Grade 6 Core Reading Map

M/J Reading 1, Grade 6
Curriculum Map

The following curriculum map is based on the Language Arts Florida Standards (LAFS), which are listed at the beginning of the map and can be
accessed at www.cpalms.org.
The main resources for the support of instruction are Prentice Hall Literature, The Interactive Reader, and the Grade 6 Core Reading Curriculum

Units. An overview of the four quarters of instruction is listed below.

Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4
Level
Embracing Heritage Courageous Characters Figure it Out Winging It
6
EQ: How can we learn to EQ: How are acts of EQ: How are strategies for EQ: How do literature and
Required appreciate our similarities courage revealed in solving math problems informational text reveal
Summative and differences through similar to and different
Assessments literature and why people dream of
literature? informational text? from strategies for solving flying?
mysteries?
Genealogy/Multimedia Script and Performance Informational Multimedia
Generations Project Multimedia Presentation Presentation
or

Teacher for a Day

The curriculum map represents what is required in any given quarter of instruction to ensure that all of the standards are taught as a support for learning.
Flexibility is given to the grade level PLC and teachers beyond the required texts and activities to add additional resources from Prentice Hall Literature and The
Interactive Reader or other outside sources to best support students’ learning needs.

During class discussion of what has been read, students should consistently be asked to find evidence from the text. This textual evidence should then be used
in the students’ writing, research, discussions and presentations.

The study and application of word study and vocabulary should take place within the context of what students read and write. Page 1
M/J Reading 1, Grade 6 Curriculum Map - 2016-2017

M/J Reading 1, Grade 6 Language Arts Florida Standards

Yearlong Target Standards are bolded. These standards are highly assessed and represent major instructional shifts as required by the Language Arts Florida
Standards. Italicized standards are those that require instructional awareness and are woven into the reading and writing process; however, they are not
formally assessed.

LAFS.6.RL.1.1 Strand: READING STANDARDS FOR LITERATURE
LAFS.6.RL.1.2
LAFS.6.RL.1.3 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.6.RL.2.4
LAFS.6.RL.2.5 Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal
LAFS.6.RL.2.6 opinions or judgments.
LAFS.6.RL.3.7
LAFS.6.RL.3.9 Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a
LAFS.6.RL.4.10 resolution.

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific
word choice on meaning and tone.

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme,
setting, or plot.

Explain how an author develops the point of view of the narrator or speaker in a text.

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including
contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar
themes and topics.

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the grades 6–8 text complexity band proficiently, with
scaffolding as needed at the high end of the range.

LAFS.6.RI.1.1 Strand: READING STANDARDS FOR INFORMATIONAL TEXT
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
LAFS.6.RI.1.2 Determine a 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.
LAFS.6.RI.1.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
LAFS.6.RI.2.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
LAFS.6.RI.2.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
LAFS.6.RI.2.6 Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a
LAFS.6.RI.3.7 topic or issue.
Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.
LAFS.6.RI.3.8 Compare and contrast one author’s presentation of events with that of another (e.g., a memoir written by and a biography on the same person).
LAFS.6.RI.3.9

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 2

LAFS.6.RI.4.10 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the high
end of the range.

LAFS.6.W.1.1 Strand: WRITING STANDARDS
LAFS.6.W.1.2
Write arguments to support claims with clear reasons and relevant evidence.
LAFS.6.W.2.4 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
LAFS.6.W.2.6
LAFS.6.W.3.7 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.6.W.3.8
LAFS.6.W.3.9 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of
LAFS.6.W.4.10 keyboarding skills to type a minimum of three pages in a single sitting.
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions
of others while avoiding plagiarism and providing basic bibliographic information for sources.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
Write routinely to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language
standards 1 and 3)

LAFS.6.SL.1.1 Strand: SPEAKING AND LISTENING STANDARDS

LAFS.6.SL.1.1a Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
LAFS.6.SL.1.1b issues, building on others’ ideas and expressing their own clearly.
LAFS.6.SL.1.1c Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or
LAFS.6.SL.1.1d issue to probe and reflect on ideas under discussion.
LAFS.6.SL.1.2 Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.
LAFS.6.SL.1.3
LAFS.6.SL.2.4 Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
LAFS.6.SL.2.5
LAFS.6.SL.2.6 Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue
under study.
Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use
appropriate eye contact, adequate volume, and clear pronunciation.
Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grade 6 Language standards
1 and 3)

