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Reader’s Workshop Map – Grade 6

LANGUAGE ARTS LITERACY CURRICULUM MAP FOR COMMON CORE STATE STANDARDS

GRADE 6

READER’S WORKSHOP All children will understand and apply the knowledge of sounds, letters and words in written English to become independent and fluent readers and will read a

variety of materials and texts with fluency and comprehension. Big Idea: The ability to read a variety of texts requires independence, comprehension and fluency. Essential Questions:

● How does understanding a text’s structure help me better understand its

meaning?

● How does fluency affect comprehension?

● What do good readers do when they do not understand everything in a

text?

● How do readers construct meaning from text?

Enduring Understandings: ● Understanding of a text’s features, structures, and characteristics

facilitate the reader’s ability to make meaning of the text. ● Fluent readers group words quickly to help them gain meaning from

what they read.

● Good readers employ strategies to help them understand text. Strategic readers can develop, select and apply strategies to enhance their comprehension.

● Good readers compare, infer, synthesize and make connections (text-text, text-world, text-self) to make text personally relevant and useful.




READ ALOUD/SHARED READING: Opportunity for the teacher to model fluency and help students develop an enjoyment for a variety of genre and

authors. Multiple “readings” may enhance students’ understanding. Mini -lessons target skills and strategies. The teacher may “think out loud.” During shared reading, an enlarged or projected text is used for all to see and participate in reading. At this point modeling and student participat ion occur

simultaneously. (*This is the component of Reader’s Workshop where basal stories, which are often not at a student’s level, may be used.) Standards: RL.6.10, RI.6.1, SL.6.1




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UNIT 1: Growing and

Changing Strategies:

-rereading, using context clues

and signal w ords

L.6.3, L.6.4,

RL.6.4

Literary Analysis:

-characters’ motives, surprise

endings, conflict betw een

characters, f irst person narrative,

conflict betw een characters,

theme

RL.6.1, RL.6.2, RL.6.3, RL.6.4, RL.6.5, RL.6.6

UNIT 2: Reaching Out

Strategies: -rereading,

summarizing, paraphrasing, using context

clues L.6.3, L.6.4

Literary Analysis:

-informal essay, climax, conflict

w ith nature, narratives,

speaker

RL.6.5, RL.6.6, RI.6.5, RL.6.6

UNIT 3: Proving Yourself Strategies: -recognize word

origins, shades of meaning, setting purpose, using

context to clarify meaning RL.6.4, L.6.4 Literary

Analysis: -Internal conflict, atmosphere, animal characters,

narrator’s perspective, stanzas

RL.6.4, RL.6.5, RL.6.6

UNIT 4: Seeing It Through

Strategies:

-compare and contrast characters,

predicting, inferring, main idea RL.6.1, RL.6.2,

RL.6.7 Literary Analysis: - fore-

shadow ing, conflict and resolution, free verse, factual

account RL.6.4, RL.6.5, RL.6.6

UNIT 5: M ysterious

Worlds Strategies:

-author’s purpose, inferring,

fact/opinion, cause/effect RL.6.1, RL.6.2,

RL.6.6, RI.6.2 Literary Analysis: - Science f iction,

rhyme, suspense, character traits, oral tradition

RL.6.3, RL.6.5, SL.6.6

UNIT 6: Short Stories Strategies: -compare/

contrast, predicting, w ord origins,

inferring RL.6.9, L.6.4

Literary Analysis:

-plot, conflict, setting, theme RL.6.1, RL.6.2

UNIT 7: Nonfiction

Strategies: -author’s

purpose, evidence of author’s

purpose, context clues RI.6.1, RI.6.2, RI.6.3, RI.6.4,

L.6.4 Literary Analysis: - historical essay,

letters and journals, biography and autobiography,

types of essays RL.6.5, RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5,

RI.6.6, RI.6.9

UNIT 8: Drama

Strategies: -summarizing,

w ord play, fact/ fantasy RL.6.1, RL.6.2,

RL.6.3, RL.6.5, L.6.5 Literary

Analysis: -elements of drama, theme, dialogue

RL.6.5, RL.6.9

UNIT 9: Poetry

Strategies: -identifying

speaker of poem, senses, reading

punctuation, paraphrasing RL.6.6, RL.6.7,

RL.6.9, RL.6.10, L.6.1 Literary Analysis:

