Rockingham County Public Schools

English - Sixth Grade Benchmarks

(What a Sixth Grade student on grade level should do.  Teachers must adjust to meet the need of students below and above grade level.)

Below: 5.0

On: 6.0

Above:  8.0

 

Below: 5.0

On: 6.0

Above:  8.0

 

Below:  5.0

On:  6.0

Above:  8.0
 
1st Six Weeks

Instructional Placement

Assessments:

Assess Reading Level with

IRI or STAR IRI.  Group students

for reading.  (Refer to K-12 RCPS Essential Diet's Assessment Section).  Record on English Record Card.

Authentic SOL Learning Assessments:

Each SOL should be assessed using the recommended assessments in the K-12 RCPS Essential Diet. (New, Fall, 2003)

SOL Test Preparation:

Students should be shown how SOLs might be tested in a multiple choice format using various test prep materials suggested in the K-12 RCPS Essential Diet.

Reading (40%)

6.4 Fiction - novels, short stories, folk literature, and drama (30%)

6.4 Poetry* (10%) See K-12 RCPS Essential Diet for guidance Under Tab #4

Literary Analysis*

á        Reads independently for 30 minutes per day in fiction, nonfiction or poetry at student's assessed independent level

á        Understands that fiction includes short story, novel, folk literature and drama

á        Reads selected literary pieces at instructional level connecting relevant nonfiction and informational text to enhance comprehension (6.4)

v       understands setting

v       understands character traits

v       understands internal and external conflict

v       understands plot

á        Identifies figurative language (6.3)

Resources

á        Refer to DOE English Curriculum Framework, Holt Literature Anthology and other adopted texts.  (See K-12 RCPS Essential Diet for complete list.)

Reading Strategies Emphasis*

á        Activates prior knowledge and predicts using strategies such as DRTA , Anticipation Guides, Probable Passage, Story Impression, or Say Something

á        Summarize or paraphrase text using strategies such as SomebodyÉWantedÉButÉSoÉor Story Maps

Resources

Refer to K-12 RCPS Essential Diet, Directed Reading Thinking Activity and Holt Reading Skills and Strategies for before, during and after reading strategies.

2nd Six Weeks

Authentic SOL Learning

Assessments:

Each SOL should be assessed using the

suggested assessments in the K-12 RCPS

Essential Diet (New, Fall, 2003).

SOL Test Preparation:

Students should be shown how SOLs might be tested in a multiple choice format using various test prep materials recommended in the K-12 RCPS Essential Diet.

Reading (40%)

6.4 Fiction - novels, short stories, folk literature, and drama (30%)

6.4 Poetry* (10%) See K-12 RCPS Essential Diet for guidance Under Tab #4

Literary Analysis*

á        Reads independently for 30 minutes per day in fiction, nonfiction or poetry at student's assessed independent level

á        Understands that fiction includes short story, novel, folk literature and drama

á        Reads selected literary pieces at instructional level connecting relevant nonfiction and informational text to enhance comprehension (6.4)

v       understands setting

v       understands character traits

v       understands internal and external conflict

v       understands plot

á        Identifies figurative language (6.3)

á        Recognizes author's choice of words and images

á        Differentiates between poetic and narrative forms

á        Recognizes the author's use of simile and hyperbole

á        Describes how cause and effect influence plot.

á        Recognizes author's theme

Resources

á        Refer to DOE English Curriculum Framework, Holt Literature Anthology and other adopted texts.  (See K-12 RCPS Essential Diet for complete list.)

Reading Strategies Emphasis* (6.4)

á        Activates prior knowledge and predicts using strategies such as DRTA , Anticipation Guides, Probable Passage, Story Impression, or Say Something

á        Summarize or paraphrase text using strategies such as SomebodyÉWantedÉButÉSoÉor Story Maps

á        Uses information in text to draw conclusions and make inferences using strategies such as It saysÉ I say and The Most Important Word

Resources

Refer to K-12 RCPS Essential Diet, Directed Reading Thinking Activity and Holt Reading Skills and Strategies for before, during and after reading strategies.

3rd  Six Weeks

Authentic SOL Learning

Assessments:

Each SOL should be assessed using the

suggested assessments in the K-12

RCPS Essential Diet (New, Fall, 2003).

