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(W) WRITING

ELA-06.W.06

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

ELA-06.W.06 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can use technology to publish writing.
  • I can use technology to collaborate.
  • I can demonstrate sufficient keyboarding skills.

Product Targets

  • I can type three pages in a single sitting.

Proficiency Scale

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. -
  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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

ELA-06.W.07

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-06.W.07 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Student Learning Targets:

Knowledge Targets

  • I can focus my research around a driving question.
  • I can choose a variety of sources.

Reasoning Targets

  • I can formulate relevant research questions.
  • I can analyze information to determine if it supports the driving question.
  • I can answer questions by conducting research projects.

Skills (Performance) Targets

  • I can gather information using multiple resources; e.g. encyclopedias, newspapers, magazines, interviews, internet, etc.
  • I can use several sources to answer a question.
  • I can refocus when needed.
  • I can adjust my question when necessary.

Product Targets

  • I can complete a research project.
  • I can incorporate research strategies in other writing formats.

Proficiency Scale

Score   6.W.07 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate. Sample Activity
4.0 In addition to Score 3.0, the student demonstrates independence in their inquiry and is able to synthesize information from various sources.  
  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:

  • adequately conducts a short research project to answer a question.
  • draws from several sources.
  • refocuses the inquiry when appropriate.
  • Research a project (see argumentative and informative samples)
  • Living museum
  • Bullying project
  • Integrate interdisciplinary topics into research action, i.e., science, social studies
  • PBL activities
  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:

  • attempts to conduct a short research project to answer a question.
  • draw on few sources.
  • is unable to refocus the inquiry appropriate.
 -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

www.internet4classrooms (36)

www.noodletools.com

Vocabulary

research

support 

answer a question

sources

focused inquiry

relevant sources (multiple print and digital)

credibility

paraphrase the data

bibliography 

 

ELA-06.W.08

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-06.W.08 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Student Learning Targets:

Knowledge Targets

  • I can define credible.
  • I can define plagiarism.

Reasoning Targets

  • I can paraphrase information.
  • I can summarize information.
  • I can decide if a source is credible.

Skills (Performance) Targets

  • I can organize information in a note card format.
  • I can find information from print sources.
  • I can find information from digital sources.
  • I can include quotes.

Product Targets

  • I can produce note cards of summary information.
  • I can produce a bibliography.

Proficiency Scale

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. -
  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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

ELA-06.W.09

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

ELA-06.W.09 Draw evidence from literary or informational texts to support analysis, reflection, and research.

  • a. Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").
  • b. Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can use pieces from literary texts to support my writing. I can use pieces from informational texts to support my writing.

Product Targets

  • I can
  • I can

Proficiency Scale

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. -
  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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

ELA-06.W.09a

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA-06.W.09a Apply grade 6 Reading standards to literature (e.g., "Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics").

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can use pieces from literary texts to support my writing. I can use pieces from informational texts to support my writing.

Product Targets

  • I can
  • I can

Proficiency Scale

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. -
  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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

ELA-06.W.09b

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Research to Build and Present Knowledge

Draw evidence from literary or informational texts to support analysis, reflection, and research.

ELA-06.W.09b Apply grade 6 Reading standards to literary nonfiction (e.g., "Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not").

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can use pieces from literary texts to support my writing. I can use pieces from informational texts to support my writing.

Product Targets

  • I can
  • I can

Proficiency Scale

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. -
  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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

ELA-06.W.10

6th Grade ELA Targeted Standards
(W) Writing Strand
Cluster: Range of Writing

ELA-06.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can
  • I can

Product Targets

  • I can write for many reasons.

Proficiency Scale

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. -
  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. -
  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). -
  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).
0.0 Even with help, the student demonstrates no understanding or skill. -

Resources

Websites

Vocabulary

PRIORITIZED BENCHMARKS

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

 

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