-narrative and lyric poem, forms of poetry, sound

and refrain, f igurative language

L.6.5

UNIT 10: Oral

Tradition Strategies:

-Story-teller’s purpose, predicting

RL.6.6 Literary Analysis:

-folk tales, oral tradition RL.6.7,

RL.6.9, RL.6.10




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FLUENCY: ● Adjust reading speed appropriately for different purposes and audiences

● Read aloud in w ays that reflect understanding of proper phrasing and intonation ● Read silently for the purpose of increasing speed, accuracy, and reading f luency

● Apply self-correcting strategies to decode and gain meaning from print, both orally and silently RL.6.10, RI.6.10

CONNECTIONS: ● To connect literature and theme to another type of w riting and media

● To compare literary w orks

● To express and support responses to various types of texts ● To prepare, organize and present literary interpretations

RL.6.1, RL.6.2, RL.6.3, RL.6.7, RL.6.9, RI.6.1, RI.6.2, RI.6.3, RI.6.7, RI.6.8, RI.6.9, SL.6.2

READING INFORMATIONAL MATERIALS: ● To analyze and evaluate informational texts

● To expose students to the organization and features unique to non-narrative texts ● To express and support responses to various types of texts

● To prepare, organize and present literary interpretations RI.6.1, RI.6.2, RI.6.3, RI.6.4, RI.6.5, RI.6.6, RI.6.7, RI.6.8, RI.6.9, RI.6.10

VOCABULARY DEVELOPMENT:

● Word Solving Actions: use context, connect related w ords w ith same base – root – w ord, use dictionary to discover w ord history, distinguish betw een multiple meanings, recognize different types of dictionaries, use analogy, use Greek & Latin roots to derive meaning, use know ledge of prefixes, root w ords, and suff ixes

● Word Meaning: idioms, w ord origins, Latin & Greek roots ● Word Structure: syllables, plurals, verb endings, endings for adjectives, nouns, adverbs, suff ixes, contractions, possessives, prefixes, abbr eviations

RL.6.4, RI.6.4, L.6.4, L.6.5, L.6.6




GRAMMAR: ● To learn the elements of grammar, usage and style.

L.6.1, L.6.2, L.6.3, L.6.4, L.6.5, L.6.6

SPEAKING AND LISTENING:

● To develop speaking and listening skills ● To express and support responses to various types of texts

● To prepare, organize and present literary interpretations SL.6.1, SL.6.2, SL.6.3, SL.6.4, SL.6.5, SL.6.6




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UNIT 1: “The Sound of

Summer Running”

“Stray” “Jeremiah’s

Song”

“King of Mazy May”

“The Circuit” Poems:

“Dust of Snow ” “My Picture

Gallery” “Saying Yes”

Essay: “Hard as Nails”

UNIT 2: “Aaron’s Gift”

“Water” “Zlateh the Goat”

“Old Ben” “Feathered

Friend”

Poems: “Door Number

Four” “Count That Day

Lost”, “The World is Not a Pleasant Place

to Be”

Essay: “How to Write a

Letter”

UNIT 3: From The Pigman

and Me “Thunder Butte”

“Mow gli’s Brothers”

“The Southpaw ”

Poems: “Alone in the

Nets” “Adventures of

Isabel” “Ill Stay”

“Wilbur Wright and Orville

Wright”

Essay: “Names/

Nombres”

UNIT 4: “Lob’s Girl”

“The Tiger Who Would Be King”

“The Lion and the Bulls” “Greyling”

“Jackie Robinson:

