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School City of Hobart
School City of Hobart Language Arts
Language Arts - 6th Grade

Vocabulary

Word Recognition, Fluency, Vocabulary
The learner will be able to use their knowledge of word parts and word relationships, as well as context clues (the meaning of the text around a word), to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words. .
Strand Source
Word Relationships IDOE
  
6.1.2
The learner will be able to identify and interpret figurative language (including similes, comparisons that use like or as, and metaphors, implied comparisons) and words with multiple meanings. Example: Understand the different meanings of the word primary when used in sentences, such as the following: Tom is a student at the local primary school. Betsy's mother decided to run for a seat on the city council but lost in the primary election. Understand descriptive metaphors, such as The city lay under a blanket of fog. .
Strand Source
Multiple Meaning IDOE
  Assessment Resources
 
· Figuration Lang Multiple Meaning Words, McGraw-Hill, Form A, skill test [CTB].  
· Figuration Lang Multiple Meaning Words, McGraw-Hill, Form B, skill test [CTB].  
  
6.1.3
The learner will be able to recognize the origins and meanings of frequently used foreign words in English and use these words accurately in speaking and writing. Example: Understand foreign words that are often used in English, such as enchilada (Spanish), lasagna (Italian), and delicatessen (German). .
Strand Source
Word Origin IDOE
  Assessment Resources
 
· Meaning of Foreign Words in English, McGraw-Hill, Form A, skill test [CTB].  
· Meaning of Foreign Words in English, McGraw-Hill, Form B, skill test [CTB].  
  
6.1.4
The learner will be able to understand unknown words in informational texts by using word, sentence, and paragraph clues to determine meaning.
Strand Source
Vocabulary Strategies: Analyze IDOE
  Assessment Resources
 
· Context to Determine Word Meaning, McGraw-Hill, Form A, skill test [CTB].  
· Context to Determine Word Meaning, McGraw-Hill, Form B, skill test [CTB].  
  
6.1.5
The learner will be able to understand and explain slight differences in meaning in related words. Example: Explain the difference when someone is described as speaking softly and when someone is described as speaking quietly. .
Strand Source
Vocabulary Strategies IDOE
  Assessment Resources
 
· Words with Slight Differences in Meaning, McGraw-Hill, Form A, skill test [CTB].  
· Words with Slight Differences in Meaning, McGraw-Hill, Form B, skill test [CTB].  
  
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Reading Operations

6.1.1
The learner will be able to read aloud grade-level-appropriate poems, narrative text (stories), and expository text (information) fluently and accurately and with appropriate timing, changes in voice, and expression.
Strand Source
Reading Aloud IDOE
  
Reading Comprehension
The learner will be able to students read and understand grade-level-appropriate material. They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose. The selections in the Indiana Reading List (available online at www.doe.state.in.us/standards/ readinglist.html) illustrate the quality and complexity of the materials to be read by students. At Grade 6, in addition to regular classroom reading, students read a variety of grade-level-appropriate narrative (story) and expository (informational and technical) texts, including classic and contemporary literature, poetry, magazines, newspapers, reference materials, and online information. .
Strand Source
Analyzing IDOE
  
6.2.2
The learner will be able to analyze text that uses a compare-and-contrast organizational pattern. Example: Read a section in an English textbook that describes the difference between similes and metaphors. Evaluate how well the organization of the text serves the reader's comprehension. .
Strand Source
Organization: Pattern IDOE
  
6.2.3
The learner will be able to connect and clarify main ideas by identifying their relationships to multiple sources and related topics. Example: Read about another culture in a magazine such as Cricket or National Geographic. Then, compare what was learned to descriptions of other peoples and cultures in other reading sources. .
Strand Source
Analyzing IDOE
  Assessment Resources
 
· Analysis of Main Idea, McGraw-Hill, Form A, skill test [CTB].  
  
6.2.4
The learner will be able to clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. Example: Take notes while reading to create an outline or graphic organizer, such as a concept map, flow chart, or diagram, of the main ideas and supporting details from what is read. Read an informational book and summarize the main ideas. .
Strand Source
Summary IDOE
  Assessment Resources
 
· Study Techniques, McGraw-Hill, Form A, skill test [CTB].  
  
