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Grade 6 Reading Performance Standards
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Demonstrating knowledge of words structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar)
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Determine the meaning of unfamiliar words using knowledge of words families, phonetics, context and visual cues, structural elements (contractions, compound words, root words, prefixes, suffixes, plurals)
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Obtaining information using text features including pictures, illustrations, text structure (e.g., bolded or italicized text, graphs, charts or headings, or subheadings)
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Identifying relationships among words by categorizing (e.g., synonyms, antonyms, homophones, homographs) and [identifying shades of meaning (e.g., happy, ecstatic), and analogies.
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Self-monitoring and self correcting while reading (e.g., adjusting reading pace)
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Fluency- Read text aloud
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Word Identification Skills-Use structural analysis; determine meaning of unfamiliar words.
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Forming a General Understanding- Infer meaning. Retell or restate information. Support main idea. Follow multi-step directions.
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Analysis of Content and Structure- Identify forms of text. Define story elements. Differentiate fact from option. Identify theme; make connections. Connect cultural influences
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Locating information explicitly stated in narrative and informational text to answer literal comprehension questions.
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Self-monitoring comprehension by formulating questions while reading (e.g., what circumstance influenced a character to make a specific decision) or rereading (e.g., for clarification, confirmation, correction.)
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Making inferences (e.g., predicts logical outcomes, such as how would the story have been different if, deduces missing outcomes or information, such as where a story takes place, if not directly stated)
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Drawing conclusions based on information presented explicitly in the text (e.g., cause and effect character motivation, predictions)
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Reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print.
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Restating and summarizing main ideas or events in correct sequence after reading a text (e.g., paraphrasing, constructing a topic outline, using graphic organizers) or identifying accurate restatements and summaries of main ideas or events or generalizations of a text.
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Identifying the main idea or central concept in various types of texts.
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Locating information in narrative and informational text to answer questions related to main ideas or key details.
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Locating references from the text that support understanding of a main idea (e.g., what event in history is similar to this one)
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Completing a task by following written, multi-step directions (e.g., basic science experiment)
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Identifying the sequence of steps in multi-step directions
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Identifying or explaining the characteristics of the four major genres of fiction: short story, drama, novel, and poetry.
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Identifying or explaining the characteristics of fiction and nonfiction, prose and poetry.
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Identifying or explaining use of literary elements and devices appropriate to genre (i.e., dialogue, rhyme, alliteration, simile or metaphor, or personification)
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Identifying or describing in fiction -plot (e.g., main conflict or problem, sequence of events, resolution) - settings (e.g., how they affect the characters or plot) - characters (e.g., physical characteristics, personality traits, motivation, growth and change) - point of view (who is telling the story)
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Comparing and contrasting plots, settings, and characters in different stories across a variety of works by a variety of authors
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SSJDA Grade 6 Reading Performance Standards
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Distinguishing fact from opinion in a text
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Identifying bias/propaganda by citing textual evidence
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Expressing own opinion about material read and supporting opinions with evidence from text
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Identifying author's message, theme, or purpose, stated or implied (e.g., helping others brings great rewards)
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Identifying themes in texts and making relevant connections to (personal experiences, experiences of others, or) other texts
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Comparing and contrasting culutral events, ideas, settings, and influences in one story or text to similar stories or texts from other cultures (e.g., coming of age stories)
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Writing Performance Standards
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Writing a story or composition of at least two paragraphs with a topic sentence (which may include a lead or hook), maintaining a focused idea, and including supporting details.
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Using paragraphs form: indents or uses paragraph breaks, and places paragraph breaks appropriately
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Writing a concluding statement
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Organizing and sequencing ideas logically to establish clear relationships within and between paragraphs (e.g., using transition words or phrases that reveal order or chronology, comparison/contrast)
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Write Using a Variety of forms- Write two paragraphs on a topic. Use a Variety of Forms.
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Structures & Conventions of Writing-Use a Variety of Sentences/Proofread.
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Revise-Revise Writing/Provide Peer Feedback
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Write an understandable story that incorporates story elements and literacy devices (e.g., dialogue, descriptive details)
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Writing in a variety of nonfiction forms using appropriate information and structure (i.e., step-by-step directions, descriptions, observations, or report writing)
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Using expressive language when responding to literature or producing text (e.g., writer's notebook, memories, poetry, plays, or lyrics)
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Using diagrams, charts or illustrations with captions or label in research projects or extended reports.
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Varying the beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning of writing.
