| MI: English Language Arts 6-12 Key Ideas and Details
1. 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. RL.6.1. Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. RL.6.2. 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. Craft and Structure
4. 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. RL.6.4. 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. 6. Assess how point of view or purpose shapes the content and style of a text. RL.6.6. Explain how an author develops the point of view of the narrator or speaker in a text. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RL.6.7. 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. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. RL.6.9. 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. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RL.6.10. 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. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.6.2. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. W.6.2b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. W.6.3. Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.6.4. 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.) 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.6.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Comprehension and Collaboration
1. 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. SL.6.1. 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. Presentation of Knowledge and Ideas
4. 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. SL.6.4. 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. Conventions of Standard English
1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.6.1a. Ensure that pronouns are in the proper case (subjective, objective, possessive). L.6.1b. Use intensive pronouns (e.g., myself, ourselves). L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.* L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).* L.6.1e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language.* Knowledge of Language
3. 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. L.6.3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.* L.6.3b. Maintain consistency in style and tone.* Vocabulary Acquisition and Use
4. 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. L.6.4. 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. L.6.4a. 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. L.6.4b. Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). L.6.4c. 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. L.6.4d. 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). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
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Because this unit comes in the later part of the school year, some skills may be assessed through work in previous units. These in particular may include speaking and listening skills (Speaking and Listening Rubric), language and conventions as they appear in multiple genres of writing, and narrative writing from the launch unit. To do this, you may use the rubrics provided for summative assessment in whole or in part as appropriate. Additionally, the following offer opportunities to pre-assess skills, perceptions, and habits. Literature Survey and Goal-Setting. An extension to this survey would be to include additional questions that align with the questions in Part 3 #2-6 specific to the chosen text to assess competencies as well as self-perception. Use the narrative writing rubric to assess needs and strengths using a new narrative or an existing narrative from the launch unit or from independent writing in students’ notebooks.
Use the literary analysis writing rubric #1 to assess needs and strengths using a prompt from the text selected for Part 3 in the Literature Survey and Goal-Setting pre-assessment or previous analysis or explanatory writing done earlier in the unit.
Suggestions for Summative Assessment
Included below are suggestions for reading-specific assessments as well as rubrics that include assessment criteria for reading, writing, language, and speaking & listening standards; however, assessment should not be limited to these tools. Assessment of students’ growing understanding of concepts in all standards should also be measured through observation as students discuss and apply new learning in authentic ways (i.e., as they discuss in their chosen books and develop their own writing). When using the tools below, it is recommended to use them as a guide for co-constructing more detailed and/or differentiated assessment criteria along with students. 6th Grade ELA Literary Analysis Rubrics: May be used to assess progress in on-demand or sustained writing as well as oral explanation. #1 to be used when analyzing a mentor text. Lesson 11 is one suggested opportunity for this assessment. #2 to be used when students are analyzing a craft move they used in their own narrative writing. Lesson twenty-one is a suggested opportunity.
6th Grade ELA Narrative Writing Rubric: May be used to assess the narrative writing that students take through the writing process. You may introduce and/or revisit this rubric at multiple points throughout the lesson progression. In particular, it might be helpful to reference during Lessons 20-21. Additionally, you may use this as a guide to co-construct more specific success criteria along with students. End of Unit Literature Assessment and Reflection: This tool asks students to answer many of the same questions as they answered in the pre-assessment survey and to compare their answers from beginning to the end of the unit to reflect on their growth. In the same way that the pre-assessment survey included questions around a specific text, this tool includes Part 3 that asks students to answer assessment questions that are specific to a text that they have read. For this, you may choose a text for students to read independently or to revisit a short shared text from earlier in the unit. Answers may be written or given orally. It may be given at any point that students are ready to reflect on their reading growth. Following lesson 18 or 21 are two options where this may naturally fit.
Speaking and Listening Rubric: This may be used throughout observations of student book clubs and/or small group discussions as well as during Lesson 21.
| Clarifying Comparing Consulting Determining Developing Ensuring Recognizing Verifying |
| Click here to access detailed lesson plans for this unit. For additional context and support with the instructional approaches in all of the units, please click here. | These units are intended to be a free curriculum resource available widely at no cost to Michigan schools and teachers. Because of this, the lessons in these units contain links to any required instructional materials for implementing individual lessons. In order to support the instructional practices throughout the units, your district should consider providing resources and materials in the following areas: - Suggested anchor and mentor texts: Throughout the units, you will find suggested texts to use as anchor and mentor texts when modeling reading and writing instruction. Because the units are built around standards and instructional practices, they are not about the content found within any given text, and so any suggested text may be substituted for alternate texts as appropriate given the focus and standards of the unit. Text selection in these units prioritizes diverse representation of characters, situations, and authors including, but not limited to, racial and ethnic background, gender, LGBTQ+ identity, genre, format (e.g. graphic novels, novels in verse, etc.), and complexity levels. If you are considering alternate or additional texts, it is critical to the integrity of these units that diverse representation is maintained. If you wish to use the suggested texts included in the unit, you can find free-access materials linked within each lesson template. Because the unit writers prioritized a commitment to engaging, inclusive texts, there are some suggestions for texts and trade books that are not available in free, open-access platforms. Texts that you may want to consider purchasing for teacher and/or student use can be found within the unit as well as in this document that lists Texts and Resources to Consider Purchasing . For schools that own a Newsela ELA subscription, this document provides suggested Newsela resources to supplement each unit.
- Abundant choice reading materials: Because these units are built upon workshop principles, students’ opportunity to independently select and engage in a wide range and volume of reading is critical. Access to school libraries and media specialists will significantly support implementation of these units. Additionally, individual classroom libraries will provide further and crucial resources necessary for the differentiation and gradual release of responsibility necessary to implementing these units with fidelity.
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