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Page 1 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
READING: LITERATURENOTE: Many Small-Group Titles Can Be Used for Literature Purposes
Key Ideas and Details
Julius Caesar & Cleopatra
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
X 60
The Structure of Earth
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How do scientists learn about the structure of Earth?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What are the characteristics of Earth's core and lower mantle?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: What are the characteristics of Earth's upper mantle and crust?
X 60
Daily Life in the Medieval World
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Studies Concepts and VocabularyTG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How do people in medieval Europe relate to the state and to their society?TG p. 6 - Chapter 2: Before Reading: Discuss the Essential Question: How did people in medieval China relate to the state and their society?TG p. 8 - Chapter 3: Before Reading: Discuss the Essential Question: How did people in medieval Japan relate to the state and their society?
X 60
Chemistry in Medicine
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 8 - Chapters 2-3: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 10 - Chapter 4: After Reading: Comprehension Strategy: Identify Main Idea and Supporting Details
T 44
Explorers of the Americas TG p. 16 -Skills Bank: Build Comprehension: Identify Main Idea and Supporting Details
U 50
Science Measuring Tools
TG pp. 5-6 - Chapter 1: Model Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 8 - Chapters 2-4: Guide Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 10 - Chapter 5: Apply Comprehension Strategy: Identify Main Idea and Supporting Details
V 60
Life of a Comet
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 10 - Chapter 3: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 11 - Synthesize Information: Summarize Information
W 60
Julius Caesar & CleopatraTG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across Texts
X 60
The Structure of Earth
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Identify Main Idea and Supporting DetailsTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Identify Main Idea and Supporting DetailsTG p. 8 - Chapter 3: After Reading: Review and Discuss Comprehension Strategies: Identify Main Idea and Supporting Details
X 60
Daily Life in the Medieval World
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Identify Main Idea and Supporting DetailsTG p. 7 - Chapter 2: After Reading: Practice Comprehension Strategies: Identify Main Idea and Supporting DetailsTG p. 9 - Chapter 3: After Reading: Review and Discuss Comprehension Strategies: Identify Main Idea and Supporting Details
X 60
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
Page 2 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Craft and StructureLife of a Comet TG pg. 3 - Build Content Background W 60
Give Me Liberty or Give Me Death
TG p. 4 - Build Fluency Q-Z
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.
Life of a Comet TG pg. 3 - Build Content Background W 60
Integration of Knowledge and Ideas
Chemistry in MedicineTG p. 2 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Text Features to Locate Information: Sidebars
T 44
Explorers of the AmericasTG p. 2 - Prepare to Read: Introduce the BookTG p. 8 - Chapter 2: After Reading: Use Graphic Features to Interpret Information: Source Documents
U 50
Science Measuring ToolsTG p. 3 - Before Reading: Introduce the BookTG p. 8 - Chapters 2-4: Use Graphic Features to Interpret Information: Labeled Photographs
V 60
Life of a CometTG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Graphic Features to Interpret Information: Labeled Diagrams
W 60
The Structure of Earth
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 7 - Chapter 3: Before Reading: Preview Text and Graphic Features: Diagrams
X 60
Daily Life in the Medieval World
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: Maps and Time Lines
X 60
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Julius Caesar & CleopatraTG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book X 60
Range of Reading and Level of Text Complexity
READING: INFORMATIONAL TEXTKey Ideas and Details
Julius Caesar & Cleopatra
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
X 60
Give Me Liberty or Give Me Death
TG p. 4 - Analyze Theme
60
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Explain how an author develops the point of view of the narrator or speaker in a text.
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.
Chemistry in MedicineTG p. 2 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Text Features to Locate Information: Sidebars
44
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
40-80
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Life of a Comet TG pgs. 5 -6 - After Reading: Discuss the Reading W
T
Q-Z
Page 3 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
The Structure of Earth
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How do scientists learn about the structure of Earth?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What are the characteristics of Earth's core and lower mantle?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: What are the characteristics of Earth's upper mantle and crust?
X 60
Daily Life in the Medieval World
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Studies Concepts and VocabularyTG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How do people in medieval Europe relate to the state and to their society?TG p. 6 - Chapter 2: Before Reading: Discuss the Essential Question: How did people in medieval China relate to the state and their society?TG p. 8 - Chapter 3: Before Reading: Discuss the Essential Question: How did people in medieval Japan relate to the state and their society?
X 60
Chemistry in Medicine
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 8 - Chapters 2-3: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 10 - Chapter 4: After Reading: Comprehension Strategy: Identify Main Idea and Supporting Details
T 44
Explorers of the Americas TG p. 16 -Skills Bank: Build Comprehension: Identify Main Idea and Supporting Details
U 50
Science Measuring Tools
TG pp. 5-6 - Chapter 1: Model Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 8 - Chapters 2-4: Guide Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 10 - Chapter 5: Apply Comprehension Strategy: Identify Main Idea and Supporting Details
V 60
Life of a Comet
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 10 - Chapter 3: After Reading: Comprehension Strategy: Identify Main Idea and Supporting DetailsTG p. 11 - Synthesize Information: Summarize Information
W 60
Julius Caesar & CleopatraTG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across Texts
X 60
The Structure of Earth
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Identify Main Idea and Supporting DetailsTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Identify Main Idea and Supporting DetailsTG p. 8 - Chapter 3: After Reading: Review and Discuss Comprehension Strategies: Identify Main Idea and Supporting Details
X 60
Daily Life in the Medieval World
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Identify Main Idea and Supporting DetailsTG p. 7 - Chapter 2: After Reading: Practice Comprehension Strategies: Identify Main Idea and Supporting DetailsTG p. 9 - Chapter 3: After Reading: Review and Discuss Comprehension Strategies: Identify Main Idea and Supporting Details
X 60
Science Measuring Tools
TG p. 4 - Chapter 1: Model Metacognitive Strategy: Make ConnectionsTG p. 7 - Chapters 2-4: Apply Metacognitive Strategy: Make ConnectionsTG p. 9 - Chapter 5: Apply Metacognitive Strategy: Make Connections
V 60
Julius Caesar & Cleopatra TG pp. 7-8 - Day 4: After Reading: Build Comprehension: Analyze Historical Perspective
X 60
Craft and Structure
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a 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.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
Page 4 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Chemistry in Medicine
TG p. 8 - Chapters 2-3: After Reading: Use Knowledge of Word Structure: EtymologiesTG p. 10 - Chapter 4: After Reading: Use Knowledge of Word Structure: Etymologies
T 44
Science Measuring Tools
TG p. 6 - Chapter 1: Use Knowledge of Word Structure to Determine Word Meaning: EtymologiesTG p. 10 - Chapter 5: Use Knowledge of Word Structure to Determine Word Meaning: Etymologies
V 60
Julius Caesar & Cleopatra
TG p. 3 - Day 2: Before Reading: Introduce "Julius Caesar"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Word OriginsTG p. 5 - Day 3: Before Reading: Introduce "Cleopatra"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word OriginsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Word Origins Challenge
X 60
The Structure of Earth
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Synonyms and Direct Definitions to Determine Word KnowledgeTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Multiple Meaning WordsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Descriptions and Synonyms to Determine Word MeaningsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Word OriginsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions, Synonyms, and Descriptions to Determine Word MeaningsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Origins
X 60
Daily Life in the Medieval World
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word OriginsTG p. 7 - Chapter 2: After Reading: Vocabulary/Word Study: Word OriginsTG p. 9 - Chapter 3: After Reading: Vocabulary/Word Study: Word Origins
X 60
Chemistry in Medicine TG p. 11 - After Reading: Synthesize Information: Evaluate Cause-and-Effect Relationships
T 44
Explorers of the Americas
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Analyze Text Structure and OrganizationTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Analyze Text Structure and OrganizationTG p. 10 - Chapter 3: After Reading: Comprehension Strategy: Analyze Text Structure and OrganizationTG p. 11 - Synthesize Information: Evaluate Cause and Effect Relationships
U 50
The Structure of Earth
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategy: Text ImportanceTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategy: Text Importance and Ask QuestionsTG p. 8 - Chapter 3: Before Reading: Review and Discuss Metacognitive Strategy: Ask Questions and Text Importance
X 60
Daily Life in the Medieval World
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategy: Text ImportanceTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategy: Text Importance, Ask QuestionsTG p. 8 - Chapter 3: Before Reading: Review and Discuss Metacognitive Strategy: Text Importance, Ask Questions
X 60
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Give Me Liberty or Give Me Death
TG p. 4 - Build Fluency: Read with Expression: Stage Directions Q-Z 40-80
Integration of Knowledge and Ideas
Chemistry in MedicineTG p. 2 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Text Features to Locate Information: Sidebars
T 44
Explorers of the AmericasTG p. 2 - Prepare to Read: Introduce the BookTG p. 8 - Chapter 2: After Reading: Use Graphic Features to Interpret Information: Source Documents
U 50
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
Page 5 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Science Measuring ToolsTG p. 3 - Before Reading: Introduce the BookTG p. 8 - Chapters 2-4: Use Graphic Features to Interpret Information: Labeled Photographs
V 60
Life of a CometTG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Graphic Features to Interpret Information: Labeled Diagrams
W 60
The Structure of Earth
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 7 - Chapter 3: Before Reading: Preview Text and Graphic Features: Diagrams
X 60
Daily Life in the Medieval World
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: Maps and Time Lines
X 60
Life of a Comet
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: VisualizeTG p. 7 - Chapter 2: Before Reading: Monitor-Reading Strategy: VisualizeTG p. 9 - Chapter 3: Before Reading: Monitor-Reading Strategy: Visualize
W 60
Julius Caesar & Cleopatra
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Fact and OpinionTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Fact and Opinion
X 60
Range of Reading and Level of Text Complexity
Chemistry in Medicine
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: RereadTG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: Before Reading: Monitor-Reading Strategy: RereadTG p. 7 - Chapters 2-3: During Reading: Set a Purpose forReadingTG p. 9 - Chapter 4: Before Reading: Monitor-Reading Strategy: RereadTG p. 9 - Chapter 4: During Reading: Set a Purpose for Reading
T 44
Explorers of the AmericasTG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapter 2: Set a Purpose for ReadingTG p. 9 - Chapter 3: Set a Purpose for Reading
U 50
Science Measuring ToolsTG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapters 2-4: Set a Purpose for ReadingTG p. 9 - Chapter 5: Set a Purpose for Reading
V 60
Life of a CometTG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapter 2: During Reading: Set a Purpose for ReadingTG p. 9 - Chapter 3: During Reading: Set a Purpose for Reading
W 60
Julius Caesar & CleopatraTG p. 3 - Day 2: Read "Julius Caesar"TG p. 5 - Day 3: Read "Cleopatra"TG p. 7 - Day 4: Reread "Cleopatra"
X 60
The Structure of EarthTG p. 3 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapter 3: Read the Chapter
X 60
Daily Life in the Medieval WorldTG p. 3 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapter 3: Read the Chapter
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly.
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
60VCompare 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).
TG p. 2 - Additional Related ResourcesScience Measuring Tools
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.
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.
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.
Page 6 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Explorers of the AmericasTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
U 50
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Chemistry in Medicine
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Establish and maintain a formal style. Chemistry in MedicineTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Provide a concluding statement or section that follows from the argument presented.
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Chemistry in MedicineTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Explorers of the AmericasTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Life of a CometTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
W 60
The Structure of EarthTG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Hypothesis: Introduce and PlanTG p. 5 - Chapter 1: Write a Hypothesis: Defining the Problem
X 60
Chemistry in Medicine TG p. 12 - Write a Personal Response T 44Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
The Structure of Earth TG p. 5 - Chapter 1: Write a Hypothesis: Defining the ProblemTG p. 7 - Chapter 2: Write a Hypothesis: Edit and Review
X 60
Chemistry in Medicine TG p. 12 - Write a Personal Response T 44Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Life of a Comet TG p. 12 - Write a Personal Response W 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Chemistry in Medicine TG p. 12 - Write a Personal Response T 44Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Life of a Comet TG p. 12 - Write a Personal Response W 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Chemistry in Medicine TG p. 12 - Write a Personal Response T 44Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Life of a Comet TG p. 12 - Write a Personal Response W 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Chemistry in Medicine TG p. 12 - Write a Personal Response T 44Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Life of a Comet TG p. 12 - Write a Personal Response W 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Provide a concluding statement or section that follows from the information or explanation presented.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Daily Life in the Medieval WorldTG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and Plan X 60
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Daily Life in the Medieval WorldTG p. 4 - Chapter 1: Write a Biography: DraftTG p. 7 - Chapter 2: Write a Biography: Edit and ReviewTG p. 9 - Chapter 3: Write a Biography: Create Final Draft
X 60
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Daily Life in the Medieval WorldTG p. 4 - Chapter 1: Write a Biography: DraftTG p. 7 - Chapter 2: Write a Biography: Edit and ReviewTG p. 9 - Chapter 3: Write a Biography: Create Final Draft
X 60
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Daily Life in the Medieval WorldTG p. 4 - Chapter 1: Write a Biography: DraftTG p. 7 - Chapter 2: Write a Biography: Edit and ReviewTG p. 9 - Chapter 3: Write a Biography: Create Final Draft
X 60
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Daily Life in the Medieval WorldTG p. 4 - Chapter 1: Write a Biography: DraftTG p. 7 - Chapter 2: Write a Biography: Edit and ReviewTG p. 9 - Chapter 3: Write a Biography: Create Final Draft
X 60
Production and Distribution of WritingChemistry in Medicine TG p. 12 - Write a Personal Response T 44
Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Life of a Comet TG p. 12 - Write a Personal Response W 60
Julius Caesar & Cleopatra
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Strong LeadTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: Strong LeadTG p. 10 - Write a Biography
X 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Daily Life in the Medieval World TG p. 7 - Chapter 2: Write a Biography: Edit and ReviewTG p. 9 - Chapter 3: Write a Biography: Create Final Draft
X 60
Chemistry in Medicine TG p. 12 - Write a Personal Response T 44Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Life of a Comet TG p. 12 - Write a Personal Response W 60Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Daily Life in the Medieval World TG p. 7 - Chapter 2: Write a Biography: Edit and ReviewTG p. 9 - Chapter 3: Write a Biography: Create Final Draft
X 60
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
The Structure of Earth TG p. 9 - Conclusion: Write a Hypothesis: Publish and Share X 60
Daily Life in the Medieval World TG p. 9 - Conclusion: Write a Biography: Publish and Share X 60
Research to Build and Present Knowledge
Science Measuring ToolsTG p. 11 - After Reading: Synthesize Information: ResearchTG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Provide a conclusion that follows from the narrated experiences or events.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Conduct short research projects to answer a
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Daily Life in the Medieval World TG p. 7 - Chapter 2: Write a Biography: Edit and ReviewTG p. 9 - Chapter 3: Write a Biography: Create Final Draft
X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Give Me Liberty or Give Me Death
TG p. 5 - Reading Across Texts Q-Z 40-80
Chemistry in Medicine TG p. 12 - Write a Personal Response T 44
Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Life of a Comet TG p. 12 - Write a Personal Response W 60Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Daily Life in the Medieval World TG p. 7 - Chapter 2: Write a Biography: Edit and ReviewTG p. 9 - Chapter 3: Write a Biography: Create Final Draft
X 60
Range of WritingChemistry in Medicine TG p. 12 - Write a Personal Response T 44
Explorers of the Americas TG p. 12 - Write a Personal Response U 50
Science Measuring Tools TG p. 12 - Writing Workshop: Model the Writing Process: Write a Main Idea/Supporting Details Paragraph
V 60
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
The Structure of EarthTG p. 7 - Chapter 2: Write a Hypothesis: Edit and ReviewTG p. 8 - Chapter 3: Write a Hypothesis: Final Draft andIllustrations
X 60
Daily Life in the Medieval World TG p. 7 - Chapter 2: Write a Biography: Edit and Review X 60
SPEAKING AND LISTENINGComprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Chemistry in Medicine TG p. 5 - Chapter 1: After Reading: Discuss the Reading T 44Explorers of the Americas TG p. 5 - Chapter 1: After Reading: Discuss the Reading U 50Science Measuring Tools TG p. 5 - Chapter 1: Discuss the Reading V 60
Life of a Comet TG p. 5 - Chapter 1: After Reading: Discuss the Reading W 60
Julius Caesar & Cleopatra TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion
X 60
The Structure of EarthTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
X 60
Daily Life in the Medieval World TG p. 4 - Chapter 1: After Reading: Discuss Key Concepts X 60
Chemistry in MedicineTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
T 44
40-80Q-ZTG p. 4 - Comprehension
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Give Me Liberty or Give Me Death
question, drawing on several sources and refocusing the inquiry when appropriate.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Explorers of the AmericasTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
U 50
Science Measuring ToolsTG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapters 2-4: Discuss the ReadingTG p. 9 - Chapter 5: Discuss the Reading
V 60
Life of a CometTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
W 60
Julius Caesar & Cleopatra
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 4 - Day 2: Prepare to Read: Reflect and ReviewTG p. 6 - Day 3: Prepare to Read: Reflect and ReviewTG p. 8 - Day 4: Prepare to Read: Reflect and Review
X 60
The Structure of Earth
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Daily Life in the Medieval WorldTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 7 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Chemistry in MedicineTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
T 44
Explorers of the AmericasTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
U 50
Life of a CometTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
W 60
The Structure of EarthTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Daily Life in the Medieval WorldTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 7 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Chemistry in Medicine TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the Reading
T 44
Explorers of the AmericasTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
U 50
Chemistry in Medicine TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the Reading
T 44
Explorers of the Americas TG p. 5 - Chapter 1: After Reading: Discuss the Reading U 50
Presentation of Knowledge and Ideas
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Life of a CometTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading W 60
Chemistry in Medicine TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the Reading
T 44
Explorers of the AmericasTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
U 50
Life of a CometTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
W 60
LANGUAGEConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
50UTG p. 7 - Chapter 2: After Reading: Discuss the ReadingExplorers of the Americas
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Use intensive pronouns (e.g., myself, ourselves). Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60Recognize and correct inappropriate shifts in pronoun number and person.
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Spell correctly. Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.Vary sentence patterns for meaning, reader/listener interest, and style.
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Maintain consistency in style and tone. Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
VOCABULARY ACQUISITION AND USEDetermine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Life of a Comet
TG p. 8 - Chapter 2: After Reading: Use Context Clues to Determine Word Meaning: Direct DefinitionsTG p. 10 - Chapter 3: After Reading: Use Context Clues to Determine Word Meaning: Direct Definitions
W 60
Daily Life in the Medieval World
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions, Descriptions) to Determine Word MeaningTG p. 6 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word MeaningTG p. 8 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word Meaning
X 60
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Daily Life in the Medieval World
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions, Descriptions) to Determine Word MeaningTG p. 6 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word MeaningTG p. 8 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word Meaning
X 60
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Julius Caesar & Cleopatra TG p. 10 - Write a Biography X 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context. Chemistry in Medicine
TG p. 8 - Chapters 2-3: After Reading: Use Knowledge of Word Structure: EtymologiesTG p. 10 - Chapter 4: After Reading: Use Knowledge of Word Structure: Etymologies
T 44
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 1
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Explorers of the Americas
TG p. 6 - Chapter 1: After Reading: Use Synonyms to Determine Word MeaningTG p. 10 - Chapter 3: After Reading: Use Synonyms to Determine Word Meaning
U 50
Explorers of the Americas
TG p. 6 - Chapter 1: After Reading: Use Synonyms to Determine Word MeaningTG p. 10 - Chapter 3: After Reading: Use Synonyms to Determine Word Meaning
U 50
The Structure of Earth
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Synonyms and Direct Definitions to Determine Word KnowledgeTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Descriptions and Synonyms to Determine Word MeaningsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions, Synonyms, and Descriptions to Determine Word Meanings
X 60
Chemistry in Medicine
TG p. 8 - Chapters 2-3: After Reading: Use Knowledge of Word Structure: EtymologiesTG p. 10 - Chapter 4: After Reading: Use Knowledge of Word Structure: Etymologies
T 44
Science Measuring Tools
TG p. 6 - Chapter 1: Use Knowledge of Word Structure to Determine Word Meaning: EtymologiesTG p. 10 - Chapter 5: Use Knowledge of Word Structure to Determine Word Meaning: Etymologies
V 60
Julius Caesar & Cleopatra
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Word OriginsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word OriginsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Word Origins Challenge
X 60
The Structure of Earth
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Synonyms and Direct Definitions to Determine Word KnowledgeTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Multiple Meaning WordsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Descriptions and Synonyms to Determine Word MeaningsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Word OriginsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions, Synonyms, and Descriptions to Determine Word MeaningsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Origins
X 60
Daily Life in the Medieval World
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word OriginsTG p. 7 - Chapter 2: After Reading: Vocabulary/Word Study: Word OriginsTG p. 9 - Chapter 3: After Reading: Vocabulary/Word Study: Word Origins
X 60
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
READING: LITERATURENOTE: Many Small-Group
Titles Can Be Used for Literature Purposes
Key Ideas and Details
From Pyramids to Skyscrapers
TG p. 3 - Before Reading: Introduce the BookTG p. 4 - Chapters 1-3: Focus on Comprehension: Discuss Using Prior KnowledgeTG p. 7 - After Reading: Synthesize and Assess: Make Inferences
T 44
Frederick Douglas &Sojourner Truth
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
U 50
Governments in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Studies Concepts and VocabularyTG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What forms of government existed in Greece during the Mycenaean Age and the Dark Ages?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How did democracy emerge in ancient Athens?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: What was the government like in the early days of the Roman Republic, and how did it change over time? How did the government change during the Roman Empire?
V 60
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Chapter 1: Before Reading: Discuss the Essential Question: What was the economy of the British colonies in North America?TG p. 6 - Chapter 2: Before Reading: Discuss the Essential Question: How did the United States develop a national economy in the early years of the nation?TG p. 8 - Chapters 3&4: Before Reading: Discuss the Essential Question: How did the Industrial Revolution in the first half of the nineteenth century impact the U.S. economy? How did economic differences between the agricultural South and the industrial North create conflict?
X 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Identify Sequence of EventsTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Identify Sequence of EventsTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Analyze Character
W 60
Craft and Structure
The Key in the CaveBrooke Leaves the Group
TG p. 3 - Day 2: Before Reading: Introduce "The Key in the Cave"TG p. 3 - Day 2: After Reading: Focus on Vocabulary: HeterographsTG p. 5 - Day 3: Before Reading: Introduce "Brooke Leaves the Group"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: HeterographsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Which Heterograph?
V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 3 - Day 2: Before Reading: Introduce "Tomb Robber!: A Story of Ancient Egypt"TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: Descriptive LanguageTG p. 5 - Day 3: Before Reading: Introduce "The Strong and the Weak: Hammurabi's Choice"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Descriptive LanguageTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Sentence Add On
W 60
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.
Romeo and Juliet: In Beverly Hills TG p. 2 - Introduce the "Fractured" Classic and the Script Q-Y
Explain how an author develops the point of view of the narrator or speaker in a text.
