TEACHER ELEMENTS

STUDENT ELEMENTS

GRADE 6

GRADE 6

THE TEACHER SHALL:

THE STUDENT SHOULD:

REVIEW, RETEACH, AND REASSESS PAST CONCEPTS

NEW CONCEPTS

NEW CONCEPTS

READING COMPREHENSION AND FLUENCY

READING COMPREHENSION AND FLUENCY

Teach students ways to make inferences.

Make inferences.

Demonstrate how to paraphrase and then summarize nonfiction selections.

Paraphrase and then summarize nonfiction selections.

Teach propaganda/persuasion techniques.

Identify propaganda/persuasion techniques.

Provide opportunities for students to develop ease and fluency in oral reading for an audience.

Read orally with ease and fluency for an audience.

INDEPENDENT READING/ASSIGNED READING/GUIDED READING

INDEPENDENT READING/ASSIGNED READING/GUIDED READING

Provide opportunities for students to read and study 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 ).

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 ).

Guide students to read independently at least 25 books of various genres from accepted fiction and non-fiction lists.

Read independently at least 25 books of various genres from accepted fiction and non-fiction lists.

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).

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).

Adjust reading rate based on the purposes for reading.

Read aloud various genres which are rich in vocabulary.

Demonstrate understanding of literature which is read aloud.

LITERARY EMPHASIS

LITERARY EMPHASIS

Emphasize the important literary content in classical mythology (e.g., Apollo and Daphne, Orpheus and Eurydice, Narcissus and Echo, Pygmalion and Galatea).

Identify the important literary content in classical mythology (e.g., Apollo and Daphne, Orpheus and Eurydice, Narcissus and Echo, Pygmalion and Galatea).

LITERARY TERMS

LITERARY TERMS

Teach the following terms: characteristics of an epic, structure in poetry (meter, iamb, couplet, rhyme scheme, free verse), point of view, mood/tone, hyperbole.

Define and identify examples of the following terms: characteristics of an epic, structure in poetry (meter, iamb, couplet, rhyme scheme, free verse), point of view, mood/tone, hyperbole.

INQUIRY, RESEARCH, STUDY STRATEGIES

INQUIRY, RESEARCH, STUDY STRATEGIES

Demonstrate how information can be located by using an index to periodicals and/or by using computer programs for locating topics in periodicals in order to do research.

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.

Help students to determine the important information to put in an outline (both fiction and nonfiction selections).

Decide what information is important to put in an outline (both fiction and nonfiction selections).

Teach strategies for outlining both fiction and nonfiction selections.

Outline both fiction and nonfiction selections.

Demonstrate strategies for studying effectively with a group.

Identify strategies that help people to study effectively with a group.

Give strategies which will help students learn how to complete a group project.

Identify strategies which help to complete a group project.

Teach how to access a database, Internet, World Wide Web.

Demonstrate how to access a database, Internet, World Wide Web.

Demonstrate methods for organizing and setting up a spreadsheet.

Set up a spreadsheet.