweendialogueanddebate.Boththeleaderandtheparticipantsmustbeabletomakethisdistinction.Moreimportantly,studentsmustunderstandwhywevalue thedialogue thatweseek throughSocratic Seminars.Thepurposeof the seminar is toexpandour ideasanddeepenour thinking,not to come toaparticular conclusionorany conclusionat all.Use the tablebelow to leada

discussionofthe

differencebetween

these twoconcepts.

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The Elements of Socratic Seminars

Agoodseminarconsistsoffourinterdependentelements:(1)thetext,(2)thequestion,(3)theseminarleader,and(4)theparticipants.AcloserlookateachoftheseelementshelpsexplaintheuniquecharacterofaSocraticSeminar.

TheText

SocraticSeminartextsarechosenfortheirrichnessinideas,issues,andvalues,andtheirabilitytostimulateextended,thoughtfuldialogue.Aseminartextcanbedrawnfromreadingsinliterature,history,science,math,health,orphilosophy,orfromworksofartormusic.Agoodtextraisesimportantquestionsintheparticipants’minds,questionsforwhichtherearenorightorwronganswers.AttheendofasuccessfulSocraticSeminar,participantsoftenleavewithmorequestionsthantheybroughtwiththem.

TheQuestion

ASocraticSeminaropenswithaquestioneitherposedbytheleaderorsolicitedfromparticipantsastheyacquiremoreexperienceinseminars.Anopeningquestionhasnorightanswer;instead,itreflectsagenuinecuriosityonthepartofthequestioner.Agoodopeningquestionleadsparticipantsbacktothetextastheyspeculate,evaluate,define,andclarifytheissuesinvolved.Responsestotheopeningquestiongeneratenewquestionsfromtheleaderandparticipants,leadingtonewresponses.Inthisway,thelineofinquiryinaSocraticSeminarevolvesonthespotratherthanbeingpredeterminedbytheleader.

TheLeader

InaSocraticSeminar,theleaderplaysadualroleasleaderandparticipant.Theseminarleaderconsciouslydemonstrateshabitsofmindthatleadtoathoughtfulexplorationoftheideasinthetextbykeepingthediscussionfocusedonthetext,askingfollow-upquestions,helpingparticipantsclarifytheirpositionswhenargumentsbecomeconfused,andinvolvingreluctantparticipantswhilerestrainingtheirmorevocalpeers.

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Asaseminarparticipant,theleaderactivelyengagesinthegroup’sexplorationofthetext.Todothiseffectively,theleadermustknowthetextwellenoughtoanticipatevariedinterpretationsandrecognizeimportantpossibilitiesineach.Theleadermustalsobepatientenoughtoallowparticipants’understandingstoevolveandbewillingtohelpparticipantsexplorenontraditionalinsightsandunexpectedinterpretations.

Assumingthisdualroleofleaderandparticipantiseasieriftheopeningquestionisonethattrulyintereststheleaderaswellastheparticipants.

TheParticipants

InSocraticSeminar,participantssharewiththeleadertheresponsibilityforthequalityoftheseminar.Goodseminarsoccurwhenparticipantsstudythetextcloselyinadvance,listenactively,sharetheirideasandquestionsinresponsetotheideasandquestionsofothers,andsearchforevidenceinthetexttosupporttheirideas.

Participantsacquiregoodseminarbehaviorsthroughparticipatinginseminarsandreflectingonthemafterward.Aftereachseminar,theleaderandparticipantsdiscusstheexperienceandidentifywaysofimprovingthenextseminar.Beforeeachnewseminar,theleaderalsoofferscoachingandpracticeinspecifichabitsofmindthatimprovereading,thinking,anddiscussing.Eventually,whenparticipantsrealizethattheleaderisnotlookingforthe“right”answersbutinsteadisencouragingthemtothinkoutloudandtoopenlyexchangeideas,theydiscovertheexcitementofexploringimportantissuesthroughsharedinquiry.Thisexcitementcreateswillingparticipants,eagertoexamineideasinarigorous,thoughtfulmanner.