The Key in the CaveBrooke Leaves the Group
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Author's PurposeTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Author's Purpose
V 50
Integration of Knowledge and Ideas
From Pyramids to Skyscrapers
TG p. 4 - Chapters 1-3: Focus on Comprehension: Use Graphic Features: Time LinesTG p. 5 - Chapters 4&5: Focus on Comprehension: Use Graphic Features: MapsTG p. 6 - Chapters 6-8: Focus on Comprehension: Use Text Features: IndexTG p. 7 - After Reading: Synthesize and Assess: Use Captions
T 44
Governments in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: MapsTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Primary SourcesTG p. 8 - Chapters 3-4: Before Reading: Preview Text and Graphic Features: Maps and Tables
V 60
A Western Activity BookTG p. 3 - Before Reading: Introduce the BookTG p. 8 - Chapters 2-3: Use Graphic Features to Interpret Information: Photographs
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 2 - Chapter 1: Before Reading: Preview Text and Graphic Features: Graphs and TablesTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: MapsTG p. 8 - Chapters 3&4: Before Reading: Preview Text and Graphic Features: Maps and Tables
X 60
Frederick Douglas &Sojourner Truth
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
U 50
The Key in the CaveBrooke Leaves the Group
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book W 60
Range of Reading and Level of Text Complexity
The Key in the CaveBrooke Leaves the Group
TG p. 3 - Day 2: Read "The Key in the Cave"TG p. 5 - Day 3: Read "Brooke Leaves the Group"TG p. 7 - Day 4: Reread "Brooke Leaves the Group"
V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 3 - Day 2: Read "Tomb Robber!: A Story of Ancient Egypt"TG p. 5 - Day 3: Read "The Strong and the Weak: Hammurabi's Choice"TG p. 7 - Day 4: Reread "Tomb Robber!: A Story of Ancient Egypt"
W 60
READING: INFORMATIONAL TEXTKey Ideas and Details
From Pyramids to Skyscrapers
TG p. 3 - Before Reading: Introduce the BookTG p. 4 - Chapters 1-3: Focus on Comprehension: Discuss Using Prior KnowledgeTG p. 7 - After Reading: Synthesize and Assess: Make Inferences
T 44
Frederick Douglas &Sojourner Truth
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
U 50
Governments in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Studies Concepts and VocabularyTG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What forms of government existed in Greece during the Mycenaean Age and the Dark Ages?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How did democracy emerge in ancient Athens?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: What was the government like in the early days of the Roman Republic, and how did it change over time? How did the government change during the Roman Empire?
V 60
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
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.
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 2
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
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.
Frederick Douglas &Sojourner Truth
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections across Texts
U 50
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 2
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Chapter 1: Before Reading: Discuss the Essential Question: What was the economy of the British colonies in North America?TG p. 6 - Chapter 2: Before Reading: Discuss the Essential Question: How did the United States develop a national economy in the early years of the nation?TG p. 8 - Chapters 3&4: Before Reading: Discuss the Essential Question: How did the Industrial Revolution in the first half of the nineteenth century impact the U.S. economy? How did economic differences between the agricultural South and the industrial North create conflict?
X 60
From Pyramids to Skyscrapers
TG p. 3 - Before Reading: Set a Purpose for ReadingTG p. 4 - Chapters 1-3: Focus on Comprehension: Begin the Graphic Organizer: Identifying Steps in a ProcessTG p. 5 - Chapters 4&5: Focus on Comprehension: Continue the Graphic Organizer: Identifying Steps in a ProcessTG p. 6 - Chapters 6-8: Focus on Comprehension: Complete the Graphic Organizer: Identifying Steps in a Process
T 44
Frederick Douglas &Sojourner Truth
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Identify Sequence of EventsTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Identify Sequence of Events
U 50
Governments in Ancient Times
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Identify Sequence of EventsTG p. 8 - Chapters 2-3: After Reading: Review and Discuss Comprehension Strategies: Identify Sequence of Events
V 60
A Western Activity Book
TG pp. 5-6 - Chapter 1: Model Comprehension Strategy: Steps in a ProcessTG p. 8 - Chapters 2-3: Guide Comprehension Strategy: Steps in a ProcessTG p. 10 - Chapters 4-5: Apply Comprehension Strategy: Steps in a Process
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Identify Sequence of EventsTG p. 7 - Chapter 2: After Reading: Practice Comprehension Strategies: Identify Sequence of EventsTG p. 9 - Chapters 3&4: After Reading: Review and Discuss Comprehension Strategies: Identify Sequence of Events
X 60
Craft and Structure
Frederick Douglas &Sojourner Truth
TG p. 3 - Day 2: Before Reading: Introduce "Frederick Douglas"TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: AdjectivesTG p. 5 - Day 3: Before Reading: Introduce "Frederick Douglas"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: AdjectivesTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Adjective Time
U 50
A Western Activity Book TG p. 6 - Chapter 1: Identify Multiple-Meaning WordsTG p. 10 - Chapters 4-5: Identify Multiple-Meaning Words
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Open Compound WordsTG p. 9 - Chapters 3&4: After Reading: Vocabulary/Word Study: Compound Words, Prefixes
X 60
Governments in Ancient Times
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Determine Text ImportanceTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Determine Text Importance: VisualizeTG p. 8 - Chapters 3-4: Before Reading: Review and Discuss Metacognitive Strategies: Determine Text Importance: Visualize
V 60
The Formation of the U.S. Economy: 1700-1860
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Determine Text ImportanceTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Determine Text Importance, VisualizeTG p. 8 - Chapters 3&4: Before Reading: Review and Discuss Metacognitive Strategies: Determine Text Importance, Visualize
X 60
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
From Pyramids to Skyscrapers TG p. 5 - Chapters 4&5: Focus on Comprehension: Discuss the Author's Purpose
T 44
Integration of Knowledge and Ideas
From Pyramids to Skyscrapers
TG p. 4 - Chapters 1-3: Focus on Comprehension: Use Graphic Features: Time LinesTG p. 5 - Chapters 4&5: Focus on Comprehension: Use Graphic Features: MapsTG p. 6 - Chapters 6-8: Focus on Comprehension: Use Text Features: IndexTG p. 7 - After Reading: Synthesize and Assess: Use Captions
T 44
Governments in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: MapsTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Primary SourcesTG p. 8 - Chapters 3-4: Before Reading: Preview Text and Graphic Features: Maps and Tables
V 60
A Western Activity BookTG p. 3 - Before Reading: Introduce the BookTG p. 8 - Chapters 2-3: Use Graphic Features to Interpret Information: Photographs
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 2 - Chapter 1: Before Reading: Preview Text and Graphic Features: Graphs and TablesTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: MapsTG p. 8 - Chapters 3&4: Before Reading: Preview Text and Graphic Features: Maps and Tables
X 60
From Pyramids to Skyscrapers TG p. 6 - Chapters 6-8: Focus on Comprehension: Discuss Drawing Conclusions
T 44
Frederick Douglas &Sojourner Truth
TG pp. 7-8 - Day 4: After Reading: Build Comprehension: Compare and Contrast
U 50
A Western Activity Book TG p. 11 - After Reading: Synthesize Information: Compare and Contrast
X 60
From Pyramids to Skyscrapers TG p. 2 - Related Resources T 44
A Western Activity Book TG p. 2 - Additional Related Resources X 60
Range of Reading and Level of Text Complexity
From Pyramids to SkyscrapersTG p. 4 - Chapters 1-3: Read the TextTG p. 5 - Chapters 4&5: Read the TextTG p. 6 - Chapters 6-8: Read the Text
T 44
Frederick Douglas &Sojourner Truth
TG p. 3 - Day 1: Read "Frederick Douglas"TG p. 5 - Day 3: Read "Sojourner Truth"
U 50
Governments in Ancient TimesTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapters 3-4: Read the Chapters
V 60
A Western Activity BookTG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: Set a Purpose for ReadingTG p. 9 - Chapters 4-5: Set a Purpose for Reading
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 3 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapters 3&4: Read the Chapters
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence. Introduce claim(s) and organize the reasons and evidence clearly.
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Persuasive Text: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Determine a 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.
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.
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.
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.
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).
50UTG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections across Texts
Frederick Douglas &Sojourner Truth
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.
Page 14 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 2
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Persuasive Text: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
Establish and maintain a formal style. Governments in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
Provide a concluding statement or section that follows from the argument presented. Governments in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Governments in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
A Western Activity Book
TG p. 4 - Chapter 1: Model Metacognitive Strategy: Think and Write About ItTG p. 7 - Chapters 2-3: Apply Metacognitive Strategy: Think and Write About ItTG p. 9 - Chapters 4-5: Apply Metacognitive Strategy: Think and Write About ItTG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Persuasive Text: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Governments in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Persuasive Text: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: Draft
X 60
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Governments in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Governments in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Governments in Ancient TimesTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and Revise
V 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Governments in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Establish and maintain a formal style.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section that follows from the information or explanation presented.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Page 15 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 2
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Production and Distribution of Writing
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Frederick Douglas &Sojourner Truth
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: A Strong EndingTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: A Strong EndingTG p. 10 - Write a Biography
U 50
The Key in the CaveBrooke Leaves the Group
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: SlangTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: SlangTG p. 10 - Write a Realistic Fiction Story
V 50
Governments in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Historical Fiction Story W 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Governments in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Governments in Ancient Times TG p. 9 - Chapters 3-4: After Reading: Write a Biography: Publish and Share
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
The Formation of the U.S. Economy: 1700-1860
TG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Publish and Share
X 60
Research to Build and Present Knowledge
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process T 44
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Governments in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process
T 44
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Governments in Ancient Times TG p. 9 - Chapters 3-4: After Reading: Publish and Share V 60Tomb Robber!: A Story of
Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process T 44
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
Governments in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
Range of Writing
From Pyramids to Skyscrapers TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Steps in a Process T 44
Provide a conclusion that follows from the narrated experiences or events.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
one time frame or setting to another.
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Page 16 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 2
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Governments in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Biography: Final Draft
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
A Western Activity Book TG p. 12 - Writing Workshop: Model the Writing Process: Write Directions for an Activity
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Text: DraftTG p. 7 - Chapter 2: After Reading: Write a Persuasive Text: Edit and ReviseTG p. 9 - Chapters 3&4: After Reading: Write a Persuasive Text: Create Final Draft
X 60
SPEAKING AND LISTENINGComprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
From Pyramids to Skyscrapers TG p. 7 - After Reading: Synthesize and Assess: Respond T 44Frederick Douglas &
Sojourner TruthTG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion
U 50
The Key in the CaveBrooke Leaves the Group
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion
V 50
Governments in Ancient Times TG p. 4 - Chapter 1: After Reading: Discuss Key Concepts V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 9 - Rules for a Good Discussion W 60
A Western Activity Book TG p. 5 - Chapter 1: Discuss the Reading X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Studies Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
X 60
From Pyramids to Skyscrapers TG p. 7 - After Reading: Synthesize and Assess: Respond T 44
Frederick Douglas &Sojourner Truth
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
U 50
The Key in the CaveBrooke Leaves the Group
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 4 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
V 50
Governments in Ancient TimesTG p. 3 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
W 60
A Western Activity BookTG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapters 2-3: Discuss the ReadingTG p. 9 - Chapters 4-5: Discuss the Reading
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 7 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 9 - Chapters 3&4: After Reading: Discuss Key Concepts
X 60
Governments in Ancient TimesTG p. 3 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
V 60
A Western Activity Book TG p. 7 - Chapters 2-3: Discuss the Reading X 60
Presentation of Knowledge and Ideas
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Romeo and Juliet: In Beverly Hills TG p. 2 - Small Group Rehearsal/Reading Q-Y
LANGUAGEConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Governments in Ancient Times
TG pp. 4-5 - Chapter 1: After Reading: Language Forms and Functions: Personal PronounsTG p. 7 - Chapter 2: After Reading: Language Forms and Functions: Personal PronounsTG p. 8 - Chapters 3-4: After Reading: Language Forms and Functions: Personal Pronouns
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.*
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).*
Recognize and correct inappropriate shifts in pronoun number and person.*
Use intensive pronouns (e.g., myself, ourselves).
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Demonstrate command of the conventions of standard English capitalization, punctuation, and
lli h i i
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Q-YTG p. 2 - Assign RolesRomeo and Juliet: In Beverly Hills
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
60XTG p. 7 - Chapters 2-3: Discuss the ReadingTG p. 9 - Chapters 4-5: Discuss the ReadingA Western Activity Book
Q-YTG p. 2 - Small Group Rehearsal/ReadingRomeo and Juliet: In Beverly Hills
A Western Activity Book
60
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
60XTG p. 7 - Chapters 2-3: Discuss the ReadingTG p. 9 - Chapters 4-5: Discuss the Reading
XTG p. 7 - Chapters 2-3: Discuss the ReadingTG p. 9 - Chapters 4-5: Discuss the ReadingA Western Activity Book
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 2
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth
TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
VOCABULARY ACQUISITION AND USEDetermine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
From Pyramids to Skyscrapers
TG p. 4 - Chapters 1-3: Focus on Comprehension: Use Context CluesTG p. 5 - Chapters 4&5: Focus on Comprehension: Use Context Clues
T 44
Governments in Ancient Times
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions, Descriptions) to Determine Word MeaningTG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions, Descriptions, and Glossary) to Determine Word Meaning
V 60
The Formation of the U.S. Economy: 1700-1860
TG p. 6 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word MeaningsTG p. 8 - Chapters 3&4: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Descriptions) to Determine Word Meanings
X 60
Governments in Ancient Times
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Greek and Latin RootsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Greek and Latin RootsTG p. 8 - Chapters 3-4: After Reading: Vocabulary/Word Study: Greek and Latin Roots
V 60
The Formation of the U.S. Economy: 1700-1860
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Prefixes im-, ex-
X 60
Frederick Douglas &Sojourner Truth TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Governments in Ancient Times
TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use a Glossary to Confirm Word MeaningTG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions, Descriptions, and Glossary) to Determine Word Meaning
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Frederick Douglas &Sojourner Truth TG p. 10 - Write a Biography U 50
The Key in the CaveBrooke Leaves the Group
TG p. 10 - Write a Realistic Fiction Story V 50
Governments in Ancient Times
TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use a Glossary to Confirm Word MeaningTG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions, Descriptions, and Glossary) to Determine Word Meaning
V 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG p. 10 - Write a Historical Fiction Story W 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
From Pyramids to Skyscrapers TG p. 6 - Chapters 6-8: Focus on Comprehension: Identify Acronyms
T 44
The Key in the CaveBrooke Leaves the Group
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Slang
V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: OxymoronsTG p. 9 - Reinforce Skills: Review Writer's Tools: Oxymorons
W 60
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
The Key in the CaveBrooke Leaves the Group
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Slang V 50
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: OxymoronsTG p. 9 - Reinforce Skills: Review Writer's Tools: Oxymorons
W 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: OxymoronsTG p. 9 - Reinforce Skills: Review Writer's Tools: Oxymorons
W 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: OxymoronsTG p. 9 - Reinforce Skills: Review Writer's Tools: Oxymorons
W 60
Frederick Douglas &Sojourner Truth
TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: AdjectivesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: AdjectivesTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Adjective Time
U 50
A Western Activity Book TG p. 6 - Chapter 1: Identify Multiple-Meaning WordsTG p. 10 - Chapters 4-5: Identify Multiple-Meaning Words
X 60
The Formation of the U.S. Economy: 1700-1860
TG p. 2 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Open Compound WordsTG p. 9 - Chapters 3&4: After Reading: Vocabulary/Word Study: Compound Words, Prefixes
X 60
Tomb Robber!: A Story of Ancient Egypt & The Strong and the Weak: Hammurabi's Choice
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Identify Sequence of EventsTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Identify Sequence of EventsTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Analyze Character
W 60
Spell correctly.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Interpret figures of speech (e.g., personification) in context.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.*
Maintain consistency in style and tone.
Vary sentence patterns for meaning, reader/listener interest, and style.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
spelling when writing.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
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.
Frederick Douglas &Sojourner Truth
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections across Texts
U 50
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
READING: LITERATURENOTE: Many Small-Group
Titles Can Be Used for Literature Purposes
Key Ideas and Details
Battles of the American Revolution: Saratoga
TG p. 4 - Chapters 1,2: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 7 - Chapter 3: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 9 - Chapter 4: Before Reading: Monitor-Reading Strategy: Ask Questions
T 44
Forensics: Chemistry and Crime TG p. 11 - Synthesize Information: Complete the KWHL Chart U 50
Interactions of Living Things
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What factors control the size of a population of living things?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How do different species interact?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: How do living things adapt to their communities? How do people affect populations and communities?
W 60
Foundations of Matter
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How did the modern theory of the atom develop over time?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How are atoms described in terms of their protons, neutrons, and electrons?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: How are chemical elements organized in the periodic table?
X 60
Carbon Chemistry
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What are the properties of carbon atoms and compounds?TG p. 5 - Chapters 2-3: Before Reading: Discuss the Essential Question: What are carbon polymers and how are these polymers used?TG p. 7 - Chapter 4: Before Reading: Discuss the Essential Question: How do living things depend on carbon compounds to survive?
X 60
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.
Battles of the American Revolution: Saratoga
TG pp. 5-6 - Chapters 1,2: After Reading: Comprehension Strategy: Summarize InformationTG p. 8 - Chapter 3: After Reading: Comprehension Strategy: Summarize InformationTG p. 10 - Chapter 4: After Reading: Comprehension Strategy: Summarize Information
T 44
Craft and Structure
Campus AttackSabotage!
TG p. 3 - Day 2: Before Reading: Introduce "Campus Attack"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: HomonymsTG p. 5 - Day 3: Before Reading: Introduce "Sabotage!"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: HomonymsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Homonym Riddles
V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 3 - Day 2: Before Reading: Introduce "Mere Moments:A Story of Pearl Harbor"TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: Easily Confused WordsTG p. 5 - Day 3: Before Reading: Introduce "The Day the Towers Fell"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Easily Confused WordsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Beat the Confusion
X 60
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.
The New Colossus TG p. 2 - Preview the Script N-Y
Campus AttackSabotage!
TG pp. 7-8 - Day 4: After Reading: Build Comprehension: Evaluate Author's Purpose
V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Author's PurposeTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Author's Purpose
X 60
Integration of Knowledge and Ideas
Battles of the American Revolution: Saratoga
TG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapters 1,2: After Reading: Use Graphic Features to Interpret Information: Maps
T 44
Forensics: Chemistry and Crime TG p. 10 - Chapters 4,5: After Reading: Use Graphic Features to Interpret Information: Photographs
U 50
Interactions of Living Things
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: SidebarsTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: SidebarsTG p. 8 - Chapters 3-4: Before Reading: Preview Text and Graphic Features: Sidebars
W 60
Foundations of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Tables
X 60
Carbon Chemistry
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 5 - Chapters 2-3: Before Reading: Preview Text and Graphic Features: Molecular ModelsTG p. 8 - Chapter 4: Before Reading: Preview Text and Graphic Features: Molecular Models
X 60
Campus AttackSabotage!
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book X 60
Range of Reading and Level of Text Complexity
Campus AttackSabotage!
TG p. 3 - Day 2: Read "Campus Attack"TG p. 5 - Day 3: Read "Sabotage!TG p. 7 - Day 4: Reread "Sabotage!
V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 3 - Day 2: Read "Mere Moments: A Story of Pearl Harbor"TG p. 5 - Day 3: Read "The Day the Towers Fell"TG p. 7 - Day 4: Reread "The Day the Towers Fell"
X 60
READING: INFORMATIONAL TEXTKey Ideas and Details
Battles of the American Revolution: Saratoga
TG p. 4 - Chapters 1,2: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 7 - Chapter 3: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 9 - Chapter 4: Before Reading: Monitor-Reading Strategy: Ask Questions
T 44
Forensics: Chemistry and Crime TG p. 11 - Synthesize Information: Complete the KWHL Chart U 50
Interactions of Living Things
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What factors control the size of a population of living things?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How do different species interact?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: How do living things adapt to their communities? How do people affect populations and communities?
W 60
Foundations of Matter
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How did the modern theory of the atom develop over time?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How are atoms described in terms of their protons, neutrons, and electrons?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: How are chemical elements organized in the periodic table?
X 60
The New Colossus TG pg. 2 - Introduce the Poem and the Script N-Y
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
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.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
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.
Explain how an author develops the point of view of the narrator or speaker in a text.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 3
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 3
Carbon Chemistry
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What are the properties of carbon atoms and compounds?TG p. 5 - Chapters 2-3: Before Reading: Discuss the Essential Question: What are carbon polymers and how are these polymers used?TG p. 7 - Chapter 4: Before Reading: Discuss the Essential Question: How do living things depend on carbon compounds to survive?
X 60
Determine a 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.
Battles of the American Revolution: Saratoga
TG pp. 5-6 - Chapters 1,2: After Reading: Comprehension Strategy: Summarize InformationTG p. 8 - Chapter 3: After Reading: Comprehension Strategy: Summarize InformationTG p. 10 - Chapter 4: After Reading: Comprehension Strategy: Summarize Information
T 44
Battles of the American Revolution: Saratoga
TG p. 17 - Skills Bank: Build Comprehension: Make Inferences T 44
Forensics: Chemistry and Crime TG p. 17 - Skills Bank: Build Comprehension: Make Inferences U 50
Campus AttackSabotage!
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Make InferencesTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Make Inferences
V 60
Interactions of Living Things
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Make InferencesTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Making Inferences
W 60
Foundations of Matter
TG pp. 3-4 - Chapter 1: Before Reading: Activate the Metacognitive Strategies: Make ConnectionsTG p. 6 - Chapter 2: Before Reading: Activate the Metacognitive Strategies: Make Connections and Fix-Up Monitoring (Reread)TG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Make InferencesTG p. 8 - Chapter 3: Before Reading: Review and Discuss the Metacognitive Strategies: Make Connections and Fix-Up Monitoring (Reread)
X 60
Carbon Chemistry
TG p. 6 - Chapters 2-3: After Reading: Practice Comprehension Strategies: Make InferencesTG p. 8 - Chapter 4: After Reading: Review and Discuss Comprehension Strategies: Make Inferences
X 60
Craft and Structure
Interactions of Living Things TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Derivations
W 60
Foundations of Matter
TG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Open Compound WordsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Multiple-Meaning Words
X 60
Carbon Chemistry
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word MapsTG p. 8 - Chapter 4: After Reading: Vocabulary/Word Study: Pedestal Word Charts
X 60
Forensics: Chemistry and Crime
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Analyze Text Structure and OrganizationTG p. 8 - Chapters 2-3: After Reading: Comprehension Strategy: Analyze Text Structure and OrganizationTG p. 10 - Chapters 4,5: After Reading: Comprehension Strategy: Analyze Text Structure and Organization
U 50
Carbon Chemistry
TG p. 3 - Chapter 1: Before Reading: Activate the Metacognitive Strategies: Determine Text ImportanceTG p. 6 - Chapters 2-3: Before Reading: Activate the Metacognitive Strategies: Determine Text Importance: Ask QuestionsTG p. 8 - Chapter 4: Before Reading: Review and Discuss Metacognitive Strategies: Ask Questions: Determine Text Importance
X 60
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Battles of the American Revolution: Saratoga
TG p. 4 - Chapters 1,2: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 7 - Chapter 3: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 9 - Chapter 4: Before Reading: Monitor-Reading Strategy: Ask Questions
T 44
Integration of Knowledge and Ideas
Battles of the American Revolution: Saratoga
TG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapters 1,2: After Reading: Use Graphic Features to Interpret Information: Maps
T 44
Forensics: Chemistry and Crime TG p. 10 - Chapters 4,5: After Reading: Use Graphic Features to Interpret Information: Photographs
U 50
Interactions of Living Things
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: SidebarsTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: SidebarsTG p. 8 - Chapters 3-4: Before Reading: Preview Text and Graphic Features: Sidebars
W 60
Foundations of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Tables
X 60
Carbon Chemistry
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 5 - Chapters 2-3: Before Reading: Preview Text and Graphic Features: Molecular ModelsTG p. 8 - Chapter 4: Before Reading: Preview Text and Graphic Features: Molecular Models
X 60
Battles of the American Revolution: Saratoga
TG p. 11 - Synthesize Information: Identify Cause-and-Effect Relationships
T 44
Interactions of Living Things
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategies: VisualizeTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Visualize and Reread
W 60
Range of Reading and Level of Text Complexity
Battles of the American Revolution: Saratoga
TG p. 4 - Chapters 1,2: During Reading: Set a Purpose forReadingTG p. 6 - Chapter 3: During Reading: Set a Purpose for ReadingTG p. 9 - Chapter 4: During Reading: Set a Purpose for Reading
T 44
Forensics: Chemistry and Crime
TG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: During Reading: Set a Purpose forReadingTG p. 9 - Chapters 4,5: During Reading: Set a Purpose forReading
U 50
Interactions of Living ThingsTG p. 3 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapters 3-4: Read the Chapters
W 60
Foundations of MatterTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapter 3: Read the Chapters
X 60
Carbon ChemistryTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapters 2-3: Read the ChaptersTG p. 8 - Chapter 4: Read the Chapters
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly. Foundations of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Foundations of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
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).
