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Site: Learnbps

Class: BPSS (ELA) English Language Arts Standards (S-ELA)

Glossary: 6th Grade English

ELA-06.RL.06

6th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Craft and Structure

ELA-06.RL.06 Explain how an author develops the point of view of the narrator or speaker in a text.

Student Learning Targets for Grade 6 Reading:

Knowledge Targets

I can define the different types of point of view (point of view, first person, third-person limited, third-person omniscient)

Reasoning Targets

I can determine the author’s point of view in a text.
I can explain how point of view is conveyed in the text.

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, in-depth inferences and applications that go beyond what was taught.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	The student: identifies and uses textual evidence to explain the author’s point of view in a text.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student: identifies the author’s point of view in the text, but textual evidence may be irrelevant or inaccurate. provides an accurate and complete definition of vocabulary words.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student: identified an author’s purpose, but it was inaccurate.		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

ELA-06.RL.10

6th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Range of Reading and Level of Text Complexity

ELA-06.RL.10 By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Student Learning Targets for Grade 6 Reading:

Skills (Performance) Targets

I can read and comprehend literature.

Proficiency Scale

Score		Description	Sample Activity
4.0	In addition to Score 3.0, in-depth comprehension and applications that go beyond what was taught.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	The student: reads a given story and can correctly answer comprehension questions.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	The student: reads and is able to answer some comprehension questions correctly.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. The student: reads the story, but is unable to answer questions accurately.		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary

ELA-06.SL

Strand (SL)

Speaking and Listening

Narrative for (SL) Speaking and Listening

An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such communication occurs, but so is the more informal discussion that takes place as students collaborate to ask and answer questions, build understanding, and solve problems.

These standards require that students gain, evaluate and present information, ideas, and evidence through listening and speaking as well as through incorporating media. Regardless of the speaking and listening setting, students are expected to use appropriate eye contact, adequate volume, and clear pronunciation.

The standards within this speaking and listening strand are closely linked with the other strands of reading, writing, and language as they discuss literature and informational texts and as they work through the writing process.

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-06.SL.01

6th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Comprehension and Collaboration

ELA-06.SL.01 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
b. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

Student Learning Targets Grade 6 Reading:

Reasoning Targets

I can reflect on the key ideas of a discussion.

Skills (Performance) Targets

I can ask and answer questions that pertain to the discussion topic.
I can follow rules for discussions. (Active listening, making eye contact, taking turns speaking, share information that is on topic, equal speaking time to all members.)

Product Targets

I can participate in group discussions.
I can use information from text to support opinions and discussions.

Rubric for 6th Grade Reading:

Click here for the 6th grade Reading rubric for SL.6.1

Student Learning Targets Grade 6 English:

Skills (Performance) Targets

I can engage in a one-on-one discussion with a classmate.
I can engage in a group discussion with classmates.
I can engage in a teacher led group discussions with diverse partners on grade 6 topics.
I can engage in discussion on grade 6 topics, texts, and issues building on others ideas and expressing their own clearly.

Proficiency Scale for 6th Grade English:

Score		Description	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations. Reflections and ideas go beyond what is explicitly stated in class.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	The student: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.		- Socratic Seminar -Peer Editing -"Sell me" -participate in debates -fishbowl discussions -jigsaw activities -peer editing/peer review -blog entries -sharing out published writing
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	There are no major errors or omissions regarding the simpler details and processes as the student: recognizes or recalls specific terminology, such as: Coming to discussion with details pertaining to required reading material. Recognize key ideas Define paraphrasing performs basic processes, such as: Some rules for successful discussions, et specific goals and deadlines, and define individual roles as needed. Pose and respond to some questions.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes.		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary: Reflect

Inquire

Paraphrasing

Deadlines

Roles

Discussion

SL.6.1 6th Grade Reading Rubric and Checklist (1).pdf

ELA-06.W

Strand (W)

Writing

Narrative for (W) Writing

Students in grade 6 are increasingly challenged to sharpen their ability to write and speak with more clarity and coherence, providing clear reasons and relevant evidence to support their conclusions. While the writing standards specify that students will focus on narrative, explanatory, and argumentative writing, 6th grade students will also discover how to answer questions through writing and research.

In all of these writing opportunities, students aim toward organizing and developing their ideas with specific evidence and writing in such a way that transitions, word choice, and sentence structure all contribute to readability and meaning. Throughout the writing process, students will also learn how to prewrite, revise and edit to make their writing stronger.

These writing standards are strongly linked to a student’s understanding of literature and informational text as well as to their language standards.

Calculation Method for Strands

ELA-06.W.01

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-06.W.01 Write arguments to support claims with clear reasons and relevant evidence.

a. Introduce claim(s) and organize the reasons and evidence clearly.
b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from the argument presented.

