6th Grade Language Arts Resources
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September: Review, Six Traits of Writing, Rules and Procedures
Week 1: I can learn the Six Traits of Writing, I can learn the rules and procedures of the classroom.
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Weeks 2 and 3: I can learn the Six Traits of Writing, I can use prefixes, suffixes, and roots to figure out the meaning of a word, I can use a dictionary
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Week 4: I can use prefixes, suffixes, and roots to figure out the meaning of a word, I can use a dictionary, I can spell correctly.
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October: Informational Texts, Affixes, Main Idea and Details, Theme, and Author's Purpose
Week 1, 2, 3: I can cite textual evidence to analyze what the text says, I can answer right there questions , I can answer beyond the text questions
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Week 4: I can find the theme in a text, I can find the author's purpose in a text, I can identify the main idea and details of a passage
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November: Personal Narrative and Pronouns
Weeks 1 and 2: I can organize events so the story is told naturally and logically. I can develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. I can make a reader interested and informed by sharing plot and setting background information and introducing a narrator and/or characters. I can develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, with support from peers and adults. I can use precise vocabulary to explain the topic. I can write a concluding statement that supports the information.
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Weeks 3 and 4: I can understand when pronouns are in proper case (subjective, objective, possessive). I can recognize and correct shifts in pronoun number and person. I can recognize and correct vague pronouns (ones with unclear antecedents).
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December: Stormbreaker (Action Novel)
Weeks 1, 2, and 3: I can write a summary without opinions. I can flowchart important events of the story that develop the plot. I can explain how a character changes throughout the story. I can find the main idea and supporting details. I can participate in discussions about topics, texts, and issues. I can build on others' ideas and express my own ideas clearly.
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January: Argumentative Writing and Word Parts
Weeks 1 and 2: I can write arguments to support claims with clear reasons and relevant evidence, I can use words to make the relationship between my claim and supporting reasons clear.
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Weeks 3 and 4: I can introduce a claim, I can provide a concluding statement, I can establish and maintain a formal style,I can write arguments to support claims with clear reasons and relevant evidence, I can break down unknown words into units of meaning to infer the definition of the unknown word, I can recognize and define common Greek and Latin affixes and roots (units of meaning)
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February: Context Clues, Multiple Meaning Words, Homonyms
Week 1 and 2: I can infer the meaning of unknown words using context clues, I can recognize and define common Greek and Latin affixes and roots (units of meaning), I can recognize words that have technical meaning and understand their purpose in a specific text
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Week 3 and 4: I can recognize words that have technical meaning and understand their purpose in a specific text (e.g., “stem” in an article about flowers versus “stem” in an article about cell research). I can recognize the difference between denotative meanings (all words have a dictionary definition and connotative meanings (some words carry feeling). I can analyze how certain words and phrases that have similar denotations (definitions) can have different connotations (feelings)
multiple_meanings_word_games.docx |
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March: Denotations and Connotations, Figurative Language, Storybird Projects, and Cause and Effect Research Project
Weeks 1 - 3: I can recognize the difference between denotative meanings (all words have a dictionary definition and connotative meanings (some words carry feeling). I can analyze how certain words and phrases that have similar denotations (definitions) can have different connotations (feelings)
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Week 4: I can define and identify various forms of figurative language (e.g. simile, metaphor, hyperbole, personification, alliteration, onomatopoeia). I can distinguish between literal language (it means exactly what it says) and figurative language (sometimes what you say is not exactly what you mean).
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April and May: Elements of a Story (plot), Presentations, Standardized Testing (NWEA, M-Step, and Comprehensive Assessments), Ella Enchanted Fantasy Novel
Week 1-3: I can 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. I can use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words. I can 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. I can write informative/explanatory texts to examine a topic and convey ideas and concepts by selecting, organizing, and analyzing information. I can introduce a topic. I can gather relevant information from credible print and digital sources. I can quote or paraphrase data while avoiding plagiarism. I can use technology, including the Internet, to produce and publish writing. I can use several sources when answering a question in a short research project. I can present claims and evidence, putting ideas in a logical order and using relevant descriptions, facts, and details to make clear main ideas or themes. I can use appropriate eye contact, adequate volume, and clear pronunciation.
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Weeks 4-8: I can use evidence from the text to support analysis of what the text says exactly as well as what I thought about the meaning of the text. I can determine a theme or central idea of a text and how it is made clear through particular details. I can describe how a particular story’s or drama’s plot happens as well as how the characters respond or change as the plot moves toward a resolution (solution/end).
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