grade 6 prentice hall - pearson school hall literature, ... cynthia rylant stray begins on p. 24;...

Prentice Hall Literature, The Penguin Edition,

Grade 6 © 2007

C O R R E L A T E D T O

West Virginia Reading and English Language Arts Content Standards and Objectives

Grade 6

G r a d e 6

INSTRUCTIONAL MATERIALS ADOPTION

PUBLISHER: Prentice Hall SUBJECT: Reading/Literature SPECIFIC GRADE: 6 COURSE: English Language Arts TITLE: Literature: The Penguin Edition, Grade 6 COPYRIGHT DATE: 2007 SE ISBN: 0-13-131713-X TE ISBN: 0-13-131752-0

GENERIC EVALUATION CRITERIA GROUP VI – 2007 TO 2013

Reading/Literature K-12

R-E-S-P-O-N-S-E

Yes No N/A

CRITERIA

NOTES

I. INTER-ETHNIC The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West Virginia Board of Education Policy (Adopted December 1970).

Laurence Yep, The Homecoming begins on p. 31; Gary Soto, The Drive-In Movies begins on p. 44; Julia Alvarez, Names/Nombres begins on p. 115; Sandra Cisneros, Eleven begins on p. 137; Bill Cosby, Up and Over the Top begins on p. 156; Isaac Bashevis Singer Zlateh the Goat begins on p. 206; Chief Luther Standing Bear The Old Woman Who Lived With the Wolves begins on p. 217; Lensey Namioka The All-American Slurp begins on p. 256; Francisco Jiménez The Circuit begins on p. 269; Toshio Mori Business at Eleven begins on p. 316; Julia Alvarez from Something to Declare begins on p. 408; John Phillip Santos La Leña Buena begins on p. 456; Yoshiko Uchida Letter From a Concentration Camp begins on p. 476; Maya Angelou Life Doesn’t Frighten Me

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begins on p. 530; Langston Hughes April Rain Song begins on p. 547; Sandra Cisneros Abuelito Who begins on p. 551; Matsuo Bashò Haiku begins on p. 576; Musò Soseki Haiku begins on p. 581; Witi Ihimaera Prologue from The Whale Rider begins on p. 794; Ricardo E. Alegría The Three Wishes begins on p. 879

II. EQUAL OPPORTUNITY The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of Education Policy (Adopted May 1975).

Cynthia Rylant Stray begins on p. 24; Susan E. Quinlan The Case of the Monkeys That Fell From the Trees begins on p. 72; Julia Alvarez, Names/Nombres begins on p. 115; Sandra Cisneros, Eleven begins on p. 137; Joyce Hansen The Tail begins on p. 178; Judith Viorst The Southpaw begins on p. 240; Helen Keller Water begins on p. 379; Eloise Greenfield Langston Terrace begins on p. 434; Maya Angelou Life Doesn’t Frighten Me begins on p. 530; Emily Dickinson Fame Is a Bee begins on p. 547; Lillian Morrison The Sidewalk Racer begins on p. 577; Olivia E. Coolidge Arachne begins on p. 801; Virginia Hamilton He Lion, Bruh Bear, and Bruh Rabbit begins on p. 846

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GROUP VI – 2007 TO 2013

Reading/Literature, K-12

(IMR Committee) Responses (Vendor/Publisher) SPECIFIC LOCATION OF CONTENT WITHIN PRODUCT

I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent Less than 60% I A M N

In addition to alignment of Content Standards and Objectives (CSOs) materials must also clearly connect to Learning for the 21st Century which includes opportunities for students to develop A. Learning Skills Reading Informational Materials, 63–67, 124–126, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862 Writing Workshops: How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925; Communication Workshop, 154, 340, 496, 628, 750, 926

Thinking and Problem-Solving Skills. Information and Communication Skills. Interpersonal and Self-Direction Skills and use these

21 Century Tools

___ ___ ___ ___

B. 21st Century Tools Reading Informational Materials: Web Sites, 62–67; Writing Workshop: Multimedia Report, 836–840; also see: Research and Technology, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Using the Internet, R24

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such a e-learning, time management/calendar, collaboration tools)

___ ___ ___ ___

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INSTRUCTIONAL MATERIALS ADOPTION: GENERAL EVALUATION CRITERIA

The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of reading/literature at all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means “examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I (In-depth) or A (Adequate) in order to be recommended.

GROUP VI – 2007 TO 2013 Reading/Literature, K-12


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


For student mastery of content standards and objectives the instructional materials will

A. MULTIMEDIA

A wide range of technology resources support every unit and part of the program. These include the following: • In-From the

Author’s Desk DVD which includes in-depth interviews with authors

• Student Express CD-ROM an interactive textbook with electronic worksheets, test review, and links to online activities

• Teacher Express CD-ROM which contains lesson planning software, resource manager, and standards-aligned assessment tools

• Examview Test Generator creates standards-aligned tests that can be matched to individual student needs.

• Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format.

• In addition, several

1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.

___ ___ ___ ___

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options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

See next standard for detailed explanation of Internet components of this program. A wide range of technology resources support every unit and part of the program. These include the following: • In-From the






• In addition, several options support a

2. integrate technology into the curriculum. ___ ___ ___ ___

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range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

See the previous standard for detailed explanation of Internet components of this program. B. SCIENTIFICALLY-BASED READING RESEARCH STRATEGIES

Every selection in the program introduces a reading skill, then reinforces it after the selection. Each of these skills is taught with a graphic organizer supported in the resources materials. For all reading strategies and graphic organizers, please see: Reading Skill, 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, 882; also see the reading skills taught with Reading Informational Materials, 63–67, 124–126, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862

1. provide explicit instructional strategies to present varied teaching models including but not limited to: webbing, mapping, Venn diagrams and inverted pyramids.

___ ___ ___ ___

Reading Skill (Build Skills), 22, 42, 50, 90,

2. promote independent reading skills and study techniques (e.g., DRTA, SQ3R, ReQuest, Feature ___ ___ ___ _

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106, 176, 204, 254, 280, 366, 386, 432, 454, 520, 544, 574, 588, 652, 704, 778, 792, 844, 864; Reading Skill (Apply the Skills), 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, 882; Reading Skill (Monitor Your Progress), 41, 61, 105, 127, 229, 313, 385, 401, 405, 449, 473, 487, 543, 557, 607, 681, 693, 701, 737, 791, 809, 813, 863; Reading Informational Materials, 63–67, 124–126, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862

Analysis, QAR).

For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 45, 96, 137, 167, 257, and 281. Also see the Professional Development notes as follows: “Say Something” Bookmark, 20, 88; Extend the Lesson, 127; Response Journals, 155; Concept Connector, 187; The ReQuest Procedure, 252; Literature Circles, 341; Think Aloud 364

3. present varied teaching models. ___ ___ ___ _

C. CRITICAL THINKING

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Student & Teacher’s Edition: Ask Questions, 252, 254, 257, 258, 260, 262, 263, 264, 265, 266, 271, 274, 275, 276, 364, 386, 389, 390, 392, 396, 397, 398, 518, 520, 523, 525, 526, 530, 532, 534, 536, 792, 795, 798, 802, 803, 806

1. emphasize questioning models to promote higher order thinking skills in all levels of comprehension (literal, interpretive, critical/evaluative).

___ ___ ___ ___

See Thinking About the Selection in the Student and Teacher’s edition on pp. 28, 38, 48, 58, 71, 78, 94, 102, 112, 120, 136, 140, 188, 200, 214, 222, 239, 242, 266, 276, 292, 304, 321, 326, 327, 362, 376, 382, 392, 398, 420, 429, 438, 446, 458, 470, 482, 526, 536, 554, 578, 584, 594, 600, 612, 678, 688, 734, 782, 788, 798, 806, 824, 832, 850, 856, 876, 882, 900, and 910. Skills includes the following: Analyze, Analyze cause and effect, Apply, Assess, Categorize, Cause and effect, Clarify, Compare, Compare and contrast, Connect, Contrast, Define, Describe, Discuss, Distinguish, Draw conclusions, Evaluate, Explain, Extend, Generalize, Hypothesize, Infer, Interpret, Make a judgment, Make generalizations, Recall, Reflect, Relate, Resolve, Respond, Speculate, Summarize, Support, Take a position

2. emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy. ___ ___ ___ ___

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I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. LIFE SKILLS

Student & Teacher’s Edition: Reading Informational Materials: Applications, 604–606; Atlas, 124–126; Cause-and-Effect Articles, 810–812; Comparison-and-Contrast Articles, 308–312; Editorials, 860–862; Instruction Manuals, 540–542; Magazine Articles, 450–452; Persuasive Speeches, 402–404; Problem-and-Solution Essays, 690–692; Textbooks, 226–228; Web Sites, 62–67

1. address life skills (e.g., reading road maps, using reference tools, researching, reading a newspaper, using want ads, completing an application, applying the interview process and goal setting).

___ ___ ___ ___

Student & Teacher’s Edition: Reading Skill (Build Skills), 22, 42, 50, 90, 106, 176, 204, 254, 280, 366, 386, 432, 454, 520, 544, 574, 588, 652, 704, 778, 792, 844, 864; Reading Skill (Monitor Your Progress), 41, 61, 105, 127, 229, 313, 385, 401, 405, 449, 473, 487, 543, 557, 607, 681, 693, 701, 737, 791, 809, 813, 863; Communication Workshop, 154, 340, 496, 628, 750, 926; also see: Listening and Speaking (Apply the Skills), 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883

2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving and self-directional skills).