Socratic Seminar in Action Thefollowingvideoshowsanactualsocraticseminarinaction,alongwithdescriptionsofeachstepoftheprocess. https://www.youtube.com/watch?v=oG64GWpE9Jo

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Questions Planning Template

Opening Questions Core Questions Closing Questions

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CritiquingorDebriefingtheSeminar

Spendingsometimeaftertheseminartocritique,debrief,andevaluatetheprocessiscritical.Thisreflectionallowsforthegrowthoftheskillsnecessarytoachievequalityseminarsandhighlevelsofthinking.Thefollowingquestionsmaybeaskedofbothparticipantsandobserversintheoutercircletohelpevaluatetheseminarprocess.

Did the participants . . . ● speak loudly and clearly? ● cite reasons and evidence for their statements? ● use the text to find support? ● listen to others respectfully? ● stick to the subject? ● talk to each other, and not just the leader? ● paraphrase accurately? ● ask for help to clear up confusion? ● support each other? ● avoid hostile exchanges? ● question each other in a civil manner? ● seem prepared?

Did the leader . . . ● engage participants early? How? ● make sure that the questions were understood? ● ask questions that led to further questions? ● use answers as the basis of disagreements? ● allow for discussion of disagreements? ● listen carefully to participants’ statements? ● accept participants’ answers without judgment? ● keep attention on ideas in the text being

discussed? ● correct misreading of the text? ● allow time (pauses) for thinking? ● draw out of reasons and implications? ● draw in all participants?

In the course of the seminar . . . ● what was the most interesting questions? ● what was the most interesting question? ● what was the most interesting idea to come from a participant? ● what was the best thing that you observed? ● what was the most troubling thing that you observed? ● what do you think would be done differently in the next seminar?

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Socratic Seminar Arrangements: Inner/Outer Circle or Fishbowl: Arrange students in inner and outer circles (a "fishbowl") where the inner circle engages in a dialogue and the outer circle observes, taking notes on the seminar process and new understandings about the text. The outer circle can share their observations as part of the debriefing process, with the teacher guiding how to offer constructive criticism rather than judgments. Students in the outer circle can keep track of comments/points made to which they would like to respond if the circles switch places or as part of the debrief. Members of the outside circle can also use the “Socratic Seminar Observation Checklist” or the “Socratic Seminar Observation Notes” form to monitor student participation in the inner circle. These tools provide structure for listening and give the outside students concrete details to use when they share observations in the debrief.

Triad: Arrange students so that each individual student in the inner circle (called a “pilot”) has two “co-pilots” that sit behind and on either side of him/her. The pilot and two co-pilots form the triad. Pilots are in the inner circle and speak; co-pilots are in the outer circle and only speak during consult times. The seminar proceeds as normal, writing and sharing questions, discussion, etc. At a certain point during the discussion, the leader pauses the conversation and directs the triads to talk to each other. Sometimes they talk about something that is being discussed in the circle and needs more depth. Sometimes the triads talk about a question posed by the leader. Sometimes the leader asks the triads to come up with a new question or direction for the seminar--it just depends on how things are progressing in the seminar. Anytime the triads are speaking, they can move seats and one of the co-pilots can move into the pilot seat. But only during that time is switching seats allowed. This variation is helpful because it gives students who may not yet have the courage to speak in a large group the chance to practice in a triad. It also involves the whole class, as opposed to the inner/outer circle which may not include all students speaking in one seminar sitting

Simultaneous Seminars: Arrange students in a few small group circles as far from one another as possible in the classroom (to cut down on noise interference from groups speaking at the same time). Adhering to all of the regular guidelines and expectations of Socratic Seminar, students engage in their small group dialogues. Simultaneous seminars are usually done with experienced students who are able to maintain their own discussions with minimal teacher assistance. This is an especially good structure to use if the teacher wants to engage the class in exploring multiple texts around a core topic or concept. Each small group might have a different text as the focus of their Socratic Seminar. This also creates the opportunity for a larger Socratic Seminar that then discusses how the texts resonate with one another.

Arrangement for Mapping (a debrief process)

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Mapping the seminar: One way to process the seminar dynamic is to assign a student to map the seminar prior to beginning. This student uses either a large sheet of paper that can be displayed on the wall or a regular sheet of paper that can be displayed on a document camera to keep track of the flow of the dialogue in the seminar. The student draws a large circle and an X or little boxes to indicate each student in the speaking circle. As the dialogue starts, the student draws a line from the first speaker (who asks the opening question) to the second speaker, the third, and so on.