Justice at Last” “Abe Lincoln: A

Backw oods Boy”

Poems: “Abuelito Who”

“The Open Road”

“Life Doesn’t Frighten Me”

“w ho know s if the moon’s”

Essay:

UNIT 5: “The Fun They

Had” “Exploring the

Titanic” “Breaker’s

Bridge”

“Why the Toroise’s Shell is

Not Smooth” Poems:

“A Dream Within a Dream”

“The Spring and the Fall”

“Ankly-osaurus” Essay: “The Lochness

Monster”

UNIT 6: “Dragon, Dragon”

“Becky and the

Wheels-and-Break Boys” “Overdoing It”

“Eleven” “The Law yer

and the Ghost” “The Wounded

Wolf” “The All-American

Slurp”

“The Stone”

UNIT 7: “My Papa Mark

Tw ain” “The Drive-In

Movies” Essays :

“The Shutout” “Letter to Scottie” “Olympic Diary” “Space Shuttle

Challenger” “Restoring the

Circle””How the Internet Works”

“Turkeys”

UNIT 8: “The Phantom

Tollbooth”

“Grandpa and the Statue”

UNIT 9: Poems: “The Walrus

and the

Carpenter” “The Geese” “Jimmy Jet

and His TV Set””The Sidew alk Racer”

“Haiku” “Limerick” “Wind and Water and

Stone” “February Tw ilight”

“The Fairies’

Lullaby” “Parade”

“Simile: Willow and Ginkgo”

“Fame is a Bee”

“April Rain

Song”

UNIT 10: “The Ant and

the Dove”

“He Lion, Bruh Bear, and

Bruh Rabbit”

“Senor Coyote and the Tricked

Trickster”

“Arachne” “Why

Monkeys Live in Trees”

“The Three Wishes”

“A Crippled Boy”




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Breadwinner (Ellis) Devil’s Arithmetic (Yolan) All of the Above (Pearsall) Kidnapped (Korman)

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● Read Aloud: Once a day highlighting skill work and new vocabulary

● Shared Reading: Three times a week modeling strategy work

● Use passages from Science and Social Studies

● Projectable A-Z Books/ Display passages on overhead projector/SmartBoard

● Choral reading

● Graphic organizers

● Reader’s Theater ● View video version of stories

● Explore different media forms (newspaper, magazines, internet)




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● Use objects/props, video, pictures & movement/pantomime

● Offer summaries and paraphrases/frequent pauses for understanding, pacing and focus

● Develop key vocabulary

● Use of rhyme and rhythm

● Use of background knowledge

● “Test Tours”

● Modeling

● Engaging dialogue

● Use of drawings, maps and graphs

● Timeless Voices, Timeless Themes: Adapted Reader’s Companion

● Timeless Voices, Timeless Themes: English Language Learner’s Companion

● Audio CD

● Books with good visuals, predictable text and natural language

● Support authentic text by multi-reading level resource material




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● Observe ways students are thinking about reading and use of strategies with deeper understanding

● Read Aloud Notebooks

● Class Share

● Turn & Talk

● Teacher-made tests

● Book tests

● Extension activities

● Anecdotal Records

● Running Records

● Observations




GUIDED READING/ STRATEGY LESSONS: Teacher works with small groups who have similar needs at a particular level (instructional) of text; needs are determined by and instruction is

driven by assessment. Teacher scaffolds and guides readers w ith strategies that w ill help them become indepe ndent readers.

● GUIDED READING: Text is at instructional level. Teacher introduces text, observes and coaches readers as they read side-by-side, follow w ith a teaching point. ● STRATEGY LESSON: Using a shared text, a strategy is taught by demonstration then readers are scaffolded as they try that strategy (can be thought of as “small group mini-lessons”)

Standards: To be determined based on students’ needs.