___ ___

___ ___

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E. CLASSROOM MANAGEMENT

Student & Teacher’s Edition: Extend Your Learning (Apply the Skills), 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; also, in the Teacher’s Edition, see the Differentiated Instruction notes throughout the text, such as those found on pp. 45, 96, 137, 167, 257, and 281. Also see the Professional Development notes as follows: “Say Something” Bookmark, 20, 88; Extend the Lesson, 127; Response Journals, 155; Concept Connector, 187; The ReQuest Procedure, 252; Literature Circles, 341; Think Aloud 364

1. include opportunities for large group, small group and independent learning.

___ ___ ___ ___

For professional support guidance and opportunities, see the Research and Professional Development articles provided in the Teacher’s edition, such as: “Giving Hope to Struggling Readers” on page T45, and “Making the Difference Matter” on page T47. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 63, 75, 167, 319, 359, and 491.

2. provide classroom management suggestions. ___ ___ ___ ___

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F. INSTRUCTIONAL MATERIALS

For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 63, 75, 167, 319, 359, and 491. Also see the Professional Development notes as follows: “Say Something” Bookmark, 20, 88; Extend the Lesson, 127; Response Journals, 155; Concept Connector, 187; The ReQuest Procedure, 252; Literature Circles, 341; Think Aloud 364

1. address varied learning styles and multiple intelligences of students including models for insightful decision-making by the instructor.

___ ___ ___ ___

Student & Teacher’s Edition: Literary Analysis & Reading Skill (Apply the Skills), 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, 882; Extend Your Learning (Apply the Skills), 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Reading Skill (Monitor Your Progress), 41, 61, 105, 127, 229, 313, 385, 401, 405, 449, 473, 487, 543, 557, 607, 681, 693, 701, 737, 791, 809, 813, 863;

2. provide extensive and varied opportunities to practice skills. ___ ___ ___ ___

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Comparing Literary Works, 66, 79, 230, 128, 141, 243, 314, 327, 406, 421, 474, 483, 558, 563, 608, 615, 682, 689, 814, 833, 886, 911 Reading and Vocabulary Skills Review, 80–81, 244–245, 328–329, 422–423, 484–485, 564–565, 616–617, 694–695, 738–739, 834–835, 912–913

For professional support guidance and opportunities, see the Research and Professional Development section of the Teacher’s Edition on pp. T36–T48. Also see the Differentiated Instruction notes throughout the text, such as those found on pp. 63, 75, 167, 319, 359, and 491. Also see the Professional Development notes as follows: “Say Something” Bookmark, 20, 88; Extend the Lesson, 127; Response Journals, 155; Concept Connector, 187; The ReQuest Procedure, 252; Literature Circles, 341; Think Aloud 364 Also see the following technology resources: • Student Express CD-

ROM an interactive textbook with electronic worksheets, test review, and links to online activities



3. provide intervention, practice and enrichment materials.

___ ___ ___ ___

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• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

Student & Teacher’s Edition: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 146–153; Review of Short Story, 246–250; Short Story, 332–339; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925; also see: Timed Writing, 41, 61, 65, 105, 123, 127, 202, 225, 229, 279, 307, 307, 313, 385, 401, 405, 449, 453, 473, 539, 543, 557, 587, 603, 607, 681, 693, 737, 791, 809, 813, 859, 863, 885

4. provide exemplars of narrative, descriptive and expository writing types.

___ ___ ___ ___

Student & Teacher’s Edition: Writing Workshops: Revising (includes overall structure, paragraphs, sentences, and word choice), 84, 150, 247, 336, 426, 492, 567, 624, 697, 746, 837, 920; Writing Workshops: Editing

5. provide exemplars of editing/revision for writing. ___ ___ ___ ___

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and Proofreading, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925 Student & Teacher’s Edition: Vocabulary Handbook, R1–R9; Literary Handbook, R10–R19; Writing Handbook, R20–R47; Grammar, Usage and Mechanics Handbook, R48–R57; also see: Background & Meet the Author: 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, 878 and Literature in Context, 26, 46, 76, 100, 110, 184, 199, 218, 272, 285, 300, 374, 417, 435, 442, 457, 656, 661, 718, 768, 804, 874, 908

6. provide leveled texts to allow students to read independently (grades K-4) or include a Handbook of English Language Arts, which will include an extensive glossary of literary and grammatical terminology as well as background on authors (grades 5-12).

___ ___ ___ ___

A wide range of technology resources support every unit and part of the program. These include the following: • In-From the




• Examview Test Generator creates standards-aligned

7. include teacher and student study guides for literary works.

___ ___ ___ __

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tests that can be matched to individual student needs.