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.
N-YTG p. 2 - Introduce the Poem and the Script
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.
The New Colossus
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.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 3
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Foundations of Matter
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Establish and maintain a formal style. Foundations of Matter
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Provide a concluding statement or section that follows from the argument presented. Foundations of Matter
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Battles of the American Revolution: Saratoga
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Forensics: Chemistry and Crime
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 7 - Chapters 2-3: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 9 - Chapters 4,5: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
U 50
Interactions of Living Things
TG p. 2 - Introduce the Book: Make Connections/Build Background: How to Write a Field Report: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Field Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Foundations of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Descriptive Report: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Battles of the American Revolution: Saratoga TG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime TG p. 12 - Write a Personal Response U 50
Interactions of Living Things
TG p. 5 - Chapter 1: After Reading: Write a Field Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Foundations of Matter
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and Revise
X 60
Battles of the American Revolution: Saratoga
TG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime
TG p. 12 - Write a Personal ResponseTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
U 50
Interactions of Living Things
TG p. 5 - Chapter 1: After Reading: Write a Field Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Foundations of Matter
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Battles of the American Revolution: Saratoga
TG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime TG p. 12 - Write a Personal Response U 50
Interactions of Living Things
TG p. 5 - Chapter 1: After Reading: Write a Field Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Foundations of Matter
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Battles of the American Revolution: Saratoga
TG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime TG p. 12 - Write a Personal Response U 50
Interactions of Living Things
TG p. 5 - Chapter 1: After Reading: Write a Field Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Foundations of Matter
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Battles of the American Revolution: Saratoga
TG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime TG p. 12 - Write a Personal Response U 50
Interactions of Living Things
TG p. 5 - Chapter 1: After Reading: Write a Field Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Foundations of Matter
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Provide a concluding statement or section that follows from the information or explanation presented.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Page 21 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 3
Carbon Chemistry
TG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage! TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage! TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage! TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage! TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Production and Distribution of WritingBattles of the American
Revolution: SaratogaTG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime TG p. 12 - Write a Personal Response U 50Campus Attack
Sabotage!TG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Mystery
V 60
Interactions of Living Things
TG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Historical Fiction Story X 60
Foundations of Matter
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Battles of the American Revolution: Saratoga
TG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime TG p. 12 - Write a Personal Response U 50Campus Attack
Sabotage!TG p. 10 - Write a Mystery V 60
Interactions of Living Things
TG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Foundations of Matter
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Interactions of Living Things TG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Publish and Share
W 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Foundations of Matter TG p. 9 - Chapter 3: Access Science and Content-Literacy Skills: : Write a Biography: Publish and Share
X 60
Carbon Chemistry TG p. 9 - Chapter 3: Access Science and Content-Literacy Skills: : Write a Summary of a Descriptive Report: Publish and Share
X 60
Research to Build and Present KnowledgeCampus Attack
Sabotage!TG p. 10 - Write a Mystery V 60
Interactions of Living Things TG p. 2 - Introduce the Book: Make Connections/Build Background: How to Write a Field Report: Introduce and Plan
W 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Foundations of Matter
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 5 - Chapter 1: After Reading: Write a Descriptive Report: DraftTG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Interactions of Living Things
TG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Foundations of Matter
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Battles of the American Revolution: Saratoga
TG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime TG p. 12 - Write a Personal Response U 50
Interactions of Living Things
TG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Foundations of Matter
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Biography: Edit and Revise
X 60
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Provide a conclusion that follows from the narrated experiences or events.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Page 22 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 3
Carbon Chemistry
TG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
Range of WritingBattles of the American
Revolution: SaratogaTG p. 12 - Write a Personal Response T 44
Forensics: Chemistry and Crime TG p. 12 - Write a Personal Response U 50Campus Attack
Sabotage!TG p. 10 - Write a Mystery V 60
Interactions of Living Things
TG p. 7 - Chapter 2: After Reading: Write a Field Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Field Report: Final Draft and Illustrations
W 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Foundations of Matter TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and Revise
X 60
Carbon Chemistry
TG p. 7 - Chapters 2-3: After Reading: Write a Descriptive Report: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Descriptive Report: Create Final Draft and Illustrations
X 60
SPEAKING AND LISTENINGComprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Battles of the American Revolution: Saratoga
TG p. 5 - Chapters 1,2: After Reading: Discuss the ReadingTG p. 7 - Chapter 3: After Reading: Discuss the Reading
T 44
Forensics: Chemistry and Crime TG p. 5 - Chapter 1: After Reading: Discuss the Reading U 50Campus Attack
Sabotage!TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for Good Discussion
V 60
Interactions of Living ThingsTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
W 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 9 - Rules for a Good Discussion
X 60
Foundations of MatterTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 6 - Chapter 2: After Reading: Discuss Key Concepts
X 60
Carbon ChemistryTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
X 60
Battles of the American Revolution: Saratoga
TG p. 5 - Chapters 1,2: After Reading: Discuss the ReadingTG p. 7 - Chapter 3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
T 44
Forensics: Chemistry and CrimeTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
U 50
Campus AttackSabotage!
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 4 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
V 60
Interactions of Living ThingsTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
W 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
X 60
Foundations of Matter TG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Carbon ChemistryTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapters 2-3: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 4: After Reading: Discuss Key Concepts
X 60
Battles of the American Revolution: Saratoga
TG p. 7 - Chapter 3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
T 44
Forensics: Chemistry and CrimeTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
U 50
Interactions of Living ThingsTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
W 60
Foundations of Matter TG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Carbon ChemistryTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapters 2-3: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 4: After Reading: Discuss Key Concepts
X 60
Presentation of Knowledge and Ideas
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
The New Colossus TG p. 2 - Small Group Rehearsal/Reading N-Y
Battles of the American Revolution: Saratoga
TG p. 7 - Chapter 3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading T 44
Forensics: Chemistry and CrimeTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
U 50
LANGUAGEConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
N-YTG p. 2 - Assign RolesThe New Colossus
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Forensics: Chemistry and Crime
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Forensics: Chemistry and Crime
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
50
50UTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
U
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
50UTG p. 9 - Chapters 4,5: After Reading: Discuss the ReadingForensics: Chemistry and Crime
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Recognize and correct inappropriate shifts in pronoun number and person.
Use intensive pronouns (e.g., myself, ourselves).
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Page 23 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - Section Letter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 3
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage!
TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
VOCABULARY ACQUISITION AND USEDetermine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Battles of the American Revolution: Saratoga
TG p. 8 - Chapter 3: After Reading: Use Context Clues to Determine Word Meaning: DescriptionsTG p. 10 - Chapter 4: After Reading: Use Context Clues to Determine Word Meaning: Descriptions
T 44
Forensics: Chemistry and Crime
TG p. 6 - Chapter 1: After Reading: Use Context Clues to Determine Word Meaning: DescriptionsTG p. 8 - Chapters 2-3: After Reading: Use Context Clues to Determine Word Meaning: Descriptions
U 50
Interactions of Living Things
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use context clues (descriptions) to determine word meaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use context clues (direct definitions) to determine word meaningsTG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Vocabulary: Use context clues (direct definitions) to determine word meanings
W 60
Foundations of Matter
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word MeaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Examples) to Determine Word MeaningsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Examples, Descriptions) to Determine Word Meanings
X 60
Carbon Chemistry
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions and Examples) to Determine Word MeaningsTG p. 5 - Chapters 2-3: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Synonyms) to Determine Word MeaningsTG p. 7 - Chapter 4: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions, Definitions, and Examples) to Determine Word Meanings
X 60
Interactions of Living Things
TG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: SuffixesTG p. 8 - Chapters 3-4: After Reading: Vocabulary/Word Study: Suffixes
W 60
Foundations of Matter
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word Origins (Greek Roots)TG p. 6 - Chapters 2-3: After Reading: Vocabulary/Word Study: Word Origins (Greek Roots)
X 60
Campus AttackSabotage! TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Campus AttackSabotage! TG p. 10 - Write a Mystery V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG p. 10 - Write a Historical Fiction Story X 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Campus AttackSabotage!
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Verbal IronyTG p. 9 - Reinforce Skills: Review Writer's Tools: Verbal Irony
V 60
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: MoodTG p. 9 - Reinforce Skills: Review Writer's Tools: Mood
X 60
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: MoodTG p. 9 - Reinforce Skills: Review Writer's Tools: Mood
X 60
Interactions of Living Things TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Derivations
W 60
Foundations of Matter
TG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Open Compound WordsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Multiple-Meaning Words
X 60
Carbon Chemistry
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word MapsTG p. 8 - Chapter 4: After Reading: Vocabulary/Word Study: Pedestal Word Charts
X 60
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Vary sentence patterns for meaning, reader/listener interest, and style.
Maintain consistency in style and tone.
Interpret figures of speech (e.g., personification) in context.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
60XTG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: MoodTG p. 9 - Reinforce Skills: Review Writer's Tools: Mood
Mere Moments:A Story of Pearl HarborThe Day the Towers Fell
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Spell correctly.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Page 24 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
READING: LITERATURENOTE: Many Small-Group
Titles Can Be Used for Literature Purposes
Key Ideas and Details
Technology and the Civil WarTG p. 11 - Synthesize Information: Compare and Contrast Information T 44
Math in a Democracy
TG p. 3 - Before Reading: Build BackgroundTG p. 4 - Chapters 1-2: Model Metacognitive Strategy: Ask QuestionsTG p. 7 - Chapter 3: Apply Metacognitive Strategy: Ask QuestionsTG p. 9 - Chapters 4-5: Apply Metacognitive Strategy: Ask Questions
U 50
The Tools of Scientists
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What tools are used for measuring in science?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What tools do scientists use to observe and identify objects?TG p. 7 -
V 60
India and China TG p. 11 - Synthesize Information: Complete the KWHL Chart W 60
Geography of South America TG p. 3 - Prepare to Read: Build Content Background X 60
Minerals and Rocks
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What materials combine to form rocks, and how are rocks changed from one type to another?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How are igneous rocks for me
X 60
Technology and the Civil War
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Summarize InformationTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Summarize InformationTG p. 10 - Chapter 3: After Reading: Comprehension Strategy:
T 44
Math in a Democracy
TG pp. 5-6 - Chapters 1-2: Model Comprehension Strategy: Summarize InformationTG p. 8 - Chapter 3: Guide Comprehension Strategy: Summarize InformationTG p. 10 - Chapters 4-5: Apply Comprehension Strategy: Summarize Information
U 50
The Tools of Scientists
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Summarize InformationTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Summarize InformationTG p. 8 - Chapter 3: After Reading: Review and Discuss Comprehension Str
V 60
India and China TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Summarize Information
W 60
Geography of South America
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Summarize InformationTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Summarize InformationTG p. 10 - Chapter 3: After Reading: Comprehension Strategy: Summarize Information
X 60
Minerals and Rocks
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Summarize InformationTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Summarize InformationTG p. 8 - Chapters 3-4: After Reading: Review and Discuss Comprehension
X 60
Craft and Structure
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.
Runt Takes the CakeMurder Island
TG p. 3 - Day 2: Before Reading: Introduce "Runt Takes the Cake"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: PortmanteauTG p. 5 - Day 3: Before Reading: Introduce "Murder Island"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Portmanteau
X 60
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.
The Red-Headed League: A Sherlock Holmes Mystery
TG p. 2 - Introduce the Short Story and the Script N-Y
Integration of Knowledge and Ideas
Technology and the Civil WarTG p. 3 - Prepare to Read: Introduce the BookTG p. 10 - Chapter 3: After Reading: Use Graphic Features to Interpret Information: Graphs
T 44
Math in a DemocracyTG p. 3 - Before Reading: Introduce the BookTG p. 8 - Chapter 3: Use Text Features to Locate Information: Sidebars
U 50
The Tools of Scientists
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: TablesTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 8 - Cha
V 60
India and ChinaTG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Graphic Features to Interpret Information: Time Line
W 60
Geography of South AmericaTG p. 3 - Prepare to Read: Introduce the BookTG p. 10 - Chapter 3: After Reading: Use Graphic Features to Interpret Information: Maps
X 60
Minerals and Rocks
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: TableTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Charts
X 60
Range of Reading and Level of Text Complexity
READING: INFORMATIONAL TEXTKey Ideas and Details
Technology and the Civil WarTG p. 11 - Synthesize Information: Compare and Contrast Information T 44
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.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 4
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
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.
60XTG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
Runt Takes the CakeMurder Island
Runt Takes the CakeMurder Island TG p. 3 - Day 2: Before Reading: Introduce "Runt Takes the Cake" X 60
Explain how an author develops the point of view of the narrator or speaker in a text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
60XTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Make Predictions
Runt Takes the CakeMurder Island
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
XTG p. 3 - Day 2: Read "Runt Takes the Cake"TG p. 5 - Day 3: Read "Murder Island"TG p. 7 - Day 4: Reread "Murder Island"
Runt Takes the CakeMurder Island
60
Page 25 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 4
Math in a Democracy
TG p. 3 - Before Reading: Build BackgroundTG p. 4 - Chapters 1-2: Model Metacognitive Strategy: Ask QuestionsTG p. 7 - Chapter 3: Apply Metacognitive Strategy: Ask QuestionsTG p. 9 - Chapters 4-5: Apply Metacognitive Strategy: Ask Questions
U 50
The Tools of Scientists
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What tools are used for measuring in science?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What tools do scientists use to observe and identify objects?TG p. 7 -
V 60
India and China TG p. 11 - Synthesize Information: Complete the KWHL Chart W 60Geography of South America TG p. 3 - Prepare to Read: Build Content Background X 60
Minerals and Rocks
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What materials combine to form rocks, and how are rocks changed from one type to another?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How are igneous rocks formed
X 60
Technology and the Civil War
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Summarize InformationTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Summarize InformationTG p. 10 - Chapter 3: After Reading: Comprehension Strategy: Summarize Information
T 44
Math in a Democracy
TG pp. 5-6 - Chapters 1-2: Model Comprehension Strategy: Summarize InformationTG p. 8 - Chapter 3: Guide Comprehension Strategy: Summarize InformationTG p. 10 - Chapters 4-5: Apply Comprehension Strategy: Summarize Information
U 50
The Tools of Scientists
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Summarize InformationTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Summarize InformationTG p. 8 - Chapter 3: After Reading: Review and Discuss Comprehension Str
V 60
India and China
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Summarize InformationTG p. 8 - Chapters 2-3: After Reading: Comprehension Strategy: Summarize InformationTG p. 10 - Chapter 4: After Reading: Comprehension Strategy: Summarize Information
W 60
Geography of South America
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Summarize InformationTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Summarize InformationTG p. 10 - Chapter 3: After Reading: Comprehension Strategy: Summarize Information
X 60
Minerals and Rocks
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Summarize InformationTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Summarize InformationTG p. 8 - Chapters 3-4: After Reading: Review and Discuss Comprehension
X 60
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
Runt Takes the CakeMurder Island
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Make InferencesTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Make Inferences
X 60
Craft and Structure
The Tools of ScientistsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Maps V 60
India and China
TG p. 8 - Chapters 2-3: After Reading: Use Antonyms to Determine Word MeaningTG p. 10 - Chapter 4: After Reading: Use Antonyms to Determine Word Meaning
W 60
Geography of South America
TG p. 6 - Chapter 1: After Reading: Use Antonyms to Determine Word MeaningTG p. 8 - Chapter 2: After Reading: Use Antonyms to Determine Word Meaning
X 60
Minerals and Rocks
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions and Descriptions to Determine Word MeaningsTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Classify WordsTG p. 5 - Chapter 2: Before Reading: Discus
X 60
The Tools of Scientists
TG pp. 3-4 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Determine Text ImportanceTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Determine Text Importance/Use Fix-Up Strategies: Rereading and RephrasingTG p. 8
V 60
Minerals and Rocks
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Determine Text ImportanceTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Determine Text Importance and Use Fix-Up StrategiesTG p. 8 - Chapters 3-4: Before Re
X 60
Integration of Knowledge and Ideas
Technology and the Civil WarTG p. 3 - Prepare to Read: Introduce the BookTG p. 10 - Chapter 3: After Reading: Use Graphic Features to Interpret Information: Graphs
T 44
Math in a DemocracyTG p. 3 - Before Reading: Introduce the BookTG p. 8 - Chapter 3: Use Text Features to Locate Information: Sidebars
U 50
The Tools of Scientists
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: TablesTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Diagrams
V 60
India and ChinaTG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Graphic Features to Interpret Information: Time Line
W 60
Geography of South AmericaTG p. 3 - Prepare to Read: Introduce the BookTG p. 10 - Chapter 3: After Reading: Use Graphic Features to Interpret Information: Maps
X 60
Minerals and Rocks
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: TableTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Charts
X 60
Technology and the Civil War
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: Make ConnectionsTG p. 7 - Chapter 2: Before Reading: Monitor-Reading Strategy: Make ConnectionsTG p. 9 - Chapter 3: Before Reading: Monitor-Reading Strategy: Make Connections
T 44
Math in a DemocracyTG p. 11 - After Reading: Synthesize Information: Research Information/Compare and Contrast U 50
India and China
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: Make ConnectionsTG p. 7 - Chapters 2-3: Before Reading: Monitor-Reading Strategy: Make ConnectionsTG p. 9 - Chapter 4: Before Reading: Monitor-Reading Strategy: Make Connections
W 60
Geography of South America TG p. 11 - Synthesize Information: Draw Conclusions X 60
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.
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.
Determine a 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.
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.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Runt Takes the CakeMurder Island
TG p. 3 - Day 2: Before Reading: Introduce "Runt Takes the Cake" X 60
Page 26 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 4
Range of Reading and Level of Text Complexity
Technology and the Civil WarTG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapter 2: During Reading: Set a Purpose for ReadingTG p. 9 - Chapter 3: During Reading: Set a Purpose for Reading
T 44
Math in a DemocracyTG p. 4 - Chapters 1-2: Set a Purpose for ReadingTG p. 7 - Chapter 3: Set a Purpose for ReadingTG p. 9 - Chapters 4-5: Set a Purpose for Reading
U 50
The Tools of ScientistsTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapter 3: Read the Chapter
V 60
India and China
TG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: During Reading: Set a Purpose forReadingTG p. 9 - Chapter 4: During Reading: Set a Purpose for Reading
W 60
Geography of South AmericaTG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapter 2: During Reading: Set a Purpose for ReadingTG p. 9 - Chapter 3: During Reading: Set a Purpose for Reading
X 60
Minerals and RocksTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapters 3-4: Read the Chapters
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence.
Introduce claim(s) and organize the reasons and evidence clearly. India and China
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
W 60
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Technology and the Civil WarTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. Technology and the Civil War
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Establish and maintain a formal style. India and ChinaTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
W 60
Provide a concluding statement or section that follows from the argument presented. Math in a Democracy
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Technology and the Civil WarTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of Scientists
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Table: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Table: DraftTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading
V 60
India and ChinaTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
W 60
Geography of South America
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 7 - Chapter 2: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 9 - Chapter 3: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 12 - Writ
X 60
Minerals and Rocks
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3
X 60
Technology and the Civil War TG p. 12 - Write a Personal Response T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of Scientists
TG p. 5 - Chapter 1: After Reading: Write a Table: DraftTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
India and China TG p. 12 - Write a Personal Response W 60Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and RocksTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and Revise
X 60
Technology and the Civil War TG p. 12 - Write a Personal Response T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of Scientists
TG p. 5 - Chapter 1: After Reading: Write a Table: DraftTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
India and China TG p. 12 - Write a Personal Response W 60Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and Rocks
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Technology and the Civil War TG p. 12 - Write a Personal Response T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of ScientistsTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
India and China TG p. 12 - Write a Personal Response W 60Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Technology and the Civil War TG p. 12 - Write a Personal Response T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of ScientistsTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
India and China TG p. 12 - Write a Personal Response W 60Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Technology and the Civil War TG p. 12 - Write a Personal Response T 44
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
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.
TG p. 2 - Additional Related ResourcesMath in a Democracy
Use appropriate transitions to clarify the relationships among ideas and concepts.
50UCompare 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).
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Page 27 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 4
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
Minerals and RocksTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and Revise X 60
India and China TG p. 12 - Write a Personal Response W 60Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Provide a conclusion that follows from the narrated experiences or events.
Runt Takes the CakeMurder Island
TG p. 10 - Write a Mystery X 60
Production and Distribution of WritingTechnology and the Civil War TG p. 12 - Write a Personal Response T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of ScientistsTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
India and China TG p. 12 - Write a Personal Response W 60
Runt Takes the CakeMurder Island
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: HyperboleTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: Hyperbole
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Technology and the Civil War TG p. 12 - Write a Personal Response T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of ScientistsTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
India and China TG p. 12 - Write a Personal Response W 60Runt Takes the Cake
Murder Island TG p. 10 - Write a Mystery X 60
Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
The Tools of ScientistsTG p. 9 - Chapter 3: After Reading: Write a Table: Publish and Share V 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 9 - Access Science and Content-Literacy Skills: Write a Biography: Publish and Share
X 60
Research to Build and Present Knowledge
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of ScientistsTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Biography: Introduce and PlanTG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and
X 60
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of ScientistsTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Technology and the Civil War TG p. 12 - Write a Personal Response T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of ScientistsTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
India and China TG p. 12 - Write a Personal Response W 60Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Range of WritingTechnology and the Civil War TG p. 12 - Write a Personal Response T 44
Math in a DemocracyTG p. 12 - Writing Workshop: Model the Writing Process: Write a Summary U 50
The Tools of ScientistsTG p. 7 - Chapter 2: After Reading: Write a Table: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write a Table: Create Final Draft and Illustrations
V 60
India and China TG p. 12 - Write a Personal Response W 60Runt Takes the Cake
Murder Island TG p. 10 - Write a Mystery X 60
XTG p. 10 - Write a MysteryRunt Takes the Cake
Murder Island
60XTG p. 10 - Write a MysteryRunt Takes the CakeMurder Island
60
60
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
60XTG p. 10 - Write a MysteryRunt Takes the CakeMurder Island
Runt Takes the CakeMurder Island
60
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
XTG p. 10 - Write a MysteryRunt Takes the Cake
Murder Island
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
XTG p. 10 - Write a Mystery
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Provide a concluding statement or section that follows from the information or explanation presented.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Page 28 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 4
Geography of South America TG p. 12 - Write a Personal Response X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
SPEAKING AND LISTENINGComprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Technology and the Civil War TG p. 5 - Chapter 1: After Reading: Discuss the Reading T 44Math in a Democracy TG p. 5 - Chapters 1-2: Discuss the Reading U 50
The Tools of ScientistsTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
V 60
India and China TG p. 5 - Chapter 1: After Reading: Discuss the Reading W 60Runt Takes the Cake
Murder IslandTG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion X 60
Geography of South America TG p. 5 - Chapter 1: After Reading: Discuss the Reading X 60
Minerals and RocksTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
X 60
Technology and the Civil WarTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
T 44
Math in a DemocracyTG p. 5 - Chapters 1-2: Discuss the ReadingTG p. 7 - Chapter 3: Discuss the ReadingTG p. 9 - Chapters 4-5: Discuss the Reading
U 50
The Tools of ScientistsTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
V 60
India and ChinaTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
W 60
Runt Takes the CakeMurder Island
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
X 60
Geography of South AmericaTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
X 60
Minerals and RocksTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
X 60
Technology and the Civil WarTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
T 44
Math in a Democracy TG p. 9 - Chapters 4-5: Discuss the Reading U 50
The Tools of ScientistsTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
V 60
India and ChinaTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
W 60
Geography of South AmericaTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
X 60
Minerals and RocksTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
X 60
Math in a Democracy TG p. 9 - Chapters 4-5: Discuss the Reading U 50
India and ChinaTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading W 60
Geography of South AmericaTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
Math in a Democracy TG p. 7 - Chapter 3: Discuss the Reading U 50
India and ChinaTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading W 60
Geography of South AmericaTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
Presentation of Knowledge and Ideas
Math in a Democracy TG p. 7 - Chapter 3: Discuss the Reading U 50
Geography of South America TG p. 7 - Chapter 2: After Reading: Discuss the Reading X 60
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
The Red-Headed League: A Sherlock Holmes Mystery TG p. 2 - Small Group Rehearsal/Reading N-Y
Technology and the Civil War TG p. 5 - Chapter 1: After Reading: Discuss the Reading T 44Math in a Democracy TG p. 7 - Chapter 3: Discuss the Reading U 50
India and ChinaTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading W 60
Geography of South AmericaTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
LANGUAGEConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
N-YTG p. 2 - Assign RolesThe Red-Headed League: A Sherlock Holmes Mystery
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Recognize and correct inappropriate shifts in pronoun number and person.
