English / Language Arts
Reading: Informational
ANCHOR STANDARD
Key Ideas and Details
Read closely to determine what the
text says explicitly and to make
logical inferences from it; cite
specific textual evidence when
writing or speaking to support
conclusions drawn from the text.
Determine central ideas or themes of
a text and analyze their
development; summarize the key
supporting details and ideas.
Analyze how and why individuals,
events, or ideas develop and interact
over the course of a text.
Craft and Structure
Interpret words and phrases as they
are used in a text, including
determining technical, connotative,
and figurative meanings, and
analyze how specific word choices
shape meaning or tone.
Analyze the structure of texts,
including how specific sentences,
paragraphs, and larger portions of
the text (e.g., a section, chapter,
scene, or stanza) relate to each other
and the whole.
Sixth Grade
GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGET
Cite textual evidence to support Black History Research Poster
analysis of what the text says Crane Research Unit
explicitly as well as inferences
drawn from the text.
Determine a central idea of a text Patriot’s Pen Essay
and how it is conveyed through Crane Research Unit
particular details; provide a
summary of the text distinct from
personal opinions or judgments.
Analyze in detail how a key Black History Research Poster
individual, event, or idea is Modern Woodman Speech
introduced, illustrated, and
elaborated in a text (e.g., through
examples or anecdotes).
Determine the meaning of words McDougal Littell Literature: Unit 8
and phrases as they are used in a Selection Test A (P.890-899)
text, including figurative,
connotative, and technical
meanings.
Analyze how a particular sentence, Digging Up the Past text (will
paragraph, chapter, or section fits combine to create a common
into the overall structure of a text assessment)
and contributes to the development McDougal Littell Lit. Unit 8 Selection
of the ideas. Test A (P. 866-872)

Assess how point of view or
purpose shapes the content and style
of a text.
Integration of Knowledge and
Ideas
Integrate and evaluate content
presented in diverse formats and
media, including visually and
quantitatively, as well as in words.
Delineate and evaluate the argument
and specific claims in a text,
including the validity of the
reasoning as well as the relevance
and sufficiency of the evidence.
Analyze how two or more texts
address similar themes or topics in
order to build knowledge or to
compare the approaches the authors
take.
Range of Reading and Level of Text
Complexity
Read and comprehend complex
literary and informational texts
independently and proficiently.
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 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.
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).
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.
English / Language Arts
McDougal Littell Literature: Unit 8
Selection Test A (P.890-899, “What
Video Games Can Teach Us” &
“Violent Side of Video Games”)
McDougal Littell Literature: Unit 8
(P. 914-917, “Persuasive Techniques
& Commercials”)Finished Toy
Company Product Representation
(will create common rubric for
products)
McDougal Littell Literature: Unit 8
Selection Test A (P.890-899, “What
Video Games Can Teach Us” &
“Violent Side of Video Games”)
Modern Woodman Speech
Patriot’s Pen Essay
McDougal Littell Literature: Unit 7
(P.815 Comparison Paragraph of
Documentary & Biography,
“Houdini: The Great Escape”)
SRA
MAPS Scores

ANCHOR STANDARD
Key Ideas and Details
Read closely to determine what the
text says explicitly and to make
logical inferences from it; cite
specific textual evidence when
writing or speaking to support
conclusions drawn from the text.
Determine central ideas or themes of
a text and analyze their
development; summarize the key
supporting details and ideas.
Analyze how and why individuals,
events, or ideas develop and interact
over the course of a text.
Craft and Structure
Interpret words and phrases as they
are used in a text, including
determining technical, connotative,
and figurative meanings, and
analyze how specific word choices
shape meaning or tone.
Analyze the structure of texts,
including how specific sentences,
paragraphs, and larger portions of
the text (e.g., a section, chapter,
scene, or stanza) relate to each other
and the whole.
English / Language Arts
Reading: Literature
Sixth Grade
GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGET
Cite textual evidence to support Sign of the Beaver (will combine to
analysis of what the text says create common assessment)
explicitly as well as inferences
drawn from the text.
Determine a theme or central idea of Maniac Magee (will combine to
a text and how it is conveyed create common assessment)
through particular details; provide a
summary of the text distinct from
personal opinions or judgments.
Describe how a particular story’s or Sign of the Beaver (will combine to
drama’s plot unfolds in a series of create common assessment)
episodes as well as how the
characters respond or change as the
plot moves toward a resolution.
Determine the meaning of words Maniac Magee (will combine to
and phrases as they are used in a create common assessment)
text, including figurative and
connotative meanings; analyze the
impact of a specific word choice on
meaning and tone.
Analyze how a particular sentence, Maniac Magee (will combine to
chapter, scene, or stanza fits into the create common assessment)
overall structure of a text and Sign of the Beaver (will combine to
contributes to the development of create common assessment)
the theme, setting, or plot.