• In addition, several options support a range of students needs by providing all selections in audio format, both full versions and Reader’s Notebook adapted versions on the following CDs: Listening to Literature Audio CD & Spanish/English Summaries Audio CD, and Reader’s Notebook Adapt/English Learner’s Version Audio CD

Student & Teacher’s Edition: Reading and Vocabulary Skills Preview, 20–21, 88–90, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843; Reading and Vocabulary Skills Review, 80–81, 244–245, 328–329, 422–423, 484–485, 564–565, 616–617, 694–695, 738–739, 834–835, 912–913; Reading Skill (Monitor Your Progress), 41, 61, 105, 127, 229, 313, 385, 401, 405, 449, 473, 487, 543, 557, 607, 681, 693, 701, 737, 791, 809, 813, 863

8. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.

___ ___ ___ ___

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I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Connecting to the Literature: Reading/Writing Connection, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, 878; also see: Reading and Vocabulary Skills Preview, 20–21, 88–90, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843; Reading and Vocabulary Skills Review, 80–81, 244–

9. connect previously taught skills and strategies with new content and text.

___ ___ ___ ___

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245, 328–329, 422–423, 484–485, 564–565, 616–617, 694–695, 738–739, 834–835, 912–913; Reading Skill (Monitor Your Progress), 41, 61, 105, 127, 229, 313, 385, 401, 405, 449, 473, 487, 543, 557, 607, 681, 693, 701, 737, 791, 809, 813, 863 Student & Teacher’s Edition: Academic Vocabulary for analyzing literature, 21, 81, 89, 143, 175, 245, 253, 329, 365, 423, 431, 485, 519, 565, 573, 617, 651, 695, 703, 739, 777, 835, 843, 913; Reading Skill (Monitor Your Progress), 41, 61, 65, 105, 123, 127, 202, 225, 229, 279, 307, 307, 313, 385, 401, 405, 449, 453, 473, 539, 543, 557, 587, 603, 607, 681, 693, 737, 791, 809, 813, 859, 863, 885; Writing Workshops: Rubric for Self–Assessment, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925; Spelling Workshops (assessment), 144, 330, 486, 618, 740, 914

10. cumulatively build a repertoire of multiple strategies that are introduced, applied and integrated throughout the course of study.

___ ___ ___ ___

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H. ASSESSMENT

Student & Timed Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Reading Skill (Monitor Your Progress), 41, 61, 65, 105, 123, 127, 202, 225, 229, 279, 307, 307, 313, 385, 401, 405, 449, 453, 473, 539, 543, 557, 587, 603, 607, 681, 693, 737, 791, 809, 813, 859, 863, 885; Writing Workshops: Rubric for Self–Assessment, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925; Spelling Workshops (assessment), 144, 330, 486, 618, 740, 914 In addition, technology resources support assessment: • Student Express CD-


• Teacher Express CD-ROM which contains lesson planning software, resource manager,

1. provide assessment formats commensurate with WV assessment programs (WESTEST, NAEP, State Writing Assessment, informal assessments, PLAN, EXPLORE, ACT and SAT).

___ ___ ___ ___

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and standards-aligned assessment tools


Examview Quicktake allows the instructor to monitor student progress instantly in an interactive format. Student & Teacher’s Edition: Timed Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Reading Skill (Monitor Your Progress), 41, 61, 65, 105, 123, 127, 202, 225, 229, 279, 307, 307, 313, 385, 401, 405, 449, 453, 473, 539, 543, 557, 587, 603, 607, 681, 693, 737, 791, 809, 813, 859, 863, 885; Spelling Workshops (assessment), 144, 330, 486, 618, 740, 914 Teaching resources include Standardized Test Preparation Workbook with separate Teacher’s Guide. In addition, technology resources support assessment: • Student Express CD-



2. provide preparation for standardized tests. ___ ___ ___ ___

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Student & Teacher’s Edition: Extend Your Learning (Apply the Skills), 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Writing Workshops: Rubric for Self–Assessment, 86, 153, 250, 339, 428, 495, 570, 627, 700, 749, 840, 925

3. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics and multimedia simulations.

___ ___ ___ ___

Student & Teacher’s Edition: Reading Skill (Monitor Your Progress), 41, 61, 105, 127, 229, 313, 385, 401, 405, 449, 473, 487, 543, 557, 607, 681, 693, 701, 737, 791, 809, 813, 863; Spelling Workshops (assessment), 144, 330, 486, 618, 740, 914 In addition, technology resources support assessment: • Student Express CD-



4. provide benchmark and ongoing progress monitoring. ___ ___ ___ ___

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READING/LITERATURE SPECIFIC CRITERIA FOR CONTENT AND SKILLS

SIXTH GRADE

Sixth grade students continue to develop as independent, motivated readers and writers who think critically and take responsibility for their learning. Students will engage in vocabulary, fluency and comprehension strategies applied across the content areas. At this level, children will interact with a wide range of literary forms, building the foundation for lifelong reading and writing. West Virginia teachers are responsible for analyzing the benefits of technology for learning and for integrating technology appropriately in the students’ learning environment.


