6th+Grade



6th Grade Curriculum Map

To infer the author's perspective based upon stated and implied information. Include first and third person.
 * Embedded Skills Activities **
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s Point of View-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || Have the teacher model the old saying, "A picture is worth a thousand words". The teacher actually picks their own picture to model with and then gives students a picture to determine their point of view. [|A picture is worth a thousand words] The teacher will define first and third person point of view.

[|Point of view definitions]

[|Point of View - Who's Telling the Story?] || The students will be given fairy tale based literature to determine their point of view as a small group, and as a whole class. They will also determine first and third person pov.

[|Critical Literacy: Point of View] || Students will be assessed on this skill, along with Author's Purpose - see below || Purpose-R //** To infer what the author was thinking and determine the author's intent (to entertain, to inform, to express an opinion, or to persuade)
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Determine Author’s
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || Teacher will save junk mail from home and will distribute to students. Teacher and students will discuss each piece as it pertains to the author's purpose - was this written to persuade me to do something> to inform me? to entertain me? || Random shoes can be placed at tables or hung from the ceiling! Students will write a piece, from the point of view of that shoe, for various purposes - to inform: all the features of the shoe

to persuade: why would this shoe be good to wear?

to entertain: what fun this shoe could add to your life

After completing this activity, students can complete the following activity

[|Author's purpose] || After two units of study, the students will complete the following assessment

[|Assessment on Authors Point of View and Author's Purpose] || To proceed, step by step, through a set of directions
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Follow a Sequence of Instructions-R //**
 * Definition **

** Synonyms **

** Scope and Sequence Level ** Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance

|| Teacher will model the importance of following a sequence of directions through the making of Kool-Aid. Teacher will ask students how to make it-usually students will say to fill container with water, add packet, and some sugar. Teacher will do just that...without measuring the sugar. Most of the time the students do not add the appropriate amount of sugar, they add too little! Teacher will distribute cups of the liquid and the class will taste. The result is not that tasty! This reinforces the importance of reading directions. Teacher and students will try again, this time reading the directions on the packet. This lesson can also be done with the making of a peanut butter and jelly sandwich. || To practice this skill, students will sequence their morning, from the time they got up to the moment they walked into school. This will be done in the same format as a recipe, step 1, step 2, etc. || To practice this skill, students will choose a skill that they can present to the class. They will take time to write the steps to their skill. They will then bring all props necessary for demonstrating this skill in front of the class. Skills can range from making a particular recipe, to demonstrating a dance or sports move. || to recognize and understand the use of fonts and effects, cue words and phrases, illustrations and photos, graphics, text organizers and text structures specific to electronic text (web pages, web quests, hyperlinks)
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Identify Features of Electronic Text-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || Teacher will ask students to bring their science, social studies, and math textbooks to class. In partners, students will do a "textbook flush". Using sticky notes, they will determine the features that the author/publisher uses to highlight important facts (bold, italics, color, charts, graphs, summaries, etc). Students will do this for two or three of their textbooks. A class discussion will focus on the similarities and differences between texts. || Lesson will focus on the difference between traditional printed text and electronic text.

[|Traditional vs electronic] || Students will develop a pros/cons list to print newspaper and online news sites.

[|Black, White, and Digitized All Over]

[|From Printed Page to Home Page] || To determine meaning using written and unstated, or implied, clues
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Infer-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || To introduce the concept of inferencing, students will determine the mood of various faces, based on their physical features.

[|Faces]

Teacher will explain that inferencing happens all the time with oral language and texting Ex "Whatever!" What does this statement really mean? Generate a list of examples with the students. || Partners will play charades as an extension of the mood activity.

Various picture books will be gathered and viewed. Without a single word, the students will determine the meaning of the picture book or scene. This is the most basic of inferencing.

Use a short story or novel and find examples of inferencing. || To help students see the validity of this skill, they will do an "ELA Flush". Using various past ELA State exams, students will determine which of the questions were based on inferencing. This test deconstruction will help them to recognize the various skills that they are being tested on.

Teacher can copy various questions and assess the students on their ability to use inferencing.

Amost all novels or short stories contain some form of inferencing. Teacher/students should elicit conversation each time it is identified. || To use descriptions, dialogue, actions, thoughts, and the opinions to determine personality and actions
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret character from Dialogue, Action, Thoughts-R //**
 * Definition **

** Synonyms **

** Scope and Sequence Level ** Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || To begin to discuss character traits, students will describe traits of themselves. This can be done orally or in written form.

Distribute [|Sample Character Traits Handout] and will highlight all traits that pertain to themselves.