Use intensive pronouns (e.g., myself, ourselves).
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Demonstrate command of the conventions of
Page 29 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 4
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
VOCABULARY ACQUISITION AND USEDetermine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
The Tools of Scientists
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions and Examples) to Determine Word MeaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions an
V 60
Technology and the Civil War
TG p. 6 - Chapter 1: After Reading: Use Knowledge of Word Structures to Determine Word Meaning: Base Words and SuffixesTG p. 8 - Chapter 2: After Reading: Use Knowledge of Word Structures to Determine Word Meaning: Base Words and Suffixes
T 44
The Tools of Scientists
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: PrefixesTG pp. 6-7 - Chapter 2: After Reading: Vocabulary/Word Study: Word Origins (Greek Roots), Acronyms
V 60
Runt Takes the CakeMurder Island
TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Runt Takes the CakeMurder Island TG p. 10 - Write a Mystery X 60
Minerals and Rocks
TG p. 7 - Chapter 2: After Reading: Write a Biography: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Biography: Create Final Draft and Illustrations
X 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
The Tools of ScientistsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Maps V 60
The Tools of ScientistsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Maps V 60
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Math in a Democracy
TG p. 6 - Chapters 1-2: Identify Synonyms, Antonyms, HomonymsTG p. 10 - Chapters 4-5: Identify Synonyms, Antonyms, Homonyms
U 50
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
The Tools of ScientistsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Maps V 60
The Tools of ScientistsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Maps V 60
India and China
TG p. 8 - Chapters 2-3: After Reading: Use Antonyms to Determine Word MeaningTG p. 10 - Chapter 4: After Reading: Use Antonyms to Determine Word Meaning
W 60
Geography of South America
TG p. 6 - Chapter 1: After Reading: Use Antonyms to Determine Word MeaningTG p. 8 - Chapter 2: After Reading: Use Antonyms to Determine Word Meaning
X 60
Minerals and Rocks
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions and Descriptions to Determine Word MeaningsTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Classify WordsTG p. 5 - Chapter 2: Before Reading: Discus
X 60
Spell correctly.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Maintain consistency in style and tone.
Vary sentence patterns for meaning, reader/listener interest, and style.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Interpret figures of speech (e.g., personification) in context.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Page 30 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
READING: LITERATURENOTE: Many Small-Group Titles
Can Be Used for Literature Purposes
Key Ideas and Details
Energy Resources
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How do people choose among and use energy resources?TG p. 5 - Chapters 2-3: Before Reading: Discuss the Essential Question: What are the advantages and disadvantages of energy from fossil fuels? What are the advantages and disadvantages of nuclear energy?TG p. 7 - Chapter 4: Before Reading: Discuss the Essential Question: What are the advantages and disadvantages of renewable resources?
V 60
Land Biomes
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How does climate influence the development ofbiomes?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What are the characteristics of each land biome?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: How can people preserve biomes for the future?
W 60
Government Systems
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What is the role of government?TG p. 6 - Chapters 2&3: Before Reading: Discuss the Essential Question: What is a democracy?TG p. 8 - Chapters 4&5: Before Reading: Discuss the Essential Question: What is a dictatorship?
X 60
Citizenship in Ancient Times
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How did the concept of citizenship originate in the city states of ancient Greece?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How did the concept of citizenship develop in the early history of Rome?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: How did the Roman concept of citizenship change during the empire?
X 60
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.
Animals of the Sea
TG p. 4 - Chapters 1&2: Focus on Comprehension: Discuss Identifying Main Idea and Supporting DetailsTG p. 4 - Chapters 1&2: Focus on Comprehension: Begin the Graphic Organizer: Identifying Main Idea and Supporting DetailsTG p. 5 - Chapters 3&4: Focus on Comprehension: Continue the Graphic Organizer: Identifying Main Idea and Supporting DetailsTG p. 6 - Chapters 5&6: Focus on Comprehension: Complete the Graphic Organizer: Identifying Main Idea and Supporting DetailsTG p. 7 - After Reading: Synthesize and Assess: Identify Main Ideas and Supporting Details
T 44
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.
Trackers of Dynamic Earth
TG pp. 5-6 - Chapter 1: Model Comprehension Strategy: Analyze CharacterTG p. 8 - Chapter 2: Guide Comprehension Strategy: Analyze CharacterTG p. 10 - Chapter 3: Apply Comprehension Strategy: Analyze Character
U 50
Craft and Structure
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.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of Osiris
TG p. 3 - Day 2: Before Reading: Introduce "Ra Creates the World"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Descriptive LanguageTG p. 5 - Day 3: Before Reading: Introduce "Isis and Osiris"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Descriptive LanguageTG p. 7 - Day 4: Before Reading: Introduce "The Death and Rebirth of Osiris"TG pp. 7-8 - Day 4: After Reading: Focus on Vocabulary: Descriptive Language
W 60
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.
Hercules: In the 21st Century TG p. 2 - Introduce the "Fractured" Classic and the Script N-Z
Integration of Knowledge and Ideas
Animals of the Sea
TG p. 3 - Before Reading: Introduce the BookTG p. 3 - Before Reading: Set a Purpose for ReadingTG p. 4 - Chapters 1&2: Focus on Comprehension: Use Graphic Features: DiagramsTG p. 5 - Chapters 3&4: Focus on Comprehension: Use Graphic Features: IllustrationsTG p. 6 - Chapters 5&6: Focus on Comprehension: Use Graphic Features: Bulleted Lists
T 44
Trackers of Dynamic EarthTG p. 3 - Before Reading: Introduce the BookTG p. 10 - Chapter 3: Use Text Features to Locate Information: Captions
U 50
Energy Resources
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: TablesTG p. 6 - Chapters 2-3: Before Reading: Preview Text and Graphic Features: Pie ChartTG p. 8 - Chapter 4: Before Reading: Preview Text and Graphic Features: Tables and Pie Charts
V 60
Land Biomes
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: ClimographTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: TablesTG p. 8 - Chapter 3: Before Reading: Preview Text and Graphic Features: Tables
W 60
Government Systems
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: MapsTG p. 6 - Chapters 2&3: Before Reading: Preview Text and Graphic Features: Maps and Time Lines
X 60
Citizenship in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: Maps and Time LinesTG pp. 5-6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Maps and Time Lines
X 60
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of Osiris
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the BookTG p. 8 - Day 5: Before Reading: Summarize and Make Connections Across Texts
W 60
Range of Reading and Level of Text Complexity
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of Osiris
TG p. 3 - Day 2: Read "Ra Creates the World"TG p. 5 - Day 3: Read "Isis and Osiris"TG p. 7 - Day 4: Read "The Death and Rebirth of Osiris"TG p. 9 - Day 5: Reread "The Death and Rebirth of Osiris"
W 60
READING: INFORMATIONAL TEXTKey Ideas and Details
Energy Resources
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How do people choose among and use energy resources?TG p. 5 - Chapters 2-3: Before Reading: Discuss the Essential Question: What are the advantages and disadvantages of energy from fossil fuels? What are the advantages and disadvantages of nuclear energy?TG p. 7 - Chapter 4: Before Reading: Discuss the Essential Question: What are the advantages and disadvantages of renewable resources?
V 60
Land Biomes
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How does climate influence the development ofbiomes?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What are the characteristics of each land biome?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: How can people preserve biomes for the future?
W 60
Government Systems
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What is the role of government?TG p. 6 - Chapters 2&3: Before Reading: Discuss the Essential Question: What is a democracy?TG p. 8 - Chapters 4&5: Before Reading: Discuss the Essential Question: What is a dictatorship?
X 60
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 5
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 3 - Day 2: Before Reading: Introduce "Ra Creates the World" W 60Explain how an author develops the point of view of
the narrator or speaker in a text.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Page 31 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 5
Citizenship in Ancient Times
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How did the concept of citizenship originate in the city states of ancient Greece?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: How did the concept of citizenship develop in the early history of Rome?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: How did the Roman concept of citizenship change during the empire?
X 60
Determine a 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.
Animals of the Sea
TG p. 4 - Chapters 1&2: Focus on Comprehension: Discuss Identifying Main Idea and Supporting DetailsTG p. 4 - Chapters 1&2: Focus on Comprehension: Begin the Graphic Organizer: Identifying Main Idea and Supporting DetailsTG p. 5 - Chapters 3&4: Focus on Comprehension: Continue the Graphic Organizer: Identifying Main Idea and Supporting DetailsTG p. 6 - Chapters 5&6: Focus on Comprehension: Complete the Graphic Organizer: Identifying Main Idea and Supporting DetailsTG p. 7 - After Reading: Synthesize and Assess: Identify Main Ideas and Supporting Details
T 44
Animals of the Sea
TG p. 5 - Chapters 3&4: Focus on Comprehension: Discuss Comparing and ContrastingTG p. 6 - Chapters 5&6: Focus on Comprehension: Discuss Comparing and Contrasting
T 44
Trackers of Dynamic EarthTG p. 11 - After Reading: Synthesize Information: Compare and Contrast U 50
Energy Resources
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Compare and ContrastTG p. 6 - Chapters 2-3: After Reading: Practice Comprehension Strategies: Compare and ContrastTG p. 8 - Chapter 4: After Reading: Review and Discuss Comprehension Strategies: Compare and Contrast
V 60
Land Biomes
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Compare and ContrastTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Compare and ContrastTG p. 8 - Chapter 3: After Reading: Review and Discuss Comprehension Strategies: Compare and Contrast
W 60
Government Systems
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Compare and ContrastTG p. 7 - Chapters 2&3: After Reading: Practice Comprehension Strategies: Compare and ContrastTG p. 9 - Chapters 4&5: After Reading: Review and Discuss Comprehension Strategies: Compare and Contrast
X 60
Citizenship in Ancient Times
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Compare and ContrastTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Compare and Contrast
X 60
Craft and Structure
Trackers of Dynamic Earth TG p. 6 - Chapter 1: Use Knowledge of Word Structures: EtymologiesTG p. 8 - Chapter 2: Use Knowledge of Word Structures: Etymologies
U 50
Land Biomes
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Descriptions to Determine Word MeaningsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Classify WordsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions and Descriptions to Determine Word Meanings
W 60
Energy Resources
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Determine Text ImportanceTG p. 6 - Chapters 2-3: Before Reading: Activate Metacognitive Strategies: Determine Text Importance/VisualizeTG p. 8 - Chapter 4: Before Reading: Review and Discuss Metacognitive Strategies: Determine Text Importance andVisualize
V 60
Land Biomes
TG pp. 3-4 - Chapter 1: Before Reading: Activate Metacognitive Strategies: VisualizeTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Visualize and Determine Text ImportanceTG p. 8 - Chapter 3: Before Reading: Review and Discuss Metacognitive Strategies: Determine Text Importance andVisualize
W 60
Government Systems
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Determine Text ImportanceTG p. 6 - Chapters 2&3: Before Reading: Activate Metacognitive Strategies: Determine Text Importance, VisualizeTG p. 8 - Chapters 4&5: Before Reading: Review and Discuss Metacognitive Strategies: Determine Text Importance, Visualize
X 60
Citizenship in Ancient Times
TG pp. 3-4 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Determine Text ImportanceTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Determine Text Importance, VisualizeTG p. 8 - Chapter 3: Before Reading: Review and Discuss Metacognitive Strategies: Determine Text Importance, Visualize
X 60
Integration of Knowledge and Ideas
Animals of the Sea
TG p. 3 - Before Reading: Introduce the BookTG p. 3 - Before Reading: Set a Purpose for ReadingTG p. 4 - Chapters 1&2: Focus on Comprehension: Use Graphic Features: DiagramsTG p. 5 - Chapters 3&4: Focus on Comprehension: Use Graphic Features: IllustrationsTG p. 6 - Chapters 5&6: Focus on Comprehension: Use Graphic Features: Bulleted Lists
T 44
Trackers of Dynamic EarthTG p. 3 - Before Reading: Introduce the BookTG p. 10 - Chapter 3: Use Text Features to Locate Information: Captions
U 50
Energy Resources
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: TablesTG p. 6 - Chapters 2-3: Before Reading: Preview Text and Graphic Features: Pie ChartTG p. 8 - Chapter 4: Before Reading: Preview Text and Graphic Features: Tables and Pie Charts
V 60
Land Biomes
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: ClimographTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: TablesTG p. 8 - Chapter 3: Before Reading: Preview Text and Graphic Features: Tables
W 60
Government Systems
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: MapsTG p. 6 - Chapters 2&3: Before Reading: Preview Text and Graphic Features: Maps and Time Lines
X 60
Citizenship in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: Maps and Time LinesTG pp. 5-6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Maps and Time Lines
X 60
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.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of Osiris
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Make InferencesTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Make InferencesTG p. 7 - Day 4: After Reading: Build Comprehension: Make InferencesTG p. 9 - Day 5: After Reading: Build Comprehension: Make Predictions
W 60
Animals of the Sea TG p. 2 - Related Resources T 44
Trackers of Dynamic Earth TG p. 2 - Additional Related Resources U 50
Range of Reading and Level of Text Complexity
Animals of the SeaTG p. 4 - Chapters 1&2: Read the TextTG p. 5 - Chapters 3&4: Read the TextTG p. 6 - Chapters 5&6: Read the Text
T 44
Trackers of Dynamic EarthTG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapter 2: Set a Purpose for ReadingTG p. 9 - Chapter 3: Set a Purpose for Reading
U 50
Energy ResourcesTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapters 2-3: Read the ChaptersTG p. 8 - Chapter 4: Read the Chapter
V 60
Land BiomesTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapter 3: Read the Chapter
W 60
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.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
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).
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 3 - Day 2: Before Reading: Introduce "Ra Creates the World" W 60Determine an author’s point of view or purpose in a
text and explain how it is conveyed in the text.
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.
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.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 5
Government SystemsTG p. 4 - Chapter 1: Read the ChapterTG pp. 6-7 - Chapters 2&3: Read the ChaptersTG p. 8 - Chapters 4&5: Read the Chapters
X 60
Citizenship in Ancient TimesTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapter 3: Read the Chapter
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence.
Energy Resources
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Persuasive Letter: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Persuasive Letter: DraftTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Citizenship in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Letter to the Editor: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Letter to the Editor: DraftTG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and ReviseTG p. 9 - Chapter 2: After Reading: Write a Letter to the Editor: Final Draft
X 60
Energy Resources
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Letter: DraftTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Citizenship in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Letter to the Editor: DraftTG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and ReviseTG p. 9 - Chapter 2: After Reading: Write a Letter to the Editor: Final Draft
X 60
Energy Resources
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Letter: DraftTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Citizenship in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Letter to the Editor: DraftTG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and Revise
X 60
Energy Resources
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Letter: DraftTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Citizenship in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Letter: DraftTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
X 60
Energy Resources
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Letter: DraftTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Citizenship in Ancient Times
TG p. 5 - Chapter 1: After Reading: Write a Persuasive Letter: DraftTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
X 60
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Animals of the SeaTG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details T 44
Trackers of Dynamic Earth
TG p. 4 - Chapter 1: Model Metacognitive Strategy: Write about ItTG p. 7 - Chapter 2: Apply Metacognitive Strategy: Write about ItTG p. 9 - Chapter 3: Apply Metacognitive Strategy: Write about ItTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis
U 50
Land Biomes
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Lab Report: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Government Systems
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Speech: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Speech: DraftTG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Animals of the SeaTG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Land Biomes
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Government Systems
TG p. 5 - Chapter 1: After Reading: Write a Speech: DraftTG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Animals of the Sea TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details
T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Land Biomes
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Government SystemsTG p. 5 - Chapter 1: After Reading: Write a Speech: DraftTG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and Revise
X 60
Animals of the Sea TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details
T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Land Biomes
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Government Systems
TG p. 5 - Chapter 1: After Reading: Write a Speech: DraftTG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Animals of the SeaTG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Land Biomes
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Government Systems
TG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Animals of the Sea TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details
T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Provide a concluding statement or section that follows from the argument presented.
Establish and maintain a formal style.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Introduce claim(s) and organize the reasons and evidence clearly.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Establish and maintain a formal style.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 5
Land Biomes
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Government Systems
TG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Provide a conclusion that follows from the narrated experiences or events.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Production and Distribution of Writing
Animals of the SeaTG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Energy Resources
TG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Land Biomes
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of Osiris
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: PersonificationTG p. 9 - Day 5: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Myth
W 60
Government Systems
TG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Citizenship in Ancient Times
TG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and ReviseTG p. 9 - Chapter 2: After Reading: Write a Letter to the Editor: Final Draft
X 60
Animals of the SeaTG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Energy Resources
TG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Land Biomes
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Government Systems
TG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Citizenship in Ancient Times
TG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and ReviseTG p. 9 - Chapter 2: After Reading: Write a Letter to the Editor: Final Draft
X 60
Energy ResourcesTG p. 9 - Conclusion: Assess Science and Content-Literacy Skills: Write a Persuasive Letter: Publish and Share V 60
Land BiomesTG p. 9 - Conclusion: Assess Science and Content-Literacy Skills: Write a Lab Report: Publish and Share W 60
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Government SystemsTG p. 9 - Conclusion and Assessment: Write a Speech: Publish and Share X 60
Citizenship in Ancient TimesTG p. 9 - Conclusion and Assessment: Write a Letter to the Editor: Publish and Share X 60
Research to Build and Present Knowledge
Energy Resources
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Persuasive Letter: Introduce and PlanTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Land Biomes
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Lab Report: Introduce and PlanTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Government Systems
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Speech: Introduce and PlanTG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Citizenship in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Letter to the Editor: Introduce and PlanTG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and ReviseTG p. 9 - Chapter 2: After Reading: Write a Letter to the Editor: Final Draft
X 60
Animals of the Sea TG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details
T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Energy Resources
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Persuasive Letter: Introduce and PlanTG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Land Biomes
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Lab Report: Introduce and PlanTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Government Systems
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Speech: Introduce and PlanTG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Citizenship in Ancient Times
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Letter to the Editor: Introduce and PlanTG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and ReviseTG p. 9 - Chapter 2: After Reading: Write a Letter to the Editor: Final Draft
X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Provide a concluding statement or section that follows from the information or explanation presented.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
WTG p. 10 - Write a MythRa Creates the World
Isis and OsirisThe Death and Rebirth of Osiris
60
60WTG p. 10 - Write a MythRa Creates the World
Isis and OsirisThe Death and Rebirth of Osiris
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Page 34 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 5
Animals of the SeaTG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Energy Resources
TG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Land Biomes
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Government Systems
TG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Citizenship in Ancient Times
TG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and ReviseTG p. 9 - Chapter 2: After Reading: Write a Letter to the Editor: Final Draft
X 60
Range of Writing
Animals of the SeaTG p. 8 - Writing Workshop: Mini-Lesson: Writing Focus: Identifying Main Idea and Supporting Details T 44
Trackers of Dynamic EarthTG p. 12 - Writing Workshop: Model the Writing Process: Write a Character Analysis U 50
Energy Resources
TG p. 6 - Chapters 2-3: After Reading: Write a Persuasive Letter: Edit and ReviseTG p. 9 - Chapter 4: After Reading: Write a Persuasive Letter: Create Final draft
V 60
Land Biomes
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Lab Report: Create Final Draft and Illustrations
W 60
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Government Systems
TG p. 7 - Chapters 2&3: After Reading: Write a Speech: Edit and ReviseTG p. 9 - Chapters 4&5: After Reading: Write a Speech: Create Final Draft
X 60
Citizenship in Ancient Times
TG p. 7 - Chapter 2: After Reading: Write a Letter to the Editor: Edit and ReviseTG p. 9 - Chapter 2: After Reading: Write a Letter to the Editor: Final Draft
X 60
SPEAKING AND LISTENINGComprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Animals of the Sea TG p. 7 - After Reading: Synthesize and Assess: Respond T 44Trackers of Dynamic Earth TG p. 5 - Chapter 1: Discuss the Reading U 50
Energy ResourcesTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
V 60
Land Biomes
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key Concepts
W 60
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of Osiris
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
W 60
Government SystemsTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Studies Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
X 60
Citizenship in Ancient TimesTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Studies Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
X 60
Animals of the Sea TG p. 7 - After Reading: Synthesize and Assess: Respond T 44
Trackers of Dynamic EarthTG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the ReadingTG p. 9 - Chapter 3: Discuss the Reading
U 50
Energy ResourcesTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapters 2-3: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 4: After Reading: Discuss Key Concepts
V 60
Land BiomesTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
W 60
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of Osiris
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
W 60
Government SystemsTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 7 - Chapters 2&3: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 4&5: After Reading: Discuss Key Concepts
X 60
Citizenship in Ancient TimesTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Energy ResourcesTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapters 2-3: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 4: After Reading: Discuss Key Concepts
V 60
Land BiomesTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
W 60
Government SystemsTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 7 - Chapters 2&3: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 4&5: After Reading: Discuss Key Concepts
X 60
Citizenship in Ancient TimesTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Government SystemsTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 7 - Chapters 2&3: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 4&5: After Reading: Discuss Key Concepts
X 60
Presentation of Knowledge and Ideas
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Hercules: In the 21st Century TG p. 2 - Small Group Rehearsal/Reading N-Z
LANGUAGEConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Use intensive pronouns (e.g., myself, ourselves).Ra Creates the World
Isis and OsirisThe Death and Rebirth of Osiris
TG p. 10 - Write a Myth W 60
Recognize and correct inappropriate shifts in pronoun number and person.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Hercules: In the 21st Century
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
N-ZHercules: In the 21st Century TG p. 2 - Assign Roles
N-ZTG p. 2 - Small Group Rehearsal/ReadingHercules: In the 21st Century
N-ZTG p. 2 - Small Group Rehearsal/ReadingHercules: In the 21st Century
N-ZTG p. 2 - Small Group Rehearsal/Reading
60WTG p. 10 - Write a MythRa Creates the World
Isis and OsirisThe Death and Rebirth of Osiris
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 5
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Spell correctly.Ra Creates the World
Isis and OsirisThe Death and Rebirth of Osiris
TG p. 10 - Write a Myth W 60
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Vary sentence patterns for meaning, reader/listener interest, and style.