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%

N=Nonexistent

Less than 60%

I A M N

For student mastery of content standards and objectives the instructional materials will provide opportunities for the student to A. VOCABULARY: the use of words to comprehend and produce language

Student & Teacher’s Edition: Using a Dictionary, R6; Using a Thesaurus, R7; Build Language Skills: Vocabulary Skill, 40, 60, 104, 122, 202, 224, 278, 306, 384, 400, 448, 472, 538, 556, 586, 602, 680, 736, 790, 808, 858, 884; Reading and Vocabulary Skills Preview, 20–21, 88–90, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843

1. provide direct and rich vocabulary. ___ ___ ___

Student & Teacher’s Edition: Context Clues, 518, 520, 523, 525, 526, 530, 532, 534, 536, 540, 539, 543, 544, 547, 548, 551, 554, 557, 564

2. determine the meaning of words from their use in context.

___ ___ ___ ___

Student & Teacher’s Edition: Words with Multiple Meanings, 431, 448, 472, 485

3. determine the definition of multiple-meaning words used in context.

___ ___ ___ ___

Student & Teacher’s Edition: Synonyms, 777, 790, 808, 835

4. determine the synonym for words in text to improve quality (e.g. precise verbs, descriptive modifiers, sensory details).

___ ___ ___ ___

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Student & Teacher’s Edition: Word Origins, 89, 104, 122, 143

5. recognize and use root origins as structural cues in determining word meaning.

___ ___ ___ ___

Student & Teacher’s Edition: Prefixes, 40, 519, 538, 556; Roots: Latin, 21, 40, 60, 81, 175, 202, 224, 245, 651, 680, 695; Suffixes, 253, 278, 306, 365, 384, 400

6. recognize root words, prefixes and suffixes as cues in determining word meaning.

___ ___ ___ ___

Student & Teacher’s Edition: Glossary, R1–R5; Dictionary, R6; Thesaurus,

7. use resource materials (e.g. dictionary; glossary; thesaurus) to determine the meaning of unknown words or multiple meaning words.

___ ___ ___ ___

Student & Teacher’s Edition: For related information see: Glossary, R1–R5; Dictionary, R6; Thesaurus, R7

8. use connotation and denotation to understand meaning.

___ ___ ___ ___

Student & Teacher’s Edition: Transitions, 425, 428, 622, 744

9. analyze text to determine transitional words. ___ ___ ___ ___

Student & Teacher’s Edition: Build Language Skills: Vocabulary Skill, 40, 60, 104, 122, 202, 224, 278, 306, 384, 400, 448, 472, 538, 556, 586, 602, 680, 736, 790, 808, 858, 884; Reading and Vocabulary Skills Preview, 20–21, 88–90, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843

10. use graphic organizers during vocabulary instruction to make connections between prior knowledge of words/vocabulary to unfamiliar or new content.

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24


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


B. FLUENCY: Explore vocabulary words through multiple exposure Student & Teacher’s Edition: Reading and Vocabulary Skills Preview, 20–21, 88–90, 174–175, 252–253, 364–365, 430–431, 518–519, 572–573, 650–651, 702–703, 776–777, 842–843; Reading and Vocabulary Skill Review, 80–81, 244–245, 328–329, 422–423, 484–485, 564–565, 616–617, 694–695, 738–739, 834–835, 912–913; Thinking About the Selection, 28, 38, 48, 58, 71, 78, 94, 102, 112, 120, 136, 140, 188, 200, 214, 222, 239, 242, 266, 276, 292, 304, 321, 326, 327, 362, 376, 382, 392, 398, 420, 429, 438, 446, 458, 470, 482, 526, 536, 554, 578, 584, 594, 600, 612, 678, 688, 734, 782, 788, 798, 806, 824, 832, 850, 856, 876, 882, 900, 910

1. read with accuracy and comprehension instructional level texts designed for the sixth grade and use self-correction strategies.

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Student & Teacher’s Edition: Build Skills, 22, 42, 50, 90, 106, 176, 204, 254, 280, 366, 386, 432, 454, 520, 544, 574, 588, 652, 704, 778, 792, 844, 864; Build Understanding, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, 878; Reading and

2. read familiar stories, poems and passages with fluency.

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Vocabulary Skills Preview, 20–21, 88–90, 364–365, 430–431, 518–519, 650–651, 702–703, 776–777, 842–843 Student & Teacher’s Edition: Dramatic Reading, 189, 201, 439, 447, 595, 601, 851, 857; Poetry Reading, 549, 555; Read Aloud, 572, 588, 591, 593, 597, 598, 600. All selections can be read aloud. See pages Build Understanding, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, and 878.

3. read orally with expression literary texts across the curriculum.

