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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.03

6th Grade ELA Targeted Standards
(L) Language Strand
Cluster: Knowledge of Language

ELA-06.L.03 Use knowledge of language and its conventions when writing, speaking, reading, or listening.

  • a. Vary sentence patterns for meaning, reader/listener interest, and style.
  • b. Maintain consistency in style and tone.

Student Learning Targets:

Knowledge Targets

  • I can recall different types of sentence patterns.

Reasoning Targets

  • I can examine my writing to maintain a consistent style and tone.

Skills (Performance) Targets

  • I can use different types of sentence patterns in my writing and or speaking.
  • I can use proper conventions.
  • I can use varying sentence patterns.
  • I can remain consistent in style and tone.

Product Targets

  • 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.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.L.06

6th Grade ELA Targeted Standards
(L) Language Strand

ELA-06.L.06 Acquire and use accurately grade appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Student Learning Targets:

Knowledge Targets

  • I can identify the meaning of words by using context clues.
  • I can recognize unfamiliar vocabulary from reading.
  • I can define vocabulary terms to enhance the reading experience.
  • I can list familiar vocabulary terms.
  • I can identify word origins and syntax. (suffixes and prefixes)

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can listen to and model the correct pronunciation of vocabulary terms.
  • I can investigate the use of vocabulary to enhance the reading experience.
  • I can use prior knowledge to define unfamiliar vocabulary.
  • I can utilize word origins and syntax to define unfamiliar terms.
  • I can use grade appropriate words and phrases.
  • I can find the meaning of unclear vocabulary words.

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.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.03

6th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-06.RI.03 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can explain how people, ideas, and situations are developed throughout a text.

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.RI.04

6th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Key Ideas and Details

ELA-06.RI.04 Determine the meaning of words and phrases as they are used in a text, including figurative,connotative, and technical meanings.

Student Learning Targets:

Knowledge Targets

  • I can define figurative language.
  • I can define connotative meaning.
  • I can define technical vocabulary

Reasoning Targets

  • I can determine the meaning of a word.

Skills (Performance) Targets

  • I can
  • I can

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.RI.05

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

ELA-06.RI.05 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can explain how a part of a text helps to develop the ideas.

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.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

 

ELA-06.RI.07

6th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-06.RI.07 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

Student Learning Targets:

Knowledge Targets

  • I can select different types of media on the same topic.
  • I can define integrate.

Reasoning Targets

  • I can examine different forms of media.
  • I can compare and contrast different forms of media.

Skills (Performance) Targets

  • I can investigate different forms of media in relation to a topic or issue.
  • I can interpret media to understand a topic.
  • I can use pictures, charts, text, etc. to explain a topic or issue.

Product Targets

  • 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.RI.08

6th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-06.RI.08 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 list facts and details from informational texts.
  • I can define claims.

Reasoning Targets

  • I can evaluate speaker's objectivity.

Skills (Performance) Targets

  • I can tell the difference between supported and unsupported claims.

Product Targets

  • 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. -

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary

ELA-06.RI.09

6th Grade ELA Targeted Standards
(RI) Reading Information Strand
Cluster: Integration of Knowledge and Ideas

ELA-06.RI.09 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

Student Learning Targets:

Knowledge Targets

  • I can define compare and contrast.

Reasoning Targets

  • I can explain the similarities and differences between two written works on the same topic.

Skills (Performance) Targets

  • I can

Product Targets

  • 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.RI.10

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

ELA-06.RI.10 By the end of the year, read and comprehend literary nonfiction 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:

 Reasoning Targets

  • I can read and comprehend literary nonfiction

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.
 -

 

To view the middle school Read Right Rubric click here.

Resources

Websites

Vocabulary

ELA-06.RL

BPSS-ELA logoStrand (RL)

Reading Literature

Narrative for (RL) Reading Literature

In grade 6, the North Dakota State Standards call for students to proficiently read grade-appropriate complex literary texts while further developing the ability to cite textual evidence to support their conclusions regarding theme, plot, and character development.  In this process, students are learning how to summarize texts by evaluating key details in which the central idea or theme is located.

In their reading practices, students complement their ability to closely examine what the text directly says by learning to identify deeper meanings within the text by drawing inferences. Along with focusing on key ideas and details, sixth grade students also look at how both the structure and content of complex texts contribute to meaning, determining how word choice as well as sentence and paragraph structure influence and contribute to the unfolding of a plot and the development and elaboration of events or ideas.

These reading standards are tightly woven with other standards found within the strands of writing, language, and speaking and listening.

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.RL.01

ELA Reading Literature Strand Logo 6th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-06.RL.01 Read closely to comprehend Literature/Fiction 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 define inference.
  • I can identify the term objective.
  • I can identify the term summarize.
  • I can identify the term details.
  • I can identify the term explicit.