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● Reading A-Z Books ● Science and social studies books

● New spaper, magazine, internet articles ● Leveled Books from Book Room

● RAZ Kids

The Breadwinner (GRL: V)

Parvana’s Journey (GRL: W) The Van Gogh Café (GRL: S) Freak the Mighty (GRL: W)

Loser (GRL: U)

The Egypt Game (GRL: X) Jackie and Me (GRL R)

Flush (GRL W)

The Devil’s Arithmetic (GRL: X) Bull Run (GRL: Y) The BFG (GRL: U)




INDEPENDENT READING: Students read alone or with a partner using “just right books” from a variety of genre. Teacher conferences with students to check on comprehension, fluency and decoding.

Standards: RL.6.10, RI.6.10

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● Read longer text and chapter books independently and silently

● Conferring

● Setting Goals for reading endurance

● Keeping a Reader’s Notebook

● Keeping a Reading Log

● Build fluency: record and listen to independent reading

● Literature Circles

● Summarizing and organizing information

● Compare themes




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● Books on tape

● Book Buddies/Pair work

● Graphic organizers with support drawings

● Main Idea Sign-posts

● Reread books from shared reading or read aloud

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● Reader’s Response Notebooks

● Conferences

● Reading Logs

● DRA2: Reading Engagement




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The Art of Teaching Reading (Calkins, 2001) Conferring With Readers (Serravallo & Goldberg, 2007) Matching Books to Readers (Fountas & Pinnell, 1999) Leveled Book List K-8 (Fountas & Pinnell, 2006)

Leveled Books, K-8 (Fountas & Pinnell, 2006) Guided Reading (Fountas & Pinnell, 1996) Literature Circles (Daniels, 2002)

Mosaic of Thought (Keene & Zimmermann, 2007) Reading Aloud Across the Curriculum (Laminack & Wadsw orth, 2006) Reading With Meaning (Miller, 2002) Revisiting the Reading Workshop, (Orehovec & Alley, 2003)

Timeless Voices, Timeless Themes (Prentice-Hall Literature Copper Level, 2002)) Literature as named ELL: Balancing Reading and Language Learning (Cappellini, 2005)

Working With English Language Learners (Cary, 2007) English Language Learners: How to Reach Goals and Meet Standards, K-8 (Rea & Mercuri, 2006) Timeless Voices, Timeless Themes (Prentice-Hall Literature Copper Level, 2002) – English Learner’s Reader’s Companion Special Education:

Preventing Academic Failure (PAF) (Bertin & Perlman, 2003) Wilson Reading System (2004) Timeless Voices, Timeless Themes (Prentice-Hall Literature Copper Level, 2002) – Adapted Version Reader’s Companion




Core Instructional Materials

including digital tools

Timeless Voices, Timeless Themes (Prentice-Hall Literature Copper Level, 2002) Reading A-Z

www.readinga-z.com

www.newsela.com

Storyworks

Leveled Readers:

● titles indicated in “Guided Reading”

● Science, Scott-Foresman

● Social Studies, Pearson

21st

Century Themes and Skills

CRP2. Apply appropriate academic and technical skills. Career-ready individuals readily access and use the knowledge

and skills acquired through experience and education to be more productive. They make connections between abstract

concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an

academic skill in a workplace situation.

CRP4. Communicate clearly and effectively and with reason. Career-ready individuals communicate thoughts, ideas,

http://www.readinga-z.com/

http://www.newsela.com/




and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace

with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master

conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are

skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

For information related to the 12 Career Ready Practices follow the link below.

http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf

Personal Financial Literacy 9.1

http://www.state.nj.us/education/cccs/2014/career/91.pdf

http://www.state.nj.us/education/cccs/2014/career/CareerReadyPractices.pdf





Career Awareness, Exploration, and Preparation 9.2


Career and Technical Education 9.3


8.1 Educational Technology

8.2 Technology Education,

Engineering, Design, and

Computational Thinking -

8.1.2.E.1 Use digital tools and online resources to explore a problem or issue.

For NJ Technology Standards 8.1 and 8.2 follow the link below.






