Small Groups Independent Read: Independent Read: Teacher Led Small Group: Instructional 30 Student Choice Supplemental:Content/ Meets with 2 groups daily- Software: LEVELED Knowledge -5 minutes check-in on Reading Plus Each group session is 15 LIBRARIES SEE APPENDIX Interest Read minutes. -10 minute small group Two sessions per day. instruction with Content Complex text Core curriculum (exit ticket) Closing 5 ELA Model Content Framework Chart - Grade 6 Module A: UNIT 1 conflict always bad?” “Is (Pacing: 5 Weeks: Sept. 8-Oct. 7) Reading Complex Texts* Writing to Texts ResearchProject (RL/RI.6.10) (W.6.1-6, 9-10, RL/RI.6.1-10) (W.6.1, 2, 4-9, RL/RI.6.1-10) Complex Grade Short Texts Routine Writing 4-6 Analyses: 1-2 1 Short Research Level Text Narratives Project Literature: Develop & convey Convey Explanatory experiences, understanding Comparing Literary Works Integrates knowledge events and/or Text-Dependent Question and from sources when 1. pp. 192-202 Reading for Becky and the Wheels The Tail procedures p. or Information: Dragon Dragon Responses (i.e., the PHLit composing pp. 252-259 Brake Boys 206-214. Argument - Critical Thinking) & pp. The Southpaw Position Units of Statement (Timed 262 2. pp. Zlateh the Goat Study Writing, p. 249) Reader’s/Writer’s Notebook 222-230 or The Old Personal Comparing Entries Woman Who Lived In Literary Works: Narrative Reading for Information pp. 233-238 the Woods Explanatory Text 1. The Seven Wonders of the Annotations Essay (Timed – World pg. 245 Writing, p.263) 2. Art, Architecture, and Responses to Literature
Small Groups Each group session is 15 minutes. Two sessions per day. Independent Read: Student Choice LEVELED LIBRARIES Independent Read: Supplemental:Content/ Knowledge SEE APPENDIX Teacher Led Small Group: Meets with 2 groups daily- -5 minutes check-in on Interest Read -10 minute small group instruction with Content Complex text Instructional Software: Reading Plus 30 Closing Core curriculum (exit ticket) 5 ELA Model Content Framework Chart - Grade 6 Module A: UNIT 1 “Is conflict always bad?” (Pacing: 5 Weeks: Sept. 8-Oct. 7) Reading Complex Texts* (RL/RI.6.10) Writing to Texts (W.6.1-6, 9-10, RL/RI.6.1-10) ResearchProject (W.6.1, 2, 4-9, RL/RI.6.1-10) Complex Grade Level Text Short Texts Routine Writing 4-6 Analyses: 1-2 Narratives 1 Short Research Project Literature: 1. The Tail pp. 192-202 or Dragon Dragon p. 206-214. 2. Zlateh the Goat pp. 222-230 or The Old Woman Who Lived In the Woods pp. 233-238 Comparing Literary Works Becky and the Wheels and Brake Boys pp. 252-259 & The Southpaw pp. Reading for Information 1. The Seven Wonders of the World pg. 245 2. Art, Architecture, and Develop & convey understanding Text-Dependent Question Responses (i.e., the PHLit Critical Thinking) Reader’s/Writer’s Notebook Entries Annotations Responses to Literature Explanatory Reading for Information: Argument - Position Statement (Timed Writing, p. 249) Comparing Literary Works: Explanatory Text – Essay (Timed Writing, p.263) Convey experiences, events and/or procedures Units of Study Personal Narrative Integrates knowledge from sources when composing 262