Teacher will explain that characters have traits just as we do. Class should be into a novel that is good for character development (ex. Egypt Game, Tuck Everlasting, The Giver, Bridge to Terabithia). This novel will be used for the assessment. || Students will do a "Dictionary Dig" to create dictionary posters of themselves. After teaching the various features of a dictionary definition, students will create a poster in which their picture and name is defined through various sentences including a noun, verb, adjective, and adverb. These can be hung around the room.

This can also be done using a character as the focus instead of the actual student. || After reading an adequate number of chapters in a novel, when the major characters have all been introduced, students will choose a character that they will be for the rest of the novel. They will be required to write a specific number of character diary entries, from the point of view of that character. These diaries can be written after a predetermined event or one in which the student feels is important. These diaries can be graded based on diary format (date, salutation, closing), pertinent details included, character's voice, and correct conventions. || To make meaning from text presented in these forms
 * **// Embedded Skills //** || **// Examples of INTRODUCING the embedded skill (teacher role) //** || **// Examples of PRACTICING the embedded skill (student role) //** || **// Examples of ASSESSING the embedded skill //** ||
 * **// Interpret Data, Charts, and Graphs-R //**
 * Definition **


 * Synonyms **

** Scope and Sequence Level ** Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || Students will again do a "Textbook Flush", focusing on the charts and graphs presented in the various texts. What are some of the common features? What information can be yielded from these? Definition The ability to understand the organizer and the information in it Synonyms
 * This should be done before the ELA. Many times this is focused upon during DBQ prep, which is after the ELA.** || In prepping for the DBQ, students will interpret pictures, charts, graphs to answer questions. Specific reference will be made to the information found in the captions. || Teacher can assess with questions based on various charts/graphs. ||
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Interpret Graphic Organizers-R //

Scope and Sequence Level

Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || At this level, most students come with knowledge of Venn Diagrams, T-charts, K-W-Ls, webs, story maps. || These organizers should be used as applicable. More sophisticated Narrative Arcs should be expected at this age, including exposition, conflict, climax, resolution. || One way to assess the students ability to identify story parts is to use the song //Copa Cabana//. As students are listening to the song, they have sticky notes in front of them. On the desk/table, they can write the details of the exposition, conflict, climax, resolution on the stickies and place them in an arc form. The song is catchy and clearly identifies the various story parts. This is an excellent formative assessment. || Definition Enhancing your writing by using the following techniques figures of speech-simile, metaphor, personification narrative style-sarcasm, rhythm, and rhyme or plot mechanism-characters, plot, setting, theme
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Interpret Literary Devices-R //

Synonyms

Scope and Sequence Level Students are expected to use the skill independently, critique their use of the skill and expand their understanding of what the skill means and how it works in a variety of contexts with increasingly challenging text and writing tasks || The teacher will distribute notes on Figurative Language

[|Notes]

Share background knowledge on figurative language

[|Lesson on Figurative Language] || Students will be given a variety of books that are examples of similes, metaphors, personification [|Books] When reading these books, students will complete a bookmark with their favorite examples of figurative language [|Bookmark] Students will then gather in groups based on a specific figure of speech. They will decide upon their favorite example of that figure of speech. || The group will create an acceptance speech for the Figurative Language Award. They are to use as many examples of their figure of speech as possible in their acceptance. Their favorite example will be shared aloud to the class. One student from the group will be the spokesperson. || Definition To understand the meaning of a poem
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Interpret Poetry-R //

Synonyms

Scope and Sequence Level Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || To link students' background knowledge to interpreting poetry, various songs will be played aloud. Correlations will be made to the mood, rhythm, flow of a song and that of poetry.

[|Poet's Cues] || Students will bring in the lyrics to their favorite song and will present a stanza of their lyrics to the class. They can read, rap, or sing it. They will discuss what this song means to them.

During the presentation, students will identify various poetic devices based on a rubric created by the teacher. || Partners will get together with their individual songs. They will cut apart each song to create a new poem.This poem will be read aloud and its meaning will be interpreted. || Definition To understand the vocabulary word in a text Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Interpret Vocabulary-R //

Scope and Sequence Level Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || Pledge of Allegiance America the Beautiful Preamble to the Constitution

These can be used to reinforce the important of understanding vocabulary. || [|America the Beautiful]

Pick the vocabulary words and use 4 square method-definition, sentence, draw picture, and use synonyms. || Refer to the America the Beautiful website for ideas.

