Reading Literature

Reading Informational

Writing

ELACC6RI1: Cite textualevidence to support analysis of what the text says explicitly as well as inferences drawnfrom the text. (W)

ELACC6W1:Write arguments to support claims with clear reasons and relevant evidence.(G)

ELACC6RI2: Determinea central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. (G)

ELACC6W2:Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.(E)

ELACC6RI3: Analyze indetail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text(e.g., through examples or anecdotes). (G)

ELACC6W3: Writenarratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (E)

ELACC6RI4: Determine the meaning of words and phrases as they are used in a text,including figurative, connotative, and technical meanings. (G)

ELACC6W4: Produceclear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) (E)

ELACC6RI5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of atext and contributes to the development of the ideas. (W)

ELACC6W5: With some guidance and support from peers and adults,develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.(Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 6 on page 52.) (E)

ELACC6RI6: Determine anauthor’s point of view or purpose in a text and explain how it is conveyed in the text. (G)

ELACC6W6:Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. (G)

ELACC6RL7: Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. (G)

ELACC6RI7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. (W)

ELACC6W7: Conductshort research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.(G)

ELACC6RL9: Compare and contrast texts indifferent forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics. (G)

ELACC6RI8: Trace and evaluate theargument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. (G)

ELACC6W8:Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. (G)

ELACC6RL10: By the end of the year,read and comprehend literature, including stories, dramas, and poems, in the grades 6-8text complexity band proficiently, with scaffolding as needed at the high end of the range. (W)

ELACC6RI9:Compare and contrast one author’s presentation of events with that of another(e.g., a memoir written by and a biography on the same person). (G)

ELACC6RI10: By the end of the year, read and comprehend literary nonfiction in the grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range. (W)

 ELACC6W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. (G)

Hallway

Cafeteria

Assembly

Field Trip

• Quiet

• Low volume

• Quiet

• Quiet

• Walk in single filed line

• Sit in assigned area

• Sit in assigned area

• Walk in single filed line

• Focus on line manager and teacher

• Keep your area clean

• Be Respectful

• Remain with class and teacher at all times

• Watch for hand signals

• Remove all trash from table

• Be Attentive

• Adhere to general instruction given