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Maintain consistency in style and tone.Ra Creates the World
Isis and OsirisThe Death and Rebirth of Osiris
TG p. 10 - Write a Myth W 60
VOCABULARY ACQUISITION AND USE
Determine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Animals of the Sea TG p. 5 - Chapters 3&4: Focus on Comprehension: Use Context CluesTG p. 6 - Chapters 5&6: Focus on Comprehension: Use Context Clues
T 44
Energy Resources
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word MeaningsTG p. 5 - Chapters 2-3: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word MeaningsTG pp. 7-8 - Chapter 4: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Descriptions) to Determine Word Meanings
V 60
Government Systems
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word MeaningsTG p. 6 - Chapters 2&3: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word MeaningsTG p. 8 - Chapters 4&5: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Descriptions) to Determine Word Meanings
X 60
Citizenship in Ancient Times
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word MeaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word MeaningsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Descriptions) to Determine Word Meanings
X 60
Animals of the Sea TG p. 4 - Chapters 1&2: Focus on Comprehension: Analyze Suffixes T 44
Energy Resources
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word Origins (Greek and Latin Roots)TG p. 6 - Chapters 2-3: After Reading: Vocabulary/Word Study: PrefixesTG p. 8 - Chapter 4: After Reading: Vocabulary/Word Study: Word Origins (Greek and Latin Roots)
V 60
Land Biomes TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Suffixes W 60
Government Systems
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Greek and Latin RootsTG p. 7 - Chapters 2&3: After Reading: Vocabulary/Word Study: Greek and Latin RootsTG p. 9 - Chapters 4&5: After Reading: Vocabulary/Word Study: Suffixes (-ism, -ship)
X 60
Citizenship in Ancient Times
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word Origins (Greek and Latin Roots)TG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Prefixes un-, non-, dis-TG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Origins (Greek and Latin Roots)
X 60
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Ra Creates the WorldIsis and Osiris
The Death and Rebirth of OsirisTG p. 10 - Write a Myth W 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context. Land Biomes
TG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Analogies W 60
Trackers of Dynamic Earth TG p. 6 - Chapter 1: Use Knowledge of Word Structures: EtymologiesTG p. 8 - Chapter 2: Use Knowledge of Word Structures: Etymologies
U 50
Land Biomes
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Descriptions to Determine Word MeaningsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Classify WordsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions and Descriptions to Determine Word Meanings
W 60
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
60WTG p. 3 Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsLand Biomes
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
TG p. 10 - Write a MythRa Creates the World
Isis and OsirisThe Death and Rebirth of Osiris
60WTG p. 3 Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsLand Biomes
60W
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
READING: LITERATURENOTE: Many Small-Group
Titles Can Be Used for Literature Purposes
Key Ideas and Details
Body Systems: Skeletal and Muscular
TG p. 3 - Prepare to Read: Build Content BackgroundTG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 7 - Chapter 2: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 9 - Chapters 3,4: Before Reading: Monitor-Reading Strategy: Ask Questions
T 44
Interactions of Matter
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How and why do atoms combine?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What happens during a chemical reaction and how can chemical reactions be described?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: What are the different types of chemical reactions? How is energy related to chemical reactions?
V 60
Severe Weather
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How does the movement of air cause severe storms?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What are the causes and characteristics of various severe storms?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: How can people remain safe during severe storms?
W 60
Volcanoes:Nature's Awesome Power X 60
Body Systems: Skeletal and Muscular TG p. 11 - Synthesize Information: Summarize Information T 44
Interactions of Matter
TG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Make Connections/SummarizeTG p. 8 - Chapters 3-4: Before Reading: Review and Discuss Metacognitive Strategies: Make Connections and Summarize
V 60
Severe Weather
TG p. 5 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Make Connections and SummarizeTG p. 8 - Chapter 3: Before Reading: Review and Discuss Metacognitive Strategies: Make Connections and Summarize
W 60
Egypt, Nubia, and Kush TG p. 11 - Synthesize Information: Summarize Information X 60
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.
The Rumor ReportThe Big Jump
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Identify Cause and EffectTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Identify Cause and EffectTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Compare and Contrast
V 60
Craft and StructureDetermine 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.
The Rumor ReportThe Big Jump
TG p. 3 - Day 2: Before Reading: Introduce "The Rumor Report"TG p. 5 - Day 3: Before Reading: Introduce "The Big Jump"
V 60
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.
The Tell-Tale Heart TG p. 2 - Introduce the Short Story and the Script N-Z+
Integration of Knowledge and Ideas
Body Systems: Skeletal and Muscular
TG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Graphic Features to Interpret Information: Labeled Diagram
T 44
Working with Electricity and Magnetism
TG p. 3 - Before Reading: Introduce the BookTG p. 6 - Chapter 1: Use Graphic Features to Interpret Information: Illustrations
U 50
Interactions of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 8 - Chapters 3-4: Before Reading: Preview Text and Graphic Features: Models, Tables, and Graphs
V 60
Severe Weather
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 5 - Chapter 2: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 7 - Chapter 3: Before Reading: Preview Text and Graphic Features: Tables
W 60
Egypt, Nubia, and KushTG p. 3 - Prepare to Read: Introduce the BookTG p. 10 - Chapter 4: Use Text Features to Locate Information: Primary Source Documents
X 60
Volcanoes:Nature's Awesome Power
TG p. 3 - Before Reading: Introduce the BookTG p. 10 - Chapter 4: Use Graphic Features to Interpret Information: Tables
X 60
Range of Reading and Level of Text Complexity
READING: INFORMATIONAL TEXTKey Ideas and Details
Body Systems: Skeletal and Muscular
TG p. 3 - Prepare to Read: Build Content BackgroundTG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 7 - Chapter 2: Before Reading: Monitor-Reading Strategy: Ask QuestionsTG p. 9 - Chapters 3,4: Before Reading: Monitor-Reading Strategy: Ask Questions
T 44
Interactions of Matter
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How and why do atoms combine?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What happens during a chemical reaction and how can chemical reactions be described?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: What are the different types of chemical reactions? How is energy related to chemical reactions?
V 60
Severe Weather
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How does the movement of air cause severe storms?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What are the causes and characteristics of various severe storms?TG p. 7 - Chapter 3: Before Reading: Discuss the Essential Question: How can people remain safe during severe storms?
W 60
Volcanoes:Nature's Awesome Power
X 60
Body Systems: Skeletal and Muscular TG p. 11 - Synthesize Information: Summarize Information T 44
Interactions of Matter
TG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Make Connections/SummarizeTG p. 8 - Chapters 3-4: Before Reading: Review and Discuss Metacognitive Strategies: Make Connections and Summarize
V 60
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 6
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
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.
Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
60VTG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
The Rumor ReportThe Big Jump
The Rumor ReportThe Big Jump
TG p. 3 - Day 2: Before Reading: Introduce "The Rumor Report"TG p. 5 - Day 3: Before Reading: Introduce "The Big Jump" V
VTG p. 3 - Day 2: Read "The Rumor Report"TG p. 5 - Day 3: Read "The Big Jump"TG p. 7 - Day 4: Reread "The Big Jump"
The Rumor ReportThe Big Jump
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
60Explain how an author develops the point of view of the narrator or speaker in a text.
60
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 6
Severe Weather
TG p. 5 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Make Connections and SummarizeTG p. 8 - Chapter 3: Before Reading: Review and Discuss Metacognitive Strategies: Make Connections and Summarize
W 60
Egypt, Nubia, and Kush TG p. 11 - Synthesize Information: Summarize Information X 60
Craft and Structure
Interactions of Matter
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsTG pp. 5-6 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Description to Determine Word MeaningTG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions, Descriptions to Determine Word Meanings
V 60
Severe Weather
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions and Descriptions to Determine Word MeaningsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Word OriginsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Descriptions to Determine Word MeaningsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Map
W 60
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.
Working with Electricity and Magnetism
TG p. 4 - Chapter 1: Model Metacognitive Strategy: Determine Text ImportanceTG p. 7 - Chapter 2: Model Metacognitive Strategy: Determine Text ImportanceTG p. 9 - Chapters 3-4: Model Metacognitive Strategy: Determine Text Importance
U 50
Integration of Knowledge and Ideas
Body Systems: Skeletal and Muscular
TG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Graphic Features to Interpret Information: Labeled Diagram
T 44
Working with Electricity and Magnetism
TG p. 3 - Before Reading: Introduce the BookTG p. 6 - Chapter 1: Use Graphic Features to Interpret Information: Illustrations
U 50
Interactions of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 8 - Chapters 3-4: Before Reading: Preview Text and Graphic Features: Models, Tables, and Graphs
V 60
Severe Weather
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 5 - Chapter 2: Before Reading: Preview Text and Graphic Features: DiagramsTG p. 7 - Chapter 3: Before Reading: Preview Text and Graphic Features: Tables
W 60
Egypt, Nubia, and KushTG p. 3 - Prepare to Read: Introduce the BookTG p. 10 - Chapter 4: Use Text Features to Locate Information: Primary Source Documents
X 60
Volcanoes:Nature's Awesome Power
TG p. 3 - Before Reading: Introduce the BookTG p. 10 - Chapter 4: Use Graphic Features to Interpret Information: Tables
X 60
Body Systems: Skeletal and Muscular
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Identify Cause and EffectTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Identify Cause and EffectTG p. 10 - Chapters 3,4: After Reading: Comprehension Strategy: Identify Cause and Effect
T 44
Working with Electricity and Magnetism
TG pp. 5-6 - Chapter 1: Model Comprehension Strategy: Cause and EffectTG p. 8 - Chapter 2: Guide Comprehension Strategy: Cause and EffectTG p. 10 - Chapters 3-4: Apply Comprehension Strategy: Cause and Effect
U 50
Interactions of Matter
TG pp. 3-4 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Make ConnectionsTG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Identify Cause and EffectTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Identify Cause and EffectTG p. 8 - Chapters 3-4: After Reading: Review and Discuss Comprehension Strategies: Identify Cause and Effect
V 60
Severe Weather
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Make ConnectionsTG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Identify Cause and EffectTG pp. 7-8 - Chapter 1: After Reading: Review and Discuss Comprehension Strategies: Identify Cause and Effect
W 60
Egypt, Nubia, and Kush
TG pp. 5-6 - Chapter 1: Comprehension Strategy: Identify Cause and EffectTG p. 8 - Chapters 2-3: Comprehension Strategy: Identify Cause and EffectTG p. 10 - Chapter 4: Comprehension Strategy: Identify Cause and Effect
X 60
Volcanoes:Nature's Awesome Power
TG pp. 5-6 - Chapter 1: Model Comprehension Strategy: Identify Cause and EffectTG p. 8 - Chapters 2-3: Guide Comprehension Strategy: Identify Cause and EffectTG p. 10 - Chapter 4: Apply Comprehension Strategy: Identify Cause and Effect
X 60
Working with Electricity and Magnetism TG p. 2 - Additional Related Resources U 50
Volcanoes:Nature's Awesome Power TG p. 2 - Additional Related Resources X 60
Range of Reading and Level of Text Complexity
Body Systems: Skeletal and Muscular
TG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapter 2: During Reading: Set a Purpose for ReadingTG p. 9 - Chapters 3,4: During Reading: Set a Purpose forReading
T 44
Working with Electricity and Magnetism
TG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapter 2: Set a Purpose for ReadingTG p. 9 - Chapters 3-4: Set a Purpose for Reading
U 50
Interactions of MatterTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapters 3-4: Read the Chapters
V 60
Severe WeatherTG p. 4 - Chapter 1: Read the ChapterTG p. 5 - Chapter 2: Read the ChapterTG p. 7 - Chapter 3: Read the Chapter
W 60
Egypt, Nubia, and Kush
TG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: During Reading: Set a Purpose forReadingTG p. 9 - Chapter 4: During Reading: Set a Purpose for Reading
X 60
Volcanoes:Nature's Awesome Power
TG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: Set a Purpose for ReadingTG p. 9 - Chapter 4: Set a Purpose for Reading
X 60
WRITINGText Types and Purposes
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.
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).
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
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.
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.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
summary of the text distinct from personal opinions or judgments.
50UTG p. 11 - After Reading: synthesize Information: Compare and Contrast and Draw Conclusions
Working with Electricity and Magnetism
The Rumor ReportThe Big Jump
TG p. 3 - Day 2: Before Reading: Introduce "The Rumor Report"TG p. 5 - Day 3: Before Reading: Introduce "The Big Jump"
V 60Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 6
Write arguments to support claims with clear reasons and relevant evidence.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Body Systems: Skeletal and Muscular
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Establish and maintain a formal style. Interactions of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Lab Report: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Provide a concluding statement or section that follows from the argument presented. Interactions of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Lab Report: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Body Systems: Skeletal and Muscular
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
Interactions of Matter
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Lab Report: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write an Account: Introduce and PlanTG p. 4 - Chapter 1: After Reading: Write an Account: DraftTG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Egypt, Nubia, and Kush
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 7 - Chapters 2-3: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 9 - Chapter 4: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
X 60
Volcanoes:Nature's Awesome Power
TG p. 4 - Chapter 1: Model Metacognitive Strategy: Think and Write About ItTG p. 7 - Chapters 2-3: Apply Metacognitive Strategy: Think and Write About ItTG p. 9 - Chapter 4: Apply Metacognitive Strategy: Think and Write About ItTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph
X 60
Body Systems: Skeletal and Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
Interactions of Matter
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 4 - Chapter 1: After Reading: Write an Account: DraftTG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Egypt, Nubia, and Kush TG p. 12 - Write a Personal Response X 60Volcanoes:
Nature's Awesome PowerTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
Body Systems: Skeletal and Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
Interactions of Matter
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 4 - Chapter 1: After Reading: Write an Account: DraftTG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Egypt, Nubia, and Kush TG p. 12 - Write a Personal Response X 60Volcanoes:
Nature's Awesome PowerTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
Body Systems: Skeletal and Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
Interactions of Matter
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 4 - Chapter 1: After Reading: Write an Account: DraftTG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Egypt, Nubia, and Kush TG p. 12 - Write a Personal Response X 60Volcanoes:
Nature's Awesome PowerTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
Body Systems: Skeletal and Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
Interactions of Matter
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 4 - Chapter 1: After Reading: Write an Account: DraftTG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Egypt, Nubia, and Kush TG p. 12 - Write a Personal Response X 60Volcanoes:
Nature's Awesome PowerTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
Body Systems: Skeletal and Muscular TG p. 12 - Write a Personal Response T 44
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text
Introduce claim(s) and organize the reasons and evidence clearly.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Establish and maintain a formal style.
Use appropriate transitions to clarify the relationships among ideas and concepts.
50UTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph
Working with Electricity and Magnetism
50UTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph
Working with Electricity and Magnetism
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 6
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
Interactions of Matter
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 4 - Chapter 1: After Reading: Write an Account: DraftTG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Egypt, Nubia, and Kush TG p. 12 - Write a Personal Response X 60Volcanoes:
Nature's Awesome PowerTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Provide a conclusion that follows from the narrated experiences or events.
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Production and Distribution of WritingBody Systems: Skeletal and
Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
The Rumor ReportThe Big Jump
TG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Play V 60
Interactions of Matter
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Volcanoes:Nature's Awesome Power
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
Body Systems: Skeletal and Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Interactions of Matter
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Volcanoes:Nature's Awesome Power
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Interactions of MatterTG p. 9 - Conclusion: Assess Science and Content-Literacy Skills: Write a Lab Report: Publish and Share V 60
Severe WeatherTG p. 9 - Conclusion: Assess Science and Content-Literacy Skills: Write an Account: Publish and Share W 60
Research to Build and Present KnowledgeThe Rumor Report
The Big Jump TG p. 10 - Write a Play V 60
Interactions of Matter
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Volcanoes:Nature's Awesome Power
TG p. 11 - After Reading: Synthesize Information: research: Become and Expert X 60
Body Systems: Skeletal and Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Interactions of Matter
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Volcanoes:Nature's Awesome Power
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Body Systems: Skeletal and Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
Interactions of Matter
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrate
V 60
Severe Weather
TG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Egypt, Nubia, and Kush TG p. 12 - Write a Personal Response X 60Volcanoes:
Nature's Awesome PowerTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
Range of WritingBody Systems: Skeletal and
Muscular TG p. 12 - Write a Personal Response T 44
Working with Electricity and Magnetism
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause and Effect Paragraph U 50
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Provide a concluding statement or section that follows from the information or explanation presented.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
60VTG p. 10 - Write a Play
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Write routinely over extended time frames (time
60VTG p. 10 - Write a PlayThe Rumor Report
The Big Jump
60VTG p. 10 - Write a PlayThe Rumor ReportThe Big Jump
60VTG p. 10 - Write a PlayThe Rumor Report
The Big Jump
60VTG p. 10 - Write a PlayThe Rumor Report
The Big Jump
The Rumor ReportThe Big Jump
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 6
Interactions of MatterTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and Revise V 60
Severe Weather
TG p. 6 - Chapter 2: After Reading: Write an Account: Edit and ReviseTG p. 8 - Chapter 3: After Reading: Write an Account: Create Final Draft and Illustrations
W 60
Egypt, Nubia, and Kush TG p. 12 - Write a Personal Response X 60Volcanoes:
Nature's Awesome PowerTG p. 12 - Writing Workshop: Model the Writing Process: Write a Cause-and-Effect Paragraph X 60
SPEAKING AND LISTENINGComprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Body Systems: Skeletal and Muscular
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the Reading T 44
Working with Electricity and Magnetism
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the Reading U 50
The Rumor ReportThe Big Jump
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion V 60
Interactions of MatterTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
V 60
Severe WeatherTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
W 60
Egypt, Nubia, and Kush TG p. 5 - Chapter 1: After Reading: Discuss the Reading X 60Volcanoes:
Nature's Awesome PowerTG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapters 2-3: Discuss the Reading X 60
Body Systems: Skeletal and Muscular
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading
T 44
Working with Electricity and Magnetism
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the ReadingTG p. 9 - Chapters 3-4: Discuss the Reading
U 50
The Rumor ReportThe Big Jump
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 4 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
V 60
Interactions of MatterTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
V 60
Severe WeatherTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 7 - Chapter 3: After Reading: Discuss Key Concepts
W 60
Egypt, Nubia, and KushTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
X 60
Volcanoes:Nature's Awesome Power
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapters 2-3: Discuss the ReadingTG p. 9 - Chapter 4: Discuss the Reading
X 60
Body Systems: Skeletal and Muscular
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading
T 44
Working with Electricity and Magnetism
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the ReadingTG p. 9 - Chapters 3-4: Discuss the Reading
U 50
Interactions of MatterTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
V 60
Severe WeatherTG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 7 - Chapter 3: After Reading: Discuss Key Concepts
W 60
Egypt, Nubia, and KushTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
X 60
Volcanoes:Nature's Awesome Power
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapters 2-3: Discuss the ReadingTG p. 9 - Chapter 4: Discuss the Reading
X 60
Body Systems: Skeletal and Muscular
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading T 44
Working with Electricity and Magnetism
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the Reading U 50
Egypt, Nubia, and KushTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
X 60
Body Systems: Skeletal and Muscular
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading T 44
Working with Electricity and Magnetism
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the Reading U 50
Egypt, Nubia, and KushTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
X 60
Volcanoes:Nature's Awesome Power TG p. 5 - Chapter 1: Discuss the Reading X 60
Presentation of Knowledge and IdeasBody Systems: Skeletal and
MuscularTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading T 44
Working with Electricity and Magnetism
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the Reading U 50
Egypt, Nubia, and Kush TG p. 5 - Chapter 1: After Reading: Discuss the Reading X 60Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
The Tell-Tale Heart TG p. 2 - Small Group Rehearsal/Reading N-Z+
Body Systems: Skeletal and Muscular
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading T 44
Working with Electricity and Magnetism
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the Reading U 50
Egypt, Nubia, and Kush TG p. 5 - Chapter 1: After Reading: Discuss the Reading X 60
LANGUAGEConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.Ensure that pronouns are in the proper case (subjective, objective, possessive).
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Use intensive pronouns (e.g., myself, ourselves).The Rumor Report
The Big Jump TG p. 10 - Write a Play V 60
Recognize and correct inappropriate shifts in pronoun number and person.
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Spell correctly.The Rumor Report
The Big Jump TG p. 10 - Write a Play V 60
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
N-Z+TG p. 2 - Assign RolesThe Tell-Tale Heart
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
60VTG p. 10 - Write a PlayThe Rumor Report
The Big Jump
60VTG p. 10 - Write a PlayThe Rumor Report
The Big Jump
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 6
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.Vary sentence patterns for meaning, reader/listener interest, and style.
The Rumor ReportThe Big Jump TG p. 10 - Write a Play V 60
Maintain consistency in style and tone.The Rumor Report
The Big Jump TG p. 10 - Write a Play V 60
VOCABULARY ACQUISITION AND USEDetermine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Body Systems: Skeletal and Muscular
TG p. 8 - Chapter 2: After Reading: Use Context Clues to Determine Word Meaning: Direct DefinitionsTG p. 10 - Chapters 3,4: After Reading: Use Context Clues to Determine Word Meaning: Direct Definitions
T 44
Working with Electricity and Magnetism
TG p. 8 - Chapter 2: Use Context Clues to Determine Word Meaning: DefinitionsTG p. 10 - Chapters 3-4: Use Context Clues to Determine Word Meaning: Definitions
U 50
Egypt, Nubia, and Kush
TG p. 6 - Chapter 1: Use Context Clues to Determine Word Meaning: DescriptionsTG p. 8 - Chapters 2-3: Use Context Clues to Determine Word Meaning: Descriptions
X 60
Volcanoes:Nature's Awesome Power
TG p. 6 - Chapter 1: Use Context Clues to Determine Word Meaning: Direct DefinitionsTG p. 8 - Chapters 2-3: Use Context Clues to Determine Word Meaning: Direct Definitions
X 60
The Rumor ReportThe Big Jump
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: PrefixesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: PrefixesTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Prefix-It!
V 60
Interactions of Matter
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Prefixes (co-)TG pp. 6-7 - Chapter 2: After Reading: Vocabulary/Word Study: Prefixes (co-, re-)TG p. 8 - Chapters 3-4: After Reading: Vocabulary/Word Study: Prefixes co-, re-, endo-, exo-
V 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
The Rumor ReportThe Big Jump
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: IdiomTG p. 9 - Reinforce Skills: review Writer's Tools: Idiom
V 60
Interactions of Matter
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsTG pp. 5-6 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Description to Determine Word MeaningTG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions, Descriptions to Determine Word Meanings
V 60
Severe Weather
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions and Descriptions to Determine Word MeaningsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Word OriginsTG p. 7 - Chapter 3: Before Reading: Discuss the Essential Vocabulary: Use Descriptions to Determine Word MeaningsTG p. 8 - Chapter 3: After Reading: Vocabulary/Word Study: Word Map
W 60
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
60VTG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsInteractions of Matter
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
60
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
The Rumor ReportThe Big Jump
60VTG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Direct Definitions to Determine Word MeaningsInteractions of Matter
VTG p. 10 - Write a PlayThe Rumor Report
The Big Jump
60VTG p. 10 - Write a Play
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
READING: LITERATURENOTE: Many Small-Group Titles
Can Be Used for Literature Purposes
Key Ideas and Details
GoldTG p. 2 - Prepare to Read: Build Content BackgroundTG p. 11 - Synthesize Information: Complete KWHL Chart T 44
Escape to Freedom:The Underground Railroad
TG p. 2 - Prepare to Read: Build Content BackgroundTG p. 11 - Synthesize Information: Complete KWHL Chart
U 50
Living Things and Their Environments
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How does the environment affect living things?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What paths do food and energy follow in anecosystem?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: How do ecosystems recycle important chemicals? How do ecosystems change over time?