Assess how point of view or
purpose shapes the content and style
of a text.
Integration of Knowledge and
Ideas
Integrate and evaluate content
presented in diverse formats and
media, including visually and
quantitatively, as well as in words.
Delineate and evaluate the argument
and specific claims in a text,
including the validity of the
reasoning as well as the relevance
and sufficiency of the evidence.
Analyze how two or more texts
address similar themes or topics in
order to build knowledge or to
compare the approaches the authors
take.
Range of Reading Level and Text
Complexity
Read and comprehend complex
literary and informational texts
independently and proficiently.
English / Language Arts
Explain how an author develops the McDougal Littell Literature: Unit 2 McDougal Littell Lit. Unit 2 wksht.
point of view of the narrator or (P.184-187 “Eleven”, P. 192-200 P. 35 & 59.
speaker in a text. “Ghost of the Lagoon”) E Reading
Worksheets.com
Compare and contrast the Maniac Magee (will combine to
experience of reading a story, create common assessment)
drama, or poem to listening to or Sign of the Beaver (will combine to
viewing an audio, video, or live create common assessment)
version of the text, including
contrasting what they “see” and
“hear” when reading the text to what
they perceive when they listen or
watch.
(not applicable to literature)
Compare and contrast texts in Maniac Magee (will combine to
different forms or genres (e.g., create common assessment)
stories and poems; historical novels Sign of the Beaver (will combine to
and fantasy stories) in terms of their create common assessment)
approaches to similar themes and
topics.
By the end of the year, read and SRA
comprehend literature, including MAPS Scores
stories, dramas, and poems, in the
grades 6–8 text complexity band
proficiently, with scaffolding as
needed at the high end of the range.

ANCHOR STANDARD
Text Types and Purposes
Write arguments to support claims
in an analysis of substantive topics
or texts, using valid reasoning and
relevant and sufficient evidence.
English / Language Arts
Writing
Sixth Grade
GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGET
Write arguments to support claims Persuasive Toy Company Essay
with clear reasons and relevant
evidence.
1. Introduce claim(s) and
organize the reasons and
evidence clearly.
2. Support claim(s) with clear
reasons and relevant
evidence, using credible
sources and demonstrating
an understanding of the
topic or text.
3. Use words, phrases, and
clauses to clarify the
relationships among
claim(s) and reasons.
4. Establish and maintain a
formal style.
5. Provide a concluding
statement or section that
follows from the argument
presented.

Write informative/ explanatory texts
to examine and convey complex
ideas and information clearly and
accurately through the effective
selection, organization, and analysis
of content.
English / Language Arts
Write informative/ explanatory texts Past, Present, Future Hope and
to examine a topic and convey ideas, Dreams Quilt Square
concepts, and information through
the selection, organization, and Poetry Books
analysis of relevant content.
1. 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.
2. Develop the topic with
relevant facts, definitions,
concrete details, quotations,
or other information and
examples.
3. Use appropriate transitions
to clarify the relationships
among ideas and concepts.
4. Use precise language and
domain-specific vocabulary
to inform about or explain
the topic.
5. Establish and maintain a
formal style.
6. Provide a concluding
statement or section that
follows from the

Write narratives to develop real or
imagined experiences or events
using effective technique, well-
chosen details, and well-structured
event sequences.
English / Language Arts
information or explanation
presented.
Write narratives to develop real or Personal Narrative (need to create
imagined experiences or events common rubric)
using effective technique, relevant
descriptive details, and well-
structured event sequences.
1. Engage and orient the reader
by establishing a context
and introducing a narrator
and/or characters; organize
an event sequence that
unfolds naturally and
logically.
2. Use narrative techniques,
such as dialogue, pacing,
and description, to develop
experiences, events, and/or
characters.
3. Use a variety of transition
words, phrases, and clauses
to convey sequence and
signal shifts from one time
frame or setting to another.
4. Use precise words and
phrases, relevant descriptive
details, and sensory
language to convey
experiences and events.
5. Provide a conclusion that
follows from the narrated
experiences or events.

