6th Grade (ELA) Targeted Standard (RI) Strand: Reading Informational/Nonfiction Text Cluster: Key Ideas and Details
ELA-06.RI.01 Read closely to comprehend Informational/Nonfiction text.
Sub-Standards:
a. Cite textual evidence to support analysis of what the text says explicitly.
b. Cite textual evidence to support inferences drawn from the text.
c. Provide a summary of the text excluding personal opinions or judgments.
Student Learning Targets:
Knowledge Targets
I can
Reasoning Targets
I can draw conclusions about what a text is saying, explicitly and implicitly.
I can make inferences from a text to make and support my analysis.
I can determine which piece(s) of explicit and implicit textual evidence will support my analysis of the text.
Skills (Performance) Targets
I can
Proficiency Scale
The student can ...
1 Beginning
... with help, 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).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple
3 Proficient
“The Standard.” ... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex
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 provides a written response that is complete and includes:
a strong understanding of how to make an analysis of text by citing evidence both implicitly and explicitly.
accurate conclusions and inferences that support the analysis of the text.
The student can also analyze the text and choose the appropriate details/statements that support the inferences.
-
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 provides a written response that is partial and indicates:
a reasonable understanding of how to make an analysis of text.
they may not cite evidence both implicitly and explicitly.
inferences and conclusions may not be relevant to the analysis of the text.
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 ofthe more complex ideas and processes.
The student provides a written response that:
is fragmentary and indicates only minimal understanding of how to make an analysis of the text.
does not support the analysis of the text in the conclusion and inferences analysis.
-
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).