SOL Test Preparation:

Students should be shown how SOLs might be tested in a multiple choice format using various test prep materials recommended in the K-12 RCPS Essential Diet.

Reading (40%)

6.4 Narrative nonfiction (biography, autobiography and personal essay) (30%)

6.4 Poetry* (10%) See K-12 RCPS Essential Diet for guidance Under Tab #4

Literary Analysis*

á        Reads independently for 30 minutes per day in fiction, nonfiction or poetry at student's assessed independent level

á        Reads selected literary pieces at instructional level connecting relevant nonfiction and informational text to enhance comprehension (6.4)

v       understands setting

v       understands character traits

v       understands internal and external conflict

v       understands plot in narrative nonfiction

v       understands that narrative nonfiction includes biography, autobiography and personal essay

á        Identifies figurative language (6.3)

á        Recognizes author's choice of words and images

á        Differentiates between poetic and narrative forms

á        Recognizes the author's use of simile and hyperbole

á        Describes how cause and effect influence plot.

á        Recognizes poetic forms of haiku, limerick, ballad, and free verse

á        Recognizes poetic elements of rhyme, rhythm, repetition, alliteration and onomatopoeia

Resources

á        Refer to DOE English Curriculum Framework, Holt Literature Anthology and other adopted texts.  (See K-12 RCPS Essential Diet for complete list.)

Reading Strategies Emphasis* (6.4)

á        Activates prior knowledge and predicts using strategies such as DRTA , Anticipation Guides, Probable Passage, Story Impression, or Say Something

á        Summarize or paraphrase text using strategies such as SomebodyÉWantedÉButÉSoÉor Story Maps

á        Uses information in text to draw conclusions and make inferences using strategies such as It saysÉ I say and The Most Important Word

Resources

Refer to K-12 RCPS Essential Diet, Directed Reading Thinking Activity and Holt Reading Skills and Strategies for before, during and after reading strategies.         

Word Study (20%):

Instructional Placement Assessments:  Assess word knowledge using the Ganske spelling inventory.  Group students.  If studentÕs score indicates the student is in syllable juncture stage, use the following plan.  If studentÕs score is WW or LN, develop appropriate list and activities.

Record on RCPS English Record Card.

Content*:

á        Reviews the concept of syllable units

á        Reviews doubling and e-drop with ed and ing.

á        Reviews common homophones (See Word Journeys)

á        Spells 500 high frequency words correctly (See K-12 RCPS Essential Diet)

á        Learns word origins, derivations, inflections (6.3)

á        Uses word reference materials (6.3)

Resources:  RCPS Word Study Guide, Word Journeys, Words Their Way, Everyday Spelling

 

*When students write, they are held accountable for correctly spelling words within their word knowledge.

Word Study (20%):

Content*:

á        Review doubling and e-drop with ed and ing.

á        Reviews common homophones (See K-12 RCPS Essential Diet)

á        Spells 500 high frequency words correctly (See Word Journeys)

á        Learns word origins, derivations, inflections (6.3)

á        Uses word reference materials (6.3)

á        Learns Syllable Juncture doubling

á        Understand analogies (6.3)

Resources: RCPS Word Study Guide, Word Journeys, Words Their Way, Everyday Spelling

 

*When students write, they are held accountable for correctly spelling words within their word knowledge.

 

 

Word Study (20%):

Content*:

á        Reviews common homophones (See K-12 RCPS Essential Diet)

á        Spells 500 high frequency words correctly (See (See Word Journeys)

á        Learns word origins, derivations, inflections (6.3)

á        Uses word reference materials (6.3)

á        Learns Syllable Juncture doubling

á        Understand analogies

á        Learns long vowel patterns (stressed syllable)

á        Learns that words have multiple meanings (6.3)

Resources:  RCPS Word Study Guide, Word Journeys, Words Their Way, Everyday Spelling

 

*When students write, they are held accountable for correctly spelling words within their word knowledge.