V 60
Mars and Space Exploration TG p. 3 - Prepare to Read: Build Content Background X 60
Along the 21st Century Silk Road
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
X 60
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.
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.
Craft and Structure
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.
Dream Pilot & Erased
TG p. 3 - Day 2: Before Reading: Introduce "Dream Pilot"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Word OriginsTG p. 5 - Day 3: Before Reading: Introduce "Erased"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word Origins
W 60
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.
Dream Pilot & Erased TG pp. 8-9 - Day 4: After Reading: Build Comprehension: Analyze Story Elements
W 60
Integration of Knowledge and Ideas
GoldTG p. 2 - Prepare to Read: Introduce the BookTG p. 6 - Chapters 1-2: After Reading: Use Graphic Features to Interpret Information: Diagrams
T 44
Escape to Freedom:The Underground Railroad
TG p. 2 - Prepare to Read: Introduce the BookTG p. 10 - Chapter 4: After Reading: Use Text Features to Locate Information: Primary Source Documents
U 50
Living Things and Their Environments
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: diagrams
V 60
Advances in GeneticsTG p. 2 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Graphic Features to Interpret Information: Graphs
X 60
Mars and Space ExplorationTG p. 3 - Prepare to Read: Introduce the BookTG p. 8 - Chapter 2: After Reading: Use Graphic Features to Interpret Information: Graphs
X 60
Along the 21st Century Silk RoadTG p. 7 - Day 4: After Reading: Build comprehension: Use Text Features to Locate Information X 60
Dream Pilot & ErasedTG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book W 60
Along the 21st Century Silk Road TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
X 60
Range of Reading and Level of Text Complexity
READING: INFORMATIONAL TEXTKey Ideas and Details
GoldTG p. 2 - Prepare to Read: Build Content BackgroundTG p. 11 - Synthesize Information: Complete KWHL Chart T 44
Escape to Freedom:The Underground Railroad
TG p. 2 - Prepare to Read: Build Content BackgroundTG p. 11 - Synthesize Information: Complete KWHL Chart U 50
Living Things and Their Environments
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How does the environment affect living things?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What paths do food and energy follow in anecosystem?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: How do ecosystems recycle important chemicals? How do ecosystems change over time?
V 60
Mars and Space Exploration TG p. 3 - Prepare to Read: Build Content Background X 60
Along the 21st Century Silk Road
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
X 60
Living Things and Their Environments
TG p. 3 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Visualize V 60
Mars and Space ExplorationTG p. 11 - Synthesize Information: Compare and Contrast Information X 60
Craft and Structure
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 7
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
60
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Determine a 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.
W
TG p. 8 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across TextsAlong the 21st Century Silk Road
Explain how an author develops the point of view of the narrator or speaker in a text.
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
60
60WTG p. 3 - Day 2: Read "Dream Pilot"TG p. 5 - Day 3: Read "Erased"TG p. 7 - Day 4: Reread "Erased"
Dream Pilot & Erased
Dream Pilot & Erased TG p. 3 - Day 2: Before Reading: Introduce "Dream Pilot"
X
60XTG p. 8 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across TextsAlong the 21st Century Silk Road
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 7
Gold
TG p. 8 - Chapters 3-4: After Reading: Use Knowledge of Word Structures: EtymologiesTG p. 10 - Chapter 5: After Reading: Use Knowledge of Word Structures: Etymologies
T 44
Escape to Freedom:The Underground Railroad
TG p. 6 - Chapter 1: After Reading: Use Antonyms to Determine Word MeaningTG p. 8 - Chapters 2-3: After Reading: Use Antonyms to Determine Word Meaning
U 50
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word OriginsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Word OriginsTG p. 8 - Chapters 3-4: After Reading: Vocabulary/Word Study: Word Origins
V 60
Along the 21st Century Silk Road
TG p. 3 - Day 2: Before Reading: Introduce "A Highway for the Ages" and "History's Amazing Cloth"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Word OriginsTG p. 5 - Day 3: Before Reading: Introduce "Hunza: The Land That Time Forgot" and "Building a 21st-Century Silk Road"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word OriginsTG p. 9 - Reinforce Skills: reinforce Vocabulary: Word Origins Game Show
X 60
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.
Living Things and Their Environments
TG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Visualize and Use Fix-Up Strategies to Determine Text MeaningTG p. 8 - Chapters 3-4: Before Reading: review and Discuss Metacognitive Strategies: Visualize and Use Fix-Up Strategies to Determine Text Meaning
V 60
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Along the 21st Century Silk Road
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Fact and OpinionTG p. 6 - Day 3: After Reading: Build Comprehension: Evaluate Fact and Opinion
X 60
Integration of Knowledge and Ideas
GoldTG p. 2 - Prepare to Read: Introduce the BookTG p. 6 - Chapters 1-2: After Reading: Use Graphic Features to Interpret Information: Diagrams
T 44
Escape to Freedom:The Underground Railroad
TG p. 2 - Prepare to Read: Introduce the BookTG p. 10 - Chapter 4: After Reading: Use Text Features to Locate Information: Primary Source Documents
U 50
Living Things and Their Environments
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: diagrams
V 60
Advances in GeneticsTG p. 2 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: After Reading: Use Graphic Features to Interpret Information: Graphs
X 60
Mars and Space ExplorationTG p. 3 - Prepare to Read: Introduce the BookTG p. 8 - Chapter 2: After Reading: Use Graphic Features to Interpret Information: Graphs
X 60
Along the 21st Century Silk RoadTG p. 7 - Day 4: After Reading: Build comprehension: Use Text Features to Locate Information X 60
Gold
TG p. 4 - Chapters 1-2: Before Reading: Monitor-Reading Strategy: Make ConnectionsTG pp. 5-6 - Chapters 1-2: After Reading: Comprehension Strategy: Draw ConclusionsTG p. 7 - Chapters 3-4: Before Reading: Monitor-Reading Strategy: Make ConnectionsTG p. 8 - Chapters 3-4: After Reading: Comprehension Strategy: Draw ConclusionsTG p. 9 - Chapter 5: Before Reading: Monitor-Reading Strategy: Make ConnectionsTG p. 10 - Chapter 5: After Reading: Comprehension Strategy: Draw Conclusions
T 44
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Draw ConclusionsTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Draw ConclusionsTG p. 8 - Chapters 3-4: After Reading: Review and Discuss Comprehension Strategies: Draw Conclusions
V 60
Dream Pilot & Erased
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Draw ConclusionsTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Draw Conclusions
W 60
Advances in Genetics
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Draw ConclusionsTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Draw ConclusionsTG p. 10 - Chapter 3: After Reading: Comprehension Strategy: Draw ConclusionsTG p. 11 - Synthesize Information: Evaluate Cause-and-Effect Relationships
X 60
Mars and Space Exploration
TG pp. 5-6 - Chapter 1: After Reading: Comprehension Strategy: Draw ConclusionsTG p. 8 - Chapter 2: After Reading: Comprehension Strategy: Draw ConclusionsTG p. 10 - Chapter 3: After Reading: Comprehension Strategy: Draw Conclusions
X 60
Range of Reading and Level of Text Complexity
Gold
TG p. 4 - Chapters 1-2: During Reading: Set a Purpose forReadingTG p. 7 - Chapters 3-4: During Reading: Set a Purpose forReadingTG p. 9 - Chapter 5: During Reading: Set a Purpose for Reading
T 44
Escape to Freedom:The Underground Railroad
TG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: During Reading: Set a Purpose forReadingTG p. 9 - Chapter 4: During Reading: Set a Purpose for Reading
U 50
Living Things and Their Environments
TG p. 3 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapters 3-4: Read the Chapters
V 60
Advances in GeneticsTG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapter 2: During Reading: Set a Purpose for ReadingTG p. 9 - Chapter 3: During Reading: Set a Purpose for Reading
X 60
Mars and Space ExplorationTG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapter 2: During Reading: Set a Purpose for ReadingTG p. 9 - Chapter 3: During Reading: Set a Purpose for Reading
X 60
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
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.
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.
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).
WTG p. 3 - Day 2: Before Reading: Introduce "Dream Pilot" Dream Pilot & Erased 60
Page 44 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 7
Along the 21st Century Silk Road
TG p. 3 - Day 2: Read "A Highway for the Ages" and "History's Amazing Cloth"TG p. 5 - Day 3: Read "Hunza: The Land That Time Forgot" and "Building a 21st-Century Silk Road"TG p. 7 - Day 4: Reread "Building a 21st-Century Silk Road"
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence.
GoldTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Escape to Freedom:The Underground Railroad
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
U 50
GoldTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Escape to Freedom:The Underground Railroad
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
U 50
GoldTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Escape to Freedom:The Underground Railroad
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
U 50
Establish and maintain a formal style. GoldTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
GoldTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Escape to Freedom:The Underground Railroad
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
U 50
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
GoldTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
T 44
Escape to Freedom:The Underground Railroad
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
U 50
Advances in Genetics
TG p. 3 - Chapter 1: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 7 - Chapter 2: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 9 - Chapter 3: Before Reading: Monitor-Reading Strategy: Stop/Think/WriteTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
X 60
Mars and Space ExplorationTG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
X 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60Gold TG p. 12 - Write a Personal Response T 44
Escape to Freedom:The Underground Railroad TG p. 12 - Write a Personal Response U 50
Advances in Genetics TG p. 12 - Write a Personal Response X 60Mars and Space Exploration TG p. 12 - Write a Personal Response X 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60Gold TG p. 12 - Write a Personal Response T 44
Escape to Freedom:The Underground Railroad TG p. 12 - Write a Personal Response U 50
Advances in Genetics TG p. 12 - Write a Personal Response X 60Mars and Space Exploration TG p. 12 - Write a Personal Response X 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60Gold TG p. 12 - Write a Personal Response T 44
Escape to Freedom:The Underground Railroad TG p. 12 - Write a Personal Response U 50
Advances in Genetics TG p. 12 - Write a Personal Response X 60Mars and Space Exploration TG p. 12 - Write a Personal Response X 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60Gold TG p. 12 - Write a Personal Response T 44
Escape to Freedom:The Underground Railroad TG p. 12 - Write a Personal Response U 50
Advances in Genetics TG p. 12 - Write a Personal Response X 60Mars and Space Exploration TG p. 12 - Write a Personal Response X 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60Gold TG p. 12 - Write a Personal Response T 44
Escape to Freedom:The Underground Railroad TG p. 12 - Write a Personal Response U 50
Advances in Genetics TG p. 12 - Write a Personal Response X 60Mars and Space Exploration TG p. 12 - Write a Personal Response X 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Living Things and Their Environments
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Press Release: Introduce and PlanTG p. 4 - Chapter 1: After Reading: Write a Press Release: DraftTG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Write a Press Release: DraftTG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Write a Press Release: DraftTG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Provide a concluding statement or section that follows from the argument presented.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section that follows from the information or explanation presented.
Establish and maintain a formal style.
Use appropriate transitions to clarify the relationships among ideas and concepts.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Introduce claim(s) and organize the reasons and evidence clearly.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Page 45 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 7
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Write a Press Release: DraftTG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Write a Press Release: DraftTG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Production and Distribution of WritingGold TG p. 12 - Write a Personal Response T 44
Escape to Freedom:The Underground Railroad TG p. 12 - Write a Personal Response U 50
Living Things and Their Environments
TG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Strong LeadTG p. 8 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Science Fiction Story
W 60
Advances in Genetics TG p. 12 - Write a Personal Response X 60Mars and Space Exploration TG p. 12 - Write a Personal Response X 60
Along the 21st Century Silk Road
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Strong LeadTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: review Writer's Tools: Strong LeadTG p. 10 - Write an Informational Text
X 60
Gold TG p. 12 - Write a Personal Response T 44Escape to Freedom:
The Underground Railroad TG p. 12 - Write a Personal Response U 50
Living Things and Their Environments
TG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Advances in Genetics TG p. 12 - Write a Personal Response X 60
Mars and Space Exploration TG p. 12 - Write a Personal Response X 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Living Things and Their Environments
TG p. 9 - Conclusion: Assess Science and Content-Literacy Skills: Write a Press Release: Publish and Share V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Research to Build and Present Knowledge
Living Things and Their Environments
TG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Gold TG p. 12 - Write a Personal Response T 44Escape to Freedom:
The Underground Railroad TG p. 12 - Write a Personal Response U 50
Living Things and Their Environments
TG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Advances in Genetics TG p. 12 - Write a Personal Response X 60
Mars and Space Exploration TG p. 12 - Write a Personal Response X 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Gold TG p. 12 - Write a Personal Response T 44Escape to Freedom:
The Underground Railroad TG p. 12 - Write a Personal Response U 50
Living Things and Their Environments
TG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and ReviseTG p. 9 - Chapters 3-4: After Reading: Write a Press Release: Create Final Draft and Illustrations
V 60
Advances in Genetics TG p. 12 - Write a Personal Response X 60Mars and Space Exploration TG p. 12 - Write a Personal Response X 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Range of WritingGold TG p. 12 - Write a Personal Response T 44
Escape to Freedom:The Underground Railroad TG p. 12 - Write a Personal Response U 50
Living Things and Their Environments
TG p. 7 - Chapter 2: After Reading: Write a Press Release: Edit and Revise V 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Advances in Genetics TG p. 12 - Write a Personal Response X 60
Mars and Space Exploration TG p. 12 - Write a Personal Response X 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
SPEAKING AND LISTENINGComprehension and Collaboration
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Gold TG p. 5 - Chapters 1-2: After Reading: Discuss the Reading T 44
Escape to Freedom:The Underground Railroad
TG p. 3 - Chapter 1: Before Reading: Monitor-Reading Strategy: RetellTG p. 5 - Chapter 1: After Reading: Discuss the Reading
U 50
Living Things and Their Environments
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
V 60
Dream Pilot & Erased TG p. 3 - Day 1: Prepare to Read: Reflect and Review W 60
TG p. 2 - Assign RolesAbraham Lincoln's: The Gettysburg Address
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Provide a conclusion that follows from the narrated experiences or events.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
WTG p. 10 - Write a Science Fiction StoryDream Pilot & Erased
Q-Z
60
Page 46 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 7
Advances in Genetics TG p. 5 - Chapter 1: After Reading: Discuss the Reading X 60
Mars and Space ExplorationTG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: RetellTG p. 5 - Chapter 1: After Reading: Discuss the Reading
X 60
Along the 21st Century Silk RoadTG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion X 60
GoldTG p. 5 - Chapters 1-2: After Reading: Discuss the ReadingTG p. 7 - Chapters 3-4: After Reading: Discuss the ReadingTG p. 9 - Chapter 5: After Reading: Discuss the Reading
T 44
Escape to Freedom:The Underground Railroad
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
U 50
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
V 60
Dream Pilot & Erased
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 4 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 9 - Day 4: After Reading: Reflect and Review
W 60
Advances in GeneticsTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
X 60
Mars and Space Exploration
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: RetellTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: Before Reading: Monitor-Reading Strategy: RetellTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: Before Reading: Monitor-Reading Strategy: RetellTG p. 9 - Chapter 3: After Reading: Discuss the Reading
X 60
Along the 21st Century Silk Road
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG pp. 4-5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
X 60
GoldTG p. 5 - Chapters 1-2: After Reading: Discuss the ReadingTG p. 7 - Chapters 3-4: After Reading: Discuss the ReadingTG p. 9 - Chapter 5: After Reading: Discuss the Reading
T 44
Escape to Freedom:The Underground Railroad
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
U 50
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 6 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapters 3-4: After Reading: Discuss Key Concepts
V 60
Advances in GeneticsTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
X 60
Mars and Space ExplorationTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading
X 60
GoldTG p. 5 - Chapters 1-2: After Reading: Discuss the ReadingTG p. 9 - Chapter 5: After Reading: Discuss the Reading T 44
Escape to Freedom:The Underground Railroad
TG p. 3 - Chapter 1: Before Reading: Monitor-Reading Strategy: RetellTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: Before Reading: Monitor-Reading Strategy: RetellTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: Before Reading: Monitor-Reading Strategy: RetellTG p. 9 - Chapter 4: After Reading: Discuss the Reading
U 50
Advances in GeneticsTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
Mars and Space ExplorationTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
GoldTG p. 5 - Chapters 1-2: After Reading: Discuss the ReadingTG p. 9 - Chapter 5: After Reading: Discuss the Reading T 44
Escape to Freedom:The Underground Railroad
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading
U 50
Advances in GeneticsTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
Mars and Space ExplorationTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
Presentation of Knowledge and IdeasGold TG p. 5 - Chapters 1-2: After Reading: Discuss the Reading T 44
Escape to Freedom:The Underground Railroad
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading U 50
Advances in GeneticsTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
Mars and Space ExplorationTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Abraham Lincoln's: The Gettysburg Address
TG p. 2 - Small Group Rehearsal/Reading Q-Z
Gold TG p. 5 - Chapters 1-2: After Reading: Discuss the Reading T 44Escape to Freedom:
The Underground RailroadTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 4: After Reading: Discuss the Reading U 50
Advances in GeneticsTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
Mars and Space ExplorationTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapter 3: After Reading: Discuss the Reading X 60
LANGUAGEConventions of Standard English
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Use intensive pronouns (e.g., myself, ourselves).
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Spell correctly.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Recognize and correct inappropriate shifts in pronoun number and person.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
needed.
Page 47 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 7
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
VOCABULARY ACQUISITION AND USE
Determine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Living Things and Their Environments
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions and Examples) to Determine Word MeaningsTG pp. 5-6 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Examples and Descriptions) to Determine Word MeaningsTG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Examples and Descriptions) to Determine Word Meanings
V 60
Advances in Genetics
TG p. 8 - Chapter 2: After Reading: Use Context Clues to Determine Word Meanings: DescriptionsTG p. 10 - Chapter 3: After Reading: Use Context Clues to Determine Word Meanings: Descriptions
X 60
Mars and Space Exploration
TG p. 6 - Chapter 2: After Reading: Use Context Clues to Determine Word Meanings: Direct DefinitionsTG p. 10 - Chapter 3: After Reading: Use Context Clues to Determine Word Meanings: Direct Definitions
X 60
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Mars and Space Exploration
TG p. 6 - Chapter 2: After Reading: Use Context Clues to Determine Word Meanings: Direct DefinitionsTG p. 10 - Chapter 3: After Reading: Use Context Clues to Determine Word Meanings: Direct Definitions
X 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Dream Pilot & Erased TG p. 10 - Write a Science Fiction Story W 60
Along the 21st Century Silk Road TG p. 10 - Write an Informational Text X 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Gold
TG p. 8 - Chapters 3-4: After Reading: Use Knowledge of Word Structures: EtymologiesTG p. 10 - Chapter 5: After Reading: Use Knowledge of Word Structures: Etymologies
T 44
Escape to Freedom:The Underground Railroad
TG p. 6 - Chapter 1: After Reading: Use Antonyms to Determine Word MeaningTG p. 8 - Chapters 2-3: After Reading: Use Antonyms to Determine Word Meaning
U 50
Living Things and Their Environments
TG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word OriginsTG p. 6 - Chapter 2: After Reading: Vocabulary/Word Study: Word OriginsTG p. 8 - Chapters 3-4: After Reading: Vocabulary/Word Study: Word Origins
V 60
Along the 21st Century Silk Road
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Word OriginsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word OriginsTG p. 9 - Reinforce Skills: reinforce Vocabulary: Word Origins Game Show
X 60
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Interpret figures of speech (e.g., personification) in context.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
60VTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word Origins
Living Things and Their Environments
60
Maintain consistency in style and tone.
Vary sentence patterns for meaning, reader/listener interest, and style.
VTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word Origins
Living Things and Their Environments
60VTG p. 4 - Chapter 1: After Reading: Vocabulary/Word Study: Word Origins
Living Things and Their Environments
Page 48 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
READING: LITERATURENOTE: Many Small-Group
Titles Can Be Used for Literature Purposes
Key Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Inquiry and Investigation
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What are the goals and methods of science?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What is the scientific method?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: What skills are important to the scientific process? How does science help people make decisions about the world?
X 60
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.
Inquiry and Investigation
TG pp. 3-4 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Summarize and SynthesizeTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Summarize and Synthesize, Ask QuestionsTG p. 8 - Chapters 3-4: Before Reading: Review and Discuss Metacognitive Strategies: Summarize and Synthesize, Ask Questions
X 60
Craft and Structure
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG p. 3 - Day 2: Before Reading: Introduce "Sara Emma Edmonds, Union Spy"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Easily Confused WordsTG p. 5 - Day 3: Before Reading: Introduce "Clara Barton, Battlefield Nurse"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Easily Confused WordsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Choose the Correct Word
T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG p. 3 - Day 2: Before Reading: Introduce "Dino-Pals Are Dino-Mite"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: HeteronymsTG p. 5 - Day 3: Before Reading: Introduce "Earth is All the Home We Have"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: HeteronymsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Brainstorm
U 50
Abimanyu & MulanTG p. 3 - Day 2: Before Reading: Introduce "Abimanyu"TG p. 5 - Day 3: Before Reading: Introduce "Mulan" V 60
Atlantis & El Dorado
TG p. 3 - Day 2: Before Reading: Introduce "Atlantis: Land of Sunken Dreams"TG p. 5 - Day 3: Before Reading: Introduce "El Dorado: The City of Gold"
W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 3 - Day 2: Before Reading: Introduce "Varuna Takes a Job with the Census "TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: HeterographsTG p. 5 - Day 3: Before Reading: Introduce "An Attack on the Starship Mayflower in the Year 2467 "TG p. 6 - Day 3: After Reading: Focus on Vocabulary: HeterographsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Brainstorm Heterographs
W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG pp. 7-8 - Day 4: After Reading: Build Comprehension: Analyze Story Elements T 44
Atlantis & El DoradoTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Analyze Text Structure and Organization W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Author's PurposeTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Author's Purpose
T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Author's PurposeTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Author's Purpose
U 50
Abimanyu & Mulan
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Author's PurposeTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Author's Purpose
V 60
Atlantis & El Dorado
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Author's PurposeTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Author's Purpose
W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG pp. 7-8 - Day 4: After Reading: Build Comprehension: Evaluate Author's Purpose
W 60
Integration of Knowledge and Ideas
Inquiry and Investigation
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 5 - Chapter 2: Before Reading: Preview Text and Graphic Features: Tables and Charts
X 60
Isaac Newton and His Laws of Motion
TG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: Use Graphic Features to Interpret Information: Table
X 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book U 50
Abimanyu & MulanTG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book V 60
Atlantis & El DoradoTG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
W 60
Range of Reading and Level of Text ComplexitySara Emma Edmonds, Union
Spy & Clara Barton, Battlefield Nurse
TG p. 3 - Day 2: Read "Sara Emma Edmonds, Union Spy"TG p. 5 - Day 3: Read "Clara Barton, Battlefield Nurse"TG p. 7 - Day 4: Reread "Clara Barton, Battlefield Nurse"
T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG p. 3 - Day 2: Read "Dino-Pals Are Dino-Mite"TG p. 5 - Day 3: Read "Earth is All the Home We Have"TG p. 7 - Day 4: Reread "Earth is All the Home We Have"
U 50
Abimanyu & MulanTG p. 3 - Day 2: Read "Abimanyu"TG p. 5 - Day 3: Read "Mulan"TG p. 7 - Day 3: Reread "Mulan"
V 60
Atlantis & El DoradoTG p. 3 - Day 2: Read "Atlantis: Land of Sunken Dreams"TG p. 5 - Day 3: Read "El Dorado: The City of Gold"TG p. 7 - Day 3: Reread "El Dorado: The City of Gold"
W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 3 - Day 2: Read "Varuna Takes a Job with the Census "TG p. 5 - Day 3: Read "An Attack on the Starship Mayflower in the Year 2467"TG p. 5 - Day 3: Reread "An Attack on the Starship Mayflower in the Year 2467"
W 60
READING: INFORMATIONAL TEXTKey Ideas and Details
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Inquiry and Investigation
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: What are the goals and methods of science?TG p. 5 - Chapter 2: Before Reading: Discuss the Essential Question: What is the scientific method?TG p. 7 - Chapters 3-4: Before Reading: Discuss the Essential Question: What skills are important to the scientific process? How does science help people make decisions about the world?
