' 110.22. English Language Arts and Reading, Grade 6
Introduction
(1) READING AND LITERATURE. In Grade 6 students will make inferences and both paraphrase and summarize nonfiction selections. They will identify propaganda/persuasion techniques. They will read and study notable literary selections with emphasis on mythology. They will identify characteristics of poetry and define and apply various other literary terms. They will locate information by using indices to periodicals and computer programs. They will outline both fiction and nonfiction selections. They will demonstrate how to access a database, Internet, and World Wide Web. They will demonstrate methods for organizing and setting up a spreadsheet. In addition, they will study effectively with a group and complete a group project.
(2) GRAMMAR. In Grade 6 students will form the progressive and emphatic verb tenses, verb modals, all forms of linking verbs, and all correct verb tenses. They will identify the complete verb phrase. They will distinguish between simple and complete subjects and predicates. They will recognize independent and dependent clauses. They will identify and punctuate simple and compound sentences, and they will capitalize nouns properly.
(3) COMPOSITION. In Grade 6 students will revise their own paragraphs and those of their peers; they will write various sophisticated one-paragraph papers by using combining techniques.
(4) SPELLING AND VOCABULARY. In Grade 6 students will learn the spelling and meanings of Latin prefixes and root words. They will identify the spelling/meanings of at least 25 pairs of homophones. They will analyze unfamiliar words based on individual word elements. They will spell and use words from professional lists prepared for grade level. In addition, they will add to their vocabulary new words that are found in literature selections.
Knowledge and Skills.
Reading Comprehension and Fluency. The student analyzes various texts. |
The student is expected to:
(A) Make inferences.
(B) Paraphrase and then summarize nonfiction selections.
(C) Identify propaganda/persuasion techniques.
(D) Read orally with ease and fluency for an audience. |
| Independent Reading / Assigned Reading / Guided Reading. The student reads and studies notable literary selections which are rich in vocabulary. |
The student is expected to:
(A) Present brief, comprehensive, narrative summaries of notable literary selections (e.g., poetry: William Wordsworth, Rudyard Kipling, James Weldon Johnson, Robert Frost, Emily Dickinson; Dr. Jekyll and Mr. Hyde, Little Men, Little Women, National Velvet, "The Devil and Daniel Webster," Adam of the Road, The Door in the Wall, Old Yeller, Where the Red Fern Grows, Across Five Aprils, The Call of the Wild, The Bronze Bow, The Yearling, Little Town on the Prairie, and Amos Fortune, Free Man).
(B) Read independently at least 25 books of various genres from accepted fiction and non-fiction lists.
(C) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(D) Read daily in instructional-level materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).
(E) Adjust reading rate based on the purposes for reading.
(F) Demonstrate understanding of literature which is read aloud by others.
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| (3) Literary Emphasis.The student reads classical mythology. |
The student is expected to:
(A) Identify the important literary content in classical mythology (e.g., Apollo and Daphne, Orpheus and Eurydice, Narcissus and Echo, Pygmalion and Galatea).
(B) Explain the storyline in classical mythology (e.g., Apollo and Daphne, Orpheus and Eurydice, Narcissus and Echo, Pygmalion and Galatea).
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| (4) Literary Terms. The student defines and identifies examples of various literary terms. |
The student is expected to:
(A) Define the following terms: characteristics of an epic, structure in poetry (meter, iamb, couplet, rhyme scheme, free verse), point of view, mood/tone, and hyperbole.
(B) Identify examples of the following literary terms (mentioned above) in literary selections. |
| (5) Inquiry, Research, Study Strategies. The student utilizes various information sources. |
The student is expected to:
(A) Find information in periodicals by using an index to periodicals and/or by using computer programs for locating topics in periodicals in order to do research.
(B) Decide what information is important to put in an outline (both fiction and nonfiction selections).
(C) Outline both fiction and nonfiction selections.
(D) Identify strategies that help people to study effectively with a group.
(E) Identify strategies which help to complete a group project.
(F) Demonstrate how to access a database, the Internet, and the World Wide Web.
(G) Set up a spreadsheet. |
| (6) Grammar. The student uses correct grammar. |
The student is expected to:
(A) Form the Present Progressive, Past Progressive, Future Progressive, Present Emphatic, and Past Emphatic verb tenses.
(B) Locate the entire verb phrase, including modals (verbs that fall under no tense name) (e.g., those that begin with "must," "can," "could," "may," "might" + the main verb).
(C) Locate all types of linking verb phrases. (e.g., forms which come from "to be, " "to look," "to smell," "to sound," " to feel," "to taste") and those which show condition or state-of-being (e.g., "to become," "to remain," "to appear," "to stay," "to seem," "to stand," "to grow").
(D) Use the correct verb tense.
(E) Locate entire verb phrase.
(F) Distinguish between simple and complete subjects and between simple and complete predicates.
(G) Locate clauses and differentiate between independent and dependent clauses.
(H) Write simple and compound sentences with correct punctuation.
(I) Correctly capitalize nouns in sentences.
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| (7) Composition. Using various forms, the student writes for a variety of audiences and for a variety of purposes. |
The student is expected to:
(A) Revise own paragraph writing and that of peers (e.g., revising to clarify purpose, for audience, for clarity, for coherence, for unity, to clarify meaning with word choice, for content and organization, for economy, to improve style.)
(B) Write various one-paragraph papers (e.g., invitations, friendly letters, thank-you notes, business letters, envelopes, book reports, research reports, journals, poems, plays, messages/lists, editorials, summaries).
(C) Write a more sophisticated sounding paragraph by using combining techniques (e.g., combining sentences with compound subjects, compound predicates, compound sentences, complex sentences; expanding subject, expanding predicate; with words in a series; with appositives; with additions of adjectives, adverbs, and prepositional phrases). |
| (8) Spelling / Vocabulary. The student acquires extensive spelling/vocabulary knowledge through reading and systematic word study. |
The student is expected to:
(A) Use dictionaries in order to look up spelling, pronunciation, semantic changes, and origins of words.
(B) Tell the spelling/meanings of the Latin prefixes AB, ANTE, CIRCUM, COM/CON, CONTRA, DE, DIS/DIF, EX/E/EF, IN/IL/IM, INTER, INTRA, INTRO, NON, POST, PRE, PRO, RE, RETRO, SUB/SUF/SUS, SUPER, TRANS, ULTRA.
(C) Tell the spelling/meanings of the Latin root words FRAG/FRACT, FUS, GEN, JECT, JUNCT, JUD, JUG, JUR, LEG/LIG/LECT, LOC, LOC/LOQU, MAGN, MAL, MAN/MANU, MIT/MISS, MOR/MORT, MATER, MOV/MOB, NOM, OMNI, PATER/PATR, PED, PEND/PENT, PON/POS, PORT, PLIC, PRIM, PULS, PUNCT, REG/RIG/RECT.
(D) Identify the spelling/meanings of at least 25 more pairs of homophones.
(E) Analyze the spelling/meanings of unfamiliar words based on the spelling/meanings of the individual word elements.
(F) Spell and use words regularly and correctly from professional lists prepared for grade level.
(G) Set up a cumulative, individualized record of new spelling/vocabulary words found in literary selections.
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