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Student & Teacher’s Edition: For Further Reading, 155, 341, 497, 629, 751, 927; On Your Own, 156, 342, 498, 630, 752, 928; Tips for Improving Reading Skill, R9-R10

4. increase amount of independent reading. ___ ___ ___ ___

C. COMPREHENSION: active process of constructing meaning from text

Student & Teacher’s Edition: Fiction, 7, 683; Short Story, 31, 130, 137, 167, 178, 191, 206, 217, 232, 240, 256, 269, 282, 295, 316, 322, 888, 901, 928; Nonfiction, 15, 72; Autobiography, 44, 51, 408; Autobiographical Narrative, 368, 379; Biography, 97, 410; Diary, 351; Essay, 108, 115; Expository Essay, 388, 395; Letter, 476, 480; Narrative Essay, 441, 456; Reflective

1. read literary works by national and international authors to include but not limited to the following: short stories, science fiction, contemporary fiction, historical fiction, biographies, narratives, and poetry.

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Essay, 434, 461; Speech, 92, 403; Poetry: Narrative Poem, 511; Lyric Poem, 513; Rhyme and Rhythm, 522, 523, 524, 529, 530, 532; Figurative Language, 546, 547, 551, 552, 553; Imagery, 560, 562; Haiku, 576, 581; Limerick, 576, 582; Concrete, 577, 583; Sound Devices, 590, 592, 593, 597, 598, 599; Sensory Language, 610, 613; Folk Literature: Fable, 780, 785; Folk Tale, 68, 781, 786, 846, 853, 866, 879; Myth, 794, 801; Fantasy, 816, 825; Drama, 641, 654, 706, 752 Student & Teacher’s Edition: For Further Reading, 155, 341, 497, 751, 927; On Your Own, 156, 342, 498, 630, 752, 928; Tips for Improving Reading Skill, R9-R10

2. read literary works by West Virginia authors. ___ ___ ___ ___

Student & Teacher’s Edition: Main Idea, 430, 432, 436, 438, 443, 444, 446, 453, 454, 458, 462, 463, 464, 466, 469, 470, 473, 484

3. determine the main idea of a passage whether stated or inferred.

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Student & Teacher’s Edition: Author's/Writer's Purpose, 5, 18, 347, 348, 350; Author's Style, 348, 359, 474, 477, 478, 479, 481, 482, 483; Author's Influences, 348, 350, 432, 437, 438, 444, 446; Author's Perspective, 5, 15, 90, 93, 94, 99, 101, 102; Meet the Author, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475,

4. determine the author’s purpose by analyzing information on tone, style, and technique of writing.

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521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, 878 Student & Teacher’s Edition: Build Skills, 22, 42, 50, 90, 106, 176, 204, 254, 280, 366, 386, 432, 454, 520, 544, 574, 588, 652, 704, 778, 792, 844, 864; Build Understanding, 23, 30, 43, 91, 96, 107, 114, 177, 190, 205, 216, 255, 268, 281, 294, 315, 367, 376, 387, 394, 407, 413, 440, 455, 460, 475, 521, 528, 545, 575, 580, 589, 596, 653, 705, 779, 784, 793, 800, 845, 852, 865, 878; Reading and Vocabulary Skills Preview, 20–21, 88–90, 364–365, 430–431, 518–519, 650–651, 702–703, 776–777, 842–843

5. determine the appropriate reading strategy (e.g., rereading) to acquire specific information.

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Student & Teacher’s Edition: Build Skills, 24, 42, 50, 90, 106, 176, 204, 254, 280, 366, 386, 432, 454, 520, 544, 574, 588, 652, 704, 778, 792, 844, 864; Apply the Skills, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Reading and Vocabulary Skills Preview, 20–21, 88–90, 364–365, 430–431, 518–519, 650–651, 702–703, 776–777, 842–843; Reading and Vocabulary Skill Review, 80–81, 422–425, 484–485, 564–565, 684–685, 738–739, 834–835, 912–913

6. locate specific details in a literary selection to promote initial understanding including but not limited to vocabulary, cause-effect, classifying, compare and contrast, sequence, etc.

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28

Student & Teacher’s Edition: Plot, 4, 6, 12, 22, 25, 27, 28, 31, 34, 37, 38, 164, 166; Conflict, 6, 10, 22, 25, 28, 38, 204, 206, 208, 210, 212, 213, 214, 219, 222, 770; Characters, 3, 4, 9, 164, 166, 176, 179, 182, 187, 188, 191, 193, 194, 196, 200, 230, 233, 234, 236, 238, 239, 240, 241, 242, 243, 638, 640, 642, 648, 762, 764; Mood, 348, 354, 360, 454, 458, 462, 463, 465, 467, 468, 470, 558, 563; Tone, 5, 16, 106, 109, 111, 112, 116, 120, 474, 506

7. determine plot, style, mood, characterization, and time/sequence order words to construct initial meaning and genre (e.g., science fiction, folktales, etc.).

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Student & Teacher’s Edition: Chart, 82, 189, 201, 215, 223, 743, 836; Venn Diagram, 621; Timeline, 393, 399; Graphic Organizer, 489. Students use graphic organizers as they complete the Apply the Skills activities. See pages 28, 38, 48, 58, 94, 102, 112, 120, 188, 200, 214, 222, 266, 276, 292, 304, 327, 362, 376, 382, 392, 398, 438, 446, 458, 470, 526, 536, 554, 578, 584, 594, 600, 678, 734, 782, 788, 798, 806, 850, 856, 876, and 882.