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Identifying and/or correcting mistakes in spelling (e.g., grade appropriate, high frequency words, homophones, and contractions)
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Identifying and/or correcting mistakes in punctuation (i.e., quotation marks for dialogue, commas in dates, salutations and closings in letters, and commas in a series) and capitalization
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Identifying and/or correcting mistakes in usage (i.e., subject/verb agreement, verb tense, sentence fragments and run-on sentences, and possessives, and pronouns)
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Rearranging and/or adding details to improve focus and to support main ideas, to clarify topic sentence, and to make sequence clear
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Giving/receiving appropriate feedback and using established criteria to review own and others' written work (e.g., peer conferences, checklists, scoring guides, or rubrics)
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Combining sentences for fluency and selecting precise, descriptive words to improve the quality and effectiveness of writing
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SSJDA Writing Performance Standards
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Giving credit for others' information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist)
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Looking up spelling or definitions of words in dictionaries or correcting misspelling using software programs, including choosing the correct spelling option among several choices
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Cite Sources-Give credit, Use Resources- Use Resources
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Listening
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Listen attentively, for an extended period of time, to a variety of texts read aloud
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Listen attentively, for an extended period of time, to oral presentations
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Listen attentively for different purposes, both student determined and teacher determined
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Respond appropriately to what is heard
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Listen respectfully when others speak
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Listening
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Standard 1: Students will read, write, listen, and speak for information and understanding.
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Follow a sequence of instructions consisting of at least three steps when engaging in a task or assignment
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Identify essential details for note taking
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Distinguish between fact and opinion
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Identify information that is implicit rather than stated
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Connect new information to prior knowledge or experience
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Recall significant ideas and details, with assistance
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Make, confirm, or revise predictions, with assistance
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Draw conclusions and make inferences on the basis of explicit and implied information, with assistance
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Standard 2: Students will read, write, listen, and speak for literary response and expression.
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Distinguish different genres, such as story, biography, poem, or play
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Identify a character’s motivation
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Recognize the use of literary devices, such as symbolism, personification, rhythm, and rhyme, in presentation of literary texts, and determine their impact on meaning
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Identify cultural and historical influences in texts and performances
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Listening
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Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
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Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, issues, themes, and experiences, with assistance
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Recognize that the criteria used to analyze and evaluate presentations may be influenced by one's point of view and purpose for listening
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Recognize and use the perspectives of others, including teachers and peers, to analyze and evaluate presentations
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Recognize persuasive presentations and identify the techniques (e.g., choice of language and use of sound effects) used to accomplish that purpose
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Speaking
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Speak in response to listening to a variety of texts
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Speak in response to listening to and viewing a variety of performances
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Use appropriate and precise vocabulary to communicate ideas
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Use grammatically correct sentences when speaking
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Include details and examples relevant to the audience when speaking
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Communicate ideas in an organized and coherent manner
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Demonstrate understanding of the need to vary formality of language according to the audience and purpose for speaking
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Speak with expression, volume, pace, and gestures appropriate for the topic, audience, and purpose of communication
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Respond respectfully to others, and offer feedback to others in a respectful and responsive manner
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Participate in group discussions on a range of topics and for a variety of purposes
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Standard 1: Students will read, write, listen, and speak for information and understanding.
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Synthesize and paraphrase information
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Make connections between sources of information
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Present reports of five to seven minutes for teachers and peers on topics related to any school subject
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Summarize main points as part of the conclusion
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Use notes, outlines, and visual aids appropriate to the presentation
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Speaking
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Standard 2: Students will read, write, listen, and speak for literary response and expression.
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Use audible voice and pacing appropriate to content and audience when presenting original works, such as stories, poems, and plays, to adults and peers
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Share book reviews
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Summarize the plot, describe the motivation of characters, and explain the importance of setting
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Use notes or outlines appropriately in presentations
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Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.
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Express an opinion or judgment about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements
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Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments
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Articulate a thesis statement and support it with details, examples, and reasons
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Persuade, using appropriate language, tone, volume, and gestures
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Use notes or outlines appropriately in presentations
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Standard 4: Students will read, write, listen, and speak for social interaction.
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Discuss the content of friendly notes, cards, and letters with a teacher or classmate, in order to get to know the writer and each other
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Use the informal language of social communication
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Respect the age, gender, social position, culture, and interests of the listener
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Use the rules of conversation, such as avoid interrupting and respond respectfully
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Explanation of Services and Results/Duration
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