Interpreting Vocabulary is an ongoing skill that is reviewed throughout the year. || Definition To find specific details in a text Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Locate Stated Information-R //

Scope and Sequence Level Students are expected to use the skill independently, critique their use of the skill and expand their understanding of what the skill means and how it works in a variety of contexts with increasingly challenging text and writing tasks || Teacher will introduce the 7 Step Strategy by Ruby Payne. The steps can be listed on booksmarks and posters. The steps are as follows:

Definition To remember facts and details Synonyms
 * Step 1** Box in and read the title
 * Step 2** Trace and number the paragraphs
 * Step 3** Stop anf think at the end of each paragraph to identify key points
 * Step 4** Circle the key or important word(s) or write the key point in the margin
 * Step 5** Read all questions! Label the Key words in the question
 * Step 6** Prove your answer. Locate the paragraph where the answer is found.
 * Step 7** Mark and record your answer. || Use various texts to practice using these strategies. At first, it will take the students longer to complete a reading and set of questions due to all the steps. With practice, their speed increases. || Teacher can visully see that all the steps are being done. There should be an improvement in their reading comprehension scores, especially on Part 1 of the ELA. ||
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Recall Fact and Detail-R //

Scope and Sequence Level Students are expected to use the skill independently, critique their use of the skill and expand their understanding of what the skill means and how it works in a variety of contexts with increasingly challenging text and writing tasks || Teacher will reinforce the skills of main idea and details through the use of the following lesson: [|Fact and detail lesson] || Students are using various sized sticky notes to record the important information of a text. They are hearing the text 3 times and are sharing their thoughts on important details each time. || The formative assessment comes in the lesson when the students are sharing out their smallest sticky note. They should note the similarities in the most important details they are sharing. || Definition To identify why an event, action, or decision causes another event, action, or decision Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Recognize Cause and Effect-R //

Scope and Sequence Level Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || [|Cause and effect lesson]

This website will take you through the introducing, practicing, and assessing steps for a cause and effect lesson.

|| || || Definition To identify different meanings in oral texts, including the literal and the implied Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Recognize Different Levels of Meaning in Text-R //

Scope and Sequence Level Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || To illustrate this skill, refer to the following website:

[|Levels of Meaning] || || || Definition To explain why the text was written before listening Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Set Purpose for Reading-R //

Scope and Sequence Level Students are expected to use the skill independently, critique their use of the skill and expand their understanding of what the skill means and how it works in a variety of contexts with increasingly challenging text and writing tasks || [|Anticipation Guides]

This lesson sets a distinct purpose for reading.

|| || || Definition To understand the features in a genre Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Understand Text as a Whole-R //

Scope and Sequence Level Students are expected to use the skill independently, critique their use of the skill and expand their understanding of what the skill means and how it works in a variety of contexts with increasingly challenging text and writing tasks || To begin a genre study, use the following link to teach fantasy, historical fiction, mystery, realistic fiction, and science fiction.

[|Genre study]

The teacher may want to duplicate this lesson with myths, legend, fairy tales as these genres are often used for the Listening Section of the ELA. ||  || Definition To determine whether text is narrative, informational, electronic, or poetic and to recognize how the organization of the text impacts the ways in which readers understand it. Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Understand Text Structures-R //

Scope and Sequence Level Secure-Students are able to demonstrate security of the skill, independently, without any teacher assistance || To introduce text structures, use the following link:

[|Text structures] || || || Definition The development of a main idea supported by factual details Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Construct a Thesis and Support with Fact-W //

Scope and Sequence Level Students practice the use of this skill through guided practice in peer groups and independently || To teach students how to write a thesis statement, use the following link

[|Using Spongebob to teach Thesis Statement and Topic Statement] || Students can practice writing thesis statements using the theme of Holocaust. This can be used in conjunction with Number the Stars or other Holocaust books

[|Holocaust thesis] || Students will write a persuasive essay using a thesis statement and supporting facts

[|Persuasive Essay] || Definition The rhythm and flow of the language Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Construct Fluent Sentences-W //

Scope and Sequence Level Students are expected to use the skill independently, critique their use of the skill and expand their understanding of what the skill means and how it works in a variety of contexts with increasingly challenging text and writing tasks || To introduce the concept of sentence fluency, teacher can relate to the flow of a song. How would the song sound if it was choppy, one word lyrics are run-on 3 line lyrics?

Sentences should vary in length to create fluency. || Using Gary Paulsen's Hatchet, teacher should copy a page or two that illustrates a variety of sentence length. Paulsen used many one-word sentences for effect, ex "Divorce." "The secret."

Students will highlight all short sentences in yellow, longer sentences in green, and one-two word sentences in blue. The variety of colors should represent how the author uses sentences fluency. || Teacher can refer to 6traits+1 lessons that focus on sentence fluency || Definition To review or evaluate Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Critique-W //

Scope and Sequence Level Students practice use of the skill through guided practice in peer groups and independently || Lessons on peer-editing are a good starting point for teaching students to look critically at a piece.