8. practice the skill of developing graphic organizers. ___ ___ ___ ___

29


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%



9. use graphic organizers to construct meaning of a literary selection showing main ideas, supporting details, and the relationship among those ideas.

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Student & Teacher’s Edition: Characters, 3, 4, 9, 164, 166, 176, 179, 182, 187, 188, 191, 193, 194, 196, 200, 230, 233, 234, 236, 238, 239, 240, 241, 242, 243, 638, 640, 642, 648, 762, 764

10. interpret text to determine a character’s feelings, motives and traits from the text.

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Student & Teacher’s Edition: Characters, 3, 4, 9, 164, 166, 176, 179, 182, 187, 188, 191, 193, 194, 196, 200, 230, 233, 234, 236, 238, 239, 240, 241, 242, 243, 638, 640, 642, 648, 762, 764

11. draw a conclusion to describe characters based on their thoughts and actions.

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Student & Teacher’s Edition: Drawing Conclusions, 252, 254, 257, 258, 260, 262, 263, 264, 265, 266, 271, 274, 275, 276, 279, 280, 283, 284, 286, 289, 290, 291, 292, 296, 297, 298, 302, 303, 304, 307, 308, 313, 328; Critical

12. justify conclusions or opinions reached from textbook information.

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30

Thinking: Draw Conclusions, 18, 48, 58, 94, 120, 172, 188, 214, 222, 376, 382, 438, 516, 578, 648, 688, 734, 850, 882, 910; Deduce, 71, 102, 136, 200, 214, 688, 734, 806, 856 Student & Teacher’s Edition: Paraphrasing, 572, 574, 578, 584, 588, 591, 593, 597, 598, 600, 604; Summarizing, 650, 652, 655, 657, 662, 664, 665, 667, 671, 674, 677, 678, 681, 690, 693, 694; Critical Thinking: Interpret, 18, 38, 58, 112, 120, 188, 200, 276, 398, 409, 420, 446, 458, 536, 548, 554, 562, 578, 584, 612, 614, 648, 734, 806, 856, 876, 882, 900, 910

13. identify and apply comprehension strategies through the critical thinking of summarizing and interpreting.

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Student & Teacher’s Edition: Drawing Conclusions, 252, 254, 257, 258, 260, 262, 263, 264, 265, 266, 271, 274, 275, 276, 279, 280, 283, 284, 286, 289, 290, 291, 292, 296, 297, 298, 302, 303, 304, 307, 308, 313, 328; Critical Thinking: Draw Conclusions, 18, 48, 58, 94, 120, 172, 188, 214, 222, 376, 382, 438, 516, 578, 648, 688, 734, 850, 882, 910; Deduce, 71, 102, 136, 200, 214, 688, 734, 806, 856

14. justify conclusions drawn by the student, based on textbook information.

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Student & Teacher’s Edition: Context Clues, 518, 520, 523, 525, 526, 530, 532, 534, 536, 540, 539, 543, 544, 547, 548, 551, 554, 557, 564

15. use context clues to determine the meaning of a word or phrase.

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Student & Teacher’s Edition: Summarizing, 650, 652, 655, 657, 662, 664, 665, 667,

16. determine the sequence of events in a text to determine and enhance understanding.

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671, 674, 677, 678, 681, 690, 693, 694; Cause and Effect, 776, 778, 780, 782, 787, 788, 792, 795, 798, 802, 803, 806, 810; Critical Thinking: Analyze Cause and Effect, 120, 188, 304, 326, 362, 850 Student & Teacher’s Edition: Characters, 3, 4, 9, 164, 166, 176, 179, 182, 187, 188, 191, 193, 194, 196, 200, 230, 233, 234, 236, 238, 239, 240, 241, 242, 243, 638, 640, 642, 648, 762, 764; Setting, 4, 6, 165, 166, 168, 172, 280, 283, 284, 287, 288, 292, 296, 299, 302, 304, 636, 764; Plot, 4, 6, 12, 22, 25, 27, 28, 31, 34, 37, 38, 164, 166; Conflict, 6, 10, 22, 25, 28, 38, 204, 206, 208, 210, 212, 213, 214, 219, 222, 770

17. use setting, plot, characterization and style to determine a text’s genre (e.g., science fiction, folktale).

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Student & Teacher’s Edition: Thinking About the Selection, 28, 38, 48, 58, 71, 78, 94, 102, 112, 120, 136, 140, 188, 200, 214, 222, 239, 242, 266, 276, 292, 304, 321, 326, 327, 362, 376, 382, 392, 398, 420, 429, 438, 446, 458, 470, 482, 526, 536, 554, 578, 584, 594, 600, 612, 678, 688, 734, 782, 788, 798, 806, 824, 832, 850, 856, 876, 882, 900, 910; Reading Information Materials, 63–67, 124–126, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862

18. locate specific details in both functional (e.g., advertisements) and recreational materials to promote understanding .