Production and Distribution of
Writing
Produce clear and coherent writing
in which the development,
organization, and style are
appropriate to task, purpose, and
audience.
Develop and strengthen writing as
needed by planning, revising,
editing, rewriting, or trying a new
approach.
Use technology, including the
Internet, to produce and publish
writing and to interact and
collaborate with others.
Research to Build and Present
Knowledge
Conduct short as well as more
sustained research projects based on
focused questions, demonstrating
understanding of the subject under
investigation.
Gather relevant information from
multiple print and digital sources,
assess the credibility and accuracy
of each source, and integrate the
English / Language Arts
Produce clear and coherent writing *This includes any writing activity
in which the development, that you do – extended or short-
organization, and style are term*
appropriate to task, purpose, and Personal Narrative
audience. (Grade-specific Persuasive Essay
expectations for writing types are Patriot’s Pen Essay
defined in standards 1–3 above.) Modern Woodman Speech
Poetry Book
Black History Research Poster
Past, Present, Future Quilts
With some guidance and support Patriot’s Pen Essay
from peers and adults, develop and Personal Narrative
strengthen writing as needed by Persuasive Essay
planning, revising, editing,
rewriting, or trying a new approach.
Use technology, including the Patriot’s Pen Essay
Internet, to produce and publish Personal Narrative
writing as well as to interact and Persuasive Essay
collaborate with others; demonstrate (Add three pages in a single setting
sufficient command of keyboarding to rubric?)
skills to type a minimum of three
pages in a single sitting.
Conduct short research projects to Black History Research Poster
answer a question, drawing on Modern Woodman Speech
several sources and refocusing the Patriot’s Pen Essay
inquiry when appropriate.
Gather relevant information from Patriot’s Pen Essay
multiple print and digital sources; Black History Research
assess the credibility of each source; (add in bibliographic info to rubric)
and quote or paraphrase the data and
conclusions of others while avoiding

information while avoiding
plagiarism.
Draw evidence from literary or
informational texts to support
analysis, reflection, and research.
Range of Writing
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 tasks, purposes,
and audiences.
English / Language Arts
plagiarism and providing basic
bibliographic information for
sources.
Draw evidence from literary or
informational texts to support 1. McDougal Littell p. 786 –
analysis, reflection, and research. 793 “The Story of My Life”
and p. 384 – 389 “Words
1. Apply grade 6 Reading Like Freedom” and
standards to literature (e.g., “Dreams” Venn Diagram
“Compare and contrast texts Comparing Story to Poems
in different forms or genres
[e.g., stories and poems; 2. Persuasive Essay
historical novels and fantasy
stories] in terms of their
approaches to similar
themes and topics”).
2. 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 Extended Time Frame
frames (time for research, reflection, Poetry Books
and revision) and shorter time Persuasive Essay
frames (a single sitting or a day or Patriot’s Pen Essay
two) for a range of discipline- Personal Narrative
specific tasks, purposes, and Black History Research
audiences. Modern Woodman Speech

ANCHOR STANDARD
Conventions of Standard English
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
GRADE LEVEL STANDARD
Demonstrate command of the
conventions of standard English
grammar and usage when writing or
speaking.
1. Ensure that pronouns are in
the proper case (subjective,
objective, possessive).
2. Use intensive pronouns
(e.g., myself, ourselves).
3. Recognize and correct
inappropriate shifts in
pronoun number and
person.*
4. Recognize and correct vague
pronouns (i.e., ones with
unclear or ambiguous
antecedents).
5. Recognize variations from
standard English in their
English / Language Arts
Shorter Time Frame
Journal Responses
District Writing Prompts
Essay or Short Answer Question
Responses on Unit Tests
(Examples: Social Studies,
Science, Reading, etc.)
Language
Sixth Grade
SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGET
Language Network Workbook
Text book: Pages 52 – 85
Lesson 1 – Pronouns
Workbook – pg. 43-45
Lesson 2 – Subject Pronouns
Workbook – pg. 46-48
Lesson 3 – Object Pronouns
Workbook – pg. 49-51
Lesson 4 – Possessive Pronouns
Workbook – pg. 52-54
Lesson 5 – Reflexive and Intensive
Pronouns
Workbook – pg. 55-57
Lesson 7 – Pronoun-Antecedent
Agreement
Workbook – pg. 61-63
Grammar in Literature – page 80
Practice – page 81
Assessment – Page 83
 English / Language Arts
own and others' writing and
speaking, and identify and
use strategies to improve
expression in conventional
language.

Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing.
1. Use punctuation (commas,
parentheses, dashes) to set
off
nonrestrictive/parenthetical
elements.
2. Spell correctly.
Personal Narrative
Poetry Books
Patriot’s Pen Essay
Black History Research
Modern Woodman Speech
Persuasive Essay
Crane Research Project
2. Lessons 1 – 15 Spelling –
McDougal Littell Series
Pre-test for Punctuation –
Page 205 of Language
Network Textbook
1. Language Network Lesson 2
– Commas in Sentences
pg.209-211
Workbook: pg. 163-165
Language Network Lesson 6
– Hyphens, Dashes, and
Parentheses pg. 220 – 221
Workbook: pg. 175 – 177

Need to find
materials/resources for
nonrestrictive elements

Knowledge of Language
Apply knowledge of language to
understand how language functions
in different contexts, to make
effective choices for meaning or
style, and to comprehend more fully
when reading or listening.
Use knowledge of language and its *This includes any writing activity
conventions when writing, speaking, that is done.* (see list above)
reading, or listening.
1. Vary sentence patterns for
meaning, reader/listener
interest, and style.
2. Maintain consistency in
style and tone.