He/she continues to draw the lines through the whole seminar. At the end, the class analyzes the map and makes observations. They determine patterns: who has the most lines (did they dominate the conversation?); who has the least lines; are there many lines back and forth between two people; etc. Based on the map, students can set goals for the next seminar.

Mapping the dialogue: Another option, in addition to mapping the flow of the conversation, is to assign students in an outside circle to keep track of what is actually said. One outer student can be responsible for scripting the dialogue of one or two inner students. This allows the class to analyze the quality of the dialogue.

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Socratic Seminar: Participant Rubric “A” Level Participant ● Participant offers enough solid analysis, without prompting, to move the conversation forward ● Participant, through her comments, demonstrates a deep knowledge of the text and the question ● Participant has come to the seminar prepared, with notes and a marked/annotated text ● Participant, through her comments, shows that she is actively listening to other participants ● He/She offers clarification and/or follow-up that extends the conversation ● Participant's remarks often refer back to specific parts of the text “B” Level Participant ● Participant offers solid analysis without prompting ● Through his/her comments, participant demonstrates a good knowledge of the text and the question ● Participant has come to the seminar prepared, with notes and a marked/annotated text ● Participant shows that she is actively listening to others. He/She offers clarification and/or follow-up “C” Level Participant ● Participant offers some analysis, but needs prompting from the seminar leader ● Through her comments, participant demonstrates a general knowledge of the text and question ● Participant is less prepared, with few notes and no marked/annotated text ● Participant is actively listening to others, but does not offer clarification and/or follow-up to others' comments ● Participant relies more upon her opinion and less on the text to drive her comments

“D” or “F” Level Participant ● Participant offers little commentary ● Participant comes to the seminar ill-prepared with little understanding of the text and/or questions ● Participant does not listen to others; offers no commentary to further the discussion

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Unit 5







Philosophical Chairs - How are acts of courage revealed in literature and informational text. *See Mirrors and Windows supplemental guide.

● Print Sources ● Note Taking ● Diagram/Scale

Drawing ● Outline

Articulate a new voice, alternate therme, new knowledge or perspective. This is a third trimester project. Example- Write a story from a revolutionist perspective.


Explain how concepts or ideas specifically relate to other content domains or concepts.

PhilosophicalChairs

Intheory,learninghappenswhenstudentsusecriticalthinkingtoresolvesubsequentconflicts,whicharisewhenpresentedwithalternativeperspectives,ideasorcontradictionstowhattheyhavepreviouslylearnedorbelieved.“PhilosophicalChairs”isatechniquetoallowstudentstocriticallythink,verballyponderandlogicallywritetheirbeliefs.

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Procedure:

Thefollowingvideoshowsphilosophicalchairsinactionina6thgradeELAclassroom,alongwithdescriptionsofeachstepoftheprocess. https://www.youtube.com/watch?v=U0XTkCSb6a8 Procedure:

● Studentsread,priortocomingtoclass,anewspaperarticle,shortstory,essayorliteraryselection,takingnotesastheyread;bringthosenotestoclass.

● Afterreadingandtakingnotesstudentsarepresentedwithasecondorthirdlevelquestionthatwillelicitthoughtanddiscussion.Teachercanprovidequestionforfirstfewdiscussionsandmayallowstudentstocollaboratetocreatefuturequestionsifsodesired.(Examplequestionsfollowing)

● Thechairsarethenplacedinahorseshoeseatingarrangement,withthetwoendslongerthantheback.(Illustrationfollowing)● Studentsaretoldtheywillarguethemeritsofthequestionandthattheirchoiceofseatduringthediscussionwillillustratetheir

position.Iftheybelievetheanswertothequestionis“yes,”theyshouldsitontheright,iftheybelievetheanswertothequestionis“no,”theyshouldsitontheleft,and,iftheyare“undecided,”theyshouldsitatthebackofthehorseshoe.Theywillhavetheopportunitytomoveastheirmindschange.

● Chooseastudentmoderatorwhosejobistoseethateveryonegetsachancetospeak.● Togainfullcredit,astudentmustspeakatleasttwotimes.

