Grade 6: ELA Scope and Sequence

2012-2013
Eligible Content Suggested
Time Frame
Literature
Ongoing Topics of Study
SW learn to cite textual evidence to support responses. (ongoing in each
lesson)
Context Clues
SWL to identify unknown words in text.
SW use internal evidence to identify word meaning (word/phrase
structures)
SW use context to guess word meaning.
SWL to cite textual evidence to support analysis of word meaning.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K

Unit 1: Demonstrate understanding of vocabulary and figurative language in
literature.
*Suggested Read Aloud- Used in Unit 3- Willy Wonka and the Chocolate Factory
7-11 days
Topic 1-
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases base on grade 6 reading and content, choosing flexibly from a range of
strategies.
SWL to identify unknown words in text.
SW use internal evidence to identify word meaning (word/phrase structures)
SW use context to guess word meaning.
SWL to cite textual evidence to support analysis of word meaning.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K

4-6 days
Topic 2-
Demonstrate understanding of figurative language, word relationships, and nuances
in word meanings.
SW use context to guess word meaning.
SW analyze an authors use of idioms in text.
SW identify and analyze an authors use of personification in text.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K
CC.1.3.6.F
3-5 days
Writers Workshop and Unit Assessment
Writers Workshop lessons (4 days):
SWL to learn to implement a testing strategy to assessment questions
(change based on what part of the strategy sequence being learned)
SW demonstrate comprehension understanding of grade level text.
SW effectively implement test strategy with assessment questions.
SW demonstrate understanding of skills relating to context, idioms and
personification. (unit assessment)
CC.1.3.6.K 4-6 days
Unit 2: Demonstrate understanding of key ideas and details in literature. 11-17 days
Topic 1-
Cite textual evidence to support analysis of what the text says explicitly as well as
inferences and/or generalizations drawn from the text.
SW use context to guess word meaning.
SW infer meaning by analyzing character in a text.
SW differentiate between direct and indirect characterization.
SW analyze the development of character over the course of a text.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K
CC.1.3.6.C
4-6 days

Topic 2-
Determine a theme or central idea of a text and how it is conveyed through relevant
details; provide a summary of the text distinct from personal opinions or judgments.
SW use context to guess word meaning.
SW identify elements of plot structure in a narrative text.
SW summarize a text using elements of plot structure.
SWL identify theme in a text.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K
CC.1.3.6.A
4-6 days
Topic 3-
Describe how the plot of a particular story, drama, or poem unfolds, as well as how
the characters respond or change as the plot moves toward a resolution.
SW use context to guess word meaning.
SW explain how characters respond to change in a text.
SW explain how a character makes choices that help lead to the resolution.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K
CC.1.3.6.C
3-5 days
Writers Workshop and Unit Assessment
Writers Workshop lessons (4 days):
SWL to learn to implement a testing strategy to assessment questions
(change based on what part of the strategy sequence being learned)
SW demonstrate comprehension understanding of grade level text.
SW effectively implement test strategy with assessment questions.
SW demonstrate understanding of skills relating to character, theme and
summarizing. (unit assessment)
CC.1.3.6.K 4-6 days
Unit 3: Demonstrate understanding of craft and structure in literature.
Topic 1-
Determine an authors purpose in a text and explain how it is conveyed in the text;
explain how an author develops the point of view of the narrator or speaker in a text;
describe the effectiveness of the point of view used by the author.
SW use context to guess word meaning.
SW analyze authors purpose in a text.
SW differentiate between points of view in a text.
SW analyze the information provided to the reader through different points
of view.
SW explain how point of view can influence a readers response to text.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K
CC.1.3.6.D
5-7 days
Topic 2-
Analyze how a particular sentence, chapter, scene, or stanza fits into the overall
structure of a text and contributes to development of the theme, setting, or plot.
SW use context to guess word meaning.
SW differentiate between narrative structures.
SW explain why an author chose a certain narrative structure over another.
SW analyze how a particular chapter, stanza or scene contributes to the
overall meaning in a text.
SW compare differences in what is seen and heard in a text versus another
medium of a story (Use: Willy Wonka and the Chocolate Factory)
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K
CC.1.3.6.E
CC.1.3.6.G
6-10 days
Topic 3-
Determine how the author uses the meaning of words or phrases, including
figurative and connotative meanings, in a text; analyze the impact of a specific word
choice on meaning and tone.
SW use context to guess word meaning.
SW explain the difference between connotation and denotation.
SW analyze an authors word and language choice and how this impacts
readers response.
SW explain how word choice impacts tone in a text.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K
4-6 days