 

Writing (40%)

Writing Content: (Annual)

á        Required Portfolio Type IV Papers: Narrative (3), Descriptive (2-3), Explain (3)(Type IV papers must be placed in the John Collins folder) (6.6)

á        Writing as a Tool for Learning

Assessment:  Domain score a writing sample and place in John Collins Writing Folder

 

Writing Content*:  (1st six weeks)

á        Writes daily for a variety of purposes in a log, writerÕs notebook, etc. with special emphasis on narration, description, and summarization (6.6)

á        Writes two narratives for the Collins portfolio (Type IV) (6.6) See RCPS Essential Diet for suggested writing objectives (FCAS)

Writing Process/Revision/Editing Skills

á        Uses all stages of the writing process with special emphasis on planning strategies, lists,  or other methods to generate ideas (6.6)

á        Develops an understanding of the 3 domains of writing:  Composing, written expression and usage/mechanics and the components of each domain* (6.6)

á        Edits writing for correct grammar, capitalization, punctuation, spelling and sentence structure (See specific expectations in the DOE English Curriculum Framework located in K-12 RCPS Essential Diet) (6.7)

Resources

*Teacher should refer to the NCS Mentor Software, K-12 RCPS Essential Diet's section of the DOE English Curriculum Framework, Holt Elements of Language and other adopted resources.  See K-12 RCPS Essential Diet for a complete list of resources.

Writing (40%):

Content*:

á        Writes daily for a variety of purposes in a log, writerÕs notebook, etc. with special emphasis on narration, description, and summarization (6.6)

á        Writes two descriptive pieces for the Collins portfolio (Type IV) (6.6) See RCPS Essential Diet for suggested writing objectives (FCAS)

Writing Process/Revision/Editing Skills

á        Uses all stages of the writing process with special emphasis on planning strategies, lists,  or other methods to generate ideas (6.6)

á        Develops an understanding of the 3 domains of writing:  Composing, written expression and usage/mechanics and the components of each domain* (6.6)

á        Edits writing for correct grammar, capitalization, punctuation, spelling and sentence structure (See specific expectations in the DOE English Curriculum Framework located in K-12 RCPS Essential Diet) (6.7)

Resources

*Teacher should refer to the NCS Mentor Software, K-12 RCPS Essential Diet's section of the DOE English Curriculum Framework, Holt Elements of Language and other adopted resources.  See K-12 RCPS Essential Diet for a complete list of resources.

Writing (40%):

Content*:

á        Writes daily for a variety of purposes in a log, writerÕs notebook, etc. with special emphasis on narration, description, and summarization (6.6)

á        Writes two explanation pieces for the Collins portfolio (Type IV) (6.6) See RCPS Essential Diet for suggested writing objectives (FCAS)

Writing Process/Revision/Editing Skills

á        Uses all stages of the writing process with special emphasis on planning strategies, lists,  or other methods to generate ideas (6.6)

á        Develops an understanding of the 3 domains of writing:  Composing, written expression and usage/mechanics and the components of each domain* (6.6)

á        Edits writing for correct grammar, capitalization, punctuation, spelling and sentence structure (See specific expectations in the DOE English Curriculum Framework located in K-12 RCPS Essential Diet) (6.7)

Resources

*Teacher should refer to the NCS Mentor Software, K-12 RCPS Essential Diet's section of the DOE English Curriculum Framework, Holt Elements of Language and other adopted resources.  See K-12 RCPS Essential Diet for a complete list of resources.

Oral Language (Integrated)

á        Communicates as a leader and contributor (6.1)

á        Evaluates own contributions to discussions (6.1)

á        Summarizes and evaluates group activities (6.2)

á        Distinguishes between fact and fiction (6.2

á        Presents a convincing argument (6.2)

á        Uses Standard English (6.2)

 

Oral Language (Integrated)

á        Communicates as a leader and contributor (6.1)

á        Evaluates own contributions to discussions (6.1)

á        Summarizes and evaluates group activities (6.2)

á        Distinguishes between fact and fiction (6.2

á        Presents a convincing argument (6.2)

á        Uses Standard English (6.2)

 

Oral Language (Integrated)

á        Communicates as a leader and contributor (6.1)

á        Evaluates own contributions to discussions (6.1)

á        Summarizes and evaluates group activities (6.2)

á        Distinguishes between fact and fiction (6.2

á        Presents a convincing argument (6.2)

á        Uses Standard English (6.2)

 

Research (Integrated)

á        Reviews use of Dictionary and Thesaurus (6.5)

Resources 

á        Library and Classroom Resources

 

Research (Integrated)

á        Reviews use of Atlas/Globe and Almanac (6.5)

Resources

á        Library Resources

Research (Integrated)

á        Learns about biographical dictionary (6.5)

Resources

á        Library Resources

 (Over)

 

Teachers may structure the year's instructional program in a different way, but all material must be included.