X 60
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 8
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
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.
Explain how an author develops the point of view of the narrator or speaker in a text.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
The War of the Worlds TG p. 2 - Introduce the "Fractured" Classic and the Script P-Z+
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.
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
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.
Page 49 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 8
Determine a 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.
Inquiry and Investigation
TG pp. 3-4 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Summarize and SynthesizeTG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Summarize and Synthesize, Ask QuestionsTG p. 8 - Chapters 3-4: Before Reading: Review and Discuss Metacognitive Strategies: Summarize and Synthesize, Ask Questions
X 60
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG p. 3 - Day 2: Before Reading: Introduce "Sara Emma Edmonds, Union Spy"TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Easily Confused WordsTG p. 5 - Day 3: Before Reading: Introduce "Clara Barton, Battlefield Nurse"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Easily Confused WordsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Choose the Correct Word
T 44
Inquiry and Investigation
TG p. 4 - Chapter 1: After Reading: Model Comprehension Strategies: Evaluate Author's PurposeTG p. 6 - Chapter 2: After Reading: Practice Comprehension Strategies: Evaluate Author's PurposeTG p. 8 - Chapters 3-4: After Reading: Review and Discuss Comprehension Strategies: Evaluate Author's Purpose
X 60
Isaac Newton and His Laws of Motion
TG pp. 5-6 - Chapter 1: Comprehension Strategy: Evaluate Author’s Purpose and Point of ViewTG p. 8 - Chapter 2: Comprehension Strategy: Evaluate Author’s Purpose and Point of ViewTG p. 10 - Chapters 3,4: Comprehension Strategy: Evaluate Author’s Purpose and Point of View
X 60
Integration of Knowledge and Ideas
Inquiry and Investigation
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 5 - Chapter 2: Before Reading: Preview Text and Graphic Features: Tables and Charts
X 60
Isaac Newton and His Laws of Motion
TG p. 3 - Prepare to Read: Introduce the BookTG p. 6 - Chapter 1: Use Graphic Features to Interpret Information: Table
X 60
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG pp. 7-8- Day 4: After Reading: Build Comprehension: Make Inferences U 50
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG pp. 3-4- Day 2: After Reading: Build Comprehension: Make InferencesTG pp. 5-6- Day 3: After Reading: Build Comprehension: Make Inferences
W 60
Range of Reading and Level of Text Complexity
Inquiry and InvestigationTG p. 4 - Chapter 1: Read the ChapterTG p. 6 - Chapter 2: Read the ChapterTG p. 8 - Chapters 3-4: Read the Chapters
X 60
Isaac Newton and His Laws of Motion
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: RetellTG p. 4 - Chapter 1: During Reading: Set a Purpose for ReadingTG p. 7 - Chapter 2: Before Reading: Monitor-Reading Strategy: RetellTG p. 7 - Chapter 2: During Reading: Set a Purpose for ReadingTG p. 9 - Chapters 3,4: Before Reading: Monitor-Reading Strategy: RetellTG p. 9 - Chapters 3,4: During Reading: Set a Purpose forReading
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence.
Establish and maintain a formal style. Inquiry and InvestigationTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create a Final Draft and Illustrations X 60
Provide a concluding statement or section that follows from the argument presented. Inquiry and Investigation
TG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create a Final Draft and Illustrations X 60
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Inquiry and Investigation
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Lab Report: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
X 60
Inquiry and Investigation
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Inquiry and Investigation
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Inquiry and Investigation
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Inquiry and Investigation
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Inquiry and Investigation
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: DraftTG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Inquiry and Investigation
Isaac Newton and His Laws of Motion 60X
TG p. 11 - Synthesize Information: Research and Draw Conclusions
The War of the Worlds
60XTG p. 5 - Chapter 1: After Reading: Write a Lab Report: Draft Inquiry and Investigation
60
60X
Inquiry and Investigation
Inquiry and Investigation
60
P-Z+TG p. 2 - Preview the Script
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the Book X
XTG p. 5 - Chapter 1: After Reading: Write a Lab Report: Draft
TG p. 5 - Chapter 1: After Reading: Write a Lab Report: Draft
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text
Use appropriate transitions to clarify the relationships among ideas and concepts.
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.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section that follows from the information or explanation presented.
Establish and maintain a formal style.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
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.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
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).
Introduce claim(s) and organize the reasons and evidence clearly.
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.
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.
Page 50 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 8
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Production and Distribution of WritingSara Emma Edmonds, Union
Spy & Clara Barton, Battlefield Nurse
TG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Word ChoiceTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: Word ChoiceTG p. 10 - Write a Legend
V 60
Atlantis & El DoradoTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Science Fiction Story
W 60
Inquiry and Investigation
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Inquiry and Investigation
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Inquiry and InvestigationTG p. 9 - Conclusion: Assess Science and Content-Literacy Skills: Write a Lab Report: Publish and Share X 60
Research to Build and Present KnowledgeSara Emma Edmonds, Union
Spy & Clara Barton, Battlefield Nurse
TG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Inquiry and Investigation
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Provide a conclusion that follows from the narrated experiences or events.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Page 51 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 8
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Inquiry and Investigation
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Inquiry and Investigation
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
Range of WritingSara Emma Edmonds, Union
Spy & Clara Barton, Battlefield Nurse
TG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Inquiry and Investigation
TG p. 7 - Chapter 2: After Reading: Write a Lab Report: Edit and ReviseTG p. 8 - Chapters 3-4: After Reading: Write a Lab Report: Create Final Draft and Illustrations
X 60
Isaac Newton and His Laws of Motion TG p. 12 - Write a Personal Response X 60
SPEAKING AND LISTENINGComprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion U 50
Abimanyu & Mulan TG p. 3 - Day 1: Prepare to Read: Reflect and Review V 60
Atlantis & El DoradoTG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 9 - Rules for a Good Discussion
W 60
Inquiry and InvestigationTG p. 2 - Introduce the Book: Make Connections/Build Background: Build Science Concepts and VocabularyTG p. 4 - Chapter 1: Discuss Key Concepts
X 60
Isaac Newton and His Laws of Motion TG p. 4 - Chapter 1: After Reading: Discuss the Reading X 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 4 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
U 50
Abimanyu & Mulan
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
V 60
Atlantis & El Dorado
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
W 60
Inquiry and InvestigationTG p. 4 - Chapter 1: Discuss Key ConceptsTG p. 6 - Chapter 2: Discuss Key ConceptsTG p. 8 - Chapters 3-4: Discuss Key Concepts
X 60
Isaac Newton and His Laws of Motion
TG p. 4 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading
X 60
Inquiry and InvestigationTG p. 4 - Chapter 1: Discuss Key ConceptsTG p. 6 - Chapter 2: Discuss Key ConceptsTG p. 8 - Chapters 3-4: Discuss Key Concepts
X 60
Isaac Newton and His Laws of Motion
TG p. 4 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading
X 60
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Isaac Newton and His Laws of Motion
TG p. 4 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading
X 60
Presentation of Knowledge and Ideas
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
The War of the Worlds TG p. 2 - Small-Group Rehearsal/Reading P-Z+
LANGUAGEConventions of Standard English
60X
60
TG p. 4 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading
60XTG p. 4 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapter 2: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading
P-Z+TG p. 2 - Small Group Rehearsal/Reading
X
Isaac Newton and His Laws of Motion
Isaac Newton and His Laws of Motion
TG p. 4 - Chapter 1: After Reading: Discuss the ReadingTG p. 9 - Chapters 3,4: After Reading: Discuss the Reading
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
The War of the Worlds
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Isaac Newton and His Laws of Motion
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Page 52 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 8
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
VOCABULARY ACQUISITION AND USEDetermine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Inquiry and Investigation
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Examples) to Determine Word MeaningsTG p. 5 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word Meanings
X 60
Isaac Newton and His Laws of Motion
TG p. 8 - Chapter 2: Use Context Clues to Determine Word Meaning: Direct DefinitionsTG p. 10 - Chapters 3,4: Use Context Clues to Determine Word Meaning: Direct Definitions
X 60
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Maintain consistency in style and tone.
Use intensive pronouns (e.g., myself, ourselves).
Vary sentence patterns for meaning, reader/listener interest, and style.
Recognize and correct inappropriate shifts in pronoun number and person.
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Spell correctly.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Page 53 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 8
Abimanyu & MulanTG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: SuffixesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: SuffixesTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Suffix Switch
V 60
Inquiry and InvestigationTG p. 8 - Chapters 3-4: After Reading: Vocabulary/Word Study: Word Origins (Greek Roots) X 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
NurseTG p. 10 - Write a Play T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have TG p. 10 - Write a Science Fiction Story U 50
Abimanyu & Mulan TG p. 10 - Write a Legend V 60Atlantis & El Dorado TG p. 10 - Write a Legend W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG p. 10 - Write a Science Fiction Story W 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Alliteration TG p. 9 - Reinforce Skills: Review Writer's Tools: Alliteration
T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: PersonificationTG p. 9 - Reinforce Skills: Review Writer's Tools: Personification
U 50
Abimanyu & MulanTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Interpret Figurative Language V 60
Atlantis & El Dorado
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Alliteration TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: Emotion WordsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Emotion WordsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Which Emotion Is It?TG p. 9 - Reinforce Skills: Review Writer's Tools: Alliteration
W 60
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: OnomatopoeiaTG p. 9 - Reinforce Skills: Review Writer's Tools: Onomatopoeia
W 60
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: Easily Confused WordsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Easily Confused WordsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Choose the Correct Word
T 44
Dino-Pals Are Dino-MiteEarth is All the Home We Have
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: HeteronymsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: HeteronymsTG p 9 - Reinforce Skills: Reinforce Vocabulary: Brainstorm
U 50
Varuna Takes a Job with the Census & An Attack on the
Starship Mayflower in the Year 2467
TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: HeterographsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: HeterographsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Brainstorm Heterographs
W 60
44TTG p. 4 - Day 2: After Reading: Focus on Vocabulary: Easily Confused Words
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
44TTG p. 4 - Day 2: After Reading: Focus on Vocabulary: Easily Confused Words
Sara Emma Edmonds, Union Spy & Clara Barton, Battlefield
Nurse
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Interpret figures of speech (e.g., personification) in context.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Page 54 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
READING: LITERATURENOTE: Many Small-Group
Titles Can Be Used for Literature Purposes
Key Ideas and Details
Should School Be Year Round?
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
U 50
The Brain
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 9 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
V 60
The 1960s: Times of Change
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
X 60
Mahatma Gandhi &Nelson Mandela
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
X 60
Should School Be Year Round?TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across Texts U 50
The Brain
TG p. 8 - Day 5: Before Reading: Summarize & Make Connections Across TextsTG p. 9 - Day 5: After Reading: Build Comprehension: Identify Main Idea and Supporting Details
V 60
The 1960s: Times of ChangeTG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across Texts X 60
Mahatma Gandhi &Nelson Mandela
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across Texts X 60
Impressionists: Monet, Degas, Cassatt & Van Gogh
TG pp. 7-8 - Day 4: After Reading: Build Comprehension: Identify Cause and Effect V 60
Mahatma Gandhi &Nelson Mandela
TG pp. 7-8 - Day 4: After Reading: Build Comprehension: Analyze Character X 60
Craft and Structure
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 3 - Day 2: Before Reading: Introduce "A Two-Inch Hero" and "A Cat-and-Mouse Tale"TG p. 5 - Day 3: Before Reading: Introduce "Caught Up In A Web" and "A Well-Spun Yarn"
T 44
Impressionists: Monet, Degas, Cassatt & Van Gogh
TG p. 3 - Day 2: Before Reading: Introduce "Claude Monet" and "Edgar Degas"TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: AdjectivesTG p. 5 - Day 3: Before Reading: Introduce "Mary Cassatt" and "Vincent Van Gogh"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: AdjectivesTG p. 9 - Reinforce Skills: reinforce Vocabulary: Show Me
V 60
Dutch Masters: Hals, Vermeer & Rembrandt
TG p. 3 - Day 2: Before Reading: Introduce "Frans Hals"TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: SuperlativesTG p. 5 - Day 3: Before Reading: Introduce "Johannes Vermeer"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: SuperlativesTG p. 7 - Day 4: Before Reading: Introduce "Rembrandt van Rijn"TG pp. 7-8 - Day 4: After Reading: Focus on Vocabulary: Superlatives
W 60
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.
A Christmas Carol TG p. 2 - Introduce the "Fractured" Classic and the Script R-Y
Integration of Knowledge and Ideas
The BrainTG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Graphic and Text Features V 60
Mahatma Gandhi &Nelson Mandela
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Graphic and Text FeaturesTG p. 9 - Reinforce Skills: Review Writer's Tools: Graphic and Text Features
X 60
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
T 44
Should School Be Year Round?TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book U 50
The BrainTG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book V 60
Dutch Masters: Hals, Vermeer & Rembrandt
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book W 60
The 1960s: Times of ChangeTG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book X 60
Mahatma Gandhi &Nelson Mandela
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book X 60
Range of Reading and Level of Text Complexity
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 3 - Day 2: Read the Stuart Little ReviewsTG p. 5 - Day 3: Read the Charlotte's Web ReviewsTG p. 7 - Day 4: Reread "Caught Up In A Web" and "A Well-Spun Yarn"
T 44
Impressionists: Monet, Degas, Cassatt & Van Gogh
TG p. 3 - Day 2: Read "Claude Monet" and "Edgar Degas"TG p. 5 - Day 3: Read "Mary Cassatt" and "Vincent Van Gogh"TG p. 7 - Day 4: Reread "Vincent Van Gogh"
V 60
Dutch Masters: Hals, Vermeer & Rembrandt
TG p. 3 - Day 2: Read "Frans Hals"TG p. 5 - Day 3: Read "Johannes Vermeer"TG p. 7 - Day 4: Read "Rembrandt van Rijn"TG p. 9 - Day 5: Reread "Rembrandt van Rijn"
W 60
READING: INFORMATIONAL TEXTKey Ideas and Details
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 9
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.
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.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain how an author develops the point of view of the narrator or speaker in a text.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
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.
60W
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
TG p. 3 - Day 2: Before Reading: Introduce "Frans Hals" Dutch Masters: Hals, Vermeer & Rembrandt
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
Page 55 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 9
Should School Be Year Round?
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
U 50
The Brain
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 9 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
V 60
The 1960s: Times of Change
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
X 60
Mahatma Gandhi &Nelson Mandela
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 7 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 5: Analyze & Synthesize: Practice Text Comprehension Strategies for ELA Assessment
X 60
Should School Be Year Round?TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across Texts U 50
The Brain
TG p. 8 - Day 5: Before Reading: Summarize & Make Connections Across TextsTG p. 9 - Day 5: After Reading: Build Comprehension: Identify Main Idea and Supporting Details
V 60
The 1960s: Times of ChangeTG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across Texts X 60
Mahatma Gandhi &Nelson Mandela
TG pp. 8-9 - Day 5: Analyze & Synthesize: Summarize & Make Connections Across Texts X 60
Craft and Structure
Should School Be Year Round?
TG p. 3 - Day 2: Before Reading: Introduce "Lengthen the School Year Before It's Too Late!"TG pp. 3-4 - Day 2: After Reading: Focus on Vocabulary: Word OriginsTG p. 5 - Day 3: Before Reading: Introduce "Summer Vacation Is a Learning Experience, Too!"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word OriginsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Build Words from Roots
U 50
The Brain
TG p. 3 - Day 2: Before Reading: Introduce "The Amazing Human Brain"TG pp. 3-4 - Day 2: After Reading: Focus on Vocabulary: Descriptive LanguageTG p. 5 - Day 3: Before Reading: Introduce "Right Brain, Left Brain"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Descriptive LanguageTG p. 7 - Day 4: Before Reading: Introduce "Keeping Your Brain Healthy and Strong"
V 60
The 1960s: Times of Change
TG p. 3 - Day 2: Before Reading: Introduce "We Shall Not Be Moved"TG p. 5 - Day 3: Before Reading: Introduce "What Comes Before Wings"
X 60
Mahatma Gandhi &Nelson Mandela
TG p. 3 - Day 2: Before Reading: Introduce "Mahatma Gandhi: A Nonviolent Life"TG p. 5 - Day 3: Before Reading: Introduce "Nelson Mandela: A Man Who Fought for His Country"
X 60
Integration of Knowledge and Ideas
The BrainTG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Graphic and Text Features V 60
Mahatma Gandhi &Nelson Mandela
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Graphic and Text FeaturesTG p. 9 - Reinforce Skills: Review Writer's Tools: Graphic and Text Features
X 60
Should School Be Year Round?
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Fact and OpinionTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Fact and OpinionTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Make Judgments
U 50
The Brain
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Fact and OpinionTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Fact and OpinionTG p. 7 - Day 4: After Reading: Build Comprehension: Evaluate Fact and Opinion
V 60
The 1960s: Times of Change
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Fact and OpinionTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Fact and OpinionTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Compare and Contrast
X 60
Mahatma Gandhi &Nelson Mandela
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Fact and OpinionTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Fact and Opinion
X 60
Range of Reading and Level of Text Complexity
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).
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
A Christmas Carol
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.
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
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.
Determine a 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.
The Brain
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.
R-YTG p. 2 - Introduce the "Fractured" Classic and the Script
60VTG p. 3 - Day 2: Before Reading: Introduce "The Amazing Human Brain"
R-YTG p. 2 - Preview the ScriptA Christmas Carol
60XTG pp. 7-8 - Day 4: After Reading: Build Comprehension: Compare and Contrast
The 1960s: Times of Change
Page 56 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 9
Should School Be Year Round?
TG p. 3 - Day 2: Read "Lengthen the School Year Before It's Too Late!"TG p. 5 - Day 3: Read "Summer Vacation Is a Learning Experience, Too!"TG p. 7 - Day 4: Reread "Summer Vacation Is a Learning Experience, Too!"
U 50
The Brain
TG p. 3 - Day 2: Read "The Amazing Human Brain"TG p. 5 - Day 3: Read "Right Brain, Left Brain"TG p. 7 - Day 4: Read "Keeping Your Brain Healthy and Strong"TG p. 9 - Day 5: Reread "Keeping Your Brain Healthy and Strong"
V 60
The 1960s: Times of ChangeTG p. 3 - Day 2: Read "We Shall Not Be Moved"TG p. 5 - Day 3: Read "What Comes Before Wings"TG p. 7 - Day 4: Reread "What Comes Before Wings"
X 60
Mahatma Gandhi &Nelson Mandela
TG p. 3 - Day 2: Read "Mahatma Gandhi: A Nonviolent Life"TG p. 5 - Day 3: Read: "Nelson Mandela: A Man Who Fought for His Country"TG p. 5 - Day 3: Reread: "Nelson Mandela"
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence.
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50Impressionists: Monet, Degas,
Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50Impressionists: Monet, Degas,
Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50Impressionists: Monet, Degas,
Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50Impressionists: Monet, Degas,
Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50Impressionists: Monet, Degas,
Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
The Brain TG p. 10 - Write an Informational Text V 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
The Brain TG p. 10 - Write an Informational Text V 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
The Brain TG p. 10 - Write an Informational Text V 60The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
The Brain TG p. 10 - Write an Informational Text V 60The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
The Brain TG p. 10 - Write an Informational Text V 60The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
The Brain TG p. 10 - Write an Informational Text V 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Provide a conclusion that follows from the narrated experiences or events.
Mahatma Gandhi &Nelson Mandela TG p. 10 - Write a Biography X 60
Production and Distribution of Writing
Two by E.B. White: Charlotte's Web & Stuart Little
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Word ChoiceTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: Word ChoiceTG p. 10 - Write a Review
T 44
Should School Be Year Round?
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Strong EndingTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: Strong EndingTG p. 10 - Write a Persuasive Essay
U 50
The BrainTG p. 9 - Day 5: After Reading: Analyze the Writer's CraftTG p. 10 - Write an Informational Text V 60
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Introduce claim(s) and organize the reasons and evidence clearly.
Establish and maintain a formal style.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Use appropriate transitions to clarify the relationships among ideas and concepts.
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.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Produce clear and coherent writing in which the
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Provide a concluding statement or section that follows from the argument presented.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Provide a concluding statement or section that follows from the information or explanation presented.
Establish and maintain a formal style.
60X
Mahatma Gandhi &Nelson Mandela
60Mahatma Gandhi &
Nelson Mandela
TG p. 10 - Write a BiographyMahatma Gandhi &Nelson Mandela
60
60XTG p. 10 - Write a BiographyMahatma Gandhi &
Nelson Mandela
XTG p. 10 - Write a Biography
XTG p. 10 - Write a Biography
Page 57 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 9
Impressionists: Monet, Degas, Cassatt & Van Gogh
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Strong EndingTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: Strong EndingTG p. 10 - Write an Art Review
V 60
Dutch Masters: Hals, Vermeer & Rembrandt
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Writer's VoiceTG p. 9 - Day 5: After Reading: Analyze the Writer's CraftTG p. 10 - Write an Art Review
W 60
The 1960s: Times of Change
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Direct QuotesTG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 9 - Reinforce Skills: Review Writer's Tools: Direct QuotesTG p. 10 - Write a Memoir
X 60
Mahatma Gandhi &Nelson Mandela
TG p. 7 - Day 4: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Biography X 60
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Mahatma Gandhi &
Nelson Mandela TG p. 10 - Write a Biography X 60
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Mahatma Gandhi &
Nelson Mandela TG p. 10 - Write a Biography X 60
Research to Build and Present KnowledgeTwo by E.B. White: Charlotte's
Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Mahatma Gandhi &
Nelson Mandela TG p. 10 - Write a Biography X 60
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Mahatma Gandhi &
Nelson Mandela TG p. 10 - Write a Biography X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Mahatma Gandhi &
Nelson Mandela TG p. 10 - Write a Biography X 60
Range of WritingTwo by E.B. White: Charlotte's
Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Mahatma Gandhi &
Nelson Mandela TG p. 10 - Write a Biography X 60
SPEAKING AND LISTENINGComprehension and CollaborationEngage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion T 44
Should School Be Year Round?TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion U 50
The Brain TG p. 3 - Day 1: Prepare to Read: Reflect and Review V 60Impressionists: Monet, Degas,
Cassatt & Van GoghTG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 3 - Day 1: Prepare to Read: Reflect and Review W 60
The 1960s: Times of ChangeTG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion X 60
Mahatma Gandhi &Nelson Mandela
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 9 - Rules for a Good Discussion X 60
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
T 44
Should School Be Year Round?
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
U 50
R-YTG p. 2 - Assign RolesA Christmas Carol
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Page 58 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 9
The Brain
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
V 60
Dutch Masters: Hals, Vermeer & Rembrandt
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
W 60
The 1960s: Times of Change
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
X 60
Mahatma Gandhi &Nelson Mandela
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG pp. 4-5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
X 60
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Mahatma Gandhi &Nelson Mandela
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG pp. 4-5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
X 60
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Mahatma Gandhi &Nelson Mandela
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG pp. 4-5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
X 60
Presentation of Knowledge and IdeasPresent claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
A Christmas Carol TG p. 2 - Small Group Rehearsal/Reading R-Y
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
A Christmas Carol TG p. 2 - Small Group Rehearsal/Reading R-Y
LANGUAGEConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Two by E.B. White: Charlotte's
Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Two by E.B. White: Charlotte's
Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Two by E.B. White: Charlotte's
Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Two by E.B. White: Charlotte's
Web & Stuart LittleTG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Two by E.B. White: Charlotte's
Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Two by E.B. White: Charlotte's
Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Spell correctly.
