Grade 6 ELA

NECAP Standards
Cycle of Review and Revision
K-8 Curriculum Alignment
YHS Syllabi
Curriculum Brochures
Curriculum Maps
YHS Program of Studies
Maine Learning Results 

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Barbara Maling
Director of Curriculum and Instruction

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207- 363-3403

Grade Six ELA
Scope and Sequence

Students will be actively involved in learning experiences focused on:

Reading Strategies: 
preview, skim, scan, annotate, visualize, clarify, question, predict, react and connect, infer, summarize, extend, recall, reread, consultation, adjust reading speed

Reading:
Use the reading process to comprehend, reflect, and make a response to a wide variety of texts.
Compare and contras their reading experiences across a wide variety of texts.
Read for a wide variety of purposes (e.g., to gain knowledge, to aid in making decisions, to receive instructions, to follow an argument, to enjoy).
Demonstrate an understanding that people respond to literature in different and individual ways.
Consult peers, supplementary text resources, technology resources, community resources, teachers and other school processionals when attempting to comprehend challenging text.
Apply to their reading, the understanding they’ve gained from their writing practice.
Practice using reading strategies (in guided whole-class instructor and in small group reading assignments) to clear up confusing parts of a text.
Apply reading strategies to assist in constructing personal interpretation for both fiction and non-fiction text.
Apply reading strategy, ‘react and connect,’ to construct personal interpretation of text.
Apply a range of reading strategies to a wide variety of appropriately complex texts (fiction and non-fiction).
Demonstrate understanding of key ideas, themes, patterns, or facts from a variety of texts by constructing questions for discussion.
Analyze understanding of texts through discussion, or written reflection, or creative response to generate new or unresolved questions.
Reflect on reading experience and text in a variety of modes (e.g., written, oral, visual).
Apply understanding of defining features of genre to a variety of exemplars with instructional emphasis on adventure, auto/biography, and fantasy.
Analyze a variety of texts using the 6 + 1 Traits of Writing (with emphasis on Engaging Voice, Word Choice, Sentence Fluency, and Logical Organization).
Formulate questions to be answered while reading.
Consult classroom resources (e.g., All Write handbook) to identify strategies to organize information, before and after reading.
Practice using reading strategies to analyze texts, and to identify main ideas as differentiated from supporting details.
Apply criteria to a wide range of texts (genres) in a variety of instructional settings (e.g., small and large reading groups, whole class texts, independent reading).
Self-monitor comprehension of texts and show ability to apply reading strategies to help understanding.
Extend their knowledge of required texts through exploration of relevant cultural and social issues, comparing and contrasting issues in texts to contemporary events, and their own social and cultural context.
Compare and contrast character traits to develop distinguishing criteria for main and subordinate characters.
Observe and reflect on history of English language through discussion of word origin.
Apply reading strategy, ‘react and connect,’ to compare and contrast character’s experience, context, personality, and perspective with their own.
Demonstrate an understanding of lengthy, complex dialogues and how they relate to a story.
Explore relationship between character motivation and plot development through dramatic performance.
Engage in extended character analysis by writing invented scenarios from an established character’s point of view.
Participate in direct and guided instruction to gain skills in recognizing the use of literary devices in writing (e.g., foreshadowing, flashback, and different time frames such as the future or the past)
Participate in direct and guided instruction to gain skills in recognizing complex elements of plot (e.g., setting, major events, problems, conflicts and resolutions).
Analyze exemplars to identify use of elements of plot and to organize findings into plotline or other graphic organizer.
Read literature and view films which illustrate distinct cultures, and defend opinions gathered from the experience.
Identify the universality of themes and examine the connections among various expressive forms (e.g., films, fiction, and drama) by drawing on their broad base of prior knowledge.
Demonstrate understanding of enduring themes of literature by differentiating between main ideas and themes after they study story elements.
Identify both the author’s purpose and the author’s point of view when reading expository information.
Demonstrate an understanding of the concept of propaganda.
Participate in non-fiction studies across a variety of genres in a variety of instructional settings (e.g., directed, independent or group study).
Read, analyze, and identify major components (e.g., leads, body paragraphs, endings) of academic and popular non-fiction texts (e.g., social studies text and Time For Kids).
Summarize short, non-fiction texts; identify and differentiate between key ideas and supporting details.
Read informational texts to research controversial issues, develop personal positions, and produce and deliver cohesive supported arguments.
Analyze a variety of informational texts for key ideas and communicate their significance verbally, in writing visually, through technology, or in some combination thereof.
Demonstrate effective use of Table of Contents, Indexes, Glossaries, Footnotes, Endnotes, etc., in their ongoing work and products.
Practice relevant reading strategies to accurately define unfamiliar technical terms in informational texts.
Participate in guided study to gain skills in using the various parts of an informational text. (index, table of contents, glossary)
Select reading and/or research project and use available resources to assist in generating relevant research materials.
Practice skills of using various parts of an informational text in ongoing work and products, and demonstrate competence through successful completion of research project.
Demonstrate ability to use classroom references and resources independently in their reading and ongoing work and products (e.g., a dictionary, a thesaurus, a handbook on style).
Participate in direct instruction of teacher led spelling units (root words, prefix, suffix, and word origin).