[|Peer editing] || || || Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Establish a Consistent Point of View in Writing-W //

Synonyms

Scope and Sequence Level || [|Point of view in writing]

This website focuses on writing from a consistent point of view. Lessons should be done previously on identifying point of view in reading. || || || Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Generate Ideas / Brainstorm-W //

Synonyms

Scope and Sequence Level || || || || Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Make Effective Word Choices-W //

Synonyms

Scope and Sequence Level || 6+1 traits of writing-word choice || || || Definition The process of selecting and recording key pieces of information from written or oral sources, sometimes on your own Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Note-Taking-W //

Scope and Sequence Level Students are able to demonstrate security of the skill, independently, without any teacher assistance || One of the most important skills of notetaking is putting the facts in their own words.

[|Notes, Quotes, and Fact Fragments] || || || Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Organize Writing-W //

Synonyms

Scope and Sequence Level || 6+1 traits of writing-organization || || || Definition to remember facts and details from a listening passage Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Recall Fact and Detail from Oral Text-W //

Scope and Sequence Level Students are expected to use the skill independently, critique their use of the skill and expand their understanding of what the skill means and how it works in a variety of contexts with increasingly challenging text and writing tasks || To introduce this skill, students will draw a quick picture reference for each detail they feel is important in a story

To transition to a notetaking format, have student read a short piece aloud while teacher takes notes on overhead. Teacher should point out how every detail is not recorded, only pertinent details || Students can practice recalling fact and detail using various listening passages from the ELA. || Again, using ELA based questions from the listening passages || Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Recognize Different Levels of Meaning in Oral Text-W //

Scope and Sequence Level || || || || Definition to explain why the text was written before listening Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Set Purpose for Listening-W //

Scope and Sequence Level Students are able to demonstrate security of the skill, independently, without any teacher assistance || Reinforce the skill of calling upon background knowledge or schema when hearing the title of a listening passage || || || Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Use Conventions of English Language-W //

Scope and Sequence Level || 6+1 traits of writing - conventions || || || Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Use Effective Writer’s Voice-W //

Synonyms

Scope and Sequence Level || 6+1 traits of writing - voice || || || Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Use Graphic Organizers-W //

Synonyms

Scope and Sequence Level || [|graphic organizers]

At this level, students may use graphic organizers that make sense to them ex web, bulleting, tchart, etc.

Depending upon the topic, teacher may introduce new graphic organizer. For example, DBQ graphic organizers are specific to the topic. || [|make your own graphic organizers] || || Definition to utilize stylistic language that is precise and engaging (voice, audience, purpose) Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Use Sophisticated Vocabulary-W //

Scope and Sequence Level Students are able to demonstrate security of the skill, independently, without any teacher assistance || || || || // R & W // Definition Comparison refers to how two things are alike; contrast refers to how two things are different Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Compare and Contrast //

Scope and Sequence Level Students are able to demonstrate security of the skill, independently, without any teacher assistance || [|compare and contrast] || || || // R & W // Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Determine Importance //

Synonyms

Scope and Sequence Level || [|Determining importance] || || || // R & W // Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Determine Theme //

Synonyms

Scope and Sequence Level || || || || // R & W // Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Distinguish Between Fact and Opinion //

Synonyms

Scope and Sequence Level || || || || // R & W // Definition to restate text in a shortened form Synonyms
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Paraphrase //

Scope and Sequence Level Students are able to demonstrate security of the skill, independently, without any teacher assistance || || || || // R & W // Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Sequence //

Synonyms

Scope and Sequence Level || || || || // R & W // Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Summarize //

Synonyms

Scope and Sequence Level || || || || // R & W // Definition
 * // Embedded Skills // || // Examples of INTRODUCING the embedded skill (teacher role) // || // Examples of PRACTICING the embedded skill (student role) // || // Examples of ASSESSING the embedded skill // ||
 * // Use Supporting Details //

Synonyms

Scope and Sequence Level ** || || || ||

= Please use the space below to begin uploading lessons/activities. The embedded skills are listed below to help with organization. = = = = = Determine Author’s Point of View

Determine Author’s Purpose

Follow a Sequence of Instructions

Identify Features of Electronic Text

Infer

Interpret Character from Dialogue, Actions, Thoughts

Interpret Data, Charts, and Graphs

Interpret Graphic Organizers

Interpret Literary Devices

Interpret Poetry

Interpret Vocabulary

Locate Stated Information

Recall Fact and Detail

Recognize Cause and Effect

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Reading

Understand Text as a Whole

Understand Text Structures

Construct a Thesis and Support with Fact

Construct Fluent Sentences

Critique

Establish a Consistent Point of View in Writing

Generate Ideas/Brainstorm

Make Effective Word Choices

Note-taking

Organize Writing

Recall Fact and Details from Oral Text

Recognize Different Levels of Meaning in Oral Text

Set Purpose for Listening

Use Conventions of English Language

Use Effective Writer’s Voice

Use Graphic Organizers

Use Sophisticated Vocabulary

Compare and Contrast

Determine Importance

Determine Theme

Distinguish Between Fact and Opinion

Paraphrase

Sequence

Summarize

Use Supporting Details