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Recognize and correct inappropriate shifts in pronoun number and person.
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Use intensive pronouns (e.g., myself, ourselves).
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
50UTG p. 6 - Day 3: After Reading: Reflect and ReviewShould School Be Year Round?
UTG p. 6 - Day 3: After Reading: Reflect and ReviewShould School Be Year Round? 50
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 9
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Two by E.B. White: Charlotte's Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Two by E.B. White: Charlotte's
Web & Stuart Little TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
VOCABULARY ACQUISITION AND USEDetermine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: PrefixesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: PrefixesTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Team Word-Building
T 44
Mahatma Gandhi &Nelson Mandela
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: PrefixesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: PrefixesTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Prefix It!
X 60
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: PrefixesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: PrefixesTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Team Word-Building
T 44
Mahatma Gandhi &Nelson Mandela
TG p. 4 - Day 2: After Reading: Focus on Vocabulary: PrefixesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: PrefixesTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Prefix It!
X 60
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60
Two by E.B. White: Charlotte's Web & Stuart Little
TG p. 10 - Write a Review T 44
Should School Be Year Round? TG p. 10 - Write a Persuasive Essay U 50The Brain TG p. 10 - Write an Informational Text V 60
Impressionists: Monet, Degas, Cassatt & Van Gogh TG p. 10 - Write an Art Review V 60
Dutch Masters: Hals, Vermeer & Rembrandt TG p. 10 - Write an Art Review W 60
The 1960s: Times of Change TG p. 10 - Write a Memoir X 60Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
The 1960s: Times of Change
TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: Emotion WordsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Emotion WordsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: 1960s Emotions
X 60
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
The 1960s: Times of Change
TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: Emotion WordsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Emotion WordsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: 1960s Emotions
X 60
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
The 1960s: Times of Change
TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: Emotion WordsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Emotion WordsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: 1960s Emotions
X 60
Should School Be Year Round?
TTG pp. 3-4 - Day 2: After Reading: Focus on Vocabulary: Word OriginsTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word OriginsTG p. 9 - Reinforce Skills: Reinforce Vocabulary: Build Words from Roots
U 50
The Brain
TG pp. 3-4 - Day 2: After Reading: Focus on Vocabulary: Descriptive LanguageTG p. 6 - Day 3: After Reading: Focus on Vocabulary: Descriptive Language
V 60
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Maintain consistency in style and tone.
Vary sentence patterns for meaning, reader/listener interest, and style.
Page 60 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
READING: LITERATURENOTE: Many Small-Group
Titles Can Be Used for Literature Purposes
Key Ideas and DetailsDeforestation and
Desertification TG p. 3 - Prepare to Read: Build Content Background V 60
Energy Sources for the 21st Century
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 9 - Day 5: After Reading: Practice Text Comprehension Strategies for ELA Assessment
X 60
Reconstruction after theCivil War
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How did America begin to rebuild the South under Presidents Abraham Lincoln and Andrew Johnson?TG p. 4 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Ask QuestionsTG p. 6 - Chapter 2: Before Reading: Discuss the Essential Question: How did the Radical Republicans in Congress work to create change during Reconstruction?TG p. 8 - Chapter 3: Before Reading: Discuss the Essential Question: How did Reconstruction end, and what followed?
X 60
Voices from the Civil WarTG p. 4 - Chapter 1: Model Metacognitive Strategy: SynthesizeTG p. 7 - Chapters 2-3: Apply Metacognitive Strategy: SynthesizeTG p. 9 - Chapters 4-6: Guide Metacognitive Strategy: Synthesize
T 44
Energy Sources for the 21st Century
TG p. 8 - Day 4: After Reading: Summarize & Make Connections Across Texts X 60
Three Twentieth Century Dictators
TG p. 11 - After Reading: Synthesize Information: Compare and Contrast X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the Stone
TG p. 9 - Day 5: After Reading: Build Comprehension: Analyze Character U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 9 - Day 5: After Reading: build Comprehension: Identify Sequence of Events
W 60
Craft and Structure
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the Stone
TG p. 3 - Day 2: Before Reading: Introduce "Robin Hood Shoots for the Queen"TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: Word OriginsTG p. 5 - Day 3: Before Reading: Introduce "The Story of William Tell"TG p. 6 - Day 3: After Reading: Focus on Vocabulary: Word OriginsTG p. 7 - Day 4: Before Reading: Introduce "The Sword and the Stone"TG p. 8 - Day 4: After Reading: Focus on Vocabulary: Word Origins
U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 3 - Day 2: Before Reading: Introduce "Cocijo's Gift to the People: A Zapotec Myth"TG p. 5 - Day 3: Before Reading: Introduce "Capac and the Golden Rod: An Inca Myth"TG p. 7 - Day 4: Before Reading: Introduce "Quetzalcoatl Creates People: An Aztec Myth"
W 60
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.
Ain't I A Woman TG p. 2 - Introduce the Oratory and the Script P-Z
Integration of Knowledge and Ideas
Voices from the Civil WarTG p. 3 - Before Reading: Introduce the BookTG p. 10 - Chapters 4-6: Use Graphic Features to Interpret Information: Primary Source Documents - Diary Entries
T 44
Deforestation and Desertification
TG p. 3 - Before Reading: Introduce the BookTG p. 10 - Chapters 4,5: Use Graphic Features to Interpret Information: Photographs
V 60
Energy Sources for the 21st Century
TG p. 9 - Day 5: After Reading: Use Graphic Features to Interpret Information X 60
Three Twentieth Century Dictators
TG p. 3 - Before Reading: Introduce the BookTG p. 8 - Chapter 2: Use Graphic Features to Interpret Information: Primary Source Documents
X 60
Reconstruction after theCivil War
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: Primary SourcesTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Primary SourcesTG p. 8 - Chapter 3: Before Reading: Preview Text and Graphic Features: Primary Sources
X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the Stone
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book
W 60
Energy Sources for the 21st Century
TG p. 2 - Day 1: Prepare to Read: Build Genre BackgroundTG p. 2 - Day 1: Prepare to Read: Introduce the Book X 60
Range of Reading and Level of Text Complexity
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the Stone
TG p. 3 - Day 2: Read "Robin Hood Shoots for the Queen"TG p. 5 - Day 3: Read "The Story of William Tell"TG p. 7 - Day 4: Read "The Sword and the Stone"TG p. 9 - Day 5: Reread "The Sword and the Stone"
U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 3 - Day 2: Read "Cocijo's Gift to the People: A Zapotec Myth"TG p. 5 - Day 3: Read "Capac and the Golden Rod: An Inca Myth"TG p. 7 - Day 4: Read "Quetzalcoatl Creates People: An Aztec Myth"TG p. 9 - Day 5: Reread "Quetzalcoatl Creates People: An Aztec Myth"
W 60
READING: INFORMATIONAL TEXTKey Ideas and Details
Deforestation and Desertification TG p. 3 - Prepare to Read: Build Content Background V 60
Energy Sources for the 21st Century
TG p. 4 - Day 2: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 6 - Day 3: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 8 - Day 4: After Reading: Practice Text Comprehension Strategies for ELA AssessmentTG p. 9 - Day 5: After Reading: Practice Text Comprehension Strategies for ELA Assessment
X 60
Reconstruction after theCivil War
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Question: How did America begin to rebuild the South under Presidents Abraham Lincoln and Andrew Johnson?TG p. 4 - Chapter 1: Before Reading: Activate Metacognitive Strategies: Ask QuestionsTG p. 6 - Chapter 2: Before Reading: Discuss the Essential Question: How did the Radical Republicans in Congress work to create change during Reconstruction?TG p. 8 - Chapter 3: Before Reading: Discuss the Essential Question: How did Reconstruction end, and what followed?
X 60
P-ZTG p. 2 - Introduce the Oratory and the ScriptAin't I A Woman
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 10
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
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.
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.
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Explain how an author develops the point of view of the narrator or speaker in a text.
By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
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, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
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.
Page 61 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 10
Voices from the Civil WarTG p. 4 - Chapter 1: Model Metacognitive Strategy: SynthesizeTG p. 7 - Chapters 2-3: Apply Metacognitive Strategy: SynthesizeTG p. 9 - Chapters 4-6: Guide Metacognitive Strategy: Synthesize
T 44
Energy Sources for the 21st Century
TG p. 8 - Day 4: After Reading: Summarize & Make Connections Across Texts X 60
Three Twentieth Century Dictators
TG p. 11 - After Reading: Synthesize Information: Compare and Contrast X 60
Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes)
Three Twentieth Century Dictators
TG pp. 5-6 - Chapter 1: Model Comprehension Strategy: Analyze CharacterTG p. 8 - Chapter 2: Guide Comprehension Strategy: Analyze CharacterTG p. 10 - Chapter 3: Guide Comprehension Strategy: Analyze Character
X 60
Craft and Structure
Energy Sources for the 21st Century
TG p. 3 - Day 2: Before Reading: Introduce "Fossil Fuels: America's Preferred Power"TG p. 5 - Day 3: Before Reading: Introduce "Nuclear Energy: The Future Is Now"TG p. 7 - Day 4: Before Reading: Introduce "Renewable Energy: Endless Power"
X 60
Reconstruction after theCivil War
TG p. 5 - Chapter 1: After Reading: Vocabulary/Word Study: Closed and Open Compound WordsTG p. 7 - Chapter 2: After Reading: Vocabulary/Word Study: Prefixes, Closed and Open Compound WordsTG p. 9 - Chapter 3: After Reading: Vocabulary/Word Study: Prefixes, Closed and Open Compound Words
X 60
Three Twentieth Century Dictators
TG p. 4 - Chapter 1: Model Metacognitive Strategy: Determine Text ImportanceTG p. 7 - Chapter 2: Apply Metacognitive Strategy: Determine Text ImportanceTG p. 9 - Chapter 3: Apply Metacognitive Strategy: Determine Text Importance
X 60
Reconstruction after theCivil War
TG p. 6 - Chapter 2: Before Reading: Activate Metacognitive Strategies: Ask Questions, Determine Text ImportanceTG p. 8 - Chapter 3: Before Reading: Review and Discuss Metacognitive Strategies: Ask Questions, Determine Text Importance
X 60
Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Energy Sources for the 21st Century
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Evaluate Fact and OpinionTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Evaluate Fact and OpinionTG p. 7 - Day 4: After Reading: Build Comprehension: Evaluate Fact and Opinion
X 60
Integration of Knowledge and Ideas
Voices from the Civil WarTG p. 3 - Before Reading: Introduce the BookTG p. 10 - Chapters 4-6: Use Graphic Features to Interpret Information: Primary Source Documents - Diary Entries
T 44
Deforestation and Desertification
TG p. 3 - Before Reading: Introduce the BookTG p. 10 - Chapters 4,5: Use Graphic Features to Interpret Information: Photographs
V 60
Energy Sources for the 21st Century
TG p. 9 - Day 5: After Reading: Use Graphic Features to Interpret Information X 60
Three Twentieth Century Dictators
TG p. 3 - Before Reading: Introduce the BookTG p. 8 - Chapter 2: Use Graphic Features to Interpret Information: Primary Source Documents
X 60
Reconstruction after theCivil War
TG p. 2 - Introduce the Book: Make Connections/Build Background: Preview the BookTG p. 3 - Chapter 1: Before Reading: Preview Text and Graphic Features: Primary SourcesTG p. 6 - Chapter 2: Before Reading: Preview Text and Graphic Features: Primary SourcesTG p. 8 - Chapter 3: Before Reading: Preview Text and Graphic Features: Primary Sources
X 60
Voices from the Civil War
TG pp. 5-6 - Chapter 1: Model Comprehension Strategy: Make JudgmentsTG p. 8 - Chapters 2-3: Apply Comprehension Strategy: Make JudgmentsTG p. 10 - Chapters 4-6: Apply Comprehension Strategy: Make Judgments
T 44
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the Stone
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Make JudgmentsTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Make JudgmentsTG p. 7 - Day 4: After Reading: Build Comprehension: Make Judgments
U 50
Deforestation and Desertification
TG pp. 5-6 - Chapter 1: Comprehension Strategy: MakeJudgmentsTG p. 8 - Chapters 2-3: Comprehension Strategy: MakeJudgmentsTG p. 10 - Chapters 4,5: Comprehension Strategy: MakeJudgments
V 60
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG pp. 3-4 - Day 2: After Reading: Build Comprehension: Make JudgmentsTG pp. 5-6 - Day 3: After Reading: Build Comprehension: Make JudgmentsTG p. 7 - Day 4: After Reading: Build Comprehension: Make Judgments
W 60
Three Twentieth Century Dictators TG p. 16 - Skills Bank: Build Comprehension: Make Judgments X 60
Reconstruction after theCivil War
TG pp. 4-5 - Chapter 1: After Reading: Model Comprehension Strategies: Make JudgmentsTG p. 7 - Chapter 2: After Reading: Practice Comprehension Strategies: Make JudgmentsTG p. 9 - Chapter 3: After Reading: Review and Discuss Comprehension Strategies: Make Judgments
X 60
Voices from the Civil War TG p. 2 - Additional Related Resources T 44Three Twentieth Century
Dictators TG p. 2 - Additional Related Resources X 60
Range of Reading and Level of Text Complexity
Voices from the Civil WarTG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: Set a Purpose for ReadingTG p. 9 - Chapters 4-6: Set a Purpose for Reading
T 44
Deforestation and Desertification
TG p. 4 - Chapter 1: Before Reading: Monitor-Reading Strategy: RereadTG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapters 2-3: Before Reading: Monitor-Reading Strategy: RereadTG p. 7 - Chapters 2-3: Set a Purpose for ReadingTG p. 9 - Chapters 4,5: Before Reading: Monitor-Reading Strategy: RereadTG p. 9 - Chapters 4,5: Set a Purpose for Reading
V 60
Energy Sources for the 21st Century
TG p. 3 - Day 2: Read "Fossil Fuels: America's Preferred Power"TG p. 5 - Day 3: Read "Nuclear Energy: The Future Is Now"TG p. 7 - Day 4: Read "Renewable Energy: Endless Power"TG p. 9 - Day 5: Reread "Renewable Energy: Endless Power"
X 60
Three Twentieth Century Dictators
TG p. 4 - Chapter 1: Set a Purpose for ReadingTG p. 7 - Chapter 2: Set a Purpose for ReadingTG p. 9 - Chapter 3: Set a Purpose for Reading
X 60
Reconstruction after theCivil War
TG p. 4 - Chapter 1: Read the ChapterTG pp. 6-7 - Chapter 2: Read the ChapterTG p. 8 - Chapter 3: Read the Chapter
X 60
WRITINGText Types and PurposesWrite arguments to support claims with clear reasons and relevant evidence.
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
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.
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
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.
Introduce claim(s) and organize the reasons and evidence clearly
Determine a 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.
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).
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.
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.
Page 62 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 10
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Deforestation and Desertification
TG p. 12 - Write a Personal ResponseTG p. 12 - Write to a Text PromptTG p. 12 - Write to a Picture Prompt
V 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 2 - Introduce the Book: Make Connections/Build Background: Write a Diary Entry: Introduce and PlanTG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 5 - Chapter 1: After Reading: Write a Biography: DraftTG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Production and Distribution of Writing
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the Stone
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: Word ChoiceTG p. 9 - Day 5: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Legend
U 50
Use appropriate transitions to clarify the relationships among ideas and concepts.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Provide a concluding statement or section that follows from the argument presented.
Establish and maintain a formal style.
Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.
Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.
Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
Use precise language and domain-specific vocabulary to inform about or explain the topic.
Provide a concluding statement or section that follows from the information or explanation presented.
Establish and maintain a formal style.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Provide a conclusion that follows from the narrated experiences or events.
Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
evidence clearly.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 10
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: MetaphorTG p. 9 - Day 5: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Myth
W 60
Energy Sources for the 21st Century
TG pp. 2-3 - Day 1: Prepare to Read: Introduce the Tools for Readers and Writers: State and Defend Your PositionTG p. 9 - Day 5: After Reading: Analyze the Writer's CraftTG p. 10 - Write a Persuasive Essay
X 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Reconstruction after theCivil War TG p. 9 - Conclusion: Write a Diary Entry: Publish and Share X 60
Research to Build and Present KnowledgeRobin Hood Shoots for the
Queen & The Story of William Tell & The Sword and the Stone
TG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Voices from the Civil WarTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment T 44
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
Range of Writing
Voices from the Civil WarTG p. 11 - After Reading: Synthesize: Reflect Through WritingTG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph That Contains a Judgment
T 44
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Deforestation and Desertification TG p. 12 - Write a Personal Response V 60
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Three Twentieth Century Dictators
TG p. 12 - Writing Workshop: Model the Writing Process: Write a Paragraph Analyzing Character X 60
Reconstruction after theCivil War
TG p. 7 - Chapter 2: After Reading: Write a Diary Entry: Edit and ReviseTG p. 9 - Chapter 3: After Reading: Write a Diary Entry: Create Final Draft
X 60
SPEAKING AND LISTENINGComprehension and Collaboration
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
Apply grade 6 Reading standards to literature (e.g., “Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
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COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 10
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Voices from the Civil War TG p. 4 - Chapter 1: Discuss the Reading T 44Robin Hood Shoots for the
Queen & The Story of William Tell & The Sword and the Stone
TG p. 3 - Day 1: Prepare to Read: Reflect and Review U 50
Deforestation and Desertification TG p. 5 - Chapter 1: After Reading: Discuss the Reading V 60
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
W 60
Energy Sources for the 21st Century
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and Review X 60
Three Twentieth Century Dictators TG p. 5 - Chapter 1: Discuss the Reading X 60
Reconstruction after theCivil War
TG p. 2 - Introduce the Book: Make Connections/Build Background: Build Social Science Concepts and VocabularyTG p. 4 - Chapter 1: After Reading: Discuss Key Concepts
X 60
Voices from the Civil WarTG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapters 2-3: Discuss the ReadingTG p. 9 - Chapters 4-6: Discuss the Reading
T 44
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the Stone
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
U 50
Deforestation and Desertification
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
V 60
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
W 60
Energy Sources for the 21st Century
TG p. 3 - Day 1: Prepare to Read: Reflect and ReviewTG p. 5 - Day 2: After Reading: Reflect and ReviewTG p. 6 - Day 3: After Reading: Reflect and ReviewTG p. 8 - Day 4: After Reading: Reflect and Review
X 60
Three Twentieth Century Dictators
TG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapter 2: Discuss the ReadingTG p. 9 - Chapter 3: Discuss the Reading
X 60
Reconstruction after theCivil War
TG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 7 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Voices from the Civil WarTG p. 5 - Chapter 1: Discuss the ReadingTG p. 7 - Chapters 2-3: Discuss the ReadingTG p. 9 - Chapters 4-6: Discuss the Reading
T 44
Deforestation and Desertification
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
V 60
Reconstruction after theCivil War
TG p. 4 - Chapter 1: After Reading: Discuss Key ConceptsTG p. 7 - Chapter 2: After Reading: Discuss Key ConceptsTG p. 8 - Chapter 3: After Reading: Discuss Key Concepts
X 60
Voices from the Civil War TG p. 5 - Chapter 1: Discuss the Reading T 44
Voices from the Civil War TG p. 5 - Chapter 1: Discuss the Reading T 44
Deforestation and Desertification
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the Reading V 60
Presentation of Knowledge and Ideas
Voices from the Civil War TG p. 5 - Chapter 1: Discuss the Reading T 44
Deforestation and Desertification
TG p. 5 - Chapter 1: After Reading: Discuss the Reading V 60
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Ain't I A Woman TG p. 2 - Small Group Rehearsal/Reading P-Z
Voices from the Civil War TG p. 5 - Chapter 1: Discuss the Reading T 44
Deforestation and Desertification
TG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
V 60
LANGUAGEConventions of Standard EnglishDemonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
60VTG p. 5 - Chapter 1: After Reading: Discuss the ReadingTG p. 7 - Chapters 2-3: After Reading: Discuss the ReadingTG p. 9 - Chapters 4,5: After Reading: Discuss the Reading
Deforestation and Desertification
Ensure that pronouns are in the proper case (subjective, objective, possessive).
Recognize variations from standard English in their
Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
Recognize and correct inappropriate shifts in pronoun number and person.
Use intensive pronouns (e.g., myself, ourselves).
Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
P-ZTG p. 2 - Assign RolesAin't I A Woman
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Page 65 of 65 11/2/2016
COMMON CORE STANDARD Small Group Book Title Small Book, Teacher's Guide Page - SectionLetter Level
Number Level
Benchmark Literacy Small-Group Titles Correlated to the Common Core StandardsGRADE 6 -- UNIT 10
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Knowledge of LanguageUse knowledge of language and its conventions when writing, speaking, reading, or listening.
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
VOCABULARY ACQUISITION AND USEDetermine or clarify the meaning of unknown and Adverbs and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
Voices from the Civil War
TG p. 6 - Chapter 1: Use Context Clues to Determine Word Meaning: DescriptionsTG p. 8 - Chapters 2-3: Use Context Clues to Determine Word Meaning: Descriptions
T 44
Deforestation and Desertification
TG p. 8 - Chapters 2-3: Use Context Clues to Determine Word Meaning: Direct Definitions V 60
Reconstruction after theCivil War
TG p. 3 - Chapter 1: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Direct Definitions) to Determine Word MeaningsTG p. 6 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions) to Determine Word MeaningsTG p. 6 - Chapter 2: Before Reading: Discuss the Essential Vocabulary: Use Context Clues (Descriptions and Synonyms) to Determine Word Meanings
X 60
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: PrefixesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: PrefixesTG p. 8 - Day 4: After Reading: Focus on Vocabulary: Prefixes
W 60
Energy Sources for the 21st Century
TG pp. 4-5 - Day 2: After Reading: Focus on Vocabulary: SuffixesTG p. 6 - Day 3: After Reading: Focus on Vocabulary: SuffixesTG p. 8 - Day 4: After Reading: Focus on Vocabulary: Suffixes
X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Robin Hood Shoots for the Queen & The Story of William
Tell & The Sword and the StoneTG p. 10 - Write a Legend U 50
Cocijo's Gift to the People, Manco Capac and the Golden
Rod & Quetzalcoatl Creates People
TG p. 10 - Write a Myth W 60
Energy Sources for the 21st Century TG p. 10 - Write a Persuasive Essay X 60
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Three Twentieth Century Dictators
TG p. 6 - Chapter 1: Use Synonyms, Words, and Phrases to Analyze CharacterTG p. 10 - Chapter 3: Use Synonyms, Words, and Phrases to Analyze Character
X 60
Deforestation and Desertification
TG p. 6 - Chapter 1: Use Synonyms to Determine Word Meaning: Synonyms Using , or V 60
Three Twentieth Century Dictators
TG p. 6 - Chapter 1: Use Synonyms, Words, and Phrases to Analyze CharacterTG p. 10 - Chapter 3: Use Synonyms, Words, and Phrases to Analyze Character
X 60
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Reconstruction after theCivil War
TG p. 5 - Chapter 1: After Reading: Vocabulary/Word Study: Closed and Open Compound WordsTG p. 7 - Chapter 2: After Reading: Vocabulary/Word Study: Prefixes, Closed and Open Compound WordsTG p. 9 - Chapter 3: After Reading: Vocabulary/Word Study: Prefixes, Closed and Open Compound Words
X 60
60XTG p. 6 - Chapter 1: Use Synonyms, Words, and Phrases to Analyze Character
Three Twentieth Century Dictators
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Maintain consistency in style and tone.
Vary sentence patterns for meaning, reader/listener interest, and style.
Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.
Spell correctly.
Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
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