TipsfortheTaskMaster:

● Setgroundrulesaboutthediscussionbeforeitstarts.(Samplerulesfollowing)● Setatimelimitforthediscussion.● Requirestudentstosummarizethepreviousspeakerbeforetheyareallowedtopresenttheirarguments. ● Teachershouldmoderatethefirstand,ifneeded,thesecondtime.● Ifclasshastoomanystudentstoengagethemall,youcanhaveasubsection“takethestage”andhavethatgrouptakenotesandthen

debrieftherestoftheclassastowhohadthe“pivotalpoint(s)”thatultimatelypersuadedadoptionofonesideortheother.

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● Ifallstudentshavenotreadthematerialandtakennotes,haveasectionoftheroomwheretheymustgoandcannotjointhediscussionuntiltheyhavethenotes.Theyalsocannotbefullgroupmemberssoahotseatisplacedinthehorseshoetoallowthosememberswhohavefinishedtheirnotestomakeastatementandthenmoveoutofthegroup.Theycannotparticipateanyfurther.

● Moderatorkeepstrackofstudentswhohavespokenandthenumberoftimestheydidso. Evaluation:

● Studentswriteametacognitivereflectionrespondingtoquestionseitherrelatedtothematerialreadortothetechniqueof“PhilosophicalChairs”(Evaluationsheetfor“PhilosophicalChairs”following)

● Simplerubricandscoresheetforstudentspeeches(Rubricandscoresheetfollowing) QuestionLevelsandSampleQuestions/OpeningStatementsQuestionLevels LevelOneQuestionsWill: Define,Describe,Identify,List,Name,ObserveandRecite Theaboveshouldnotbeusedinformingquestionsfor“PhilosophicalChairs.”Thedebatewillnotflownorwilltherebetheconflictneededtohaveasuccessfulexperience. LevelTwoQuestionsWill: Analyze,Compare,Contrast,Group,Infer,Sequence,SynthesizeandSpeculate LevelThreeQuestionsWill: Applyaprinciple,Evaluate,Hypothesize,Imagine,Judge,PredictandSpeculate Theaboveshouldbeusedinformingquestions.Theyallowformoreideasanddifferentbeliefstobeexpressedmorefreely,whichiswhatthedebatewants. SampleQuestions/OpeningStatements

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WhilereadingHamletbyWilliamShakespeare: InActVscene2,FortinbrasSays:“Letfourcaptains BearHamletlikeasoldiertothestage, Forhewaslikely,hadhebeenputon, Tohaveprovedmostroyal;andforhispassage,Thesoldier’smusicandtheriteofwar Speakloudlyforhim.” FortinbrasfeelsthatHamletwouldhavemadeagoodsoldier.WhathedoesnotknowisthatHamletwasatwarwithhisUncleandhadactedasasoldier.Evaluatethisstatementbyagreeingordisagreeingwithit. Whilereading“CivilDisobedience”byHenryDavidThoreau: “Thegovernmentisbestwhichgovernsleast” Ifactsofcivildisobediencedonotharmthegovernmentoritspeople,thenjailingthosewhocommitthoseactsisuseless. WhilereadingToKillaMockingbirdbyHarperLee: Inchapters1through6,wemeetJem,Scout,AtticusandDill,aswellasothermembersofMaycombcommunity.Thechildren,Scout,JemandespeciallyDill,areobsessedwiththeFinch’sneighborBooRadley.TheobsessioncreatesproblemsforbothBooRadleyandtheFinches.Theneedtoknowismoreimportantthanpersonalprivacy. Afterlisteningto/readingColinPowell’sspeechbeforetheUnitedNationsonFebruary5,2003: WarwithIraqisnecessarytomaintainthepeaceandstabilityintheworld. MoreTopicsforDiscussion 1. Mostpeoplecareenoughabouttheenvironmenttomakepersonalsacrificestosaveit. 2. TheUnitedStatesshouldnotsellarmstoanyforeigncountry. 3. Studentsshouldbeabletoselecttheirownteachers. 4. Childrenshouldneverbephysicallypunished. 5. Unclaimedanimalsinthepoundshouldbeusedformedicalresearch. 6. Itwaseasiertogrowupwhenmyparentswerekidsthanitisformenow. 7. Legalizationofdrugswouldresultinlesscrime.