 

Below: 5.0

On: 6.0

Above: 8.0
 

Below: 5.0

On: 6.0

Above: 8.0

 

Below: 5.0

On:  6.0

Above: 8.0
 
4th Six Weeks

Instructional Placement

Assessments:

Assess Reading Level with

IRI or STAR IRI.  Group students

for reading.  (Refer to K-12 RCPS Essential Diet's Assessment Section).  Record on English Record Card.

Authentic SOL Learning Assessments:

Each SOL should be assessed using the recommended assessments in the K-12 RCPS Essential Diet. (New, Fall, 2003)

SOL Test Preparation:

Students should be shown how SOLs might be tested in a multiple choice format using various test prep materials suggested in the K-12 RCPS Essential Diet.

Reading (40%)

Informational nonfiction (30%) (6.5)

Poetry (10%) (6.4) See K-12 RCPS Essential Diet Under Tab #4

Literary Analysis

á        Reads independently for 30 minutes per day in fiction, nonfiction or poetry at student's assessed independent level.

á        Reads selected literary pieces at instructional level connecting relevant nonfiction and informational text to enhance comprehension (6.4)

v       compares and contrasts information about one topic contained in different selections

v       selects informational sources appropriate for a given purpose

á        Poses questions before and during the reading processes

á        Uses context to determine word meaning

á        Summarizes

Resources: 

á        Refer to DOE English Curriculum Framework, Holt Literature Anthology and other adopted texts.  (See K-12 RCPS Essential Diet for complete list.)

Reading Strategies Emphasis

á        Uses graphic organizers to organize information

á        Activates prior knowledge and predicts using strategies such as DRTA, DLTA, Anticipation Guides, Say Something;  confirms or revises predictions

á        Previews vocabulary using strategies in Reading Skills Handbook, pp 125-234

á        KWL to access prior knowledge and to pose questions to focus the student before and during the reading process

á        Summarizes using strategies such as The Most Important Word or graphic organizers

Resources

á        K-12 RCPS Essential Diet, DOE Teachers English Curriculum Framework, Reading Strategies Handbook, and Holt Reading Skills and Strategies Notebook

5th Six Weeks

Authentic SOL Learning

Assessments:

Each SOL should be assessed using

the suggested assessments in the

K-12 RCPS Essential Diet (New, Fall, 2003).

SOL Test Preparation:

Students should be shown how SOLs might be tested in a multiple choice format using various test prep materials recommended in the K-12 RCPS Essential Diet.

Reading (40%)

Informational nonfiction (30%) (6.5)

Poetry (10%) (6.4) See K-12 RCPS Essential Diet Under Tab #4

Literary Analysis

á        Reads independently for 30 minutes per day in fiction, nonfiction or poetry at student's assessed independent level.

á        Reads selected literary pieces at instructional level connecting relevant nonfiction and informational text to enhance comprehension (6.4)

v       compares and contrasts information about one topic contained in different selections

v       selects informational sources appropriate for a given purpose

á        Poses questions before and during the reading processes

á        Uses context to determine word meaning

á        Summarizes

á        Understands the use of definitions, signal words, direct explanations, synonyms, antonyms, and inferences

á        Recognizes author's pattern of organization of text (chronological, comparison-contrast, cause-effect, problem-solution, generalization or principle

á        Draws conclusions and makes inferences based on explicit and implied information

Resources: 

á        Refer to DOE English Curriculum Framework, Holt Literature Anthology and other adopted texts.  (See K-12 RCPS Essential Diet for complete list.)