Writing
Understand and apply the 6 = 1 Traits of Writing.
Understand and use the writing process.
Participate in mini-lessons and practice concepts/skills in their writing.
Use planning, drafting, and revising to produce, on demand, a well-developed organized piece that demonstrates effective language use, voice, and command of mechanics.
Participate in guided and independent writing tasks.
Reflect on their written product within context of writing as a process and using the 6 = 1 Traits of Writing: ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.
Practice targeted traits in their writing in a variety of modes.
Use pre-writing activities, including ready-made or original graphic organizers to help begin a piece of writing.
Demonstrate ability to use classroom references and resources independently in their ongoing work and products (e.g., a dictionary, a thesaurus, a handbook on style.)
Edit and evaluate their written product and their peers’ written product for targeted traits.
Participate in direct or guided instruction for specific elements of story construction: lead, dialogue, setting, conflict, and resolution.
Analyze exemplars to identify specific elements of story construction.
Evaluate exemplars for quality of elements of story construction and justify conclusion.
Apply mode-specific criteria/rubric from 6 = 1 Traits of Writing to guide writing towards a specific audience.
Write pieces and make remarks that use descriptive language to clarify, enhance, and develop ideas.
Identify specific personal strategies, strengths, and weaknesses in their writing.
Use direct feedback from peers and teachers to revise and polish the content of their finished pieces.
Participate in lessons on story writing through direct instruction, mini-lessons, discussion of exemplars, and guided practice,
Apply knowledge of story writing gained in guided practice to independent, original compositions.
Demonstrate thorough understanding of plotline (e.g., through application in original composition.)
Practice using literary devices within original composition.
Self-monitor growth and development in sentence variety, sentence fluency, and sentence structure (complexity).
Use the writing process and students’ knowledge of the 6 = 1 Traits of Writing to explore, practice, and reflect on authorial purpose and point of view in their own writing.
Participate in direct instruction to develop skills in using a variety of transitional devices (e.g., phrases, sentences, and paragraphs).
Practice using transitional devices in teacher assigned writing tasks.
Demonstrate ability to use index, table of contents, glossary etch. Through successful completion of research project.
Collect and synthesize data for research topics from interviews and fieldwork using note taking and other appropriate strategies.
Use ready-made or original graphic organizers to record and sort data collected for use in research project.
Use teacher provided model (e.g., All Write handbook) to product correctly formatted bibliography for research project.
Generate and evaluate the notes they have taken from course-related reading, listening, and viewing.
Manipulate school library search engines for research reports.
Complete Internet search for research report.
Use indexes to periodical literature to locate information for research.
Make effective use of school library resources including personnel and on-line catalogues to generate and secure relevant research materials for a given subject.
Demonstrate competency of technology based research skills in quality of final research product or presentation.
Document research sources accurately and adequately in bibliography.
Make limited but effective use of primary sources when researching topics.
Explain the importance of primary sources in evaluating the validity and reliability of collected information.
Demonstrate initial understanding of proper attribution (e.g., footnotes).
Participate in direct instruction for grammar and usage.
Practice grammar and usage skills in all writing tasks.
Demonstrate competency in all edited writing through consistent control of the following commonly confused word sets: to, too, two; their, there, they’re; where, wear, were; its, it’s know, no; thank, then; which, witch; your, you’re.