6.2.5
The learner will be able to follow multiple-step instructions for preparing applications. Example: Follow directions to fill out an application for a public library card, a bank savings account, or a membership to a boys' or girls' club, soccer league, YMCA or YWCA, or another extra-curricular organization. .
Strand Source
Directions IDOE
  Assessment Resources
 
· Multiple Step Instructions, McGraw-Hill, Form A, skill test [CTB].  
  
6.2.6
The learner will be able to determine the adequacy and appropriateness of the evidence presented for an author's conclusions and evaluate whether the author adequately supports inferences. Example: In reading Amelia Earhart: Courage in the Sky by Mona Kerby, note the author's opinions and conclusions. Decide if they are adequately supported by the facts that she presents. .
Strand Source
Fact IDOE
  Assessment Resources
 
· Evidence Presented for Author Conclusions, McGraw-Hill, Form A, skill test [CTB].  
  
6.2.7
The learner will be able to make reasonable statements and conclusions about a text, supporting them with accurate examples. Example: Read some of the 28 poems in Lee Bennett Hopkins' Been to Yesterdays: Poems of Life, and draw conclusions about what the poet is saying about his experiences in the middle school years. Describe Leonardo da Vinci's greatest achievements, after reading Leonardo da Vinci: Artist, Inventor, and Scientist of the Renaissance by Francesca Romei. .
Strand Source
Analyzing IDOE
  Assessment Resources
 
· Conclusions Drawn from Text, McGraw-Hill, Form A, skill test [CTB].  
  
6.2.8
The learner will be able to note instances of persuasion, propaganda, and faulty reasoning in text. Example: After reading an article by one author on the reasons for repopulating western national parks with wolves and another article by a different author reporting ranchers' opposition to the program, describe the ways each author tries to persuade the reader. .
Strand Source
Persuasive: Techniques IDOE
  Assessment Resources
 
· Reasoning Persuasion and Propaganda, McGraw-Hill, Form A, skill test [CTB].  
  
Literary Response and Analysis
The learner will be able to read and respond to grade-level-appropriate historically or culturally significant works of literature that reflect and enhance their study of history and social science. They clarify the ideas and connect them to other literary works. The selections in the Indiana Reading List (available online at www.doe.state.in.us/ standards/readinglist.html) illustrate the quality and complexity of the materials to be read by students. .
Strand Source
Analyzing IDOE
  
6.3.2
The learner will be able to analyze the effect of the qualities of the character on the plot and the resolution of the conflict. Example: After reading the story Dragonwings by Laurence Yep, describe how the boy's courage and loyalty to his father help him to realize his father's dreams of making a flying machine. .
Strand Source
Character: Analyze IDOE
  Assessment Resources
 
· Analysis of Character, McGraw-Hill, Form A, skill test [CTB].  
  
6.3.3
The learner will be able to analyze the influence of the setting on the problem and its resolution. Example: Recognize the influence of the settings in a book, such as the role of the North and South in the book The Watsons Go to Birmingham - 1963 by Christopher Paul Curtis, in which an African-American family from Michigan goes to visit relatives in Alabama in the summer of 1963. .
Strand Source
Setting: Analyze IDOE
  Assessment Resources
 
· Analysis of Setting, McGraw-Hill, Form A, skill test [CTB].  
  
6.3.4
The learner will be able to define how tone and meaning are conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, alliteration (repetition of sounds, such as wild and woolly or threatening throngs), and rhyme. Example: Describe the features of a poem, such as "Mother to Son" by Langston Hughes, which illustrates many of the characteristics of poetry: sound, rhythm, repetition, and metaphorical language. .
Strand Source
Tone IDOE
  Assessment Resources
 
· Tone and Meaning of Poetry, McGraw-Hill, Form A, skill test [CTB].  
  
6.3.5
The learner will be able to identify the speaker and recognize the difference between first-person (the narrator tells the story from the "I" perspective) and third-person (the narrator tells the story from an outside perspective) narration. Example: Read an autobiography, such as Michael Jordan: My Story, and compare it to a biography on the same person, such as Michael Jordan by Richard Rambeck. Tell how the life story of the person is shown in different ways when told in the first-person or third-person narration. .
Strand Source
Story Elements: Narrator IDOE
  Assessment Resources
 
· First and Third Person Narration, McGraw-Hill, Form A, skill test [CTB].  
  
