GLEN RIDGE PUBLIC SCHOOLS

 

Curriculum Guide

 

 

Course Title:                                                     Language Arts

 

Subject:                                                            Language Arts

 

Grade Level:                                                     Grade 6

 

Department/School:                                          Language Arts/ Ridgewood Avenue School

 

Duration:                                                          Full Year

 

Number of Credits:                                           N/A

 

Prerequisite:                                                      N/A

 

Elective or Required:                                         Required

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Author:  Steven Pi

Scott Terpin

Date Submitted:  Summer 2006

Course Description

 

The sixth grade language arts curriculum encompasses a broad array of opportunities to read, write, listen, and speak, immersing the student in advanced language activities.  Employing both a thematic and genre approach, students explore themes in various forms, such as the novel, the short story, the poem, drama, and non-fictional works such as the essay, journalistic pieces and letters.

 

Novels presented in recent years include Tuck Everlasting, The Giver, and Jack London classics, White Fang and Call of the Wild, offering a rich background for writing and discussion.  Furthermore, a self-selection reading program exposes students to diverse titles, which are formally shared by students, for students, honing presentation and critiquing skills.  Literary analysis is presented for the first time as students read for the additional purpose of understanding story elements; plot development, characterization, setting, theme, and tone.

 

An expansive poetry study inspires love of the language as well as experimentations with creative applications of language and its many forms.

 

Sixth grade brings new focus on vocabulary skills, emphasizing pronunciation, parts of speech, word families, analogies, syllabication context, and usage.  Vocabulary integrated into expressive writing couples with developing personal style, distinguishes writing as more advanced than previously attempted, and contributes to a strong, student-focused, process-oriented program.  Daily writing, idea generation drafting, revisions conferencing, and overall skill development within the context of writing support students’ growth as critical thinkers, discerning readers, and competent writers. 

 

Sixth graders are actively involved in authentic language activities which require them to use prior knowledge, investigate, problem solve, make decisions, and contribute to group learning not only within language arts, but also across all content areas.  Study skills appropriate to each grade level are integrated into the curriculum.

 

 

GLEN RIDGE PUBLIC SCHOOLS

LANGUAGE ARTS MISSION STATEMENT

 

In order to pursue interdisciplinary lifelong learning, students need the skills to communicate effectively.  Through a challenging, sequential academic curriculum, the Glen Ridge Language Arts Literacy Program provides all students with varied and integrated experiences.  The skills of reading, writing, listening, speaking, viewing, presenting, and researching will enable them to effectively participate in school and in society, respectful of various points of views while displaying creative and critical thinking skills.

 

 

 

 

New Jersey Core Curriculum Standards

STANDARD 3.1 (READING)

A. Concepts about Print/Text

  1. Use a text index and glossary independently and appropriately.
  2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs).
  3. Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources).

B. Phonological Awareness

 No additional indicators at this grade level

C. Decoding and Word Recognition

  1. Use a dictionary to decode new words independently.
  2. Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.
  3. Apply knowledge of new words correctly (refer to word parts and word origin).
  4. Apply spelling and syllabication rules that aid in decoding and word recognition.

D. Fluency

  1. Adjust reading speed appropriately for different purposes and audiences.
  2. Read aloud in ways that reflect understanding of proper phrasing and intonation.
  3. Read silently for the purpose of increasing speed, accuracy, and reading fluency.
  4. Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.

E. Reading Strategies (before, during, and after reading)

  1. Activate prior knowledge and anticipate what will be read or heard.
  2. Vary reading strategies according to their purpose for reading and the nature of the text.
  3. Reread to make sense of difficult paragraphs or sections of text.
  4. Make revisions to text predictions during and after reading.
  5. Use reference aids for word meanings when reading.
  6. Apply graphic organizers to illustrate key concepts and relationships in a text.

F. Vocabulary and Concept Development

  1. Infer word meanings from learned roots, prefixes, and suffixes.
  2. Infer specific word meanings in the context of reading passages.
  3. Identify and correctly use antonyms, synonyms, homophones, and homographs.
  4. Use the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).
  5. Use a thesaurus to identify alternative word choices and meanings.

