Evidence of Student Vocabulary Knowledge Skills Common Core Instructional Achievement Level Descriptors Attainment/Assessment Essential Elements cite textual evidence Students analyze the Students know: EERL.6.1. Determine Level IV Students will: Students understand meaning of a text by: what a text says Analyze a text to identify the information that is used in making an EERL.6.1. that/are able to: explicitly as well as inference. the difference support analysis what simple Ex. After making an inference while reading a text, underline the information that was explaining explicit ideas between analyze the meaning of inferences should be used in making the inference. summarization and what the text says a text drawn. Ex. Select a correct answer to an inferential question, and then highlight the drawing relevant analysis explicitly information in the text that supports the inference. inferences support analysis with techniques for inferences drawn Level III Students will: explicit ideas from a providing strong textual analyzing the EERL.6.1. Determine what a text says explicitly as well as what inferences should be text evidence to support drawn. meaning of a text text Ex. After reading determine that the explicitly, but he is really analysis Yo, Yes, boy says, “me” support analysis with be saying, “I’ll your friend.” explicit details inferences about a text Ex. Given a list of explicit and implicit information from a story, sort information into support a textual information that was stated directly and information that must be inferred. analysis Students understand Level II Students will: that an analysis of a inferences are used to EERL.6.1. Identify information that is and is not directly stated in the text. text includes explicit Ex. Using pictures, illustrations, etc., identify a detail that was not stated in the text. support a textual understanding of and Ex. Through auditory or tactile sources, identify details directly stated in the text. analysis inferences about a text supported by strong Level I Students will: textual evidence textual evidence Answer a question about explicit information provided in the text. EERL.6.1. strengthens thinking Ex. Respond to a question about the text by indicating through turn of the head or eye gaze whether each of two options is correct. Ex. Respond to a question about a detail from an illustration in the text by answering or or using a switch to indicate whether each of two options is correct. “yes” “no”
Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Common Core Essential Elements Instructional Achievement Level Descriptors Students analyze the meaning of a text by: explaining explicit ideas drawing relevant inferences providing strong textual evidence to support analysis cite textual evidence support analysis what the text says explicitly inferences drawn text Students know: the difference between summarization and analysis techniques for analyzing the meaning of a text explicit details support a textual analysis inferences are used to support a textual analysis textual evidence strengthens thinking Students understand that/are able to: analyze the meaning of a text support analysis with explicit ideas from a text support analysis with inferences about a text Students understand that an analysis of a text includes explicit understanding of and inferences about a text supported by strong textual evidence EERL.6.1. Determine what a text says explicitly as well as what simple inferences should be drawn. Level IV Students will: EERL.6.1. Analyze a text to identify the information that is used in making an inference. Ex. After making an inference while reading a text, underline the information that was used in making the inference. Ex. Select a correct answer to an inferential question, and then highlight the information in the text that supports the inference. Level III Students will: EERL.6.1. Determine what a text says explicitly as well as what inferences should be drawn. Ex. After reading Yo, Yes, determine that the boy says, “me” explicitly, but he is really saying, “I’ll be your friend.” Ex. Given a list of explicit and implicit information from a story, sort information into information that was stated directly and information that must be inferred. Level II Students will: EERL.6.1. Identify information that is and is not directly stated in the text. Ex. Using pictures, illustrations, etc., identify a detail that was not stated in the text. Ex. Through auditory or tactile sources, identify details directly stated in the text. Level I Students will: EERL.6.1. Answer a question about explicit information provided in the text. Ex. Respond to a question about the text by indicating through turn of the head or eye gaze whether each of two options is correct. Ex. Respond to a question about a detail from an illustration in the text by answering “yes” or “no” or using a switch to indicate whether each of two options is correct.
6th-ELA-Pacing-Guide-Version-31.docx