6.3.6
The learner will be able to identify and analyze features of themes conveyed through characters, actions, and images. Example: Analyze the way a theme is developed throughout a book, such as the themes of prejudice and criticism of others shown throughout the events and characters in Summer of My German Soldier by Bette Greene. .
Strand Source
Themes IDOE
  Assessment Resources
 
· Theme, McGraw-Hill, Form A, skill test [CTB].  
  
6.3.7
The learner will be able to explain the effects of common literary devices, such as symbolism, imagery, or metaphor, in a variety of fictional and nonfictional texts. · Symbolism: the use of an object to represent something else; for example, a dove might symbolize peace · Imagery: the use of language to create vivid pictures in the reader's mind · Metaphor: an implied comparison in which a word or phrase is used in place of another, such as He was drowning in money. Example: Select a variety of examples of sportswriting from a local or national newspaper. Explain the use of metaphors and symbolism throughout sportswriting. .
Strand Source
Literary Device IDOE
  Assessment Resources
 
· Literary Devices, McGraw-Hill, Form A, skill test [CTB].  
  
6.3.8
The learner will be able to critique the believability of characters and the degree to which a plot is believable or realistic. Example: Read myths, such as Hercules or Jason and the Argonauts, and discuss the believability of the characters and plots as compared to realistic fiction. .
Strand Source
Character: Evaluate IDOE
  
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Media

6.2.1
The learner will be able to identify the structural features of popular media (newspapers, magazines, online information) and use the features to obtain information. Example: Do a key-word search on the Internet to find information for a research report. Use the section headers for a newspaper to locate information for a report on current world events. .
Strand Source
Print/Nonprint: Information IDOE
  Assessment Resources
 
· Structural Features of Media, McGraw-Hill, Form A, skill test [CTB].  
· Structural Features of Media, McGraw-Hill, Form B, skill test [CTB].  
  
6.7.9
The learner will be able to identify persuasive and propaganda techniques used in electronic media (television, radio, online sources) and identify false and misleading information.
Strand Source
Mass Media: Persuasion IDOE
  
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Genres

6.3.1
The learner will be able to identify different types (genres) of fiction and describe the major characteristics of each form. Example: Describe the common characteristics of different types of fiction, such as folklore, mystery, science fiction, adventure, fantasy, or biography, and provide examples of each type from books read by students in the class. Use a graphic organizer to show comparisons. .
Strand Source
Fiction IDOE
  Assessment Resources
 
· Genres of Writing, McGraw-Hill, Form A, skill test [CTB].  
  
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Writing

Writing Process
The learner will be able to discuss and keep a list of writing ideas and use graphic organizers to plan writing. They write clear, coherent, and focused essays. Students progress through the stages of the writing process and proofread, edit, and revise writing.
Strand Source
Essay/Composition IDOE
  
6.4.1
The learner will be able to discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
Strand Source
Prewriting: Generate Ideas IDOE
  
6.4.2
The learner will be able to choose the form of writing that best suits the intended purpose.
Strand Source
Form IDOE
  
6.4.3
The learner will be able to write informational pieces of several paragraphs that: · engage the interest of the reader. · state a clear purpose. · develop the topic with supporting details and precise language. · conclude with a detailed summary linked to the purpose of the composition. h .
Strand Source
Expository: Informative IDOE
  
6.4.4
The learner will be able to use a variety of effective organizational patterns, including comparison and contrast; organization by categories; and arrangement by order of importance or climactic order.
Strand Source
Organization IDOE
  
6.4.5
The learner will be able to use note-taking skills.
Strand Source
Drafting IDOE
  
6.4.6
The learner will be able to use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and e-mail addresses, to locate information.
Strand Source
Research Paper: Sources IDOE
  
6.4.7
The learner will be able to use a computer to compose documents with appropriate formatting by using word-processing skills and principles of design, including margins, tabs, spacing, columns, and page orientation.
Strand Source
Writing Technologies: Word Processing IDOE
  
6.4.8
The learner will be able to review, evaluate, and revise writing for meaning and clarity.
Strand Source
Revising: Content/Clarity IDOE
  
6.4.9
The learner will be able to edit and proofread one's own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.
Strand Source
Revising IDOE
  
6.4.10
The learner will be able to revise writing to improve the organization and consistency of ideas within and between paragraphs.
Strand Source
Revising: Content IDOE
  