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Student & Teacher’s Edition: Make Generalizations Based on Fact and Opinion, 124; Fact and Opinion,

19. distinguish between fact and opinion. ___ ___ ___ ___

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88, 90, 93, 94, 97, 101, 102, 106, 110, 112, 115, 116, 118, 120, 124 Student & Teacher’s Edition: Evaluating Persuasive Message, 340; Persuasive Writing/Persuasion, 349, 362; Persuasive Essay, 488–495; Revising to Evaluate Media, 837

20. determine the meaning of persuasive language and propaganda in functional text (e.g., advertisements, magazine articles, pamphlets, etc.).

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Student & Teacher’s Edition: Reading Information Materials, 63–67, 124–126, 226–228, 308–312, 326, 402, 450, 452, 540–542, 604–606, 690–692, 810–812, 860–862

21. locate specific details in ads and other functional material to verify initial understanding.

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I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


D. WRITTEN APPLICATION: employing a wide range of writing strategies to

communicate effectively for different purposes what has been read Student & Teacher’s Edition: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 146–153; Review of Short Story, 246–250; Short Story, 332–339; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925

1. use writing strategies to compose various types of compositions i.e.,

informative descriptive narrative expository persuasive chronologically ordered explanatory compare/contrast cause/effect

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Student & Teacher’s Edition: Author Model, 149, 335, 491, 623, 745, 919; Student Model, 85, 152, 249, 338, 427, 494, 569, 626, 699, 748, 839, 922; Writing, 29, 39, 49, 59, 95, 103, 113, 121, 189, 201, 215, 223, 267, 277, 293, 305, 328, 363, 377, 383, 393, 399, 439, 447, 459, 471, 527, 537, 555, 579, 585, 595, 601, 679, 735, 783, 789, 799, 807, 851, 857, 877, 883; Timed Writing, 41, 61, 65, 105, 123, 127, 202, 225, 229, 279, 307, 307, 313, 385, 401, 405, 449, 453, 473, 539, 543, 557, 587, 603, 607, 681, 693, 737, 791, 809, 813, 859, 863, 885

2. use a writing prompt to develop a composition that contains specific, relevant details and transitions.

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Student & Teacher’s Edition: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 146–153; Review of Short Story, 246–250; Short Story, 332–339; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925

3. provide opportunities to use the five-step writing process i.e.,

prewriting drafting revising editing publication throughout the text

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Student & Teacher’s Edition: Writing Workshop: Letter, 696–700; Writing Activities: Letter, 393, 383, 399, 527, 537, 647, 681, 696; Writing for Assessment, 566–570

4. make use of functional types of writing i.e.,

book reports friendly letter essay questions outlining

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35


I=In-depth 80%

A=Adequate 80%

M=Minimal 60%


Student & Teacher’s Edition: Writing Workshops: Descriptive Essay, 82–86; Autobiographical Narrative, 146–153; Review of Short Story, 246–250; Short Story, 332–339; How-to Essay, 424–428; Persuasive Essay, 488–495; Writing for Assessment, 566–570; Comparison-and-Contrast Essay, 620–627; Letter, 696–700; Cause-and-Effect Essay, 742–749; Multimedia Report, 836–840; Research Report, 916–925

5. use writing strategies to address specific writing purposes i.e.,

creative journalistic essay descriptive narrative informative persuasive expository

and address various audiences (e.g., peers, teacher; employers).

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Student & Teacher’s Edition: Taking Notes, 917; Multimedia Report, 836–840; Research Report, 916–925

6. identify and use correct note taking process. ___ ___ ___ ___

Student & Teacher’s Edition: Outline, 650, 690, 918

7. organize information into an outline by categorizing information into topic, subtopic and detail.

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Student & Teacher’s Edition: Writing Workshop: Letter, 696–700; Writing Activities: Letter, 393, 383, 399, 527, 537, 647, 681, 696; Journal Entry, 439, 447; Personal Anecdote, 113, 121; Research Report, 916–925; Multimedia Report, 836–840

8. respond in writing to recreational and functional text using a variety of strategies and styles including but not limited to newspaper article, essay, journal, friendly letter, business letter, research and poetry.

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Student & Teacher’s Edition: Letter, 696–700; Writing Activities: Letter, 393, 383, 399, 527, 537, 647, 681, 696; Journal Entry, 439, 447; Personal Anecdote, 113, 121

9. demonstrate the use of personal writing for pleasure and enjoyment including but not limited to journals and friendly letters.

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10. use traditional organizers to create, read, interpret and organize information in the form of tables, graphs, diagrams and charts.

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grade 6 prentice hall - pearson school hall literature, ... cynthia rylant stray begins on p. 24;...

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