Speaking
Respond appropriately with relevant comments, opinions, evaluations, or questions to student, teacher, or guest presenters.
Develop and deliver a well-organized speech, effectively engaging peers and fielding responses.
Apply mode-specific criteria/rubric from 6=1 Traits of Writing to guide production and set standards for oral presentations.
Develop and deliver presentations using teacher/student created criteria.
Develop and deliver oral presentations that identify a clear topic and reliably support that topic.
Develop and deliver oral presentations that use language and structures appropriate to audience and purpose.
Develop and deliver oral presentations that achieve distinct purposes (e.g., to summarize, to narrate, to inform, to explain etc.).
Develop and deliver oral presentations that use a variety of strategies of address (e.g., eye contact, hand gestures, voice modulation, changes of rhythm).
Develop and deliver formal and informal speech presentations
Deliver oral presentations that include a variety of sentence structures appropriate to the purpose.
Respond to audience needs when giving a presentation (e.g., clarify and/or illustrate ideas with examples, adjust to levels of engagement, adjust to level of prior knowledge).

Listening
Listen effectively and respond appropriately with relevant comments, opinions, evaluations, or questions to student, teacher, or guest presentations.
Establish purpose of hearing/viewing specific material and effectively use this knowledge to gain information. (videos, live presentations, audio materials, etc.).
Adjust viewing and listening strategies in order to comprehend materials viewed and heard.
Apply teacher created or student created criteria to assist in listening and evaluation of oral presentations.
Listen effectively and adapt and apply reading strategy, ‘react and connect,’ to assist in interpretation and evaluation of presentations.


YORK SCHOOL DEPARTMENT
CURRICULUM ALIGNMENT

SUBJECT AREA: ELA GRADE: 6 


Content Standards
Performance Indicators
Instructional Practice
Assessment Tools
Reporting Tools
A. READING: Students read to comprehend, interpret, analyze, evaluate, and appreciate literary and expository texts by using a variety of strategies.  They connect essential ideas, evaluate arguments, and analyze the various perspectives and ideas presented in a variety of literary and expository texts.
A.1. Interconnected Elements: Comprehension, Vocabulary, Alphabetics, Fluency
Students read and make generalizations from texts, within a grade appropriate span of text complexity, by applying  their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency.
a.  Use a range of before, during and after reading strategies to deepen their understanding of text(s).
Practice using reading strategies in guided instruction for all-class, small group or independent reading assignments.
    Before:
1. Share and compare previous knowledge.
2. Introduce pertinent vocabulary.  
3. Establish a purpose for reading the selected text: theme, information, pleasure.
    During:
1. Clarify instruction
2. Question the text 
3. Predict
4. Infer
5. Summarize
    After:
1. Summarize
2. Make connections
3. Predict
4. Analyze

Utilize known reading strategies: consultation, clarify, question, reread, and annotate.

Structure read alouds to model fluency and introduce and practice literary skills.

Use all-class novels and anthologies to promote discussion and comprehension.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
b.  Demonstrate ownership of appropriate vocabulary by effectively using a word in different contexts and for different purposes.
Incorporate the wordwork block from the Literacy Block Model to construct and deconstruct, analyze, classify, invent and locate words.
  • classroom tests
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  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
c. Determine the meaning of unknown words by using a variety of strategies including context, cues, definition, example, restatement, and compare/contrast.
Extracting new vocabulary from a selected text.

Create a word list from the Academic Word List, Holt's 100 Word List, andBig Words for Big Kids - Systematic Sequential Phonics and Spellingmaterials.

