Grade 6   Reading Performance Standards

Demonstrating knowledge of words structure (root words, prefixes, suffixes, abbreviations) and language structure through reading words in text (word order, grammar)

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)

Obtaining information using text features including pictures, illustrations, text structure (e.g., bolded or italicized text, graphs, charts or headings, or subheadings)

Identifying relationships among words by categorizing (e.g., synonyms, antonyms, homophones, homographs) and [identifying shades of meaning (e.g., happy, ecstatic), and analogies.

Self-monitoring and self correcting while reading (e.g., adjusting reading pace)

Fluency- Read text aloud

Word Identification Skills-Use structural analysis; determine meaning of unfamiliar words.

Forming a General Understanding- Infer meaning. Retell or restate information. Support main idea. Follow multi-step directions.

Analysis of Content and Structure- Identify forms of text. Define story elements. Differentiate fact from option. Identify theme; make connections. Connect cultural influences

Locating information explicitly stated in narrative and informational text to answer literal comprehension questions.

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.)

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)

Drawing conclusions based on information presented explicitly in the text (e.g., cause and effect character motivation, predictions)

Reading orally with rhythm, flow, and expression showing understanding of punctuation and other conventions of print.

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.

Identifying the main idea or central concept in various types of texts.

Locating information in narrative and informational text to answer questions related to main ideas or key details.

Locating references from the text that support understanding of a main idea (e.g., what event in history is similar to this one)

Completing a task by following written, multi-step directions (e.g., basic science experiment)

Identifying the sequence of steps in multi-step directions

Identifying or explaining the characteristics of the four major genres of fiction: short story, drama, novel, and poetry.

Identifying or explaining the characteristics of fiction and nonfiction, prose and poetry.

Identifying or explaining use of literary elements and devices appropriate to genre (i.e., dialogue, rhyme, alliteration, simile or metaphor, or personification)

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)

Comparing and contrasting plots, settings, and characters in different stories across a variety of works by a variety of authors

SSJDA                Grade 6   Reading Performance Standards

Distinguishing fact from opinion in a text

Identifying bias/propaganda by citing textual evidence

Expressing own opinion about material read and supporting opinions with evidence from text

Identifying author's message, theme, or purpose, stated or implied (e.g., helping others brings great rewards)

Identifying themes in texts and making relevant connections to (personal experiences, experiences of others, or) other texts

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)

Writing Performance Standards

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.

Using paragraphs form: indents or uses paragraph breaks, and places paragraph breaks appropriately

Writing a concluding statement

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)

Write Using a Variety of forms- Write two paragraphs on a topic. Use a Variety of Forms.

Structures & Conventions of Writing-Use a Variety of Sentences/Proofread.

Revise-Revise Writing/Provide Peer Feedback

Write an understandable story that incorporates story elements and literacy devices (e.g., dialogue, descriptive details)

Writing in a variety of nonfiction forms using appropriate information and structure (i.e., step-by-step directions, descriptions, observations, or report writing)

Using expressive language when responding to literature or producing text (e.g., writer's notebook, memories, poetry, plays, or lyrics)

Using diagrams, charts or illustrations with captions or label in research projects or extended reports.

Varying the beginnings, lengths, and patterns of sentences to improve flow and to enhance meaning of writing.

Identifying and/or correcting mistakes in spelling (e.g., grade appropriate, high frequency words, homophones, and contractions)

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

Identifying and/or correcting mistakes in usage (i.e., subject/verb agreement, verb tense, sentence fragments and run-on sentences, and possessives, and pronouns)

Rearranging and/or adding details to improve focus and to support main ideas, to clarify topic sentence, and to make sequence clear

Giving/receiving appropriate feedback and using established criteria to review own and others' written work (e.g., peer conferences, checklists, scoring guides, or rubrics)

Combining sentences for fluency and selecting precise, descriptive words to improve the quality and effectiveness of writing

SSJDA                          Writing Performance Standards

Giving credit for others' information by citing title and source (e.g., author, storyteller, translator, songwriter, or artist)

Looking up spelling or definitions of words in dictionaries or correcting misspelling using software programs, including choosing the correct spelling option among several choices

Cite Sources-Give credit, Use Resources- Use Resources

Listening

Listen attentively, for an extended period of time, to a variety of texts read aloud

Listen attentively, for an extended period of time, to oral presentations

Listen attentively for different purposes, both student determined and teacher determined

Respond appropriately to what is heard

Listen respectfully when others speak

Listening

Standard 1: Students will read, write, listen, and speak for information and understanding.

Follow a sequence of instructions consisting of at least three steps when engaging in a task or assignment

Identify essential details for note taking

Distinguish between fact and opinion

Identify information that is implicit rather than stated

Connect new information to prior knowledge or experience

Recall significant ideas and details, with assistance

Make, confirm, or revise predictions, with assistance

Draw conclusions and make inferences on the basis of explicit and implied information, with assistance

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Distinguish different genres, such as story, biography, poem, or play

Identify a character’s motivation

Recognize the use of literary devices, such as symbolism, personification, rhythm, and rhyme, in presentation of literary texts, and determine their impact on meaning

Identify cultural and historical influences in texts and performances

Listening

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Form an opinion or judgment about the validity and accuracy of information, ideas, opinions, issues, themes, and experiences, with assistance

Recognize that the criteria used to analyze and evaluate presentations may be influenced by one's point of view and purpose for listening

Recognize and use the perspectives of others, including teachers and peers, to analyze and evaluate presentations

Recognize persuasive presentations and identify the techniques (e.g., choice of language and use of sound effects) used to accomplish that purpose

Speaking

Speak in response to listening to a variety of texts

Speak in response to listening to and viewing a variety of performances

Use appropriate and precise vocabulary to communicate ideas

Use grammatically correct sentences when speaking

Include details and examples relevant to the audience when speaking

Communicate ideas in an organized and coherent manner

Demonstrate understanding of the need to vary formality of language according to the audience and purpose for speaking

Speak with expression, volume, pace, and gestures appropriate for the topic, audience, and purpose of communication

Respond respectfully to others, and offer feedback to others in a respectful and responsive manner

Participate in group discussions on a range of topics and for a variety of purposes

Standard 1: Students will read, write, listen, and speak for information and understanding.

Synthesize and paraphrase information

Make connections between sources of information

Present reports of five to seven minutes for teachers and peers on topics related to any school subject

Summarize main points as part of the conclusion

Use notes, outlines, and visual aids appropriate to the presentation

Speaking

Standard 2: Students will read, write, listen, and speak for literary response and expression.

Use audible voice and pacing appropriate to content and audience when presenting original works, such as stories, poems, and plays, to adults and peers

Share book reviews

Summarize the plot, describe the motivation of characters, and explain the importance of setting

Use notes or outlines appropriately in presentations

Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation.

Express an opinion or judgment about information, ideas, opinions, themes, and experiences in books, essays, articles, and advertisements

Use information and ideas from other subject areas and from personal experiences to form and express opinions and judgments

Articulate a thesis statement and support it with details, examples, and reasons

Persuade, using appropriate language, tone, volume, and gestures

Use notes or outlines appropriately in presentations

Standard 4: Students will read, write, listen, and speak for social interaction.

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

Use the informal language of social communication

Respect the age, gender, social position, culture, and interests of the listener

Use the rules of conversation, such as avoid interrupting and respond respectfully

Explanation of Services and Results/Duration