Vocabulary Acquisition
Determine or clarify the meaning of
unknown and multiple-meaning
words and phrases by using context
clues, analyzing meaningful word
parts, and consulting general and
specialized reference materials, as
appropriate.
English / Language Arts
Determine or clarify the meaning of 1. Context Clues – packet #16
unknown and multiple-meaning – McDougal Littell
words and phrases based on grade 6
reading and content, choosing 2. Choose vocabulary lessons
flexibly from a range of strategies. with Greek or Latin affixes
that parallel spelling
1. Use context (e.g., the overall
meaning of a sentence or 3. Takes place throughout the
paragraph; a word’s position entire school year in all
or function in a sentence) as subject areas.
a clue to the meaning of a
word or phrase.
2. Use common, grade-
appropriate Greek or Latin
affixes and roots as clues to
the meaning of a word (e.g.,
audience, auditory, audible).
3. 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.
4. 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).

Demonstrate understanding of word
relationships and nuances in word
meanings.
English / Language Arts
Demonstrate understanding of 1. Poetry Books
figurative language, word
relationships, and nuances in word 2. 15 Lessons of Spelling
meanings. Tests
Identify Figurative Language in
Lyrics
2.Weekly Spelling Practice 1-15

1. Interpret figures of speech

(e.g., personification) in 3.Denotation and Connotation
context. Packets – McDougal Littell Series
2. Use the relationship between (page ?)
particular words (e.g.,
cause/effect, part/whole,
item/category) to better
understand each of the
words.
3. Distinguish among the
connotations (associations)
of words with similar
denotations (definitions)
(e.g., stingy, scrimping,
economical, unwasteful,
thrifty).

Acquire and use accurately a range
of general academic and domain-
specific words and phrases
sufficient for reading, writing,
speaking, and listening at the
college and career readiness level;
demonstrate independence in
gathering vocabulary knowledge
when encountering an unknown
term important to comprehension or
expression.
Acquire and use accurately grade- Takes place throughout the entire
appropriate general academic and school year in all subject areas.
domain-specific words and phrases;
gather vocabulary knowledge when
considering a word or phrase
important to comprehension or
expression.

ANCHOR STANDARD
Comprehension and Collaboration
Prepare for and participate
effectively in a range of
conversations and collaborations
with diverse partners, building on
others’ ideas and expressing their
own clearly and persuasively.
English / Language Arts
Speaking and Listening
Sixth Grade
GRADE LEVEL STANDARD SUMMATIVE ASSESSMENT FORMATIVE ASSESSMENT LEARNING TARGET
Engage effectively in a range of -Equality Unit in Social Studies
collaborative discussions (one-on- -School Board Speeches
one, in groups, and teacher-led) with -Modern Woodman Speech
diverse partners on grade 6 topics, -Patriot’s Pen Essay
texts, and issues, building on others’ -Persuasive Essay
ideas and expressing their own
clearly.
1. 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.
2. Follow rules for collegial
discussions, set specific
goals and deadlines, and
define individual roles as
needed.
3. Pose and respond to specific
questions with elaboration
and detail by making
comments that contribute to
the topic, text, or issue
under discussion.
4. Review the key ideas
expressed and demonstrate
understanding of multiple

Integrate and evaluate information
presented in diverse media and
formats, including visually,
quantitatively, and orally.
Evaluate a speaker’s point of view,
reasoning, and use of evidence and
rhetoric.
Presentation of Knowledge and
Ideas
Present information, findings, and
supporting evidence such that
listeners can follow the line of
reasoning and the organization,
development, and style are
appropriate to task, purpose, and
audience.
Make strategic use of digital media
and visual displays of data to
express information and enhance
understanding of presentations.
Adapt speech to a variety of
contexts and communicative tasks,
demonstrating command of formal
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.
English / Language Arts
-Assignment the World – Wisconsin
Public Television
-Documentary of “Houdini” Video
– Media Smart DVD McDougal
Littell
-Persuasive Techniques and
Commercials – Media Smart DVD
McDougal Littell
-Equality Unit in Social Studies -
School Board Speeches
-Persuasive Essay – Toy Company
-Modern Woodman Speeches
-School Board Speeches
-Demonstration Speeches (need to
create rubric) ??????
-Patriot’s Pen Essay ??????
This is met in the final drafts of any
project presented to an audience.
This is met in the final drafts of any
project presented to an audience.
 English / Language Arts
English when indicated or
appropriate.