az reality central grade 6 2010 - final -...

Pearson Reality Central Program, Grade 6 © 2010 Correlated to:

Arizona Academic Standards for Language Arts: Reading and Writing (Grade 6)

1 ANTH = Anthology TR = Teaching Resources WJ = Writing Journal

ARIZONA ACADEMIC STANDARDS FOR LANGUAGE ARTS: READING AND

WRITING

PEARSON REALITY CENTRAL PROGRAM, GRADE 6 © 2010

Strand 1: Reading Process

Reading Process consists of the five critical components of reading, which are Phonemic Awareness, Phonics, Fluency, Vocabulary and Comprehension of connected text. These elements support each other and are woven together to build a solid foundation of linguistic understanding for the reader.

Concept 1: Print Concepts

Demonstrate understanding of print concepts.

(Grades K-3)

Concept 2: Phonemic Awareness

Identify and manipulate the sounds of speech.

(Grades K-2)

Concept 3: Phonics

Decode words, using knowledge of phonics, syllabication, and word parts.

(Grades K-3)

Concept 4: Vocabulary

Acquire and use new vocabulary in relevant contexts.

PO 1. Determine the effect of affixes on root words.

TR: 53, 103, 105

WJ: 21, 43, 47, 51, 59, 67, 77, 93, 101, 107, 111, 123, 127, 141, 163, 167, 179, 183, 187

PO 2. Use context to identify the meaning of unfamiliar words (e.g., definition, example, restatement, synonym, contrast).

ANTH: 4, 8, 12, 16, 20, 24, 28, 32, 40, 44, 48, 52, 56, 60, 64, 68, 76, 80, 84, 88, 92, 96, 100, 104, 112, 116, 120, 124, 128, 132, 136, 140, 148, 152, 156, 160, 168, 172, 176, 180, 184, 188, 192, 196

TR: 12, 14, 19-20, 24-25, 28, 32-33, 39-40, 44, 52, 56, 59-60, 62, 64, 66, 76, 79-80, 84, 91-92, 94, 96, 102-103, 108, 111-112

WJ: 12-13, 21, 29, 42-43, 63, 84-85, 111, 114, 119, 126, 131, 148-149, 163, 167, 170, 174

PO 3. Use context to identify the intended meaning of words with multiple meanings (e.g., definition, example, restatement, or contrast).

TR: 70

PO 4. Determine the meaning of figurative language, including similes, metaphors, personification, and idioms in prose and poetry.

ANTH: N/A

TR: N/A

WJ: N/A

PO 5. Identify the meanings, pronunciations, syllabication, synonyms, antonyms, and parts of speech of words, by using a variety of reference aids, including dictionaries, thesauri, glossaries, and CD-ROM and the Internet when available.

ANTH: 202-208

TR: 37, 43, 45, 103, 158

WJ: 58, 115, 126, 176





WRITING


Concept 5: Fluency

Read fluently.

PO 1. Read from a variety of genres with accuracy, automaticity (immediate recognition), and prosody (expression).

ANTH: 4-7, 8-11, 12-15, 16-19, 20-23, 24-27, 28-31, 32-35, 40-43, 44-47, 48-51, 52-55, 56-59, 60-63, 64-67, 68-71, 76-79, 80-83, 84-87, 88-91, 92-95, 96-99, 100-103, 104-107, 112-115, 116-119, 120-123, 124-127, 128-131, 132-135, 136-139, 140-143, 148-151, 152-155, 156-159, 160-163, 168-171, 172-175, 176-179, 180-183, 184-187, 188-191, 192-195, 196-199

TR: 2-3, 4-5, 6-7, 8-9, 10-11, 12-13, 14-15, 16-17, 22-23, 24-25, 26-27, 28-29, 30-31, 32-33, 34-35, 36-37, 42-43, 44-45, 46-47, 48-49, 50-51, 52-53, 54-55, 56-57, 62-63, 64-65, 66-67, 68-69, 70-71, 72-73, 74-75, 76-77, 82-83, 84-85, 86-87, 88-89, 94-95, 96-97, 98-99, 100-101, 102-103, 104-105, 106-107, 108-109, 158-160

Concept 6: Comprehension Strategies

Employ strategies to comprehend text.