Writing Applications
The learner will be able to students write narrative (story), expository (informational), persuasive, and descriptive texts of at least 500 to 700 words. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 - Writing Process. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
Strand Source
Narrative IDOE
  
6.5.1
The learner will be able to write narratives that: · establish and develop a plot and setting and present a point of view that is appropriate to the stories. · include sensory details and clear language to develop plot and character. · use a range of narrative devices, such as dialogue or suspense. Example: Write a short play that could be presented to the class. Rewrite a short story that was read in class, telling the story from another point of view. .
Strand Source
Narrative IDOE
  
6.5.2
The learner will be able to write descriptions, explanations, comparison and contrast papers, and problem and solution essays that: · state the thesis (position on the topic) or purpose. · explain the situation. · organize the composition clearly. · offer evidence to support arguments and conclusions. Example: Write successive drafts of a one- or two-page newspaper article about Summer Sports Camps, including details to support the main topic and allow the reader to compare and contrast the different camps described. .
Strand Source
Essay/Composition IDOE
  
6.5.3
The learner will be able to write research reports that: · pose relevant questions that can be answered in the report. · support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches. · include a bibliography. Example: Write a research report on George Washington, explaining what Washington accomplished during his presidency and why he is such a significant figure in American history. Write a research report on Native American groups that lived in Indiana and the surrounding states. Include information on whether descendents of these groups still live in the area. .
Strand Source
Research Paper IDOE
  
6.5.4
The learner will be able to write responses to literature that: · develop an interpretation that shows careful reading, understanding, and insight. · organize the interpretation around several clear ideas. · develop and justify the interpretation through the use of examples and evidence from the text. Example: After reading some Grimm fairy tales and folktales from other countries, such as Japan, Russia, India, and the United States, write a response to the stories. Identify the beliefs and values that are highlighted in each of these folktales and develop a theory to explain why similar tales appear in many different cultures. .
Strand Source
Writing Responses: Literature IDOE
  
6.5.5
The learner will be able to write persuasive compositions that: · state a clear position on a proposition or proposal. · support the position with organized and relevant evidence and effective emotional appeals. · anticipate and address reader concerns and counter-arguments. Example: Write a persuasive essay on how the class should celebrate the end of the school year, including adequate reasons for why the class should participate in the activity described. Create an advertisement for a product to try to convince readers to buy the product. .
Strand Source
Persuasive IDOE
  
6.5.6
The learner will be able to use varied word choices to make writing interesting. Example: Write stories, reports, and letters showing a variety of word choices. (Use delicious instead of good; overcoat or parka instead of coat.) .
Strand Source
Word IDOE
  
6.5.7
The learner will be able to write for different purposes and to a specific audience or person, adjusting tone and style as necessary. Example: Write a review of a favorite book or film for a classroom Writers' Workshop. Use clear organization and careful word choices to help the readers of the review decide if they might be interested in reading the book or viewing the film. .
Strand Source
Writing Purposes IDOE
  
Written English Language Conventions
The learner will be able to write using Standard English conventions appropriate to this grade level.
Strand Source
Emergent Writing: Sentence IDOE
  
6.6.1
The learner will be able to use simple sentences, compound sentences, and complex sentences; use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single sentences, to express complete thoughts. · Simple sentence: sentences with one subject and verb, such as The pine tree is native to many parts of America. · Compound sentence: sentences with two equal clauses, such as The giraffe has a long neck and long legs, but it is a very graceful animal. · Complex sentence: sentences that include one main clause and at least one subordinate clause, I just sat at my desk, not knowing what to do next, although others around me were writing furiously. .
Strand Source
Emergent Writing: Sentence IDOE
  Assessment Resources
 
· Multiple Sentence Types, McGraw-Hill, Form A, skill test [CTB].  
  
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Language Mechanics

6.6.2
The learner will be able to identify and properly use indefinite pronouns (all, another, both, each, either, few, many, none, one, other, several, some), present perfect (have been, has been), past perfect (had been), and future perfect verb tenses (shall have been); ensure that verbs agree with compound subjects. · Indefinite pronouns: Each should do his or her work. · Indefinite pronouns: Many were absent today. · Correct verb agreement: Todd and Amanda were chosen to star in the play. · Incorrect verb agreement: Todd and Amanda was chosen to star in the play. .
Strand Source
Grammar IDOE
  Assessment Resources
 
· Grammar, McGraw-Hill, Form A, skill test [CTB].  
  