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 3

LAFS.6.L.1.1 Strand: LANGUAGE STANDARDS
LAFS.6.L.1.2
LAFS.6.L.2.3 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
LAFS.6.L.3.4 Use knowledge of language and its conventions when writing, speaking, reading, or listening.
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a
LAFS.6.L.3.4a range of strategies.
LAFS.6.L.3.4b Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).
LAFS.6.L.3.4c Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning or its part of speech.
LAFS.6.L.3.4d Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
LAFS.6.L.3.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.6.L.3.5a Interpret figures of speech (e.g., personification) in context.
LAFS.6.L.3.5b Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.
LAFS.6.L.3.5c Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a
LAFS.6.L.3.6 word or phrase important to comprehension or expression.

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 4

M/J Reading 1, Grade 6 Quarter 1 Embracing Heritage

Essential Question: How can we learn to appreciate our similarities and differences through literature?

Required Assessments Assessment Standards

 Project-based Assessment: LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
Genealogy/Multimedia Generations elaborated in a text.
Project LAFS.6.RI.3.7: Integrate information presented in different media or formats as well as in words to develop
a coherent understanding of a topic or issue.

LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are

supported by reasons and evidence from claims that are not.

LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are

appropriate to task, purpose, and audience.

LAFS.6.W.3.7: Conduct short research projects to answer a question, drawing on several sources and

refocusing the inquiry when appropriate.

Required Texts and Activities Focus Standards

LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.

The Interactive Reader LAFS.6.RL.1.2: Determine a theme or central idea of a text and how it is conveyed through particular

 “Jeremiah’s Song,” p. 88 details; provide a summary of the text distinct from personal opinions or judgments.
LAFS.6.RL.1.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as

Prentice Hall Literature how the characters respond or change as the plot moves toward a resolution.
 “Names/Nombres,” p. 224 LAFS.6.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative
 “The All-American Slurp,” p. 496 and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
 “Saying Yes,” p. 32 LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
 “Grandpa and the Statue,” p. 666 LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text.

 “Restoring the Circle,” p. 572 LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in

the text.

LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another.

 Argumentative Essay LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
(Options for using this individual essay as LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are
a presentation or debate are included on appropriate to task, purpose, and audience.

the rubric at the end of the unit.)

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 5

Class Discussion LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
(See Curriculum Unit) drawn from the text.
LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to
Reflective Essay similar themes and topics.
(See Curriculum Unit) LAFS.6.RI.1.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and
elaborated in a text.
Word Study LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are
(See vocabulary in Curriculum Unit) supported by reasons and evidence from claims that are not.
 Vocabulary Notebooks LAFS.6.SL.1.1a-d: Engage effectively in a range of collaborative discussions with diverse partners on grade 6
 Word Wall topics, texts, and issues, building on others’ ideas and expressing their own clearly.
 Synonym/ Antonym LAFS.6.SL.1.3: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported
 Prefixes/ Suffixes by reasons and evidence from claims that are not.
LAFS.6.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
LAFS.6.L.1.1a-d: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
LAFS.6.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and
research.

LAFS.6.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of a specific word choice on meaning and tone.
LAFS.6.L.3.4a-d: 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.

Please Note:
 See Grade 6 Core Reading Curriculum Units for detailed activities and resources.
 Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments

(formative and summative) should be selected based on students’ needs.

Teacher Notes:

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 6

M/J Reading 1, Grade 6 Quarter 2 Courageous Characters

Essential Question: How are acts of courage revealed in literature and informational text?

Required Summative Assessments Assessment Standards

 Project-based Assessment: Script LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
and Performance drawn from the text.
LAFS.6.RL.3.9: Compare and contrast texts in different forms or in terms of their approaches to similar themes

and topics.

LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences

drawn from the text.

LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another (e.g., a memoir

written by and a biography on the same person).

LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their

own clearly.

LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,

and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear

pronunciation.

LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Required Texts and Activities Focus Standards

The InterActive Reader LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
 “Matthew Henson at the Top of the drawn from the text.
LAFS.6.RL.1.2: Determine a theme or central idea of a text and how it is conveyed through particular details;
World,” p. 268 provide a summary of the text distinct from personal opinions or judgments.
 from Over the Top of the World, LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar
themes and topics.
p. 282 LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
 from The Story of My Life, p. 294 drawn from the text.
 “American Sign Language,” p. 302

Prentice Hall Literature LAFS.6.RI.1.2: Determine a 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.

 “A Backwoods Boy,” p. 316 LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative,
 “Jackie Robinson,” p. 325 connotative, and technical meanings.
 “Life Doesn’t Frighten Me,” p. 304 LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are
 “Alone in the Nets,” p. 232 appropriate to task, purpose, and audience.
LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 7

 Argumentative or Informational LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
Essay (See Curriculum Unit for LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
three options) information through the selection, organization, and analysis of relevant content.

Novel Study Standards and activities will vary according to students’ needs.
 Roll of Thunder Hear My Cry

Class Discussion LAFS.6.RL.1.1a-d: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
(See Curriculum Unit) drawn from the text.
LAFS.6.RL.3.9: Compare and contrast texts in different forms or genres in terms of their approaches to similar
Literary Response themes and topics.
(See Curriculum Unit) LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions with diverse partners on grade 6 topics,
texts, and issues, building on others’ ideas and expressing their own clearly.
LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,
and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.

LAFS.6.RL.1.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves toward a resolution.
LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Word Study LAFS.6.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative and
connotative meanings; analyze the impact of a specific word choice on meaning and tone.

(See vocabulary in Curriculum Unit) LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative,

 Index card file – focus: words connotative, and technical meanings.

describing courageous characters LAFS.6.L.3.4a-d: 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.

Please Note:

 See Grade 6 Core Reading Curriculum Units for detailed activities and resources.

 Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments

(formative and summative) should be selected based on students’ needs.

Teacher Notes:

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 8

M/J Reading 1, Grade 6 Quarter 3 Figure It Out

Essential Question: How are strategies for solving math problems similar to and different from strategies for solving mysteries?

Required Summative Assessments Assessment Standards

 Project-based Assessment: LAFS.6.RL.2.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of
o Option A: Multimedia a text and contributes to the development of the theme, setting, or plot.
Presentation LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative,
o Option B: Teacher for a Day connotative, and technical meanings.
LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and

information through the selection, organization, and analysis of relevant content.

LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,

and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear

pronunciation.

LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word

meanings.

Required Texts and Activities Focus Standards

Prentice Hall Literature LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
“Mysterious Worlds,” p. 346-347 drawn from the text.
LAFS.6.RL.1.2: Determine a theme or central idea of a text and how it is conveyed through particular details;
(analyze artwork only) provide a summary of the text distinct from personal opinions or judgments.
“Lob’s Girl,” p.270 LAFS.6.RL.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative
 from The Phantom Tollbooth, p. 614 and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

LAFS.6.RL.2.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of

a text and contributes to the development of the theme, setting, or plot.

LAFS.6.RI.3.7: 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.

LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and

research.

LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-

led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their

own clearly.

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 9

Novel Study Standards and activities will vary according to students’ needs.
 The Westing Game

Word Study LAFS.6.L.3.4a-d: Determine or clarify the meaning of unknown and multiple-meaning words and phrases
(See vocabulary in Curriculum Unit) based on grade 6 reading and content, choosing flexibly from a range of strategies.
Index card file – focus: words studied
while reading mysteries, riddles, and LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are
math problems appropriate to task, purpose, and audience.
LAFS.6.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as
The Great Ghost Debate needed by planning, revising, editing, rewriting, or trying a new approach.
(See Curriculum Unit) LAFS.6.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
Travel Brochure LAFS.6.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
(See Curriculum Unit) spelling when writing.
LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
Tell it Like It Is drawn from the text.
(See Curriculum Unit) LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.
Math Connection and Class Discussion LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and
 The $1.00 Word Riddle Book by research.
LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
Marilyn Burns, online. drawn from the text.
(See Curriculum Unit) LAFS.6.RL.2.6: Explain how an author develops the point of view of the narrator or speaker in a text.
LAFS.6.L.1.1: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
LAFS.6.L.1.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings.
LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall
structure of a text and contributes to the development of the ideas.
LAFS.6.SL.1.1a-d: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and
expressing their own clearly.
LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts,

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 10

and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear
pronunciation.
LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.