Writers Workshop and Unit Assessment
Writers Workshop lessons (4 days):
SWL to learn to implement a testing strategy to assessment questions
(change based on what part of the strategy sequence being learned)
SW demonstrate comprehension understanding of grade level text.
SW effectively implement test strategy with assessment questions.
SW demonstrate understanding of skills relating to authors purpose,
narrative structures, and word meaning. (unit assessment)
CC.1.3.6.K 4-6 days
Unit 4: Demonstrate understanding of connections within, between, and/or
among texts.
4-6 days
Topic 1-
Compare and contrast texts in different forms or genres (e.g., stories, dramas, poems,
historical, novels, fantasy stories) in terms of their approaches to similar themes and
topics.
SW use context to guess word meaning.
SW analyze similarities and differences between character types among
texts (focus on hero and villain)
SW analyze patterns of events among texts (focus on initiation and good vs.
evil)
SW compare and contrast theme among texts.
CC.1.3.6.B
CC.1.3.6.F
CC.1.3.6.I
CC.1.3.6.J
CC.1.3.6.K
CC.1.3.6.H
4-6 days
Writers Workshop and Unit Assessment
Writers Workshop lessons (4 days):
SWL to learn to implement a testing strategy to assessment questions
(change based on what part of the strategy sequence being learned)
SW demonstrate comprehension understanding of grade level text.
SW effectively implement test strategy with assessment questions.
SW demonstrate understanding of skills relating to character types, patterns
of events and comparison of theme. (unit assessment)
CC.1.3.6.K 4-6 days
Informational Text
Unit 5: Vocabulary and Language Use in Informational Text. 4-6 days
Topic 1-
Determine or clarify the meaning of unknown and multiple-meaning words and
phrases based on grade 6 reading and content, choosing flexibly from a range of
strategies.
SW use context to guess word meaning.
SW identify and cite relevant evidence from the text to support a response
(Focus: complete sentences)
SW identify and cite relevant evidence from the text to support a response
(Focus: relevant parts of a sentence)
SW identify and cite relevant evidence from the text to support a response
(Focus: paraphrase a sentence and cite its location in text)
During this sequence, students will refine the process for providing relevant evidence.
They will progress from identifying an entire sentence to narrowing the sentence down
to only relevant parts and finally to paraphrasing a sentence from the text and
providing appropriate citation.
CC.1.2.6.B
CC.1.2.6.F
CC.1.2.6.J
CC.1.2.6.K
CC.1.2.6.L

4-6 days
Informational Text
Standards
o Determine the 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. CC.1.2.6.A
o Cite textual evidence to support analysis of what the text says explicitly, as well as inferences and/or generalizations
drawn from the text. CC.1.2.6.B
o Analyze in detail how a key individual, event or idea is introduced, illustrated and elaborated in a text. CC.1.2.6.C
o Determine an authors point of view or purpose in a text and explain how it is conveyed in the text. CC.1.2.6.D
o Analyze the authors structure through the use of paragraphs, chapters or sections. CC.1.2.6.E
o Determine the meaning of words and phrases as they are used in grade-level reading and content, including
interpretation of figurative language in text. CC.1.2.6.F
o 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. CC.1.2.6.G
o Evaluate an authors argument by examining claims and determining if they are supported by evidence. CC.1.2.6.H
o Examine how two authors present similar information in different types of text. CC.1.2.6.I
o Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather
vocabulary knowledge when considering a word or phrase important to comprehension or expression CC.1.2.6.J
o Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading
and content, choosing flexibly from a range of strategies and tools. CC.1.2.6.K
o Read and comprehend literary nonfiction and informational text on grade level, reading independently and proficiently.
CC.1.2.6.L
Unit 6- Reading Closely Using Informational Text: Sequence 1
SW use context to guess word meaning.
SWL to identify the central idea of an informational text.
SWL to analyze text structure of informational text.
SW explain authors point of view and how the text structure supports this
point of view.
SWL summarize informational text.
SWL to draw inferences from text.
CC.1.2.6.B
CC.1.2.6.F
CC.1.2.6.J
CC.1.2.6.K
CC.1.2.6.L
CC.1.2.6.A
CC.1.2.6.D
CC.1.2.6.E
CC.1.2.6.C
6-8 days
Writers Workshop and Unit Assessment
Writers Workshop lessons (4 days):
SWL to learn to implement a testing strategy to assessment questions
(change based on what part of the strategy sequence being learned)
SW demonstrate comprehension understanding of grade level text.
SW effectively implement test strategy with assessment questions.
SW demonstrate understanding of skills relating to central idea, text
structure, point of view, summarization and inferences. (unit assessment)
4-6 days
Unit 7- Reading Closely Using Informational Text: Sequence 2
SW use context to guess word meaning.
SWL to identify central idea of an informational text.
SWL to analyze text structure of informational text (Focus: Texts that make
an argument/claim)
SWL to draw inferences from text.
SWL to evaluate an argument by examining support provided in a text.
CC.1.2.6.B
CC.1.2.6.F
CC.1.2.6.J
CC.1.2.6.K
CC.1.2.6.L
CC.1.2.6.A
CC.1.2.6.D
CC1.2.6.E
CC.1.2.6.H
CC.1.2.6.C
5-7 days
Writers Workshop and Unit Assessment
Writers Workshop lessons (4 days):
SWL to learn to implement a testing strategy to assessment questions
(change based on what part of the strategy sequence being learned)
SW demonstrate comprehension understanding of grade level text.
SW effectively implement test strategy with assessment questions.
SW demonstrate understanding of skills relating to central idea, text
structure, point of view summarization and inferences. (unit assessment)
4-6 days