Provide meaning for words using:  dictionary practice, using words in sentences, creating puzzles and games, modeling the usage of vocabulary.
  • classroom tests
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  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
d.  Use phonics, word parts, and word relationships when necessary to maintain fluency and meaning as they read.
Participate in direct instruction of teacher led spelling units focusing on root words, prefix, suffix, and word origin.

Observe and reflect on history of English language through discussion of word origin.

Executing the rules of Grammar usage.
  • classroom tests
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  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
e.  Fluently and accurately read text, within a grade appropriate span of text complexity, using appropriate pacing, phrasing, intonation and expression.
Fluently and accurately read aloud from a variety of genres including fiction, biographies, poetry, plays,  and nonfiction.

Demonstrate proficiency of fluency by performing plays, readers theater and formal presentations (Shakespeare Festival, Latin American Festival)

Fluently read orally in class or small groups.
  • classroom tests
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  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
f. Demonstrate comprehension by summarizing and making generalizations of whole texts, parts of texts, and across texts.
Use anthology and other text selections to demonstrate comprehension across a variety of texts.
  • classroom tests
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  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
A.2.  Literary Texts
Students read fiction, nonfiction, drama, and poetry, within a grade appropriate span of text complexity, and analyze the characteristics noting how structural features and common literary devices help shape the reader's response.
a.  Describe external and internal conflicts of the characters and their  effect on the plot.
Construct a written fictional piece that demonstrates the understanding of conflict and its effect on the plot.

Participate in direct and guided instruction.

Analyze exemplars to identify use of elements.

Organize story elements into plotline or other graphic organizers.

  • classroom tests
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  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
b. Analyze the influence of the setting on the problem and its resolution.
Participate in direct and guided instruction to analyze setting.

Examine exemplars to identify the use of setting on the problem and its resolution in works such as: Jaguar,King of Shadows
  • classroom tests
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  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
c.  Explain the difference between first-person and third-person narration.
Participate in direct and guided instruction to analyze narration.

Recognize first and third-person narration in selected reading texts.

Construct written fictional pieces using consistent point of view.
  • classroom tests
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  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
d. Explain how the effects of common literary devices, including imagery, symbolism, or metaphors in a variety of fictional and literary nonfiction texts, help the reader understand the text.
Participate in direct and guided instruction using the Holt Anthology and other texts.

Recognize in selected text examples of imagery, symbolism or metaphors.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
e.  Describe the theme of a selection, whether implied or stated directly.
Participate in direct and guided instruction using the Holt anthology and other texts such as: Jaguar andKing of Shadows.

Recognize in selected text examples of theme.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
f.  Identify how meaning is conveyed in poetry through figurative language, rhythm, alliteration, and rhyme.
Participate in direct and guided instruction using the Holt anthology and other texts to read and write poetry (Shakespeare).

Recognize figurative language, rhythm, alliteration, and rhyme through selected works of poetry.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
g. Identify various genres of literature and their purposes.
Generate genre charts to encourage reading of multiple genres.

Analyze distinguishing key features of various genres through genre studies.

Providing instructional emphasis on adventure (Jaguar), biography and nonfiction (historical fiction, fantasyKing of Shadows), plays/drama (Shakespeare) and poetry.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
A.3. Informational Texts  
Students read various informational texts, within a grade appropriate span of text complexity, making decisions about usefulness based on purpose, noting how the text structures affect the information presented.
a.  Create and revise questions that can be answered by using text structures and information found within texts.
Read and develop questions for Jaguar research project that includes technology components for research and presentation.

Participate in whole-class reading selections.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
b.  Identify the text structures of informational publications including newspapers, magazines, and online sources and use them to obtain information.
Read, analyze, and identify major components (e.g., leads, body paragraphs, endings) of academic and popular non-fiction texts (e.g., social studies text).

Make judgements about appropriatness of on-line resources.

