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School City of Hobart |
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School City of Hobart Language Arts |
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Language Arts - 6th Grade |
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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.
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| Strand |
Source |
| Word Relationships |
IDOE |
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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.
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| Strand |
Source |
| Multiple Meaning |
IDOE |
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Assessment Resources |
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| · |
Figuration Lang Multiple Meaning Words, McGraw-Hill, Form A, skill test [CTB]. |
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Figuration Lang Multiple Meaning Words, McGraw-Hill, Form B, skill test [CTB]. |
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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).
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| Strand |
Source |
| Word Origin |
IDOE |
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Assessment Resources |
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| · |
Meaning of Foreign Words in English, McGraw-Hill, Form A, skill test [CTB]. |
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Meaning of Foreign Words in English, McGraw-Hill, Form B, skill test [CTB]. |
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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 |
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Assessment Resources |
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| · |
Context to Determine Word Meaning, McGraw-Hill, Form A, skill test [CTB]. |
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Context to Determine Word Meaning, McGraw-Hill, Form B, skill test [CTB]. |
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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.
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| Strand |
Source |
| Vocabulary Strategies |
IDOE |
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Assessment Resources |
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| · |
Words with Slight Differences in Meaning, McGraw-Hill, Form A, skill test [CTB]. |
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Words with Slight Differences in Meaning, McGraw-Hill, Form B, skill test [CTB]. |
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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 |
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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.
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| Strand |
Source |
| Analyzing |
IDOE |
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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.
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| Strand |
Source |
| Organization: Pattern |
IDOE |
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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.
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| Strand |
Source |
| Analyzing |
IDOE |
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Assessment Resources |
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Analysis of Main Idea, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Summary |
IDOE |
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Assessment Resources |
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| · |
Study Techniques, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Directions |
IDOE |
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Assessment Resources |
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Multiple Step Instructions, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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Assessment Resources |
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Evidence Presented for Author Conclusions, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Analyzing |
IDOE |
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Assessment Resources |
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Conclusions Drawn from Text, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Persuasive: Techniques |
IDOE |
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Assessment Resources |
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Reasoning Persuasion and Propaganda, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Analyzing |
IDOE |
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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.
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| Strand |
Source |
| Character: Analyze |
IDOE |
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Assessment Resources |
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Analysis of Character, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Setting: Analyze |
IDOE |
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Assessment Resources |
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Analysis of Setting, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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Assessment Resources |
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Tone and Meaning of Poetry, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Story Elements: Narrator |
IDOE |
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Assessment Resources |
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First and Third Person Narration, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Themes |
IDOE |
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Assessment Resources |
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Theme, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Literary Device |
IDOE |
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Assessment Resources |
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Literary Devices, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Character: Evaluate |
IDOE |
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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.
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| Strand |
Source |
| Print/Nonprint: Information |
IDOE |
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Assessment Resources |
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Structural Features of Media, McGraw-Hill, Form A, skill test [CTB]. |
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Structural Features of Media, McGraw-Hill, Form B, skill test [CTB]. |
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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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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.
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| Strand |
Source |
| Fiction |
IDOE |
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Assessment Resources |
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Genres of Writing, McGraw-Hill, Form A, skill test [CTB]. |
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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 |
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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 |
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6.4.2
The learner will be able to
choose the form of writing that best suits the intended purpose.
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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
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| Strand |
Source |
| Expository: Informative |
IDOE |
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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 |
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6.4.5
The learner will be able to
use note-taking skills.
| Strand |
Source |
| Drafting |
IDOE |
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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 |
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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 |
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6.4.8
The learner will be able to
review, evaluate, and revise writing for meaning and clarity.
| Strand |
Source |
| Revising: Content/Clarity |
IDOE |
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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 |
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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 |
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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 |
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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.
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| Strand |
Source |
| Narrative |
IDOE |
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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.
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| Strand |
Source |
| Essay/Composition |
IDOE |
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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.
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| Strand |
Source |
| Research Paper |
IDOE |
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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.
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| Strand |
Source |
| Writing Responses: Literature |
IDOE |
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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.
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| Strand |
Source |
| Persuasive |
IDOE |
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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.)
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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.
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| Strand |
Source |
| Writing Purposes |
IDOE |
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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 |
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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.
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| Strand |
Source |
| Emergent Writing: Sentence |
IDOE |
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Assessment Resources |
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Multiple Sentence Types, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Grammar |
IDOE |
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Assessment Resources |
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Grammar, McGraw-Hill, Form A, skill test [CTB]. |
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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.).
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Assessment Resources |
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Punctuation, McGraw-Hill, Form A, skill test [CTB]. |
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6.6.4
The learner will be able to
use correct capitalization.
| Strand |
Source |
| Capitalization: Applications |
IDOE |
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Assessment Resources |
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| · |
Capitalization, McGraw-Hill, Form A, skill test [CTB]. |
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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).
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| Strand |
Source |
| Spelling Applications |
IDOE |
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Assessment Resources |
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| · |
Spelling, McGraw-Hill, Form A, skill test [CTB]. |
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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.
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| Strand |
Source |
| Speech |
IDOE |
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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 |
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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 |
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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 |
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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 |
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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.
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| Strand |
Source |
| Presentation: Narrative |
IDOE |
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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.
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| Strand |
Source |
| Presentation: Informative |
IDOE |
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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.
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| Strand |
Source |
| Speaking Responses |
IDOE |
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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.
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| Strand |
Source |
| Persuasion |
IDOE |
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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.
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| Strand |
Source |
| Problem/Solution |
IDOE |
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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 |
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6.7.2
The learner will be able to
identify the tone, mood, and emotion conveyed in the oral communication.
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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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