Student Learning Targets for 6th Grade English:

Knowledge Targets

I can choose a position in an argument.
I can identify the two sides of an argument.
I can identify effective transition statements.
I can define claims.
I can define argument.

Reasoning Targets

I can use logic to defend an opinion.
I can combine sentences with similar concepts to avoid repetition of ideas or wording.
I can distinguish between business and other formal documents.
I can evaluate audience and determine which skills and experiences should be appropriately emphasized in my document.
I can organize evidence to support a claim.
I can include relevant evidence.

Skills (Performance) Targets

I can revise my paper for elaboration, description, clarity, and proper word order.
I can use concrete words, phrases and sensory details to convey experience and events precisely.
I can formulate an argument.
I can revise my composition for correct grammar.
I can use effective transitions in my writing.
I can establish and maintain a formal style.
I can establish an objective tone.
I can use precise and specific language.
I can focus on addressing what is most significant for a specific purpose and audience.
I can use credible sources.
I can use transitions to clarify relationships.

Product Targets

I can present a written or oral argument.
I can write using standard writing conventions.
I can write using the writing process.
I can write a variety of argumentative papers.
I can create a strong claim.

Proficiency Scale

Score		6.W.01 Write arguments to support claims with clear reasons and relevant evidence.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates organized evidence of a counter-argument in their paper. The counter-argument is supported with apt references.
	3.5	In addition to Score 3.0 performance, the student mentions a counter-argument but it is loosely developed.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. The student can write an argumentative paper that creates strong and clear claim. presents an argument. organizes evidence to support a claim. includes relevant evidence. uses credible sources. uses transitions to clarify relationships. uses a formal style. provides a concluding statement that is clearly related to argument and offers sense of finality. The student exhibits no major errors or omissions.		Argumentative essay Letter to the editor/judge Book/art/movie review--possible comparison to the informative version State your claim-persuade an adult to make a decision or purchase Sell me! i.e. pick a product/trip research item and convince classmates to make a purchase Engage actively in a debate
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	There are no major errors or omissions regarding the simpler details and processes as the student: Introduces claim(s) and organizes the reasons and evidence with some clarity. Supports claim(s) with unclear reasons and somewhat relevant evidence, using credible sources and demonstrating little understanding of the topic or text. Uses words, phrases, and clauses that do not clearly clarify the relationships among claim(s) and reasons. Attempts to establish and maintain a formal style. Provides a concluding statement or section that does not follow or is not clearly related to the argument presented. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.		Practice
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

www.internet4classrooms.com (29)

Vocabulary

claim

reasons

credible sources

relevant evidence

counterclaim

introduction

conclusion

ELA-06.W.02

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-06.W.02 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
c. Use appropriate transitions to clarify the relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from the information or explanation presented.

Student Learning Targets for Grade 6 English:

Knowledge Targets

I can identify effective transition statements.

Reasoning Targets

I can determine an audience and purpose that is relevant to a variety of formats.
I can combine sentences with similar concepts to avoid repetition of ideas or wording.

Skills (Performance) Targets

I can collect data from various sources.
I can revise my composition for correct grammar.
I can use effective transitions in my writing.
I can use multiple strategies to organize information.
I can introduce a topic.
I can use charts, pictures, headings, etc. to organize in presentations.
I can support the topic with facts, details, quotes and examples.
I can establish and maintain a formal style.
I can establish an objective tone according to the style.
I can use precise and specific language.
I can focus on addressing what is most significant for a specific purpose and audience.
I can use descriptive vocabulary.

Product Targets

I can write using a variety of informative styles.
I can write using standard writing conventions.
I can write using the writing process.
I can write an informative/explanatory paper.
I can make a concluding statement.

Proficiency Scale

Score		6.W.02 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth use of informative text structures. The writer's style is fluent and flexible, and it is also free of mechanical and grammatical errors. The informative writing demonstrates stylistic maturity by an effective command of organization.
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth use of informative text structures. The writer's style is fluent and flexible, and it has minimal mechanical and grammatical errors.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. When writing an informative/explanatory test the student can introduce a topic. use multiple strategies to organize information. use charts, pictures, heading etc…, to organize presentations. use transitions to clarify relationships. use descriptive language. use a formal style. provide a concluding statement or paragraph that sums up the information or explanation.		Explain effectiveness of a product of choice. Compare and contrast essay about experiences with similar brands and describe personal preference of one product versus another. Demonstration/how-to speech Book/Art/ Movie reviews Explain a process from interdisciplinary area. Explain a current event, i.e. explain an Olympic event like bobsled. Slide show presentations
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	There are no major errors or omissions regarding the simpler details and processes as the student: makes an attempt at introducing a topic; organizing ideas, concepts, and information; using strategies such as definition, classification, comparison/contrast, and cause/effect; formatting (e.g. headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. includes some relevant facts, definitions, concrete details, quotations, or other information and examples. attempts to use transitions; however, they may not be consistent or effective. uses vague language and vocabulary to inform about or explain the topic. does not maintain a formal style. attempts a concluding statement but does not follow the information or explanation presented. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.		-Practice activities in Writer's Notebook -Writing prompts -Re-teaching activities from Literature book
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