G. Comprehension Skills and Response to Text

  1. Respond critically to an author’s purpose, ideas, views, and beliefs.
  2. Identify genre by their distinctive elements (e.g. tall tale-exaggeration).
  3. Use cause and effect and sequence of events to gain meaning.
  4. Construct meaning from text by making conscious connections to self, an author, and others.
  5. Recognize persuasive and propaganda techniques used to influence readers.
  6. Recognize and understand historical and cultural biases and different points of view.
  7. Identify and analyze features of themes conveyed through characters, actions, and images.
  8. Distinguish between major and minor details.
  9. Make inferences using textual information and provide supporting evidence.
  10. Recognize common organizational patterns in text that support comprehension (e.g., headings captions).
  11. Identify and analyze text types, formats, and elements in nonfiction.
  12. Recognize characterization, setting, plot, theme, and point of view in fiction.
  13. Recognize sensory details, figurative language, and other literary devices in text.
  14. Identify and respond to the elements of sound and structure in poetry.
  15. Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.
  16. Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.
  17. Explain ways that the setting contributes to the mood of a novel, play, or poem.
  18. Interpret idiomatic expressions.

H. Inquiry and Research

  1. Develop and revise questions for investigations prior to, during, and after reading.
  2. Select and use multiple sources to locate information relevant to research questions.
  3. Draw conclusions from information gathered from multiple sources.
  4. Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.
  5. Summarize and organize information by taking notes, outlining ideas, and/or making charts.
  6. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.
  7. Compare themes, characters, settings, and ideas across texts or works and produce evidence of understanding.

STANDARD 3.2 (WRITING)

A. Writing as a Process (prewriting, drafting, revising, editing, post writing)

  1. Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.
  2. Generate ideas for writing through reading and making connections across the curriculum and with current events.
  3. Expand knowledge about form, structure, and voice in a variety of genres.
  4. Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
  5. Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.
  6. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.
  7. Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.
  8. Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision.
  9. Review and edit work for spelling, usage, clarity, organization, and fluency.
  10. Use a variety of reference materials to revise work.
  11. Use computer writing applications during the writing process.
  12. Understand and apply the elements of a scoring rubric to improve and evaluate writing.
  13. Reflect on own writing, noting strengths and setting goals for improvement.

B. Writing as a Product (resulting in a formal product or publication)

  1. Expand knowledge of characteristics, structures, and tone of selected genres.
  2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue-based)
  3. Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, and research reports).
  4. Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements.
  5. Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
  6. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
  7. Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
  8. Prepare a works consulted page for reports or research papers.
  9. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.
  10. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

C. Mechanics, Spelling, and Handwriting

  1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting.
  2. Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.
  3. Use knowledge of English grammar and usage to express ideas effectively.
  4. Use correct capitalization and punctuation, including commas and colons, throughout writing.
  5. Use quotation marks and related punctuation correctly in passages of dialogue.
  6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
  7. Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.
  8. Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
  9. Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
  10. Write legibly in manuscript or cursive to meet district standards.

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

  1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
  2. Gather, select, and organize information appropriate to a topic, task, and audience.
  3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.
  4. Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.
  5. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
  6. Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).
  7. Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works consulted page.
  8. Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.
  9. Demonstrate the ability to write business letters in correct format and coherent style.
  10. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.
  11. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.
  12. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
  13. Demonstrate the development of a personal style and voice in writing.
  14. Review scoring criteria of relevant rubrics.
  15. Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).

STANDARD 3.3 (SPEAKING)

A. Discussion (small group and whole class)

  1. Support a position with organized, appropriate details.
  2. Stay focused on a topic and ask relevant questions.
  3. Acknowledge others’ opinions and respond appropriately.
  4. Respond orally to literature.
  5. Participate in class discussion appropriately.

B. Questioning (Inquiry) and Contributing

  1. Respond orally by adding questions and comments while integrating knowledge.
  2. Demonstrate effective use of a variety of questions, including literal, inferential, and evaluative questions.
  3. Explore concepts by describing, narrating, or explaining how and why things happen.
  4. Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.
  5. Reflect and evaluate information learned as a result of the inquiry.
  6. Solve a problem or understand a task through group cooperation.

C. Word Choice

  1. Use varied word choice to clarify, illustrate, and elaborate.
  2. Use figurative language purposefully in speaking situations.
  3. Select and use suitable vocabulary to fit a range of audiences.

D. Oral Presentation

  1. Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.
  2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.
  3. Use clear, precise, organized language that reflects the conventions of spoken English.
  4. Use visuals such as charts or graphs when presenting for clarification.
  5. Use props effectively while speaking.
  6. Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.
  7. Read aloud with fluency.
  8. Understand and use criteria from a rubric to improve an oral presentation.
  9. Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.