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8. ItisthedutyoftheUnitedStatestosendmoneytoforeigncountriessufferingfrompovertyandlackoffood. 9. Anycensorshipofmusicoractiswrong. 10. Rockmusiccontributestoarebelliousattitudeinsometeenagers. 11. Nucleararmsarenecessary. 12. Everystudenthastheopportunitytosucceedinourschool. PhilosophicalChairs:RulesofEngagement

● Readthematerialforthedebateandtheopeningstatementcarefully;besureyouunderstandit● Listentothepersonwhoisspeaking ● Understandtheperson’spointofview ● Contributeyourownthoughts,offeringyourreasonsassuccinctlyaspossible● Respondtostatementsonly,nottothepersonalityofthepersongivingit● Changeyourmindaboutthestatementasnewinformationorreasoningispresented● Movetotheoppositesideortotheundecidedchairsasyourthinkinggrowsandchanges● SupporttheMediatorinmaintainingorderandhelpingthediscussiontoprogress● Reflectontheexperienceviatheclosingactivityorassignment

SeatingChart “yes”

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XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

X

X X “undecided”

“hotseat” X

X

XXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

“no” PhilosophicalChairs-WrittenEvaluationSheet Pleaserespondcandidlyandspecificallytothefollowingquestions:

1. Whatwasthemostfrustratingportionoftheexercise? 2. Whatwasthemostsuccessfulportionoftheexercise? 3. Whatwassaidthatcausedyoutochangeyourseat,orwhatwassaidthatcausedyounottochangeyourseat? 4. Whatconclusionscanyoudrawabouthowyouformyourbeliefs? 5. Whatconclusioncanyoudrawaboutthenatureofformingbeliefsasitmightrelatetothisactivity?

“PhilosophicalChairs”SpeechRubric SummaryofPreviousSpeech: 1.NotUsed=Didnotdoanysummary 2.LittleUsed=Hadareferencebutnotinformation 3.AcceptableUse=Madereferenceandincludedfacts 4.ExcellentUse=Restatedargumentsandincludedfacts 5.OutstandingUse=Restatedargumentsandallfacts

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ThoughtfulReflection: 1.NotUsed=Didnothaveunderstandingofthetopic 2.LittleUsed=Hadsuperficialunderstandingofthetopic 3.AcceptableUse=Understoodtopicwellenoughtoexplainownargument 4.ExcellentUse=Explainedmostofcomplexityofthetopic 5.OutstandingUse=Complexityofthetopicexplainedandusedargumentation UseofSpecificExamples: 1.NotUsed=Noexamplesfromthetext 2.LittleUsed=Oneexamplefromthetext 3.AcceptableUse=Severalexamplesfromthetextwithsomeexplanation 4.ExcellentUse=Examplesfromthetextwitheachexplained 5.OutstandingUse=Examplesfromthetextwitheachexplainedandextendedtofittheargument UsageandGrammar: 1.NotUsed=Errorsinagreementandnon-standardEnglish 2.LittleUsed=InformalEnglishandwordslike“youknow”and“thing” 3.AcceptableUse=StandardEnglishusageandcompleteideas 4.ExcellentUse=StandardEnglishusagewithnomistakesandwithuseofsomeallusions 5.OutstandingUse=StandardEnglishusagewithnomistakesandwiththeuseofallusionsandprecisereferencestodeveloparguments

”PhilosophicalChairs”ScoreSheet Name_______________________________________Evaluator________________Date_______________ Topic________________________________ Speech1 1=NotUsed2=LittleUse3=AcceptableUse4=ExcellentUse

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5=OutstandingUse SummaryofPreviousSpeech 1 2 3 4 5

Thoughtfulreflection 1 2 3 4 5

UseofSpecificExamples 1 2 3 4 5 UsageandGrammar 1 2 3 4 5

TOTAL Speech2 1=NotUsed2=LittleUse3=AcceptableUse4=ExcellentUse 5=OutstandingUse SummaryofPreviousSpeech 1 2 3 4 5 Thoughtfulreflection 1 2 3 4 5

UseofSpecificExamples 1 2 3 4 5

UsageandGrammar 1 2 3 4 5 TOTAL **Honors students MUST receive extensions and supplements to the core. These are suggested ways to accomplish this requirement.

Unit 6






See Honors Teacher Choice- ● Follow and Articulate a new Read a supplemental Analyze

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Book List below. Newsela.com for non-fiction resources at various Lexile level.

focused on speaking and listening skills *See Mirrors and Windows Exceeding the Standards supplemental guide.

Clarify Directions

● Map/ Globe/ Atlas

● Poster/ Announcement

voice, alternate therme, new knowledge or perspective. This is a third trimester project. Example-Write a story from a revolutionist perspective.

text and do a book report project on it. Teacher discretion for genre and book report expectations.

complex/abstract themes, perspectives, concepts

6th Grade Honors Book List

Approved Text Author

Esperanza Rising Munoz-Ryan Hatchet Paulsen

Phoenix Rising Hesse Island of the Blue Dolphins O’Dell

Something Upstairs Avi Holes Sachar

Roll of Thunder Hear my Cry Taylor The Witch of Blackbird Pond Speare

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A Wrinkle in Time L’Engle After the Dancing Days Rostkowski

The White Mountains Christopher Shadow of a Bull Wojciechowska

Dark is Rising Cooper Banner in the Sky Ullman

Dragon Wings Yep From the Mixed up Files of Mrs. Basil E. Frankweiler

Konigsburg

Black Ships Before Troy Sutcliff The Christmas Box Evans

The Giver Lowry The Secret Garden Burnett

The Star Fisher Yep My Side of the Mountain George

The Only Alien on the Planet Randle Rascal North

Bronze Bow Speare The Dark is Rising Cooper

The Light in the Forest Richter King of the Wild

The Gift of Magi O’Henry James and the Giant Peach Dahl

Canyons Paulsen Snow Treasure McSwigan

Tuck Everlasting Babbit Heroes Don’t Run Mazer

Number the Stars Lowry Hiroshima Laurence Yep

Call of the Wild London Midnight Magic Avi

The Westing Game Raskin The Cay Taylor

Slave Dancer Fox True Confessions Doyle

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Watsons go to Birmingham Paul Phantom Tollbooth Juster

Stargirl Jerry Spinelli

Walk Two Moons Creech

No Way Out Kern

What Happened in Hamelin Skurzynski

Lion, Witch and the Wardrobe Lewis

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Acronym and Key Term Glossary for Secondary Teachers

• ACT: The ACT was designed to measure academic skills required for success in college and university settings. College anduniversities commonly use results to help determine which students to admit. There are four college readiness benchmark areas: 1)English, 2) Mathematics, 3) Reading, and 4) Science. Student’s reaching ACT benchmarks have a 75% or better chance of getting a“C” or higher and a 50% chance or better of getting a “B” or higher in a college course in that subject. The ACT is administered toall 11th graders within the Canyons School District in the spring.

• BLT: Building leadership teams are comprised of key members of the school staff and an external coach. Each school’s BLT ischarged with the following tasks:

• To identify, plan, and develop the instruction, intervention, and supports for all students to be successful• To sustain improvement over time• To develop collective capacity for quality instruction (e.g. support all teachers in professional learning and

growth)

• Canvas: Canvas is a LMS, Learning Management System, (i.e. a software application for the administration, documentation,tracking, reporting and delivery of online learning). Canvas was selected as the LMS for Canyons schools because of itsextensive use in Utah institutes of higher learning, along with its ability to increase collaboration among students, teachers, andparents.

• CBM: Curriculum-Based Measurement – a brief standardized measurement procedure designed to ascertain a student’s overallacademic performance in a basic subject area: e.g. reading, spelling, or writing. CBMs were designed to help teachers monitoracademic growth over time, so that instruction could be modified and learning rates accelerated.

• CFA: Common Formative Assessment – An assessment typically created collaboratively by a team of teachers responsible for thesame grade level or course, in order to improve instruction with a current group of students. Common formative assessments arefrequently administered throughout the year to identify:

• Individual students who need additional time and support for learning• The teaching strategies most effective in helping students acquire the intended knowledge and skills• Program concerns – areas in which students generally are having difficulty achieving the intended standard,

and• Improvement goals for individual teachers and the team• *Dufour (2004). Learning by Doing, p. 214

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• CSA: Common Summative Assessment – An assessment typically created collaboratively by a team of teachers responsible for the

same grade level or course in order to evaluate whether or not students reached common standards at the completion of an instruction cycle.

• CTESS: Canyons Teacher Effectiveness Support System- In compliance with Senate Bill 64, this is Canyons School District teacher evaluation system that includes documentation of student growth, evidence of instructional quality, and response to stakeholder input.

