Printer-friendly version

Prioritized Benchmarks

Page:  1  2  3  (Next)
  ALL

ELA-06.L

BPSS-ELA logoStrand (L)

Language

Narrative for (L) Language

As they move through formal schooling, students must continually learn how to gain control over the many conventions of Standard English grammar, usage, and mechanics. They must also learn to apply these language skills to their speaking and writing opportunities in order to help them convey meaning effectively and powerfully. Language standards include the rules of standard written and spoken English as well as the use of language as a craft with many choices. 

While some of the sub-standards under the language strand are grade-level specific, it is important to realize that certain expectations of language carry over from one grade to the next, 3-12. In order to see a clear picture of the progression of language standards, open the attached image above; there you will see that students never stop learning about the enduring standards of our language. English grammar, conventions, knowledge of language and vocabulary extend across reading, writing, speaking and listening and, in fact, are inseparable from these contexts.

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.

Image (JPEG) CCSS_Language_Standards_by_Grade.jpg

ELA-06.L.01

6th Grade ELA Targeted Standards
(L) Language Strand

ELA-06.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

  • a. Ensure that pronouns are in the proper case (subjective, objective, possessive).
  • b. Use intensive pronouns (e.g., myself, ourselves).
  • c. Recognize and correct inappropriate shifts in pronoun number and person.
  • d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
  • e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.

Student Learning Targets for 6th Grade English:

Knowledge Targets

  • I can define pronoun.
  • I can identify subjective pronouns.
  • I can identify objective pronouns.
  • I can identify possessive pronouns.
  • I can identify pronouns and their antecedents.

Reasoning Targets

  • I can determine if pronouns are used correctly in a sentence or spoken language.
  • I can recognize a noun must agree with the pronoun that replaces it.

Skills (Performance) Targets

  • I can use the correct form of pronouns when speaking or in written work.
  • I can correct inappropriate use of pronouns.
  • I can find and correct mistakes in my own and others’ writing and speaking.
  • I can demonstrate proper usage of the eight parts of speech in writing and speaking.
  • I can use pronouns in the proper case.
  • I can use intensive pronouns.

Product Targets

  • I can produce written work with the correct forms of pronouns and their antecedents.

Proficiency Scale:

Score   6.L.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Sample Activity
4.0 In addition to Score 3.0,  the student is able to  demonstrate correct usage of pronouns independently and is able to identify pronoun type without prompting.   
  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: 

  • can recognize and correct pronouns when writing or speaking in the:
  • subjective case (we, I, they, he, she, I, you).
  • objective case (us, me, them, him, her, I, you).
  • possessive case (his, theirs, ours, mine).
  • intensive case (myself, herself, himself, themselves).
  • can match the type of pronoun to the noun it  is replacing.

The student exhibits no major errors or omissions.
  • Worksheets
  • Flipcharts with interactivity regarding pronouns
  • Writer’s Notebook- prompts that demonstrate usage
  • oral 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:

  •   Identify specific terminology, such as:
    • subjective, objective, possessive, intensive pronouns
  •   Performs basic processes, such as:
    • identifies correct subjective, objective, possessive and intensive pronoun usage in sentences

However, the student exhibits major errors or omissions regarding the  more complex ideas and processes.

(For example on questions 5-7, if they recognize the correct pronoun but can not identify its type.)

-
  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.funbrain.com

www.quizlet.com

easygrammar4kids/pronouns

Vocabulary

intensive pronouns

subjective pronouns

objective pronouns

possessive pronouns

reflexive pronouns

antecedent

indefinite pronouns

ELA-06.L.02

6th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Conventions of Standard English

ELA-06.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

  • a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
  • b. Spell correctly.

Student Learning Targets

Knowledge Targets

  • I can identify when to use punctuation (commas, parentheses, dashes) to separate information in a sentence.
  • I can recognize when words are misspelled in my writing.
  • I can define nonrestrictive elements.
  • I can define parenthetical elements.
  • I can determine when to capitalize words (proper nouns, "I", first word in sentence).

Reasoning Targets

  • I can determine whether to use a comma, parentheses or dash in my writing.

Skills (Performance) Targets

  • I can demonstrate the correct use of punctuation in my writing.
  • I can spell correctly in my writing.
  • I can use capitalization and punctuation correctly.
  • I can use resources  (dictionary, thesaurus) when necessary.
  • I can use punctuation with nonrestrictive and parenthetical elements.

Product Targets

  • I can produce written work that demonstrates the command of standard English conventions.

Proficiency Scale:

Score   6.L.02 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Sample Activity
4.0 In addition to Score 3.0, the student consistently demonstrates a mature application of spelling, capitalization, and punctuation. -
  3.5 In addition to Score 3.0 performance, the student demonstrates a mature application of spelling, capitalization, and punctuation.
3.0

“The Standard.”