Understand selections within the Holt anthology to recognize the importance of:
1. Introduction and leads, significance, point of view, and thesis.  
2. Body paragraphs/subtopics and details.  
3. Conclusion/summary of findings, implication of findings, restatement of thesis.  
4. Presentation/bold or italics, subheadings, footnotes and visuals.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
c.  Identify and trace the development of an author's argument, purpose, position, or perspective to aid comprehension.
Use the reading process in the Holt Anthology to aid in comprehension, to reflect, and respond to a wide variety of texts.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
d.  Make reasonable statements and draw conclusions that are supported with evidence from the text.
Make reasonable statements and draw conclusions that are supported with evidence from the text.
  • classroom tests
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  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
e.  Follow multi-step instructions related to a content area text or technical manual.
 Follow science lab protocols.



  • classroom tests
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  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
A.4. Persuasive Texts  
Students evaluate the information in persuasive texts, within a grade appropriate span of text complexity, noting how the structural features and rhetorical devices affect the information and argument(s) presented in these texts.
a.  Recognize arguments for and against issues.
Utilize persuasive selections in the Holt Anthology to evaluate issues (for and against).
  • classroom tests
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  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
b. Identify the author's position or perspective.
Utilize persuasive units in the Holt Anthology to recognize author's position and perspective.
  • classroom tests
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  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
c. Distinguish among facts, supported inferences, and opinions.
Utilize persuasive units in the Holt Anthology to distinguish among facts, supported inferences, and opinions.
  • classroom tests
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  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
d  Summarize the author's position or perspective.
Utilize persuasive units in the Holt Anthology to summarize the author's position or perspective.
  • classroom tests
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  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
e. Identify purpose and intended audience of a text.
Utilize persuasive units in the Holt Anthology to identify and intended audience of a text.
  • classroom tests
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  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
f. Identify rhetorical devices an author uses to persuade the reader including bandwagon, peer pressure, repetition, and testimonial.
Utilize persuasive units in the Holt Anthology to identify rhetorical devices an author uses to persuade the reader including bandwagon, peer pressure, repetition, and testimonial.
  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
B. WRITING:  Students write to express their ideas and emotions, to describe their experiences, to communicate information, and to present or analyze an argument.
B.1. Interconnected Elements
Students use a writing process to communicate for a variety of audiences and purposes.
a.  Determine a purpose for writing.
Design guided or independent writing tasks.

Reflect on their written product within context of writing as a process and using the 6 + 1 Traits of Writing descriptive, analytical rubrics.
 
Create targeted writing tasks:  ideas, organization, voice, word choice, sentence fluency, conventions, and presentation.

  • classroom tests
  • classroom quizzes
  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
b.  Decide which information is included to achieve the desired purpose.
Reflect on their written product within context of writing as a process and using the 6 + 1 Traits of Writing. 

  • classroom tests
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  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
c.  Revise drafts to improve focus, effect, and voice incorporating peer response when appropriate.
Understand and implement the writing process.

Participate in mini-lessons and practice concepts/skills in their writing.

Modeling the writing process.

Utilize peer and teacher conferences

Devise editing forms and techniques

Evaluate by using self and peer writing conferences guided by the 6 + 1 Traits of Writing including rubrics and scoring guides.

Utilize peer and teacher conference feedback to improve writing pieces.

  • classroom tests
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  • projects
  • common assessments
  • performances/displays/presentations
  • teacher checklists
  • teacher rubrics
  • large scale assessments: NWEA, MEA
  • report cards
  • progress reports
  • student/parent/teacher conferences
  • teacher websites
  • email communications
  • Power School
  • community performances/displays
d. Edit for correct grammar, usage and mechanics.
Demonstrate understanding of writing process by self-editing and seeking peer editing for conventions.

Plan for appropriate instruction in grammar usage and mechanics based on the needs of students.
  • classroom tests
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  • common assessments
  • performances/displays/presentations
  • teacher checklists
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e.  Write to achieve a specific purpose.
Design guided or independent writing tasks.
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f.  Create legible final drafts
Complete final drafts  using  word processing programs.