Unit 8- Reading Closely Using Informational Text: Sequence 3
SW use context to guess word meaning.
SWL to cite evidence from a given text using full sentence quotation (Focus:
evidence to support a central idea)
SWL to cite evidence from a given text using full sentence quotation (Focus:
Explain how a key detail supports the Central Idea)
SW use a checklist to structure a proficient response to a text dependent
question.
SW use a checklist to provide peer feedback.
CC.1.2.6.B
CC.1.2.6.F
CC.1.2.6.J
CC.1.2.6.K
CC.1.2.6.L
CC.1.2.6.A
CC.1.2.6.I
CC.1.2.6.G
5-7 days
Writers Workshop and Unit Assessment
Writers Workshop lessons (4 days):
SWL to learn to implement a testing strategy to assessment questions
(change based on what part of the strategy sequence being learned)
SW demonstrate comprehension understanding of grade level text.
SW effectively implement test strategy with assessment questions.
no unit assessment
4-6 days
Elementary Instructional Resources
GRADE English Math Science Social
Studies
Spanish Comparison
to District
Kindergarten StoryTown
Reading A
to Z

Everyday
Math
Foss Kits
STC
Kits/booklets
Harcourt
Science
Harcourt
Horizons

Reading A
to Z

Dual
Language
Program:
Harcourt
Spanish

Eng/Lang
Arts- Same
and
Different
Math- Same
and
Different
Science
Same and
Different
Social
Studies-
Same
Spanish-
N/A
First Grade StoryTown
Reading A
to Z

Everyday
Math
Foss Kits
STC
Kits/booklets
Harcourt
Science
Harcourt
Horizons

Reading A
to Z

Spanish as
a Second
Language
Program:
Santillana
Eng/Lang
Arts- Same
and
Different
Math- Same
and
Different
Science
Same and
Different
Social
Studies-
Same
Spanish-
N/A
Second
Grade
StoryTown
Reading A
to Z

Everyday
Math
Foss Kits
STC
Kits/booklets
Harcourt
Science
Harcourt
Horizons
Local
newspapers,
Time for
Kids,
National
Geographic
for Kids, etc.

Reading A
to Z

Spanish as
a Second
Language
Program:
Santillana
Eng/Lang
Arts- Same
and
Different
Math- Same
and
Different
Science
Same and
Different
Social
Studies-
Same and
Different
Spanish-
N/A
Third Grade StoryTown
Reading A
to Z
Study
Island
PLATO
English
Everyday
Math
First in Math
Study Island
PLATO Math
Foss Kits
STC
Kits/booklets
Harcourt
Science
Harcourt
Horizons
Local
newspapers,
Time for
Kids,
National
Geographic
for Kids, etc.

Reading A
to Z

Spanish as
a Second
Language
Program:
Santillana

Eng/Lang
Arts- Same
and
Different
Math- Same
and
Different
Science
Same and
Different
Social
Studies-
Same and
Different
Spanish-
N/A
Fourth Grade StoryTown
Reading A
to Z
Study
Island
PLATO
English
Everyday
Math
First in Math
Study Island
PLATO Math
Foss Kits
STC
Kits/booklets
Harcourt
Science
Harcourt
Horizons
Local
newspapers,
Time for
Kids,
National
Geographic
for Kids, etc.

Reading A
to Z

Spanish as
a Second
Language
Program:
Santillana
Eng/Lang
Arts- Same
and
Different
Math- Same
and
Different
Science
Same and
Different
Social
Studies-
Same and
Different
Spanish-
N/A
Fifth Grade StoryTown
Reading A
to Z
Study
Island
PLATO
English
Everyday
Math
First in Math
Study Island
PLATO Math
Foss Kits
STC
Kits/booklets
Harcourt
Science
Harcourt
Horizons
Local
newspapers,
Time for
Kids,
National
Geographic
for Kids, etc.