Programming http://www.state.nj.us/education/cccs/2014/tech/8.pdf

Additional Differentiation/Accommodations/Modifications

Gifted and Talented English Language Learners Students with Disabilities Students at Risk of School Failure

(content, process, product and

learning environment)

Extension Activities

Conduct research and provide

Modifications for Classroom

Modifications for

Homework/Assignments

(appropriate accommodations,

instructional adaptations, and/or

modifications as determined by the

IEP or 504 team)


Pair visual prompts with verbal


Pair visual prompts with verbal

presentations

Ask students to restate information,

directions, and assignments.

http://www.state.nj.us/education/cccs/2014/tech/8.pdf




presentation of cultural topics.

Design surveys to generate and

analyze data to be used in

discussion.

Debate topics of interest / cultural

importance.

Authentic listening and reading

sources that provide data and

support for speaking and writing

prompts.

Exploration of art and/or artists to

Modified Assignments

Native Language Translation (peer,

online assistive technology, translation

device, bilingual dictionary)

Extended time for assignment

completion as needed

Highlight key vocabulary

Use graphic organizers

presentations

Ask students to restate information,

directions, and assignments.

Repetition and and practice

Model skills / techniques to be mastered.

Extended time to complete class work

Repetition and and practice

Model skills / techniques to be

mastered.

Extended time to complete class work

Provide copy of classnotes

Preferential seating to be mutually

determined by the student and teacher




understand society and history.

Implement RAFT Activities as they

pertain to the types / modes of

communication (role, audience,

format, topic).

Anchor Activities

Use of Higher Level Questioning

Techniques

Provide assessments at a higher

Provide copy of classnotes

Preferential seating to be mutually

determined by the student and teacher

Student may request to use a computer

to complete assignments.

Establish expectations for correct

spelling on assignments.

Extra textbooks for home.

Student may request to use a

computer to complete assignments.

Establish expectations for correct

spelling on assignments.

Extra textbooks for home.

Student may request books on tape /

CD / digital media, as available and

appropriate.




level of thinking

Student may request books on tape / CD

/ digital media, as available and

appropriate.

Assign a peer helper in the class setting

Provide oral reminders and check

student work during independent work

time

Assist student with long and short term

planning of assignments

Assign a peer helper in the class

setting

Provide oral reminders and check

student work during independent work

time

Assist student with long and short term

planning of assignments

Encourage student to proofread

assignments and tests

Provide regular parent/ school




Encourage student to proofread

assignments and tests

Provide regular parent/ school

communication

Teachers will check/sign student agenda

daily

Student requires use of other assistive

technology device

Modifications for Homework and

Assignments

communication

Teachers will check/sign student

agenda daily

Student requires use of other assistive

technology device

Modifications for Homework and

Assignments

Extended time to complete

assignments.

Student requires more complex




Extended time to complete assignments.

Student requires more complex

assignments to be broken up and

explained in smaller units, with work to

be submitted in phases.

Provide the student with clearly stated

(written) expectations and grading criteria

for assignments.

Implement RAFT activities as they


communication (role, audience, format,

topic).

Modifications for Assessments

assignments to be broken up and

explained in smaller units, with work to

be submitted in phases.

Provide the student with clearly stated

(written) expectations and grading

criteria for assignments.

Implement RAFT activities as they


communication (role, audience, format,

topic).

Modifications for Assessments

Extended time on classroom tests and

quizzes.




Extended time on classroom tests and

quizzes.

Student may take/complete tests in an

alternate setting as needed.

Restate, reread, and clarify

directions/questions

Distribute study guide for classroom

tests.

Establish procedures for

accommodations / modifications for

assessments.

Student may take/complete tests in an

alternate setting as needed.

Restate, reread, and clarify

directions/questions

Distribute study guide for classroom

tests.

Establish procedures for

accommodations / modifications for

assessments.

boe approved 4/15 cliffside park public schools · boe approved 4/15 cliffside park public schools...

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