6th Grade English


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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

  • 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

  • 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

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  • LIST

Websites

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ELA-06.RL.02

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

ELA-06.RL.02 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.

Student Learning Targets for Grade 6 Reading:

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 can 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.

Product Targets

  • I can write a summary of the text without showing my opinions.

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

  • 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

  • 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

Websites

Vocabulary

 


ELA-06.RL.03

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

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.

Student Learning Targets for Grade 6 Reading:

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.

Product Targets

  • 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

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

Websites

Vocabulary


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



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