The student:

  • can spell 6th grade level words correctly when writing.
  • can demonstrate correct capitalization when writing.
  • can demonstrate correct use of punctuation (commas, parentheses, and dashes) when writing.
The student exhibits no major errors or omissions.
  • See writer’s notebooks, formal writing assignments, and DOL.
  • Level Up resources from Holt textbook.
  • Demonstration in final written projects
  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:
    • commas, parentheses, dashes
  • performs basic processes, such as:
    • identify commas, parenthesis, and dashes that set off non-restrictive/parenthetical elements
    • identify misspelled words
However, the student exhibits major errors or omissions regarding the more complex ideas and processes.

-Practice worksheets

 
  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

When searching for help, google "capitalization, spelling, and punctuation"

Owl - a Little Help with Capitals  

Vocabulary

  • commas
  • dashes
  • parenthesis 
  • semi colon
  • hyphen
  • colon
  • ellipses

ELA-06.L.04

 

6th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Vocabulary Acquisition and Use

ELA-06.L.04 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

  • a. Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
  • b. Use common, grade appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
  • c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

Student Learning Targets for 6th Grade English:

Knowledge Targets

  • I can use reference materials to understand word meaning.
  • I can define common Greek and Latin affixes and roots.
  • I can recognize common Greek and Latin affixes and roots.

Reasoning Targets

  • I can infer the meaning of unknown words using context clues.
  • I can break down unknown words to understand the meaning of those words.

Skills (Performance) Targets

  • I can use context clues to determine the meaning of a word.
  • I can use Greek or Latin roots to determine the meaning of a word.
  • I can use print reference materials.
  • I can use electronic reference materials.

Product Targets

  • I can

Proficiency Scale

Score   06.L.04 Determine or clarify the meaning of unknown and multiple meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies. Sample Activity
4.0 In addition to Score 3.0, the student consistently demonstrates in-depth understanding of word parts and their meanings in context. The student also is independent in utilizing appropriate reference materials. -
  3.5 In addition to Score 3.0 performance, the student demonstrates understanding of word parts and their meanings in context. The student also is independent in utilizing appropriate reference materials.
3.0

The student will

  • use context clues to determine the meaning of a word.
  • recognize Greek and Latin affixes and roots to determine the meaning of a word.
  • use print reference materials.
  • use electronic reference materials.

-Red Hot Vocabulary

-Dictionary Activities

-Greek/Latin root trees

 
  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 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).

The students will

  • recognize or recall specific vocabulary, such as affix, clue, meaning, root, word.
  • perform basic process such as recognizing or recalling the meanings of grade-appropriate Greek or Latin affixes and roots.

-Kahoot

-Wrap around vocabulary games
  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.dictionary.com

www.merriam-webster.com  (vocabulary games and practices quizes)

Vocabulary

suffix

root/base word

prefix

dictionary

thesauruses

glossaries

 

 

 

 

ELA-06.L.05

6th Grade ELA Targeted Standards
(L) Language Strand

ELA-06.L.05 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

  • a. Interpret figures of speech (e.g., personification) in context.
  • b. Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
  • c. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Student Learning Targets: for Grade 6 English:

Knowledge Targets

  • I can define various forms of figurative language (simile, metaphor, hyperbole, personification, alliteration, onomatopoeia).
  • I can identify various forms of figurative language (simile, metaphor, hyperbole, personification, alliteration, onomatopoeia).
  • I can recognize differences between denotative word meanings (dictionary definition) and connotative meanings (feeling). 

Reasoning Targets

  • I can interpret figurative language such as:
    • similes
    • metaphors
    • personification
    • idioms
    • alliteration
    • onomatopoeia
  • I can distinguish between literal language and figurative language. 
  • I can analyze how certain words and phrases that have similar denotations can have different connotations. 

Skills (Performance) Targets

  • I can use figurative language such as:
    • similes
    • metaphors
    • personification
    • idioms
    • alliteration
    • onomatopoeia
  • I can use word relationships to further understand multiple words. 

Product Targets

  • I can produce written work that demonstrates understanding of figurative language. 
  • I can produce written work that demonstrates effective word choice.

Proficiency Scale

Score   Description 

Standard: L.6.5  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 Sample Activity
4.0 While level 3 reveals that a student is meeting grade-level standards, level 4 offers opportunities for students to transfer learning to more complex content and thinking that goes beyond what is explicitly 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 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

  • define and identify various forms of figurative language (simile, metaphor, hyperbole, personification, alliteration, idiom, onomatopoeia).
  • distinguish between literal language (means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean).
  • recognize word relationships and use the relationships to further understand multiple words.
  • recognize the difference between denotative meanings (dictionary definition) and connotative meanings (some words carry feelings).  
  • analyze how certain words and phrases have similar denotations (definitions) yet carry different connotations (feelings).
  • Creative writing in Writers' Notebook, poem, or short story requiring specific amount of idioms, hyperbole, simile, metaphor, personification, etc.
  • Campfire Scary Story activity encouraging figurative language.
  • Poetry Café
  • Writer’s checklist
  • Poetry packets
  • Hot Chocolate Poetry
  • Analogies
  • poetry analysis
  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.
2.0

The student 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 or is not applied in a variety of contexts.