STANDARD 3.4 (LISTENING)

A. Active Listening

  1. Listen actively for a variety of purposes such as enjoyment and obtaining information.
  2. Listen attentively and critically to a variety of speakers.
  3. Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker’s message.
  4. Recognize and analyze persuasive techniques while listening.
  5. Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature).
  6. Listen to determine a speaker’s purpose, attitude, and perspective.
  7. Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions.

B. Listening Comprehension

  1. Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g. summarizing, reacting, and retelling).
  2. Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.
  3. Ask pertinent questions, take notes, and draw conclusions based on information presented.
  4. Make inferences based on an oral report or presentation.
  5. Follow three and four-step oral directions.

STANDARD 3.5 (VIEWING AND MEDIA LITERACY)

A. Constructing Meaning

  1. Respond to and evaluate the use of illustrations to support text.
  2. Use graphs, charts, and diagrams to report data.
  3. Distinguish between factual and fictional visual representations (e.g. political cartoons).
  4. Identify the central theme in a movie, film, or illustration.
  5. Identify the target audience for a particular program, story, or advertisement.
  6. Demonstrate an awareness of different media forms (e.g. newspapers, Internet, and magazines) and how they contribute to communication.
  7. Understand uses of persuasive text related to advertising in society.
  8. Distinguish different points of view in media texts.

B. Visual and Verbal Messages

  1. Understand that creators of both print media and electronic media have a purpose and target audience for their work.
  2. Evaluate media messages for credibility.
  3. Explore and interpret various messages found in advertisements and other texts.
  4. Interpret verbal and nonverbal messages reflected in personal interactions with others.
  5. Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.
  6. Compare and contrast media sources, such as film and book versions of a story.
  7. Understand the uses of technology (e.g., the Internet for research).

C. Living with Media

  1. Express and justify preferences for media choices.
  2. Choose the most appropriate media for a presentation.
  3. Use a rubric to evaluate the content of media presentations.
  4. Examine and evaluate effects of media on the family, home, and school.

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

A. Writing as a Process (prewriting, drafting, revising, editing, post-writing)

  1. Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.
  2. Generate ideas for writing through reading and making connections across the curriculum and with current events.
  3. Expand knowledge about form, structure, and voice in a variety of genres.
  4. Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.
  5. Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.
  6. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.
  7. Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.
  8. Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision.
  9. Review and edit work for spelling, usage, clarity, organization, and fluency.
  10. Use a variety of reference materials to revise work.
  11. Use computer writing applications during the writing process.
  12. Understand and apply the elements of a scoring rubric to improve and evaluate writing.
  13. Reflect on own writing, noting strengths and setting goals for improvement.

 

B. Writing as a Product (resulting in a formal product or publication)

  1. Expand knowledge of characteristics, structures, and tone of selected genres.
  2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue-based)
  3. Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, and research reports).
  4. Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements.
  5. Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
  6. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
  7. Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
  8. Prepare a works consulted page for reports or research papers.
  9. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.
  10. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

 

C. Mechanics, Spelling, and Handwriting

  1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting.
  2. Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.
  3. Use knowledge of English grammar and usage to express ideas effectively.
  4. Use correct capitalization and punctuation, including commas and colons, throughout writing.
  5. Use quotation marks and related punctuation correctly in passages of dialogue.
  6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
  7. Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.
  8. Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
  9. Use a variety of materials, such as a dictionary, grammar reference, and/or Internet/software resources to edit written work.
  10. Write legibly in manuscript or cursive to meet district standards.

 

D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

  1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
  2. Gather, select, and organize information appropriate to a topic, task, and audience.
  3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/workplace writing.
  4. Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.
  5. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
  6. Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).
  7. Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works consulted page.
  8. Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.
  9. Demonstrate the ability to write business letters in correct format and coherent style.
  10. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.
  11. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.
  12. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
  13. Demonstrate the development of a personal style and voice in writing.
  14. Review scoring criteria of relevant rubrics.
  15. Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).