Reasoning Targets

  • I can find textual evidence for support.
  • I can make inferences about what a text is saying, explicitly and implicitly.
  • I can provide details from a text to make and support my analysis.
  • I can determine what piece(s) of explicit and implicit textual evidence will support my analysis of the text.

Skills (Performance) Targets

  • I can make inferences.
  • I can produce a written product that shows how well I can support my inferences with 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

Proficiency Rubric

Score   ELA-06.RL.01 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from 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 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 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 partial and indicates

  • a reasonable understanding of how to make an analysis of text.
  • a lack of textual evidence, implicit or explicit.
  • inferences and conclusions might 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 of the 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.
 -
  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).

  • There is little or no response. Inaccurate and irrelevant details and ideas indicate a serious misunderstanding the story.

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-06.RL.01.a

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

ELA-06.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-06.RL.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.RL.01.b

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

ELA-06.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-06.RL.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.RL.01.c

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

ELA-06.RL.01 Read closely to comprehend Literature/Fiction text.

  • ELA-06.RL.01.c Provide a summary of the text excluding personal opinions or judgments.

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.RL.02

ELA Reading Literature Strand Logo 6th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-06.RL.02 Determine a theme or central idea of text (e.g. Literature/Fiction) and explain how it is conveyed through particular details.

Student Learning Targets:

Knowledge Targets

  • I can define theme.
  • I can identify the term objective.
  • I can identify the term summarize.
  • I can identify the term details.
  • I can identify the term explicit.
  • I can understand how the theme or main idea is supported by details in the text.

Reasoning Targets

  • I can explain how the details support a central idea or theme in the text.
  • I can infer the theme or central idea of a text based on the details in the text.
  • I can select a theme or main idea of a text.
  • I can determine theme.

Skills (Performance) Targets

  • I summarize text.
  • I can support theme with details from the book.
  • I can determine a theme in a text and use it in an objective summary.
  • I can write a summary of the text without showing my opinions.

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  READING  RL. 6.2 Determine a theme or 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 the story and its theme or central idea.
  • accurate and relevant details, information, and supportive reasoning.
  • a summary free from personal opinions or judgments.

The student can also analyze the text and choose the appropriate details/statements that support the theme and/or summary.

-
  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 which is partial and indicates

  • a reasonable understanding of the story.
  • the information selected includes mostly accurate details and ideas, some may be irrelevant or unrelated to the central idea or theme.
  • a summary that may show personal opinion or judgment.
 -
  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 story.
  • mainly random details and irrelevant information, and may not state a clear theme or central idea.
  • lacking a summary or the summary is personal opinions/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.RL.03

ELA Reading Literature Strand Logo 6th Grade (ELA) Targeted Standard
(RL) Strand: Reading Literature/Fiction
Cluster: Key Ideas and Details

ELA-06.RL.03 Describe how a particular story’s or drama’s plot unfolds as well as how the characters respond or change as the plot moves toward a resolution.

Student Learning Targets:

Knowledge Targets

  • I can identify the different parts of the plot in a story or drama.
  • I can understand the series of episodes (the steps) in a plot.
  • I can define resolution.

Reasoning Targets

  • I can analyze how the characters change as the plot moves toward a resolution.

Skills (Performance) Targets

  • I can investigate the details of a story focusing on plot and characters.
  • I can describe the series of events that are part of a plot.
  • I can describe how a character changes throughout the story.
  • I can create a plot line that represents the elements of plot as it moves towards a resolution.
  • I can write how characters change and develop throughout a story and support the writing with specific details 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

Proficiency Scale

Score   ELA-06.RL.03 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution. 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:

  • strong understanding of plot structure (exposition, rising action - conflicts, climax, falling action, and resolution in order).
  • accurately explains how events from the story cause a character to change.
  • provides accurate and relevant details of plot development.

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

-
  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).

There are no major errors or omissions regarding the simpler details and processes. The student provides a written response that is complete and includes

  • reasonable understanding of plot structure (does accurately identify all five parts of a plot line, in order).
  • mostly accurate explanation of how events from the story cause a character to change.
  • some details may be irrelevant or unrelated to the plot.
  • 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.
  • indicates only minimal understanding of plot structure (can identify only one or two parts of the plot line – or - the plot line was not in order).
  • Inaccurately explains how events from the story cause a character to change.
 -
  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.RL.04

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

ELA-06.RL.04 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

Student Learning Targets:

Knowledge Targets

  • I can understand the meanings of words and phrases in text.
  • I can understand figurative language.
  • I can define connotative as to signify or suggest (certain meanings, ideas, etc.) in addition to the explicit or primary meaning: The word “fireplace” often connotes hospitality, warm comfort, etc.
  • I can match connotative meanings to words or phrases.
  • I can define connotative meaning.
  • I can define tone.
  • I can define figurative language including:
    • Personification
    • Simile
    • Metaphor
    • Hyperbole
    • Onomatopoeia

Reasoning Targets

  • I can analyze the meaning of words and phrases in a text.
  • I can determine the impact of word choice relating to meaning and tone.

Skills (Performance) Targets

  • I can listen to the variance of words in a story and determine meanings.
  • I can determine the meaning of a word.
  • I can analyze why and how a word was used.

Product Targets

  • 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.RL.05

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

ELA-06.RL.05 Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

Student Learning Targets:

Knowledge Targets

  • I can define theme.
  • I can define setting.
  • I can define plot.

Reasoning Targets

  • I can explain how a particular part of a literary piece moves the story along.
  • I can explain how a particular part of a literary piece develops the theme.

Skills (Performance) Targets

  • I can

Product Targets

  • 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.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.07

6th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-06.RL.07 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Student Learning Targets:

Knowledge Targets

  • I can define compare and contrast.

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can explain the similarities and differences between a written work and an audio/visual presentation of the same work.

Product Targets

  • 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.RL.08

6th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-06.RL.08 Not Applicable to Literature

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • 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.RL.09

6th Grade ELA Targeted Standards
(RL) Reading Literature Strand
Cluster: Integration of Knowledge and Ideas

ELA-06.RL.09 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 identify different forms of genres.
  • I can understand theme.
  • I can define genre.

Reasoning Targets

  • I can compare and contrast different forms of genres.
  • I can determine the theme or topic of a text.
  • I can distinguish the similarities of a theme in different forms of genres.

Skills (Performance) Targets

  • I can discuss the similarities of a theme in different forms of genres.
  • I can explain the similarities and differences between multiple genres with similar themes and topics.

Product Targets

  • 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.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

BPSS-ELA logoStrand (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

                   

 

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

ELA-06.SL.02

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

ELA-06.SL.02 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can understand information presented in various formats.
  • I can explain its value or purpose.

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.SL.03

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

ELA-06.SL.03 Delineate a speaker’s argument and specific claims, 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 tell the difference between supported and unsupported claims.

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.SL.04

6th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-06.SL.04 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can determine the rate at which I speak.

Skills (Performance) Targets

  • I can use descriptions, facts, and details.
  • I can use appropriate eye contact, volume and pronunciation.

Product Targets

  • I can present claims logically.
  • I can develop a speech with a purpose for:
    • memoir
    • factual text
    • persuasive text
    • poetry
    • narrative text

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.SL.05

6th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-06.SL.05 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can
  • I can

Skills (Performance) Targets

  • I can use multimedia components in a presentation to clarify information.

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.SL.06

6th Grade ELA Targeted Standards
(SL) Speaking and Listening Strand
Cluster: Presentation of Knowledge and Ideas

ELA-06.SL.06 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards 1 and 3 for specific expectations.)

Student Learning Targets:

Knowledge Targets

  • I can
  • I can

Reasoning Targets

  • I can synthesize comments, claims, and evidence made on all sides of an issue.
  • I can resolve contradictions and determine what additional information or research is needed to complete or deepen the investigation.

Skills (Performance) Targets

  • I can initiate and participate effectively in a range of collaborative discussions.
  • I can come to a discussion prepared, having read and researched material, which I will then refer to during the discussion.
  • I can work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.
  • I can propel conversations by posing and responding to questions that probe reasoning and evidence. I can respond thoughtfully to diverse comments.
  • I can present information, findings, and supporting evidence, conveying a clear and distinct perspective, which is appropriate to the purpose.
  • I can adapt speech to variety of contexts and tasks, demonstrating effective use of formal English when necessary.

Product Targets

  • I can create an effective digital aid in presentations to enhance understanding.
  • I can use formal language in a classroom setting.

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

BPSS-ELA logoStrand (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

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.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

ELA-06.W.05

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

ELA-06.W.05 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6.)

Student Learning Targets:

Knowledge Targets

  • I can select a variety of prewriting strategies to fit my task.
  • I can identify errors in my writing.
  • I can identify and list criteria used to evaluate written products.

Reasoning Targets

  • I can organize my information to fit task, purpose and audience.
  • I can critique my errors for appropriate mechanics, grammar, spelling and usage.
  • I can evaluate my own and others' writing using the 6 + 1 Traits of Writing.

Skills (Performance) Targets

  • I can employ pre-writing strategies through; e.g. brainstorming, graphic organizers, and outlining.
  • I can edit for proper conventions of language: e.g. capitalization, punctuation, grammar, run-ons, simple, compound, complex sentence, syntax (word usage), and spelling.
  • I can question piece of writing strengths and weaknesses.
  • I can edit based on the evaluated piece of writing.
  • I can use revision strategies.
  • I can use editing strategies.

Product Targets

  • I can use my pre-writing strategy to represent my topic knowledge.
  • I can revise my product using proper conventions.
  • I can develop a product by using revision.

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.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

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