rachel.smith@killeenisd karen.jensen@killeenisd

rachel.smith@killeenisd.org karen.jensen@killeenisd.org

6th Grade CSCOPE

Overview

3rd Nine Weeks

ELAR

Vision:

Through the implementation of a full, innovative,

rigorous, comprehensive

education program, KISD will provide superior learning opportunities so

that upon graduation, students are prepared for

success in the workforce and/or in

higher education

MISSION: Teach so that

students learn to their

maximum potential

UBDUnderstanding by Design

Red-line TEKS for the 3rd 9 Weeks:

GRADE LEVEL TEKS

BEFORE

MY LANE GRADE LEVEL TEKS

AFTER

TEKS 5.19 (D) 6.19 (D) 7.19 (D)

COGNITIVE SPECIFICITY

CONTENT TITLE

Differences in Cognitive Specificity

Differences in Content Specificity

Vertical Alignment Study

Grade Level and Content/Course__________ Strand:__________________________

I – Introduced in my grade level T – Transformed in my grade level

IFDRed-line TEKS with Specificity

6.19(D) make inferences about text and use textual evidence to support understandingMakeINFERENCES ABOUT TEXTIncluding but not limited to: Use information from text Use background knowledge/experience

UseTEXTUAL EVIDENCE TO SUPPORT UNDERSTANDINGIncluding, but not limited to: Title Headings Cover Illustrations Photos Charts, graphs, tables Plot Facts/detailsInference: connecting bits of information to make a logical guess. Readers make inferences by making generalizations, predictions, and drawing conclusions.Prediction: a conclusion about the futureGeneralization: a conclusion about a group of persons, places, or thingsConclusion: a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.Textual Evidence: specific details or facts found in text that support what is inferred

IFDRed-line TEKS with Specificity

6.19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across textsSummarize, Paraphrase, SynthesizeTEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSSTEXTSSummary includes, but is not limited to: Brief, coherent sentences that communicate the key information (short paragraph) A main idea (the central meaning) Main character(s) in fiction Important details that come before the conflict, during the conflict, and important details after the conflictin fiction Must remain true to the author's interpretation and emphasis Focus on what the author is saying

Summarize: to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

Paraphrase: restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation.

Synthesize: to combine elements and parts to form a coherent whole

IFDRed-line TEKS with Specificity

6.19(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. MakeCONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES AND PROVIDE TEXTUAL EVIDENCEIncluding, but not limited to: Thematic links Author analysis Personal Connections World ConnectionsThematic links: a logical connection made between or among texts that share similar themesAuthor analysis: a process that connects the author's logical relationship to the text he/she wrote (e.g., perspective, purpose)

Performance Indicators

• Read about an issue on the same topic presented in at least two formats (e.g., speech, newspaper, magazine news cast, website, etc.). Create a graphic organizer (e.g., T-Chart, Venn diagram, etc.) to compare and contrast the author’s purpose, perspective, and persuasive techniques. In a small group, discuss and critique the effectiveness of the persuasive techniques based on audience, purpose, and message. (6.Fig19D,E,F, 6.9A; 6.10B; 6.11A,B; 6.13A,B,C)

Test item

Anchor Chart

Resources

Provided by Region 4 ESC 15

Curriculum

Ass

ess

ment In

structio

n

Improved Student Achievement

Written Curriculum (TEKS)

Identified Standards

Taught C

urricu

lum

Opportu

nity

to Le

arn

the S

tandard

s

Test

ed C

urr

iculu

m (TA

KS)

Mea

sure

s th

e Att

ainm

ent

of

the

Sta

ndar

ds

Comprehension Components

16

17

IN

THE

BOOK

IN

MY

HEAD

Right There

Answer is found in one sentence in the

text or a primary source document

Author and YouTo answer the question use the information in

the text or primary source with specific

details and background information

Think and Search

Need to look in different sentences in the book or look in other documents

On Your Own

Answer comes from your knowledge of the subject matter

Bloom’s Taxonomy

18

Bloom’s Taxonomy

Levels of Bloom’s Taxonomy…

Launching Sequence

(

Provided by Region 4 ESC 22

systematic, explicit instruction

teacher modeling

guided practice

independent practice

assessing progress and adjusting instruction

systematic, explicit instruction

teacher modeling

guided practice

independent practice

assessing progress and adjusting instruction

• explicit, systematic instruction

• model and demonstrate strategies

• guided practice

• independent practice

• monitor and assess student progress

Gradual Release Model

Example for Inferring

Gets kids talking about inferring…

•“What I like in a good author isn’t what he says, but what he whispers.”

• Logan P. Smith, essayist

Most successful strategies

Before Reading (White 178)

During/After Reading(White 183-202)

During/After Reading

Research-Based Questioning Strategies

Provided by Region 4 ESC 29

Inference Anchor Chart (Text-Based Responses)

Provided by Region 4 ESC 30

FROM THE TEXT

IN MY HEADWHAT I

CONCLUDEDirect quotes,

details, or events from the text

What I already know through my

experience or background knowledge

Conclusions that I can draw from

what is in the text and what I already

know

Textual Clues + Background Knowledge = Inferencing

TC+ BK= I

Inference Anchor Chart

Types of Evidence

Types of Evidence: Direct Quotation

Provided by Region 4 ESC 33

Types of Evidence: Paraphrase

Provided by Region 4 ESC 34

Types of Evidence: Specific Synopsis

Provided by Region 4 ESC 35

Provided by Region 4 ESC 36

Pairing Works

Community Commitments

Activities

Receipt Round-up

Postcard Persuasion

Senses Chart

Picture Book Perfect