Reading Strategies Emphasis

á        Uses graphic organizers to organize information

á        Activates prior knowledge and predicts using strategies such as DRTA, DLTA, Anticipation Guides, Say Something,  confirms or revises predictions

á        Previews vocabulary using strategies in Reading Skills Handbook, pp 125-234

á        KWL to access prior knowledge and to pose questions to focus the student before and during the reading process

á        Summarizes using strategies such as The Most Important Word or graphic organizers

á        Makes inferences using strategies such as It saysÉ I say

Resources

á        K-12 RCPS Essential Diet, DOE English Curriculum Framework, Reading Strategies Handbook, and Holt Reading Skills and Strategies Notebook

 

6th  Six Weeks

Instructional Placement

Assessments:

Assess Reading Level with

IRI or STAR IRI.  Group students

for reading.  (Refer to K-12 RCPS Essential Diet's Assessment Section).  Record on English Record Card.

Reading/Literature (40%)

Authentic SOL Learning Assessments:

Each SOL should be assessed using the suggested assessments in the K-12 RCPS Essential Diet  (New, Fall, 2003).

SOL Test Preparation:

Students should be shown how SOLs might be tested in a multiple choice format using various test prep materials recommended in the K-12 RCPS Essential Diet.

Reading (40%)

Informational nonfiction (30%) (6.5)

Poetry (10%) (6.4) See K-12 RCPS Essential Diet Under Tab #4

Literary Analysis

á        Reads independently for 30 minutes per day in fiction, nonfiction or poetry at student's assessed independent level.

á        Reviews SOLs 6.4, 6.5, using selected fiction and nonfiction

 

Reading Strategies Emphasis

á        Reviews reading strategies taught and how they can be applied in the SOL testing situation

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Word Study (20%):

Instructional  Placement Assessments:  Assess word knowledge using the Ganske spelling inventory.  Group

students.  If student's score indicates the student is in syllable juncture stage, use the following plan.  If student's scores WW or LN, develop appropriate list and activities.

Record on RCPS English Record Card.

Content*:

á        Review common homophones (See Word Journeys)

á        Spells 500 high frequency words correctly (See Word Journeys)

á        Learns word origins, derivations, inflections (6.3)

á        Uses word reference materials (6.3)

á        Learns Syllable Juncture doubling

á        Understands analogies

á        Learns long vowel patterns (stressed syllable)

á        Learns that words have multiple meanings (6.3)

á        Learns phonetically matched ending (ar, or, er)

á        Learns common prefixes, unchanged

Resources:  RCPS Word Study Guide, Word Journeys, Words Their Way, Everyday Spelling

 

*When students write, they are held accountable for correctly spelling words within their word knowledge.

Word Study (20%):

Content*:

á        Reviews common homophones (See Word Journeys)

á        Spells 500 high frequency words correctly (See Word Journeys)

á        Learns word origins, derivations, inflections (6.3)

á        Uses word reference materials (6.3)

á        Learns Syllable Juncture doubling

á        Understand analogies

á        Learns long vowel patterns (stressed syllable)

á        Learns that words have multiple meanings (6.3)

á        Learns phonetically matched ending (ar, or, er)

á        Learns common prefixes, unchanged

á        Learns R-controlled patterns (Stressed Syllable)

Resources:  RCPS Word Study Guide, Word Journeys, Words Their Way, Everyday Spelling

 

 

 

 

 

 

*When students write, they are held accountable for correctly spelling words within their word knowledge.

Word Study (20%):

Instructional  Placement Assessments:  Assess word knowledge using the Ganske spelling inventory.  Group

students.  If student's score indicates the student is in syllable juncture stage, use the following plan.  If student's scores WW or LN, develop appropriate list and activities.

Record on RCPS English Record Card.

Content*:

á        Reviews common homophones (See Word Journeys)

á        Spells 500 high frequency words correctly (See Word Journeys)

á        Learns word origins, derivations, inflections (6.3)

á        Uses word reference materials (6.3)

á        Learns Syllable Juncture doubling

á        Understands analogies

á        Learns long vowel patterns (stressed syllable)

á        Learns that words have multiple meanings (6.3)

á        Learns phonetically matched ending (ar, or, er)

á        Learns common prefixes, unchanged

á        Learns R-controlled patterns (Stressed Syllable)

á        Learns unstressed syllable vowel patterns in 2-3 syllable words

Resources:  RCPS Word Study Guide, Word Journeys, Words Their Way, Everyday Spelling

*When students write, they are held accountable for correctly spelling words within their word knowledge.

Writing (40%):

Content*:

á        Writes daily for a variety of purposes in a log, writerÕs notebook, etc. with special emphasis on narration, description, and summarization (6.6)

á        Writes to a narrative prompt in preparation for SOL writing test

á        Writes to an explanatory prompt in preparation for SOL testing

á        Reviews the writing portfolio and writes a Type III reflective paper about their writing strengths and weaknesses

Writing Process/Revision/Editing Skills

á        Uses all stages of the writing process with special emphasis on planning strategies, lists,  or other methods to generate ideas (6.6)

á        Develops an understanding of the 3 domains of writing:  Composing, written expression and usage/mechanics and the components of each domain* (6.6)

á        Edits writing for correct grammar, capitalization, punctuation, spelling and sentence structure (See specific expectations in the DOE English Curriculum Framework located in K-12 RCPS Essential Diet) (6.7)

Resources

*Teacher should refer to the NCS Mentor Software, K-12 RCPS Essential Diet's section of the DOE English Curriculum Framework, Holt Elements of Language and other adopted resources.  See K-12 RCPS Essential Diet for a complete list of resources.

Writing (40%):

Content*:

á        Writes daily for a variety of purposes in a log, writerÕs notebook, etc. with special emphasis on narration, description, and summarization (6.6)

á        Writes one Type IV explanation for Collins Portfolio

á        Writes one Type IV narrative for Collins Portfolio

Writing Process/Revision/Editing Skills

á        Uses all stages of the writing process with special emphasis on planning strategies, lists,  or other methods to generate ideas (6.6)

á        Develops an understanding of the 3 domains of writing:  Composing, written expression and usage/mechanics and the components of each domain* (6.6)

á        Edits writing for correct grammar, capitalization, punctuation, spelling and sentence structure (See specific expectations in the DOE English Curriculum Framework located in K-12 RCPS Essential Diet) (6.7)

Resources

*Teacher should refer to the NCS Mentor Software, K-12 RCPS Essential Diet's section of the DOE English Curriculum Framework, Holt Elements of Language and other adopted resources.  See K-12 RCPS Essential Diet for a complete list of resources.

 

Writing (40%):

Content*:

á        Writes daily for a variety of purposes in a log, writerÕs notebook, etc. with special emphasis on narration, description, and summarization (6.6)

á        Reviews all domains and the writing process

á        Reviews the 8-12 Type IV papers in the Collins Portfolio and writes a reflective letter to next year's teacher or some other individual describing his/her strengths and weaknesses as a writer.  (Place in Collins Folder)

Resources

*Teacher should refer to the NCS Mentor Software, K-12 RCPS Essential Diet's section of the DOE English Curriculum Framework, Holt Elements of Language and other adopted resources.  See K-12 RCPS Essential Diet for a complete list of resources.

 

 

Oral Language (Integrated)

á        Communicates as a leader and contributor (6.1)

á        Evaluates own contributions to discussions (6.1)

á        Summarizes and evaluates group activities (6.2)

á        Distinguishes between fact and fiction (6.2

á        Presents a convincing argument (6.2)

á        Uses Standard English (6.2)

Oral Language (Integrated)

á        Communicates as a leader and contributor (6.1)

á        Evaluates own contributions to discussions (6.1)

á        Summarizes and evaluates group activities (6.2)

á        Distinguishes between fact and fiction (6.2

á        Presents a convincing argument (6.2)

á        Uses Standard English (6.2)

 

Oral Language (Integrated)

á        Communicates as a leader and contributor (6.1)

á        Evaluates own contributions to discussions (6.1)

á        Summarizes and evaluates group activities (6.2)

á        Distinguishes between fact and fiction (6.2

á        Presents a convincing argument (6.2)

á        Uses Standard English (6.2)

 

Research (Integrated)

á        Learns to use encyclopedias (General and Specialized, print and electronic) (6.5)

á        Learns about on-line periodical index (6.5)

Resources 

á        Library and Classroom Resources

 

Research (Integrated)

á        Learns about data bases (6.5)

á        Learns to use search engines (6.5)

Resources

á        Library Resources

Research (Integrated)

á        Reviews sources of information

Resources

á        Library Resources