6.6.3
The learner will be able to use colons after the salutation (greeting) in business letters (Dear Sir:), semicolons to connect main clauses (The girl went to school; her brother stayed home.), and commas before the conjunction in compound sentences (We worked all day, but we didn't complete the project.).
Strand Source
Colon IDOE
  Assessment Resources
 
· Punctuation, McGraw-Hill, Form A, skill test [CTB].  
  
6.6.4
The learner will be able to use correct capitalization.
Strand Source
Capitalization: Applications IDOE
  Assessment Resources
 
· Capitalization, McGraw-Hill, Form A, skill test [CTB].  
  
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Spelling

6.6.5
The learner will be able to spell correctly frequently misspelled words (their/they're/there, loose/lose/loss, choose/chose, through/threw). .
Strand Source
Spelling Applications IDOE
  Assessment Resources
 
· Spelling, McGraw-Hill, Form A, skill test [CTB].  
  
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Speaking

Listening and Speaking Skills
The learner will be able to deliver focused, coherent presentations that convey ideas clearly and relate to the background and interests of the audience. They evaluate the content of oral communication. Students deliver well-organized formal presentations using traditional speech strategies, including narration, exposition, persuasion, and description. Students use the same Standard English conventions for oral speech that they use in their writing. .
Strand Source
Speech IDOE
  
6.7.4
The learner will be able to select a focus, an organizational structure, and a point of view, matching the purpose, message, and vocal modulation (changes in tone) to the audience.
Strand Source
Organization IDOE
  
6.7.5
The learner will be able to emphasize important points to assist the listener in following the main ideas and concepts.
Strand Source
Main Idea/Support IDOE
  
6.7.6
The learner will be able to support opinions with researched, documented evidence and with visual or media displays that use appropriate technology.
Strand Source
Presentation: Technology IDOE
  
6.7.7
The learner will be able to use effective timing, volume, tone, and alignment of hand and body gestures to sustain audience interest and attention.
Strand Source
Speaking Strategies IDOE
  
6.7.8
The learner will be able to analyze the use of rhetorical devices including rhythm and timing of speech, repetitive patterns, and the use of onomatopoeia (naming something by using a sound associated with it, such as hiss or buzz) for intent and effect.
Strand Source
Rhythm/Rhyme IDOE
  
6.7.10
The learner will be able to deliver narrative (story) presentations that: · establish a context, plot, and point of view. · include sensory details and specific language to develop the plot and character. · use a range of narrative (story) devices, including dialogue, tension, or suspense. .
Strand Source
Presentation: Narrative IDOE
  
6.7.11
The learner will be able to deliver informative presentations that: · pose relevant questions sufficiently limited in scope to be completely and thoroughly answered. · develop the topic with facts, details, examples, and explanations from multiple authoritative sources, including speakers, periodicals, and online information. .
Strand Source
Presentation: Informative IDOE
  
6.7.12
The learner will be able to deliver oral responses to literature that: · develop an interpretation that shows careful reading, understanding, and insight. · organize the presentation around several clear ideas, premises, or images. · develop and justify the interpretation through the use of examples from the text. .
Strand Source
Speaking Responses IDOE
  
6.7.13
The learner will be able to deliver persuasive presentations that: · provide a clear statement of the position. · include relevant evidence. · offer a logical sequence of information. · engage the listener and try to gain acceptance of the proposition or proposal. .
Strand Source
Persuasion IDOE
  
6.7.14
The learner will be able to deliver presentations on problems and solutions that: · theorize on the causes and effects of each problem. · establish connections between the defined problem and at least one solution. · offer persuasive evidence to support the definition of the problem and the proposed solutions. .
Strand Source
Problem/Solution IDOE
  
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Listening

6.7.1
The learner will be able to relate the speaker's verbal communication (such as word choice, pitch, feeling, and tone) to the nonverbal message (such as posture and gesture).
Strand Source
Listening Responses IDOE
  
6.7.2
The learner will be able to identify the tone, mood, and emotion conveyed in the oral communication.
Strand Source
Tone IDOE
  
6.7.3
The learner will be able to restate and carry out multiple-step oral instructions and directions.
Strand Source
Directions IDOE
  
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