rachel.smith@killeenisd karen.jensen@killeenisd

1. 6th Grade CSCOPE Overview ELAR 3rd Nine Weeks rachel.smith@killeenisd.orgkaren.jensen@killeenisd.org

2. Vision: Through the implementation of a full, innovative, rigorous, comprehensive education program, KISD will provide superior learning opportunities so that upon graduation, students are prepared for success in the workforce and/or in higher education MISSION: Teach so that students learn to their maximum potential

3. UBDUnderstanding by Design

5. Red-line TEKS for the 3rd9 Weeks:

6. Vertical Alignment Study Grade Level and Content/Course__________ Strand:__________________________ I – Introduced in my grade level T – Transformed in my grade level

8. IFDRed-line TEKS with Specificity • 6.19(D) make inferences about text and use textual evidence to support understanding • Make • INFERENCES ABOUT TEXT • Including but not limited to: •  Use information from text •  Use background knowledge/experience • Use • TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING • Including, but not limited to: •  Title •  Headings •  Cover •  Illustrations •  Photos •  Charts, graphs, tables •  Plot •  Facts/details • Inference: connecting bits of information to make a logical guess. Readers make inferences by making generalizations, predictions, and drawing conclusions. • Prediction: a conclusion about the future • Generalization: a conclusion about a group of persons, places, or things • Conclusion: a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information. • Textual Evidence: specific details or facts found in text that support what is inferred

9. IFDRed-line TEKS with Specificity • 6.19(E) summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts • Summarize, Paraphrase, Synthesize • TEXTS IN WAYS THAT MAINTAIN MEANING AND LOGICAL ORDER WITHIN A TEXT AND ACROSS • TEXTS • Summary includes, but is not limited to: •  Brief, coherent sentences that communicate the key information (short paragraph) •  A main idea (the central meaning) •  Main character(s) in fiction •  Important details that come before the conflict, during the conflict, and important details after the conflict • in fiction •  Must remain true to the author's interpretation and emphasis •  Focus on what the author is saying • Summarize: to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source. • Paraphrase: restate the meaning of something in different words. Paraphrasing alters the exact wording of the source and transmits its ideas or information without evaluation or interpretation. • Synthesize: to combine elements and parts to form a coherent whole

10. IFDRed-line TEKS with Specificity 6.19(F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide textual evidence. Make CONNECTIONS BETWEEN AND ACROSS MULTIPLE TEXTS OF VARIOUS GENRES AND PROVIDE TEXTUAL EVIDENCE Including, but not limited to:  Thematic links  Author analysis  Personal Connections  World Connections Thematic links: a logical connection made between or among texts that share similar themes Author analysis: a process that connects the author's logical relationship to the text he/she wrote (e.g., perspective, purpose)

11. Performance Indicators • Read about an issue on the same topic presented in at least two formats (e.g., speech, newspaper, magazine news cast, website, etc.). Create a graphic organizer (e.g., T-Chart, Venn diagram, etc.) to compare and contrast the author’s purpose, perspective, and persuasive techniques. In a small group, discuss and critique the effectiveness of the persuasive techniques based on audience, purpose, and message. (6.Fig19D,E,F, 6.9A; 6.10B; 6.11A,B; 6.13A,B,C)

12. Test item

13. Anchor Chart

14. Resources

15. Comprehension Components

16. Question-Answer Relationship I N T H E B O O K I N M Y H E A D Right There Answer is found in one sentence in the text or a primary source document Author and You To answer the question use the information in the text or primary source with specific details and background information Think and Search Need to look in different sentences in the book or look in other documents On Your Own Answer comes from your knowledge of the subject matter

17. Bloom’s Taxonomy

18. Levels of Bloom’s Taxonomy…

19. Launching Sequence(

20. Example for Inferring

21. Gets kids talking about inferring… • “What I like in a good author isn’t what he says, but what he whispers.” • Logan P. Smith, essayist

22. Most successful strategies

23. Before Reading (White 178)

24. During/After Reading (White 183-202)

25. During/After Reading

26. Tested Curriculum (TAKS) Measures the Attainment of the Standards Taught Curriculum Opportunity to Learn the Standards Written Curriculum (TEKS) Identified Standards Assessment Improved Student Achievement Instruction Curriculum Provided by Region 4 ESC

27. assessing progress assessing progress teacher teacher guided guided independent independent systematic, systematic, and and modeling modeling practice practice practice practice explicit explicit adjusting adjusting instruction instruction instruction instruction Gradual Release Model • explicit, systematic instruction • model and demonstrate strategies • guided practice • independent practice • monitor and assess student progress Provided by Region 4 ESC

28. Research-Based Questioning Strategies Provided by Region 4 ESC

29. Inference Anchor Chart (Text-Based Responses) Provided by Region 4 ESC

30. Inference Anchor Chart

31. Types of Evidence

32. Types of Evidence: Direct Quotation Provided by Region 4 ESC

33. Types of Evidence: Paraphrase Provided by Region 4 ESC

34. Types of Evidence: Specific Synopsis Provided by Region 4 ESC

35. Pairing Works Provided by Region 4 ESC

36. Community Commitments

37. Activities