Create neatly hand written final drafts when necessary.
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B.2. Narrative
Students write narratives that convey complex ideas, observations, events, or reflections.
a.  Establish a plot or other narrative structure, point of view, setting, and conflict.
Participate in direct instruction, mini-lessons, discussion of exemplars, and guided practice.

Apply knowledge gained in guided practice to independent, original compositions such as short stories and personal narratives.

Demonstrate at mastery level an understanding of plotline (e.g., through application in original composition) in fantasy genre and through short stories .
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b.  Develop characters.
Participate in direct instruction, mini-lessons, discussion of exemplars, and guided practice.

Apply knowledge gained in guided practice to independent, original compositions.

Demonstrate at mastery level an understanding of plotline (e.g., through application in original composition).
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c.  Use a range of narrative strategies for effect including dialogue and suspense.
Using selections from the Holt Anthology during guided reading, model the range of narrative strategies for effect in writing such as tense, dialogue, suspense, and mood.
 
Apply the skills while designing short stories that inform and entertain.
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d.  Use stylistic devices including figurative language and point of view to clarify, enhance, and develop ideas.
Using selections from the Holt Anthology during guided reading, model the range of figurative language such as point of view.
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B.3. Argument/Analysis
Students write academic essays that state a clear position, supporting the position with relevant evidence.
a.  Summarize and paraphrase and/or explain information from reading, listening or viewing.
Create book review project.

Create research project based on various non-fiction topics from Jaguar.

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b.  Write essays that support an idea and build a logical argument excluding extraneous information and differentiating between facts and opinions.
B.4. Persuasive
Students write persuasive essays addressed to a specific audience for a particular purpose.
a.  Employ a variety of persuasive techniques, including presenting alternate views objectively or addressing potential counterclaims, in an essay that supports an idea using facts, supported inferences, and/or opinions appropriate to the audience and purpose and is intended to influence the opinions, beliefs, or positions of others.


B.5. Practical Application  
Students write simple business letters and documents related to career development.
a.  Write information purposefully and succinctly to meet the needs of the audience.
b. Write to convey specific requests for detailed information.
c.  Follow a conventional format for writing resumes, memoranda, and/or proposals.
d.  Write multi-step directions, with annotation where appropriate, for completing a task.
C. RESEARCH;  Students engage in inquiry by developing research questions, accessing and verifying a variety of sources, communicating findings, and applying the conventions of documentation.  Students present findings orally, in writing, or using mixed media.
C.1. Research  
Students propose and revise research questions, collect information from a wide variety of primary and/or secondary sources and follow the conventions of documentation to communicate findings.
a.  Determine the nature and extent of information needed.
Identify necessary sources for Jaguar research project based on selected, approved topics, inlcuding at least three types of resources, including electronic resources.


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b.  Locate and access relevant information.
Make effective use of  library print and electronic resources, including personnel and on-line sources, to generate and secure relevant and appropriate research materials for a given subject.  Projects include:  debates, Jaguare Research project and Latin American Day project

Demonstrate competency of technology based research skills in quality of final research product or presentation.

Document research sources accurately and adequately in bibliography.
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c.  Demonstrate facility with note-taking, organizing information, and creating bibliographies.
Use ready-made or original graphic organizers to record and sort data collected for use i research projects , incuding Jaguar reserach project.

 teacher provided model to produce correctly formatted bibliography, inlcuding proper citation for electronic resources, for Jaguar research project.
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d.  Distinguish between primary and secondary sources.
e.  Evaluate and verify the credibility of the information found in print and non-print sources.
Use Marvel Academic and NetTrekker , and print resources to select, reliable and credible sources for research project
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f.  Use additional sources to resolve contradictory information.
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g.  Summarize and interpret information presented in varied sources, and/or from fieldwork, experiments, and interviews.
Report on science laboratory experiments.
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h.  Present findings by paraphrasing, quoting sources, and using proper citation.
Use proper citation methodology (including in-line citations) and appropriate use of paraphrasing in book review project and Jaguare resaerch project.
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i.  Use information ethically and legally.
Use teacher provided model to produce correctly formatted bibliography for Jaguar research project.
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D.  LANGUAGE: Students write and speak using the conventions of Standard American English.  They apply knowledge of grammar and usage when reading to aid comprehension.  They know and apply rules of mechanics and spelling to enhance the effectiveness and clarity of communication.
D.1. Grammar and Usage  
Students manipulate the parts of speech effectively and employ a variety of sentence structures to communicate.
a.  Use forms of nouns, pronouns, verbs, adjectives and their modifiers, adverbs, prepositions, transitions, conjunctions and interjections correctly.
Present direct instruction.