Please Note:
 See Grade 6 Core Reading Curriculum Units for detailed activities and resources.
 Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments

(formative and summative) should be selected based on students’ needs.

Teacher Notes:

M/J Reading 1, Grade 6 Curriculum Map - 2016-2017 Page 11

M/J Reading 1, Grade 6 Quarter 4 Winging It

Essential Question: How do literature and informational text reveal why people dream of flying?

Required Summative Assessments Assessment Standards

 Project-based Assessment: LAFS.6.RI.3.7: Integrate information presented in different media or formats as well as in words to develop a
Informational Multimedia coherent understanding of a topic or issue.
Presentation LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
information through the selection, organization, and analysis of relevant content.

LAFS.6.SL.2.5: Include multimedia components and visual displays in presentations to clarify information.

LAFS.6.L.2.3a-b: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

LAFS.6.L.3.6: 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.

LAFS.6.W.2.6: Use technology, including the Internet, to produce and publish writing as well as to interact and

collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three

pages in a single sitting.

LAFS.6.W.3.8: Gather relevant information from multiple print and digital sources; assess the credibility of each

source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing

basic bibliographic information for sources.

Required Texts and Activities Focus Standards

Novel Study: Dragonwings LAFS.6.RL.1.2: Determine a theme or 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.

The Airplane Alphabet Book LAFS.6.RL.1.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how
OR the characters respond or change as the plot moves toward a resolution.
LAFS.6.RL.2.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
A is for Airplane: An Aviation Alphabet text and contributes to the development of the theme, setting, or plot.

Greek mythology of Daedalus and LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.

Icarus LAFS.6.RI.1.2: Determine a 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.

Prentice Hall Literature LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the
 “An Astronaut’s Answers,” p. 87 text.
 “Wilbur Wright and Orville LAFS.6.RI.3.7: 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.
Wright” (Poem) p. 248 LAFS.6.RI.3.9: Compare and contrast one author’s presentation of events with that of another.

LAFS.6.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on

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grade 6 reading and content, choosing flexibly from a range of strategies.
LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Essay Response/Podcast LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
LAFS.6.W.1.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and
Class Discussion information through the selection, organization, and analysis of relevant content.
LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Literature Response Activities for LAFS.6.RL.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
Dragonwings drawn from the text.
Journal Entries for Dragonwings LAFS.6.RL.1.2: Determine a theme or 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.
Graphic Organizer/Literary Response LAFS.6.RI.1.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.
LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the
text.
LAFS.6.RI.3.7: Integrate information presented in different media or formats as well as in words to develop a
coherent understanding of a topic or issue.
LAFS.6.SL.1.1a-b: Engage effectively in a range of collaborative discussions with diverse partners on grade 6
topics, texts, and issues, building on others’ ideas and expressing their own clearly.
LAFS.6.RL.1.2: Determine a theme or 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.
LAFS.6.RL.1.3: Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how
the characters respond or change as the plot moves toward a resolution.
LAFS.6.RL.2.5: Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a
text and contributes to the development of the theme, setting, or plot.

LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.6.L.1.1a-e: Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
LAFS.6.L.3.5a-c: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
LAFS.6.RI.2.6: Determine an author’s point of view or purpose in a text and explain how it is conveyed in the
text.
LAFS.6.RI.4.10: By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
LAFS.6.W.3.7: Conduct short research projects to answer a question, drawing on several sources and
refocusing the inquiry when appropriate.
LAFS.6.W.3.8: Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing

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basic bibliographic information for sources.
LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
Please Note:
 See Grade 6 Core Reading Curriculum Units for detailed activities and resources.
 Identified assessments, text selections, and instructional activities are required. In addition, supplemental texts, activities, and assessments
(formative and summative) should be selected based on students’ needs.

Teacher Notes:

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