PO 1. Predict text content using prior knowledge and text features (e.g., illustrations, titles, topic sentences, key words).

ANTH: 56, 100, 168

TR: 12, 16, 22, 24, 26, 30, 32, 36, 42, 44, 50, 54, 62, 64, 66, 68, 70, 72, 74, 82, 88, 94, 98, 102, 106, 108, 159

PO 2. Confirm predictions about text for accuracy.

ANTH: 56, 100, 168

TR: 12, 16, 22, 26, 30, 32, 36, 42, 44, 50, 54, 62, 64, 66, 68, 70, 72, 88, 94, 98, 102, 106

PO 3. Generate clarifying questions in order to comprehend text.

ANTH: 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 99, 101, 103, 105, 107, 111, 113, 115, 117, 119, 121, 123, 125, 127, 129, 131, 133, 135, 137, 139, 141, 143, 147, 149, 151, 153, 155, 157, 159, 161, 163, 167, 169, 171, 173, 175, 177, 179, 181, 183, 185, 187, 189, 191, 193, 195, 197, 199

TR: 1, 2, 4, 6, 8, 10, 12, 14, 16, 21, 22, 24, 26, 28, 30, 32, 34, 36, 41, 42, 44, 46, 48, 50, 52, 54, 56, 61, 62, 64, 66, 68, 70, 72, 74, 76, 81, 82, 84, 86, 88, 93, 94, 96, 98, 100, 102, 104, 106, 108, 158





WRITING


PO 4. Use graphic organizers in order to clarify the meaning of the text.

ANTH: 8, 12, 16, 20, 24, 28, 44, 52, 56, 64, 68, 76, 80, 84, 92, 100, 116, 124, 136, 144-145, 148, 152, 160, 164-165, 172, 176, 184, 188, 196

TR: 6, 7, 10-11, 14, 17, 22-23, 27, 28, 30, 33, 34-35, 37, 44-45, 46-47, 48, 50-51, 52, 54, 56-57, 62, 64, 66, 69, 70, 74, 78, 82, 85, 88-89, 95, 97, 99, 100, 104-105, 107, 108, 139-157

PO 5. Connect information and events in text to experience and to related text and sources.

ANTH: 4, 8, 12, 16, 20, 24, 28, 32, 40, 44, 48, 52, 56, 60, 64, 68, 76, 80, 84, 88, 92, 96, 100, 104, 112, 116, 120, 124, 128, 132, 136, 140, 148, 152, 156, 160, 168, 172, 176, 180, 184, 188, 192, 196

TR: 2, 4, 6, 8, 10, 12, 14, 16, 22, 24, 26, 28, 30, 32, 34, 36, 42, 44, 46, 48, 50, 52, 54, 56, 62, 64, 66, 68, 70, 72, 74, 76, 82, 84, 86, 88, 94, 96, 98, 100, 102, 104, 106, 108

PO 6. Apply knowledge of the organizational structures (e.g., chronological order, time-sequence order, cause and effect relationships) of text to aid comprehension.

ANTH: 56, 100, 168

TR: 50, 54, 72, 75, 85

WJ: 52-53

PO 7. Use reading strategies (e.g., drawing conclusions, determining cause and effect, making inferences, sequencing) to comprehend text.

ANTH: 15, 87, 91, 159

TR: 24, 47, 49, 54, 62, 70, 72, 75, 85, 86, 159

WJ: 52-53

Strand 2: Comprehending Literary Text

Comprehending Literary Text identifies the comprehension strategies that are specific in the study of a variety of literature.

Concept 1: Elements of Literature

Identify, analyze, and apply knowledge of the structures and elements of literature.

PO 1. Describe the plot and its components (e.g., main events, conflict, rising action, climax, falling action, resolution).

ANTH: N/A

TR: N/A

WJ: N/A

PO 2. Identify the theme in works of prose, poetry, and drama.

ANTH: N/A

TR: N/A

WJ: N/A





WRITING


PO 3. Describe the motivations of major and minor characters.

ANTH: N/A

TR: N/A

WJ: N/A

PO 4. Identify the narrative point of view (e.g., first person, third person, omniscient) in a literary selection.

ANTH: N/A

TR: N/A

WJ: N/A

PO 5. Analyze the influence of setting (e.g., time of day or year, historical period, place, situation) on the problem and resolution

ANTH: N/A

TR: N/A

WJ: N/A

PO 6. Draw conclusions about the style, mood, and meaning of literary text based on the author’s word choice.

ANTH: N/A

TR: N/A

WJ: N/A

PO 7. Identify the characteristics and structural elements of poetry (e.g., stanza, verse, rhyme scheme, line breaks, alliteration, consonance, assonance, rhythm, repetition, figurative language).

TR: 53

PO 8. Identify various genres of fiction (e.g., mysteries, science fiction, historical fiction, adventures, fantasies, fables, myths) based upon their characteristics.

ANTH: N/A

TR: N/A

WJ: N/A

Concept 2: Historical and Cultural Aspects of Literature

Recognize and apply knowledge of the historical and cultural aspects of American, British, and world literature.

PO 1. Describe the historical and cultural aspects found in cross-cultural works of literature.

ANTH: N/A

TR: N/A

WJ: N/A

PO 2. Identify common structures and stylistic elements in literature, folklore, and myths from a variety of cultures.

ANTH: N/A

TR: N/A

WJ: N/A





WRITING


Strand 3: Comprehending Informational Text

Comprehending Informational Text delineates specific and unique skills that are required to understand the wide array of informational text that is a part of our day-to-day experiences.

Concept 1: Expository Text

Identify, analyze, and apply knowledge of the purpose, structures, and elements of expository text.

PO 1. Restate the main idea (explicit or implicit) and supporting details in expository text.

ANTH: 7, 15, 19, 27, 43, 55, 59, 67, 83, 87, 99, 155, 171, 201

TR: 2, 12, 22, 33, 34, 37, 43, 44, 52-53, 57, 63, 64-65, 69, 73, 77, 85, 88-89, 97, 98, 100, 104, 106, 109

PO 2. Summarize the main idea and critical details of expository text, maintaining chronological or logical order.

ANTH: 7, 15, 19, 27, 43, 55, 59, 67, 83, 87, 99, 155, 171, 201

TR: 8, 12, 16-17, 22, 26, 29, 44, 64, 68, 71, 83, 86, 94, 102, 108, 158

WJ: 30-31

PO 3. Distinguish fact from opinion in expository text, providing supporting evidence from text.

ANTH: 4-7, 12, 15, 24, 25, 28, 30

PO 4. Identify the author's stated or implied purpose(s) for writing expository text.

ANTH: 7, 9, 13, 17, 21, 25, 29, 33, 41, 45, 49, 53, 57, 61, 65, 69, 77, 81, 85, 89, 93, 97, 101, 105, 113, 117, 121, 125, 129, 133, 137, 141, 149, 153, 157, 161, 169, 173, 177, 181, 185, 189, 193, 197

TR: 24, 32

PO 5. Locate specific information by using organizational features (e.g., table of contents, headings, captions, bold print, italics, glossaries, indices, key/guide words, topic sentences, concluding sentences) of expository text. (Connected to Research Strand in Writing)

ANTH: 1, 56, 100, 168, 184

TR: 22, 24, 33, 34, 42-43, 44, 50, 52-53, 54, 55, 62-63, 68, 70, 72-73, 74, 82, 84-85, 94, 96, 98, 100, 106, 108

PO 6. Locate appropriate print and electronic reference sources (e.g., encyclopedia, atlas, almanac, dictionary, thesaurus, periodical, CD-ROM, website) for a specific purpose. (Connected to Research Strand in Writing)

ANTH: 164, 202-208

TR: 37, 43, 45, 103, 158

WJ: 58, 115, 126, 176

PO 7. Interpret graphic features (e.g., charts, maps, diagrams, illustrations, tables, timelines, graphs) of expository text. (Connected to Research Strand in Writing)

ANTH: 6, 14, 30, 42, 70, 90, 106, 122, 154, 174, 178, 194

TR: 7, 28, 42, 49, 52, 67, 68, 75, 107





WRITING


PO 8. Identify the organizational structures (e.g., chronological order, comparison and contrast, cause and effect relationships, logical order) of expository text.

ANTH: 56, 100, 168

TR: 25, 30, 46, 50, 54, 72, 85, 87

PO 9. Draw valid conclusions about expository text, supported by text evidence.

ANTH: 15, 87, 91, 159

TR: 49

Concept 2: Functional Text

Identify, analyze, and apply knowledge of the purpose, structures, clarity, and relevancy of functional text.

PO 1. Use information from text and text features to determine the sequence of activities needed to carry out a procedure.

Opportunities to address this standard appear on the following pages:

ANTH: 36-37, 72-73, 108-109, 144-145, 164-165, 200-201


TR: 83


WJ: 124-125, 138-139

PO 2. Identify the text features (e.g., directions, legend, illustrations, diagram, sequence, bold face print, headings) of functional text.


ANTH: 36-37, 72-73, 108-109, 144-145, 164-165, 200-201


TR: 83


WJ: 124-125, 138-139

PO 3. Interpret details from functional text for a specific purpose (e.g., to follow directions, to solve a problem, to perform a procedure, to answer questions).

ANTH: 36-37, 72-73, 108-109, 144-145, 164-165, 200-201


TR: 83


WJ: 124-125, 138-139





WRITING


Concept 3: Persuasive Text

Explain basic elements of argument in text and their relationship to the author’s purpose and use of persuasive strategies.

PO 1. Determine the author's specific purpose for writing the persuasive text.

ANTH: 88-91

TR: 48-49

PO 2. Identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object.

ANTH: 88-91

TR: 48-49

PO 3. Describe the intended effect of persuasive strategies and propaganda techniques (e.g., bandwagon, peer pressure, repetition, testimonial, transfer, loaded words) that an author uses.

ANTH: 192-195

TR: 106-107

Writing Standard Articulated by Grade Level

Strand 1: Writing Process

Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress.

Concept 1: Prewriting

Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes.

Grade 6

PO 1. Generate ideas through a variety of activities (e.g., prior knowledge, discussion with others, printed material, or other sources).

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184

PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184





WRITING


PO 3. Determine the intended audience of a writing piece.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184

PO 4. Establish a central idea appropriate to the type of writing.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184

PO 5. Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184

PO 6. Maintain a record (e.g., list, journal, folder, notebook) of writing ideas.


TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2, 6, 10, 14, 18, 22, 26, 30, 36, 40, 44, 48, 52, 56, 60, 64, 70, 74, 78, 82, 86, 90, 94, 98, 104, 108, 112, 116, 120, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 172, 176, 180, 184

PO 7. Use time-management strategies, when appropriate, to produce a writing product within a set time period.


TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109





WRITING



WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

Concept 2: Drafting

Drafting incorporates prewriting activities to create a first draft containing necessary elements for a specific purpose.

Grade 6

PO 1. Use a prewriting plan to develop a draft with main idea(s) and supporting details.

TR: 63, 65, 71, 75, 83, 95, 103

WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

PO 2. Organize writing into a logical sequence that is clear to the audience.

TR: 65, 75, 83, 95, 103

WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

Concept 3: Revising

Revising includes evaluating and refining the rough draft for clarity and effectiveness. (Ask: Does this draft say what you want it to say?)

Grade 6

PO 1. Evaluate the draft for use of ideas and content, organization, voice, word choice, and sentence fluency. (See Strand 2)

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185





WRITING


PO 2. Add details to the draft to more effectively accomplish the purpose.

TR: 3, 5, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 99, 101, 103, 105, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185

PO 3. Delete irrelevant and/or redundant information from the draft to more effectively accomplish the purpose.