Evaluate student's writing for the effective manipulation of the parts of speech.
 
Practice skill in teacher assigned writing tasks.

Identify synonyms, antonyms, homonyms and homophones and choose appropriately in written work.

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b.  Use compound and complex sentences.
Participate in mini-lessons on compound and complex sentence structure, and utilzie these forms in writing assignments.

Demonstrate effective and proper use of parts of speech in oral and written language.
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c.  Use active and passive voices effectively.
D.2. Mechanics  
Students apply the rules of capitalization, punctuation and spelling to communicate effectively.
a.  Use correct capitalization and punctuation including commas and semicolons.
Participate in mini-lessons on capitalization and punctuation, inlcuding correct use of commas and semi-colons.

Use punctuation, capitalization (Including commas and semi-colons)  effectively in written assignments.
Practice skill in teacher assigned writing tasks
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b.  Correctly spell frequently misspelled words and common homophones.
Participate in mini-lessons on homophones utlizing the Academic Word List, Holt's 100 Word List, and Upper Grades Big Blocks materials.

Practice accurate spelling of common homophones in teacher assigned writing tasks.
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E. LISTENING AND SPEAKING:   Students listen to comprehend and speak to communicate effectively.
E.1. Listening
Students adjust listening strategies to understand formal and informal discussion, debates or presentations, and then apply the information.
a.  Ask appropriate clarifying questions.
Respond appropriately with relevant comment, opinion, evaluation, or question to student or teacher presentation; follow up initial remarks as necessary to clarify understanding.
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b.  Summarize and apply information presented.
c.  Acknowledge and build upon the ideas of others.
E.2. Speaking  
Students adjust speaking strategies for formal and informal discussions, debates or presentations appropriate to the audience and purpose.
a.  Organize and present information logically.
Develop an oral presentation using a variety of organizational presenter tools, including electronic media, to present Jaguare research project.



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b.  Adjust volume, tone, eye contact, and gestures to suit the audience.
Use teacher created criteria (specific to purpose, mode, and context) to develop presentations for the Shakespeare Festival and Latin American Day.
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c.  Use conventions of Standard American English.
Participate in direct instruction for grammar and usage.

Practice grammar and usage skills in all speaking tasks.

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d.  Seek feedback and revise to improve effectiveness of communication.
Critique practice sessions and receive written and oral feedback to evaluate student's effectiveness of communication.

Model effective ways of communication.
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e.  Select appropriate media, relevant to audience and purpose that extend and support oral, written, and visual communication.
Use Keynote or other electronic media with apropraite sources to enrich the JaguareResearch presentation

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F. MEDIA:  Students recognize and can explain the effects that both print and non-print sources have on listeners, viewers and readers, in order to develop an awareness of the effects that the media have on forming opinions and making decisions.
F.1. Analysis of Media  
Students identify the various purposes, techniques, and/or effects used to communicate auditory, visual, and written information found in different forms of media.
a.  Describe and evaluate the text features of visual and non-visual media.
TO BE ADDED
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b. Explain the role of the media in shaping opinions.
TO BE ADDED
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c. Note instances of bias, stereotyping, and propaganda.
TO BE ADDED
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469 U.S. Route 1 York, Maine | Phone: 207-363-3403 | Fax: 207-363-5602 | Contact Us 

Vision
As the tides of the ocean and the strength of the mountain shape our community, the York Schools' commitment to educational excellence and individual achievement shapes the future of each student. 
Mission
The mission of York Schools is to educate, inspire and challenge all learners to be ethical citizens who will make a difference in a changing and complex world.