Reading A
to Z

Spanish as
a Second
Language
Program:
Santillana
Eng/Lang
Arts- Same
and
Different
Math- Same
and
Different
Science
Same and
Different
Social
Studies-
Same and
Different
Spanish-
N/A
Sixth Grade Pearson /
Prentice
Hall
Literature
Study
Island
PLATO
English
Pearson /
Prentice Hall
Mathematics
DIGITS
First in Math
Study Island
PLATO Math
Foss Kits
STC
Kits/booklets
Pearson /
Prentice Hall
Life Science
Pearson /
Prentice
Hall Social
Studies

Spanish as
a Second
Language
Program:
Santillana
Eng/Lang
Arts-
Different
Math-
Different
Science
Same and
Different
Social
Studies-
Different
Spanish-
N/A
Seventh
Grade
Pearson /
Prentice
Hall
Literature
Study
Island
PLATO
English
Pearson /
Prentice Hall
Mathematics
DIGITS
First in Math
Study Island
PLATO Math
Foss Kits
Pearson /
Prentice Hall
Earth Science
Pearson /
Prentice
Hall
American
History

Spanish as
a Second
Language
Program:
Santillana
Eng/Lang
Arts-
Different
Math-
Different
Science
Same and
Different
Social
Studies-
Different
Spanish-
N/A
Eighth Grade Pearson /
Prentice
Hall
Literature
Study
Island
PLATO
English
Pearson /
Prentice Hall
Mathematics:
Pre-Algebra
First in Math
Study Island
PLATO Math
Foss Kits
Pearson /
Prentice Hall
Physical
Science
Pearson /
Prentice
Hall
Government
and
Economics

Spanish as
a Second
Language
Program:
Santillana
Eng/Lang
Arts-
Different
Math-
Different
Science
Same and
Different
Social
Studies-
Different
Spanish-
N/A
Ninth Grade Pearson /
Prentice
Hall
Literature
Study
Island
PLATO
English
APEX
Pearson /
Prentice Hall
Mathematics:
Algebra 1
2011
Study Island
PLATO Math
APEX

Pearson /
Prentice Hall
Physical
Science and
nonconsumable
kits
APEX
Pearson /
Prentice
Hall World
History and
Global
Georgraphy
APEX

Spanish as
a Second
Language
Program:
Revalidates:
Level A.
Pearson /
Prentice
Hall: 2004
Carninos:
Houghton
Eng/Lang
Arts-
Different
Math-
Different
Science-
Different
Social
Studies-
Different
Spanish-


Mifflin
APEX
N/A
Tenth Grade Pearson /
Prentice
Hall
Literature
Study
Island
PLATO
English
APEX
Pearson /
Prentice Hall
Mathematics:
Geometry
2011
Study Island
PLATO Math
APEX
Pearson /
Prentice Hall
Biology, Health
and
nonconsumable
kits;
Froguts Online
Dissection
Software
APEX
Pearson /
Prentice
Hall Social
Studies
Civics,
Government
APEX
Spanish as
a Second
Language
Program:
Realidades:
Level B.
Pearson /
Prentice
Hall: 2004
Carninos:
Houghton
Mifflin
APEX
Eng/Lang
Arts-
Different
Math-
Different
Science-
Different
Social
Studies-
Different
Spanish-
N/A
Elementary Promotion Process
Our goal is to ensure that all students have a successful school experience. We use the RtI
model to ensure that struggling students receive the necessary supports to stay on track for
promotion. Students that demonstrate academic difficulties receive the following supports:

parents will receive notification of their child's struggles
tutoring before or after school will be provided
teachers are expected to create interventions and accommodate based on the child's
area of concern if interventions are not successful, teachers are to RTI struggling
Students and implement additional supports. During the RTI process the teacher will use
proven instructional techniques within the regular classroom setting if the child shows
little to no improvement the child is referred to the support services department for an
evaluation once a child is evaluated and special education services are required, a case
manager is assigned and an IEP is created

Additionally, retention may occur if a student has an excessive amount of
absences (that are not due to medical history). This is the case, If the absences prevent
the child from adequately accessing the grade level material.


Olney Charter High School Promotion and Graduation Requirements

Every Olney Charter High School student must earn 23.5 credits to graduate and a Senior
Project that includes a minimum of 30 community service hours.

Credits Required For Graduation:
4 English
3 Mathematics
3 Science
4 Social Studies
2 World Languages
1.5 Health/Physical Education
2 Arts & Humanities
4 Electives (Must include a 4th year of either math or science)