The student can

  • define various forms of figurative language.
  • identify the difference between figurative and literal meanings.
  • recognize relationships between words but may not be able to identify the connection coherently and/or use the knowledge to increase understanding.
  • recognize the difference between denotative and connotative meanings, but are not able to fully analyze the meaning. 
  • matching definitions to terms
  • focusing on figures of speech in isolation
  • Holt Level Up tutorials
  • Holt re-teaching worksheets
  • VOCABULARY: figurative language, literal language, word relationships, denotation, connotation
  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. -
  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.

Resources

Websites

www.funbrain.com

www.globalclassroom.org

google search "figurative language"

Vocabulary

alliteration

idiom

simile

metaphor

personification

onomatopoeia

hyperbole

irony

pun

connotation

denotation

nuances

word analogies

 

ELA-06.RI

BPSS-ELA logoStrand (RI)

Reading Information

Narrative for (RI) Reading Information

In grade 6, the North Dakota State Standards call for students to proficiently read grade-appropriate complex informational texts while further developing the ability to cite textual evidence to support their conclusions regarding key ideas and claims. While learning about an author’s point of view, students also examine how authors use reasons to make their points and support arguments with evidence, separating unsupported assertions from those backed by evidence. Students also look at how structure and content contribute to the development of ideas. 

Reading informative texts has not lessened the focus on reading literature in the English classroom; instead, this reading strand is to be viewed as a shared responsibility with other content areas such as science and social studies. Focusing on how authors make their points and support their arguments with evidence and reasoning helps 6th grade students sharpen their ability to write and speak with more clarity and coherence in all content arenas.

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.RI.01

ELA Reading Literature Strand Logo 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).

To view the Middle School Read Right Rubric click here.

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-06.RI.01.a

ELA Reading Information Strand Logo 6th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-06.RI.01 Read closely to comprehend Informational/Nonfiction text.

  • ELA-06.RI.01.a Cite textual evidence to support analysis of what the text says explicitly.

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

ELA-06.RI.01.b

ELA Reading Information Strand Logo 6th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-06.RI.01 Read closely to comprehend Informational/Nonfiction text.

  • ELA-06.RI.01.b Cite textual evidence to support inferences drawn from the text.

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

ELA-06.RI.01.c

ELA Reading Information Strand Logo 6th Grade (ELA) Targeted Sub-Standard
(RL) Strand: Reading Information
Cluster: Key Ideas and Details

ELA-06.RI.01 Read closely to comprehend Informational/Nonfiction text.

  • ELA-06.RI.01.c Provide an objective (excluding personal opinions or judgments) summary of the text.

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

ELA-06.RI.02

ELA Reading Literature Strand Logo 6th Grade (ELA) Targeted Standard
(RI) Strand: Reading Informational/Nonfiction Text
Cluster: Key Ideas and Details

ELA-06.RI.02 Determine a central idea of a text and explain how it is conveyed through particular details.

Student Learning Targets:

Knowledge Targets

  • I can define central idea.

Reasoning Targets

  • I can determine the central idea of a text.

Skills (Performance) Targets

  • I can locate details in the text to support the central idea.
  • I can write an unbiased summary.

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   6.RI.02 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. 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. -
  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.

The student provides a written response that is complete and includes

  • a strong understanding of its central idea.
  • accurate and relevant details, information, and supportive reasoning.
  • a summary that contains no personal opinions and judgments.

The student also can analyze the text and choose the appropriate details/statements that support the central idea.

-
  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 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).

The student provides a written response that is partially complete and includes

  • a reasonable understanding of the article.
  • mostly accurate details and ideas, some may be irrelevant or unrelated to the central idea.
  • summary might show personal opinion or judgment.
  • 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 provides a written response that is fragmentary and

  • indicates only minimal understanding of the article.
  • includes mainly random details and irrelevant information.
  • might not state a central idea.
  • lacks summary or summary is personal opinions or judgments.
 -
  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

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-06.RI.06

6th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Craft and Structure

ELA-06.RI.06 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.

Student Learning Targets:

Knowledge Targets

  • I can define author’s purpose in a text.

Reasoning Targets

  • I can determine author’s purpose in a text.

Skills (Performance) Targets

  • I can discuss how the author conveys or gets his/her purpose across in the text.

Product Targets

  • I can support my choice of author's purpose in a written explanation.

Proficiency Scale

Score   Description:  
RI. 6.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text		 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. -
  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.

The student

  • identifies and uses textual evidence to explain the author’s purpose 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 demonstrates no major errors or omissions regarding the simpler details and processes but exhibits majors errors or omissions regarding the more complex ideas and processes (Score 3.0 content).

The student

  • identifies the author’s purpose 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, 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).

The student

  • identifies 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

 

Page:  1  2  3  (Next)
  ALL