www.internet4classrooms (5, 6, 14)

www.noodletools.com

Vocabulary

informative

explanatory

introduction

conclusion

develop topic

relevant facts

concrete details

examples

quotations

definition

classification

comparison/contrast

cause/effect

graphics

headings

ELA-06.W.03

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Text Types and Purposes

ELA-06.W.03 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
e. Provide a conclusion that follows from the narrated experiences or events.

Student Learning Targets for Grade 6 English:

Knowledge Targets

I can understand the characteristics of narrative writing.
I can identify effective transition statements.

Reasoning Targets

I can organize my ideas in a logical sequence.
I can combine sentences with similar concepts to avoid repetition of ideas or wording.

Skills (Performance) Targets

I can make a writing that helps the audience picture the story in their mind.
I can revise my composition for correct grammar.
I can use effective transitions in my writing.
I can establish and maintain a formal style.
I can establish an objective tone according to the discipline.
I can use precise and specific language.
I can focus on addressing what is most significant for a specific purpose and audience.

Product Targets

I can produce a variety of narrative writings.
I can write using standard writing conventions.
I can write using the writing process.

Proficiency Scale

Score		6.W.03 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.	Sample Activity
4.0	In addition to Score 3.0, the student demonstrates in-depth use of narrative text structures- with a focus on effective transitions and vivid sensory images. The writer's style is fluent and flexible, and it is also free of mechanical and grammatical errors. The narrative writing demonstrates exact details that leave the reader with a lasting impression.
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	“The Standard.” The student demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations. When writing narrative text, the students can develop a narrator and/or characters. develop a plot. use dialogue. use a variety of transitions, phrases, clauses to signal shifts in time. use precise vocabulary and sensory language to relay experiences. provide a conclusion that follows from the experiences or events.		Memoir Personal narrative Record an event in chronological order Vignettes Capture conversation through dialogue Fictional story Narrative poetry Write your own adventure-add conclusion to a given prompt. Capture a scene Write portraits to describe a character
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	There are no major errors or omissions regarding the simpler details and processes as the student: attempts to engage and orient the reader by introducing the context and narrator and/or characters. unveils the event sequence in a manner that is not easily followed. The sequential order is disconnected in spots. makes minimal use of narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. The techniques used are not prominent and do not add to the story. uses a few transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. uses vague words and phrases, descriptive details, and language to convey experiences and events. writes a conclusion that does not follow the narrated experiences or events but rather just simply ends the writing. However, the student exhibits major errors or omissions regarding the more complex ideas and processes.
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

www.internet4classrooms (24)

Vocabulary

introduction

conclusion

characters

narrator

dialogue

pacing

description

events

transitions

event sequence

ELA-06.W.04

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Production and Distribution of Writing

ELA-06.W.04 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade specific expectations for writing types are defined in standards 1– 3 above.)

Student Learning Targets for Grade 6 Reading:

Knowledge Targets

I can
I can

Reasoning Targets

I can
I can

Skills (Performance) Targets

I can develop grade-level appropriate writing.

Product Targets

I can

Proficiency Scale for Grade 6 Reading

Score		Description	Sample Activity
4.0	In addition to Score 3.0, in depth inferences and applications that go beyond what was taught.		-
	3.5	In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0	The student’s writing demonstrates: ●body paragraphs that are supported with relevant facts, definitions, concrete details, quotations, examples, and other related information.		-
	2.5	The student demonstrates no major errors or omissions regarding the simpler details and processes (Score 2.0 content) and partial knowledge of the more complex ideas and processes (Score 3.0 content).
2.0	There are no major errors or omissions regarding the simpler details and processes as the student’s: ●body paragraphs are developed with a few facts, definitions, concrete details, quotations, examples or other information, but may not necessarily be related to the topic.		-
	1.5	The student demonstrates partial knowledge of the simpler details and processes (Score 2.0 content) but exhibits major errors or omissions regarding the more complex ideas and procedures (Score 3.0 content).
1.0	With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. ● Body paragraphs lack full development.		-
	0.5	With help, the student demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) but not the more complex ideas and processes (Score 3.0 content).

Resources

Websites

Vocabulary