• District-Wide Standards-Based Assessment: These assessments are given in all content areas at key times during the

school year. Data from these benchmarks will be used for student growth in compliance with House Bill 201.

• DLT: The District Leadership Team supports implementation of the CSD Academic Framework and is comprised of representatives from school and district administration. The DLT is charged with the following:

• Develop tools necessary for successful scaling-up of CSD Framework (i.e. evidence-based practices) • Provide a consistent feedback loop between school leaders and district leaders • Provide cascading levels of support to building leaders • Implement the district academic plan

• HMH Math Inventory: Houghton Mifflin Harcourt math inventory is a research-based, adaptive assessment that measures math abilities and longitudinal progress from Kindergarten through Algebra II

• IPLC: Instructional Professional Learning Communities meet regularly to focus on data and instruction to improve student achievement.

• IPOP: Instructional Priorities Observation Protocol – The classroom observation tool used for evidence of instructional quality.

• ISD: The Instructional Supports Department (commonly known as the curriculum department). This is where you will find the content leads and support for the curriculum.

• LMS: Learning Management System - A software application for the administration, documentation, tracking, reporting and delivery of online learning. Canvas was selected as the LMS for Canyons schools because of its extensive use in Utah institutes of higher learning, along with its ability to increase collaboration among students, teachers, and parents.

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• MTSS: Multi-tiered Systems of Support (see RtI) is practice of providing high quality instruction, using data to make decisions about instruction and intervention for students that is based upon the students’ performance, and providing multiple levels of support for both academic and behavioral standards.

• PBIS: Positive Behavioral Intervention and Supports is an evidence-based system that helps define the key components of a well-managed classroom.

• Progress Monitoring: A procedure that involves frequent measurement of student performance for the purpose of evaluating

a student’s growth toward a targeted objective. For example, the trajectory of reading growth can be measured with weekly administration of R-CBM.

• Lexile Scores: Lexiles can be a measure of text difficulty or of reading proficiency. They range from 0 to 1700. Below is a list of descriptors of Lexile scores by grade level. Students reading in the Proficient and Advanced levels are on track to graduate college and career ready.

• SEM: Standard error of measurement is one standard deviation of error around a student’s true score.

• SRI: Scholastic Reading Inventory is a computer administered reading test that measures inferential and literal reading

comprehension skills. Scores are reported in a numeric Lexile scores. Percentile ranks are also available. SRI was designed primarily to match students with books of an appropriate level of difficulty. It measures both literal and inferential comprehension. It is a particularly good assessment for identifying advanced readers. It has a disadvantage of not being as sensitive to growth as are CBM measures, of being subject to student sloughing, and having limited reliability if administered a few number of times.

• R-CBM: Reading Curriculum-Based Measurement (R-CBM) also known as Oral Reading Fluency (ORF) and CBM-Read Aloud, this is a one-minute measure which results in two primary numerical scores: number of words read correctly per minute (or correct words per minute, CWPM), and percentage of correctly read words (accuracy rate). This measure is highly correlated with reading comprehension in elementary school but outlives its usefulness once students read at the same rate at which they speak. Maze has been identified as a more appropriate CBM once students are reading grade-level texts at rates above 130 words read correctly per minute, with greater than 97% accuracy.

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• Reliability: The degree to which a measure is free of error. All tests contain error and it results from characteristics of the test

(such as poorly designed questions), characteristics of the test taker (bad day, lack of sleep, misreading questions, anxiety, and lack of effort), and characteristics of the environment (distracting noises, room temperature, and distracting odors).

• RtI: “Response to Intervention” (see MTSS) is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions”. (Batsche et al, 2007).

• Turnitin Revision Assistant: A core-aligned formative writing tool that gives students immediate feedback on their writing.

• Universal Screening: A procedure in which all students are evaluated for the purpose of identifying those students who need more intensive interventions. For example, reading is a critical and foundational academic skill, for which CSD screens in middle school with the SRI.

• Utah Core Standards: The standards for teaching and learning adopted by the Utah State Board of Education and implemented by local school districts and charter schools with guidance and support from the Utah State Office of Education.

• Validity: The degree to which a test measures what it is intended to measure. Establishing the validity of a measurement procedure involves empirical study of item content, accurate prediction, and alignment with theories about what is being measured.

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