 

 

Curriculum Description

 

UNIT 1 - FICTION AND NONFICTION

 

Goal 1:All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension. (Standard 3.1)

 

Objectives:

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.      Revise predictions during and after reading. (E.4)

2.      Respond critically to author’s purpose, ideas, views, and beliefs. (G.1)

3.      Identify genre by their distinctive elements (e.g. tall tale-exaggeration) (G.3)

4.      Distinguish between major and minor details. (G.8)

5.      Make inferences and provide textual evidence. (G.9)

6.      Recognize sensory details, figurative language, and other literary devices. (G.13)

7.      Make comparisons across works and produce evidence of understanding. (H.7)

8.      Use a text, index, and glossary independently and appropriately.

9.      Recognize and use common print formats to obtain information (e.g., newspapers, magazines, and electronic sources)

10.  Identify and use organizational structures to comprehend information (e.g., logical order, comparison/contrast, cause and effect, chronological, sequential, and procedural text.)

11.  Speculate about text by generating literal and inferential questions.

12.  Distinguish between essential and non-essential information.

13.  Differentiate between fact, opinion, bias, and propaganda in newspapers, periodicals, and electronic texts.

14.  Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of fiction and nonfiction and providing support from the text as evidence of understanding.

15.  Respond critically to text ideas and the author’s craft by using textual evidence to support interpretations.

16.  Demonstrate the use of everyday texts.

17.  Interpret text ideas through journal, discussion, and enactment.

 

Goal 2: All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. (Standard 3.2)

 

Objectives:

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.      Write informational composition with purpose, development, and conclusion. (A.1)

2.      Edit work for spelling, usage, clarity, organization, and fluency. (A.9)

3.      Use multiple sources to support main idea. (B.5)

4.      Provide logical sequence through structure and transitions. (B.9)

5.      Edit for grammar, usage, capitalization, punctuation and spelling. (C.8)

6.      Write narratives.  (D.5)

7.      Use strategies to organize writing. (D.10)

8.      Use relevant graphics in writing.  (D.12)

9.      Utilize the NJ Registered Holistic scoring rubric to improve and evaluate their writing and the writing of peers.

10.  Reflect on own writing, noting strengths and setting goals for improvement.

11.  Expand knowledge of characteristics and structures of selected genres.

12.  Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.

13.  Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

14.  Use increasingly complex sentence structure and syntax to express ideas.

15.  Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

16.  Write legibly in manuscript or cursive to meet district standards.

17.  Use a variety of reference materials such as a dictionary, grammar reference, and/or internet software resources to edit written work.

18.  State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position and citing sources when appropriate.

19.  Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio)

 

Goal 3: All students will speak in clear, concise, organized language that varies in content and form for different audiences and purposes. (Standard 3.3)

 

Objectives:

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.      Acknowledge other’s opinions; respond appropriately. (A.3)

2.      Use figurative language in speaking situations. (C.2)

3.      Develop and deliver formal presentations based on central theme. (D.1)

4.      Use conventions of spoken English. (D.3)

5.      Use details, examples, and reasons to support central ideas or clarify a point of view.

6.      Stay focused on a topic and ask relevant questions.

7.      Present ideas and opinions spontaneously in response to a topic or other speakers.

8.      Apply rules for cooperative or whole class debate on controversial issue. 

9.      Define group roles using consensus to ensure task is understood and completed.

10.  Participate in an informal debate.

11.  Respond orally to literature.

12.  Participate in class discussions appropriately.

13.  Use interview techniques to develop inquiry skills.

14.  Demonstrate effective use of a variety of questions, including literal, inferential, and evaluative questions.

 

Goal 4: All students will listen actively to information from a variety of sources in a variety of situations. (Standard 3.4)

 

Objectives:

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

1.      Determine speaker’s purpose, attitude, and perspective. (A.6)

2.      Demonstrate competence and active listening through responding to a story, interview, or oral report.

3.      Use, when appropriate, criteria/rubric to evaluate oral presentations such as purpose, delivery techniques, content, visual aids, body language, and facial expressions.

4.      Interpret a speaker’s verbal and non verbal messages, purposes, and perspectives.

5.      Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

6.      Critique information heard or viewed.

7.      Follow three- and four-step oral directions.

8.      Ask pertinent questions, take notes, and draw conclusion based on information presented.

9.      Paraphrase a speaker’s purpose and point of view.

10.  Ask probing question to illicit information, including evidence to support the speaker’s claims and conclusions.

11.  Critique oral presentations using agreed upon criteria for evaluation.

 

Goal 5: All students will access, view, evaluate, and respond to print, non print, and electronic texts and resources. (Standard 3.5)

 

Objectives:

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will: