6th grade MJ Intensive Reading

M/J Intensive Reading, 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 PWImpact units and Scholastic Read XL units.

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

Grade Quarter 1 Quarter 2 Quarter 3 Quarter 4
Level
PWImpact Unit: PWImpact Unit: PWImpact Unit: PWImpact Unit:
6 Incredible Goals Hoops Sherlock Holmes Busting Up Bullying
Read XL Unit 24:
Home of the Brave Read XL Unit 15: Novel Study: Read XL Unit 23:
Hoop History The Westing Game Under Pressure

Required Vocabulary Assessment Vocabulary Assessment Vocabulary Assessment Vocabulary Assessment
Summative Authentic Assessment – Speech Authentic Assessment – Essay Authentic Assessment – Mystery Authentic Assessment – Action
Assessments
Write About It Presentation Short Story Plan
Writing Prompt Write About It

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 PWImpact and Scholastic Read
XL 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, vocabulary and fluency should take place within the context of what students read and write.

M/J Intensive Reading, 6th Grade Curriculum Map - 2016-2017

M/J Intensive Reading, 6th Grade 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

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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
LAFS.6.W.3.7 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of
LAFS.6.W.3.9 relevant content.
LAFS.6.W.3.9a Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific
expectations for writing types are defined in standards 1–3 above.)
LAFS.6.W.3.9b
Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
LAFS.6.W.4.10
Draw evidence from literary or informational texts to support analysis, reflection, and research.

Apply grade 6 Reading standards to literature (e.g., “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”).
Apply grade 6 Reading standards to literary nonfiction (e.g., “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”).
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of
discipline-specific tasks, purposes, and audiences.

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.

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

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.

LAFS.6.L.3.4 Strand: LANGUAGE STANDARDS

LAFS.6.L.3.4a 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.3.4b range of strategies.
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).

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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
LAFS.6.L.3.5a Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
LAFS.6.L.3.5b
LAFS.6.L.3.5c Interpret figures of speech (e.g., personification) in context.

LAFS.6.L.3.6 Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

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
word or phrase important to comprehension or expression.

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M/J Intensive Reading, 6th Grade Quarter 1 PWImpact Unit Incredible Goals
Read XL Unit 24 Home of the Brave

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

Required Assessments Assessment Standards

 Vocabulary Assessment - LAFS.6.W.1.3a-e: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive

PWImpact Unit Incredible details, and well-structured event sequences.

Goals p. 21 LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,

 Authentic Assessment – purpose, and audience.
Speech PWImpact Unit LAFS.6.W.3.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when
Incredible Goals p. 22 appropriate.
LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 Write About It prompt 2 -
LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to

Read XL Unit 24 Home of the accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Brave p.353 LAFS.6.L.3.4: 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.

LAFS.6.L.3.4a: 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.

Required Texts and Activities Focus Standards

PWImpact Incredible Goals Unit 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.
 High Interest Article “Blanco: 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.
Mexican Soccer Legend,” LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
p. 1-11 technical meanings.
 Technical Article “Soccer: LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and
Ballet of the Masses,” contributes to the development of the ideas.
p. 12-18
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.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.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.
LAFS.6.L.3.4: 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.

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Scholastic Read XL Unit 24 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.
Home of the Brave 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.
 “White Bread Competition,”

p. 342-353

 “Jo Ann Yolanda
Hernandez,” p. 351

 Comprehension Check
p. 352 #1-5

Please Note:

 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.

Sign on to https://portal.fldoesso.org
ELA Formative Assessment Resources (ELFAS)
 RI.1.3 Elaborate of Roller Coaster Safety
 RI.2.6 From Author’s Point of View
 RI.1.2 Techno Linguistics
 RI.1.1 Point of View Round Robin (can be adapted to any text)
 RI.2.5 Missing Stanza (can be adapted to any text and used across all four quarters)

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M/J Intensive Reading, 6th Grade Quarter 2 PWImpact Unit Hoops
Read XL Unit 15 Hoop History

Essential Questions: What is a successful team? Is it one strong person pursuing his/her own goals surrounded by supporting players, or is it a

number of players with varying strengths and weaknesses supporting the goals of the group?

Required Summative Assessment Standards
Assessments

 Vocabulary Assessment - 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.
PWImpact Unit Hoops p. 23 LAFS.6.RL.3.9: 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.
 Authentic Assessment – 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.
Essay Presentation 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
PWImpact Unit Hoops p. 24 biography on the same person).
LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
 Read “Michael’s Last Shot,” LAFS.6.SL.1.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
p. 215 and “Hoops,” p. 216- partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
219 from Read XL- Writing

Prompt: What is similar LAFS.6.SL.2.4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to
about the authors’ accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
approaches to describing a LAFS.6.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and
player’s winning shot? Use content, choosing flexibly from a range of strategies.
text evidence from the LAFS.6.L.3.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a
poem and the excerpt to clue to the meaning of a word or phrase.
write an extended LAFS.6.L.3.5c: Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy,
paragraph to answer this scrimping, economical, unwasteful, thrifty).

question.

Required Texts and Activities Focus Standards

PWImpact Hoops Unit 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.
 High Interest Article “Losing 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.
LeBron,” p. 1-13 LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
 Technical Article “What Do technical meanings.
LAFS.6.W.1.1: Write arguments to support claims with clear reasons and relevant evidence.
You Do When You’re an LAFS.6.W.1.2 a,b,d,f: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through
Unemployed Player?” the selection, organization, and analysis of relevant content.
p. 14-20 LAFS.6.W.3.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when
appropriate.
 College and Career Article LAFS.6.RI.3.8: Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and
“Audio-Visual Technician.” evidence from claims that are not.
p. 21-22

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

Scholastic Read XL Unit 15 Hoop 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.
History 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
 “Hoops,” Read Across Texts, 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
Sequence of Events, Draw the development of the theme, setting, or plot.
Conclusions p. T176

Please Note:

 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.

Sign on to https://portal.fldoesso.org

ELA Formative Assessment Resources (ELFAS)

 RL.1.3 Unfolding the Literary Fabric(can be adapted to any text)

 RI.3.9 Presentation of Events in I am a Man (graphic organizer provided)

 RI.1.1 E and I of citing textual evidence (can be adapted to any text)

 RI.3.8 Name it, Claim It (can be adapted to any text)

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M/J Intensive Reading, 6th Grade Quarter 3 PWImpact Sherlock Holmes
Novel Study The Westing Game

Essential Questions: Are people captivated by the mystery genre because the story elements of a fictional mystery entice them, or do people

find mystery stories engaging because they offer a “suspenseful” escape from reality?

Required Summative Assessment Standards
Assessments

 Vocabulary Assessment - LAFS.6.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and
PWImpact Unit Sherlock content, choosing flexibly from a range of strategies.
Holmes p. 21 LAFS.6.L.3.4a: 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.
 Authentic Assessment – LAFS.6.W.1.3a-e: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive
Create and write a mystery details, and well-structured event sequences.
short story PWImpact Unit LAFS.6.W.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task,
Sherlock Holmes p. 22 purpose, and audience.
LAFS.6.W.2.5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning,
revising, editing, rewriting, or trying a new approach.
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.

Required Texts and Activities Focus Standards

PWImpact Sherlock Holmes Unit 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.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text
 High Interest Article distinct from personal opinions or judgments.
“Masters of Deduction,” LAFS.6.RI.2.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
p. 1-7 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
 Technical Article “The world contributes to the development of the ideas.
of Mysteries,” p. 8-18 LAFS.6.RI.3.7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to

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Novel – The Westing Game develop a coherent understanding of a topic or issue.
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 information through the
selection, organization, and analysis of relevant content.
LAFS.6.W.1.2 a: Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when
useful to aiding comprehension.
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.

Standards and activities will vary according to students’ needs.

Please Note:
 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.
Sign on to https://portal.fldoesso.org
ELA Formative Assessment Resources (ELFAS)
 RI.3.7 Why the Pyramids Are Art
 RL.1.2 Identifying the Theme of “The Watch”
 RI.2.4 Rating My Knowledge
 RL.2.4 Meanings of Words and Phrases in “Pearls for Nanira”
 CPALMS resources for The Westing Game

http://www.cpalms.org/Public/AccountSetting?UserID=Gd3gFpbttf8vUtyz30NSvixBzcTRlo9IvV+ehjZCMN8FzvyHfP228Q==D

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M/J Language Arts 1, 6th Grade Quarter 4 PWImpact Unit Busting Up Bullying
Read XL Unit 23 Under Pressure

Essential Questions: What is bullying, and what can young people do to stop the momentum of hatred in our society?

Required Summative Assessment Standards
Assessments

 Vocabulary Assessment - LAFS.6.W.1.2 a-f : Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the
PWImpact Unit Busting Up selection, organization, and analysis of relevant content.
Bullying p. 29-30 LAFS.6.W.3.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
LAFS.6.L.3.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and
 Authentic Assessment – content, choosing flexibly from a range of strategies.
Design and participate in an LAFS.6.L.3.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a
action plan PWImpact Unit clue to the meaning of a word or phrase.
Busting Up Bullying. P. 31 LAFS.6.L.3.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

 Final Extended Response -

PWImpact Unit Busting Up

Bullying p. 32

 Write About It prompt 2 -

Read XL Unit 23 Under

Pressure p. 339

Required Texts and Activities Focus Standards

PWImpact Busting Up Bullying Unit 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.1.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text
 High Interest Article distinct from personal opinions or judgments.
“Busting Up Bullying,” p. 1-9 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.
 Technical Article “The World LAFS.6.RI.2.5: Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and
of Mysteries,” p. 10-24

contributes to the development of the ideas.

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.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.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 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.

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

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Scholastic Read XL Unit 23 content, choosing flexibly from a range of strategies.
Under Pressure LAFS.6.L.3.4a: Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a
 “Bridge to Courage,” clue to the meaning of a word or phrase.
LAFS.6.L.3.4b: Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand
p. 326-337 each of the words.
 Wrap-Up p.338 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.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.1.1 a: Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
LAFS.6.SL.1.1 b: Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed.

Please Note:
 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.
Sign on to https://portal.fldoesso.org
ELA Formative Assessment Resources (ELFAS)
 RL.3.9 Look at the Holocaust
 RI.2.4 Recycling Word Knowledge
 RI.3.9 Compare and Contrast Global Warming Article
 RL.2.6 Point of View Eye on the Sphinx

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