TR: 3, 5, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 99, 101, 103, 105, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185

PO 4. Rearrange words, sentences, and paragraphs to clarify the meaning or to enhance the writing style.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185

PO 5. Add transitional words, phrases, and/or sentences to clarify meaning or enhance the writing style.

TR: 38

WJ: 23, 53, 139

PO 6. Use a variety of sentence structures (i.e., simple, compound) to improve sentence fluency in the draft.

WJ: 216-218

PO 7. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to refine the draft.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 7, 11, 15 17, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185

PO 8. Use resources and reference materials to select more precise vocabulary.

WJ: 5, 17, 33, 39, 63, 73, 97, 145, 159





WRITING


Concept 4: Editing

Editing includes proofreading and correcting the draft for conventions.

Grade 6

PO 1. Identify punctuation, spelling, and grammar and usage errors in the draft.

(See Strand 2)

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185, 227

PO 2. Use resources (e.g., dictionary, word lists, spelling/grammar checkers) to correct conventions.

ANTH: 202-208

TR: 37, 43, 45, 103, 158

WJ: 58, 115, 126, 176

PO 3. Apply proofreading marks to indicate errors in conventions.

WJ: 228

PO 4. Apply appropriate tools or strategies (e.g., peer review, checklists, rubrics) to edit the draft.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185, 227

Concept 5: Publishing

Publishing involves formatting and presenting a final product for the intended audience.

Grade 6

PO 1. Prepare writing in a format (e.g., oral presentation, manuscript, multimedia) appropriate to audience and purpose.

WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185





WRITING


PO 2. Use margins and spacing to enhance the final product.


WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

PO 3. Use graphics (e.g., drawings, charts, graphs), when applicable, to enhance the final product.

ANTH: 164-165


WJ: 168-169

PO 4. Write legibly. Opportunities to address this standard appear on the following pages:

WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

Strand 2: Writing Elements

This strand focuses on the elements of effective writing. Good writing instruction incorporates multiplperformance objectives into an integrated experience of learning for the student. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progressThe order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.

Concept 1: Ideas and Content

Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

Grade 6

PO 1. Use clear, focused ideas and details to support the topic.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 61, 65, 71, 75, 79, 83, 87, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185





WRITING


PO 2. Provide content and selected details that are well-suited to audience and purpose.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

PO 3. Develop a sufficient explanation or exploration of the topic.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 40-41, 44-45, 48-49, 52-53, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

PO 4. Include ideas and details that show original perspective.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

Concept 2: Organization

Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

Grade 6

PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).

(See Strand 3)

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109





WRITING


WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

PO 2. Develop a strong beginning or introduction that draws in the reader.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185

PO 3. Place details appropriately to support the main idea.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 7, 11, 15, 19, 23, 27, 31, 37, 41, 45, 49, 53, 57, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 121, 125, 129, 133, 139, 143, 147, 151, 157, 161, 165, 169, 173, 177, 181, 185

PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas).

TR: 38

WJ: 23, 53, 139

PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology).


TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109


WJ: 2-3, 6-7, 10-11, 14-15, 18-19, 22-23, 26-27, 30-31, 36-37, 40-41, 44-45, 48-49, 52-53, 56-57, 60-61, 64-65, 70-71, 74-75, 78-79, 82-83, 86-87, 90-91, 94-95, 98-99, 104-105, 108-109, 112-113, 116-117, 120-121, 124-125, 128-129, 132-133, 138-139, 142-143, 146-147, 150-151, 156-157, 160-161, 164-165, 168-169, 172-173, 176-177, 180-181, 184-185

PO 6. Create an ending that provides a sense of resolution or closure.

WJ: 23, 61, 117, 133, 139, 185





WRITING


Concept 3: Voice

Voice will vary according to the type of writing, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

Grade 6

PO 1. Show awareness of the audience through word choice and style.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186

PO 2. Convey a sense of identity through originality, sincerity, liveliness, or humor appropriate to the topic and type of writing.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 56-57, 90-91, 104-105

PO 3. Use language appropriate for the topic and purpose.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186

PO 4. Choose appropriate voice (e.g., formal, informal) for the audience and purpose.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 2-3, 18-19, 86-87, 176-177

Concept 4: Word Choice

Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

Grade 6

PO 1. Use accurate, specific, powerful words that effectively convey the intended message.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109





WRITING


WJ: 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186

PO 2. Use words and phrases that consistently support style and type of writing.

(See R06-S2C1)

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186

PO 3. Use vocabulary that is original, varied, and natural.

TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109

WJ: 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186

PO 4. Use literal and figurative language when appropriate to purpose.

(See R06-S1C4-04)


TR: 3, 5, 7, 9, 11, 13, 15, 17, 23, 25, 27, 29, 31, 33, 35, 37, 43, 45, 47, 49, 51, 53, 55, 57, 63, 65, 67, 69, 71, 73, 75, 77, 83, 85, 87, 89, 95, 97, 99, 101, 103, 105, 107, 109





WRITING



WJ: 3, 4, 8, 11, 12, 15, 16, 19, 20, 23, 24, 27, 28, 31, 32, 37, 38, 41, 42, 45, 46, 49, 50, 53, 54, 57, 58, 61, 62, 65, 66, 71, 72, 75, 76, 79, 80, 83, 84, 87, 88, 91, 92, 95, 96, 99, 100, 105, 106, 109, 110, 113, 114, 117, 118, 121, 122, 125, 126, 129, 130, 133, 134, 139, 140, 143, 144, 147, 148, 151, 152, 157, 158, 161, 162, 165, 166, 169, 170, 173, 174, 177, 178, 181, 182, 185, 186

Concept 5: Sentence Fluency

Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

Grade 6

PO 1. Write simple and compound sentences.

WJ: 216-218

PO 2. Write sentences that flow together and sound natural when read aloud.

WJ: 216-218

PO 3. Vary sentence beginnings, lengths, and patterns to enhance the flow of the writing.

WJ: 216-218

PO 4. Use effective and natural dialogue when appropriate.

TR: 23, 69, 73, 100, 103

WJ: 10-11, 36-37, 55, 127, 172-173, 175

Concept 6: Conventions

Conventions addresses the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

Grade 6

PO 1. Use capital letters correctly for:

a. proper nouns • holidays • product names • languages • historical events • organizations • academic courses (e.g.,

algebra/Algebra I)

• place • regional names (e.g., West

Coast)

WJ: 219

b. words used as names (e.g., Grandpa, Aunt Lyn)

WJ: 219

c. literary titles (i.e., story, poem, play, song)

WJ: 219





WRITING


d. titles WJ: 219 e. abbreviations Opportunities to address this standard appear on

the following pages:

WJ: 219

f. proper adjectives WJ: 219 PO 2. Use commas to correctly punctuate:

a. items in a series TR: 99 WJ: 221

b. greetings and closings of letters TR: 11, 13, 29 WJ: 3, 49, 87

c. introductory words WJ: 221 d. direct address WJ: 221 e. interrupters WJ: 221 f. compound sentences WJ: 221

PO 3. Use quotation marks to punctuate:

a. dialogue WJ: 220, 222 b. titles of short works (e.g., chapter,

story, article, song, poem) WJ: 220, 222

c. exact words from sources WJ: 220, 222 PO 4. Use italics (in typed copy) and underlining (in handwriting) to indicate titles of longer works (e.g., books, plays, magazines, movies, TV series).


WJ: 219

PO 5. Use colons to punctuate business letter salutations.

TR: 11, 29

Opportunities to address this standard appear on the following page:

WJ: 49

PO 6. Use apostrophes to punctuate:

a. contractions WJ: 220, 222 b. singular possessives WJ: 220, 222

PO 7. Spell high-frequency words correctly. WJ: 223

PO 8. Use common spelling patterns/ generalizations to spell words correctly.

WJ: 223

PO 9. Use homonyms correctly in context. WJ: 226

PO 10. Use resources to spell correctly. WJ: 223-226

PO 11. Use paragraph breaks to indicate an organizational structure.


WJ: 3, 7, 11, 15, 19, 23, 31, 45, 49, 53, 61, 65, 71, 75, 79, 83, 87, 91, 95, 99, 105, 109, 113, 117, 129, 133, 143, 147, 151, 161, 181, 185





WRITING


PO. 12. Use the following parts of speech correctly in simple sentences:

a. nouns TR: 53, 87, 132 WJ: 9, 13, 43, 51, 59, 67, 77, 85, 89, 93,

101, 111, 119, 149, 153, 163, 171, 175, 190-192

b. action/linking verbs TR: 87, 133 WJ: 198

c. personal pronouns TR: 132 WJ: 193-197

d. adjectives TR: 53, 87, 133 WJ: 9, 51, 89, 93, 101, 107, 119, 149, 153,

167, 171, 175, 208-210

e. adverbs TR: 133 WJ: 107, 210-212

f. conjunctions WJ: 214-216 g. prepositions WJ: 213 h. interjections Opportunities to address this standard appear on


WJ: 190-218

PO 13. Use subject/verb agreement in simple and compound sentences.

WJ: 201

Strand 3: Writing Applications

Writing skills particular to the applications listed here may be taught across the curriculum, although sapplications may lend themselves more readily to specific content areas. It is imperative that studentswrite in all content areas in order to increase their communication skills, and ultimately to improve theunderstanding of content area concepts. When appropriate, other content standards are referenced toshow interdisciplinary connections.

Concept 1: Expressive

Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.

Grade 6

PO 1. Write a narrative that includes:

a. an engaging plot based on imagined or real ideas, observations, or memories of an event or experience

TR: 167

WJ: 17, 59, 81, 123, 153, 179

b. effectively developed characters TR: 167 WJ: 17, 59, 81, 123, 153, 179

c. a clearly described setting TR: 167 WJ: 17, 59, 81, 123, 153, 179

d. dialogue, as appropriate TR: 167 WJ: 17, 36-37, 55, 59, 81, 123, 153





WRITING


e. figurative language, or descriptive words and phrases to enhance style and tone

WJ: 23

PO 2. Write in a variety of expressive forms (e.g., poetry, skit) that, according to type of writing, employ:

a. figurative language WJ: 56-57, 90-91 b. rhythm WJ: 56-57, 90-91 c. dialogue ANTH: 108-109

TR: 23, 69, 73, 100, 103

WJ: 10-11, 36-37, 55, 82-83, 104-105, 127, 172-173, 175

d. characterization WJ: 104-105 e. plot WJ: 104-105 f. appropriate format WJ: 56-57, 90-91, 104-105

Concept 2: Expository

Expository writing includes non-fiction writing that describes, explains, informs, or summarizes ideas and content. The writing supports a thesis based on research, observation, and/or experience.

Grade 6

PO 1. Record information (e.g., observations, notes, lists, charts, map labels and legends) related to the topic.

ANTH: 36-37, 72-73, 108-109, 200-201

WJ: 2, 6, 10, 14, 18, 26, 30, 40, 44, 48, 52, 60, 64, 70, 74, 78, 86, 94, 98, 108, 112, 116, 124, 128, 132, 138, 142, 146, 150, 156, 160, 164, 168, 176, 180, 184

PO 2. Write a summary based on the information gathered that include(s):

a. a topic sentence TR: 17 WJ: 30-31, 94-95

b. supporting details TR: 17 WJ: 30-31, 94-95

c. relevant information (See R06-S3C1-02)

TR: 17

WJ: 30-31, 94-95

PO 3. Write a process essay that includes:

a. a thesis statement TR: 83 WJ: 124-125, 138-139

b. supporting details TR: 83 WJ: 124-125, 138-139

c. introductory, body, and concluding paragraphs

TR: 83

WJ: 124-125, 138-139





WRITING


Concept 3: Functional

Functional writing provides specific directions or information related to real-world tasks. This includes letters, memos, schedules, directories, signs, manuals, forms, recipes, and technical pieces for specific content areas.

Grade 6

PO 1. Write a variety of functional texts (e.g., directions, recipes, procedures, rubrics, labels, posters, graphs/tables).

(See R06-S3C2; M06-S2C1)

TR: 13, 29

WJ: 26-27, 40-41

PO 2. Write a friendly letter that includes a:

a. heading TR: 13, 29 b. salutation TR: 13, 29 c. body TR: 13, 29 d. closing TR: 13, 29 e. signature TR: 13, 29

PO 3. Write a formal letter that follows a conventional business letter format.

TR: 11, 51


WJ: 18-19, 48-49

PO 4. Address an envelope for correspondence that includes:

a. an appropriate return address Opportunities to address this standard appear on the following pages:

TR: 11, 13, 29


WJ: 18-19, 48-49

b. an appropriate recipient address Opportunities to address this standard appear on the following pages:

TR: 11, 13, 29


WJ: 18-19, 48-49

Concept 4: Persuasive

Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action.

Grade 6

PO 1. Write persuasive text (e.g., essay, paragraph, written communications) that:

a. establishes and develops a controlling idea

ANTH: 72-73

TR: 3, 5, 7, 23, 37, 51, 57, 97, 110





WRITING


WJ: 2-3, 10-11, 48-49, 64-65, 74-75, 82-83, 86-87, 120-121, 156-157, 160-161

b. supports arguments with detailed evidence

ANTH: 72-73

TR: 3, 5, 7, 23, 37, 51, 57, 97, 110

WJ: 2-3, 10-11, 48-49, 64-65, 74-75, 82-83, 86-87, 120-121, 156-157, 160-161

c. includes persuasive techniques ANTH: 72-73 Opportunities to address this standard appear on


TR: 3, 5, 7, 23, 37, 51, 57, 97, 110


WJ: 2-3, 10-11, 48-49, 64-65, 74-75, 82-83, 86-87, 120-121, 156-157, 160-161

d. excludes irrelevant information (See R06-S3C3)

ANTH: 72-73


TR: 3, 5, 7, 23, 37, 51, 57, 97, 110


WJ: 2-3, 10-11, 48-49, 64-65, 74-75, 82-83, 86-87, 120-121, 156-157, 160-161

Concept 5: Literary Response

Literary response is the writer’s reaction to a literary selection. The response includes the writer’s interpretation, analysis, opinion, and/or feelings about the piece of literature and selected elements within it.

Grade 6

PO 1. Write a response to literature that:

a. presents several clear ideas ANTH: N/A TR: N/A

WJ: N/A

b. supports inferences and conclusions with examples from the text, personal experience, references to other works, or reference to non-print media

ANTH: N/A

TR: N/A

WJ: N/A

c. relates own ideas to supporting details in a clear and logical manner

(See R06-S2C1)

ANTH: N/A

TR: N/A

WJ: N/A





WRITING


Concept 6: Research

Research writing is a process in which the writer identifies a topic or question to be answered. The writer locates and evaluates information about the topic or question, and then organizes, summarizes, and synthesizes the information into a finished product.

Grade 6

PO 1. Write a summary of information from sources (e.g., encyclopedias, websites, experts) that includes:

a. paraphrasing to convey ideas and details from the source


TR: 27, 100


WJ: 44-45, 168-169

b. main idea(s) and relevant details (See R06-S3C1-05, -06, -07)


TR: 27, 100


WJ: 44-45, 168-169

PO 2. Write an informational report that includes:

a. a focused topic Opportunities to address this standard appear on the following pages:

TR: 27, 100


WJ: 44-45, 168-169

b. appropriate facts and relevant details Opportunities to address this standard appear on the following pages:

TR: 27, 100


WJ: 44-45, 168-169

c. a logical sequence Opportunities to address this standard appear on the following pages:

TR: 27, 100


WJ: 44-45, 168-169

d. a concluding statement Opportunities to address this standard appear on the following pages:

TR: 27, 100


WJ: 44-45, 168-169





WRITING


e. a list of sources used (See R06-S3C1-05, -06, -07)


TR: 27, 100


WJ: 44-45, 168-169

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