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Guardian Angels School |
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Guardian Angles Language Arts |
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Language Arts - Grade 6 |
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Informational Sources: Synthesizing
The learner will be able to
make connections among sources, authors, and daily experiences by synthesizing information read in three entries of a particular resource (newspapers, magazines, books) and judging the information on specific criteria (set by teacher and/or student) such as the value of the information, how well the authors of the sources made and substantiated their points, etc.
| Strand |
Scope |
Source |
| Informational Text |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Comprehend: Fiction/Nonfiction
The learner will be able to
demonstrate comprehension of nonfiction and fiction literary genres (fables, folktales, legends, biographies, autobiographies, poetry, short stories, novels, myths), and characteristics of each genre, by writing a compare/contrast essay which discusses two genres and sample literature from each of the two genres. This essay should include a thesis, support, elaboration on the elements of each piece of sample literature which makes them representative of the genre, and be three or more paragraphs in length.
| Strand |
Scope |
Source |
| Genre: Comprehend/Understand |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Author Intention: Analyze
The learner will be able to
begin to distinguish between the story and the author's intentions and methods for telling the story.
| Strand |
Scope |
Source |
| Author: Intentions |
Introduce |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Short Story: Analyze
The learner will be able to
analyze short stories.
| Strand |
Scope |
Source |
| Story/Short Story |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Reading: Analysis and Generalization tested in week 7 of next year. |
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Language Processes: Across Curriculum
The learner will be able to
use reading, writing, listening, speaking, and viewing processes to make connections among concepts addressed in science, social studies, math, and language arts content areas, and to communicate such connections to others.
| Strand |
Scope |
Source |
| Language Applications: General |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Verb Tense: Complete/Edit
The learner will be able to
complete and/or edit a given sentence with the correct verb tense (including the present, past, future, present perfect, past perfect, future perfect, and present perfect progressive).
| Strand |
Scope |
Source |
| Verb Tense |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Subject-Verb: Complete/Edit Sentence
The learner will be able to
complete and/or edit a given sentence with the correct singular or plural form of the given verb (including present, present progressive, and past progressive).
| Strand |
Scope |
Source |
| Subject-Verb Agreement |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Idiom: Define/Interpret
The learner will be able to
define and interpret idioms.
| Strand |
Scope |
Source |
| Idiom |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Sentence Combining: Multiple Sentences
The learner will be able to
combine a series of sentences by adding a phrase or clause, using conjunctions for smooth transitions, and using compound predicates, subjects, and objects.
| Strand |
Scope |
Source |
| Sentence Structure/Combine Sentences |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Expression: Recognize Errors
The learner will be able to
recognize and correct errors in language expression.
| Strand |
Scope |
Source |
| Language Expression |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Language: Usage and Expression tested in week 7 of next year. |
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Simile: Use
The learner will be able to
show how similes are used in comparisons.
| Strand |
Scope |
Source |
| Metaphor/Simile |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Metaphor: Use
The learner will be able to
show how metaphors are used in comparisons.
| Strand |
Scope |
Source |
| Metaphor/Simile |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Usage: Demonstrate/Standard
The learner will be able to
demonstrate standard language usage.
| Strand |
Scope |
Source |
| Usage |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Language: Usage and Expression tested in week 7 of next year. |
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Edit: Context
The learner will be able to
edit a series of sentences for errors such as double negatives, verb forms, subject-verb agreement, redundancies, conciseness, and clarity.
| Strand |
Scope |
Source |
| Sentence Structure: Edit |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Comma: Use
The learner will be able to
use commas to separate a city and state in an address, follow a greeting in an informal letter, list items, punctuate a direct quote, and in dates.
| Strand |
Scope |
Source |
| Comma |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Punctuation: Use
The learner will be able to
use periods (in abbreviations and at the end of sentences), question marks, exclamation marks, commas (in letter openings/closings, dates, between cities and states, and with direct quotes), and apostrophes (possessives and contractions).
| Strand |
Scope |
Source |
| Punctuation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Capitalization: City/State
The learner will be able to
capitalize cities and states.
| Strand |
Scope |
Source |
| Capitalization: Proper Nouns |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Colon: Edit
The learner will be able to
edit sentences for the correct use of colons.
| Strand |
Scope |
Source |
| Colon |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Apostrophe/Hyphen: Identify
The learner will be able to
identify the correct use of apostrophes and hyphens.
| Strand |
Scope |
Source |
| Apostrophe/Hyphen/Dash |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Punctuation: Identify Correct
The learner will be able to
identify the correct punctuation.
| Strand |
Scope |
Source |
| Punctuation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Language: Punctuation tested in week 7 of next year. |
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Capitalization: Use Correctly
The learner will be able to
use capitalization correctly.
| Strand |
Scope |
Source |
| Capitalization: Applications |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Language: Capitalization tested in week 7 of next year. |
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Summary: Summarize/Respond
The learner will be able to
summarize oral presentations given by others, and respond appropriately to another by paraphrasing their point of view and providing counterpoints.
| Strand |
Scope |
Source |
| Summary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Speech: Content/Critique
The learner will be able to
critique a speaker for speech content (ideas selected for speech, organization of ideas, facts and opinions given as support, appropriateness of topic for given audience).
| Strand |
Scope |
Source |
| Speech |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Questions: Clarify/Analyze/Synthesize
The learner will be able to
formulate questions which require a speaker to clarify meaning, analyze, and synthesize information.
| Strand |
Scope |
Source |
| Questions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Advertisement: Sale
The learner will be able to
find information displayed in a sales advertisement.
| Strand |
Scope |
Source |
| Advertisement |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Propaganda: Analyze
The learner will be able to
recognize propaganda, various propaganda forms and strategies, and analyze the motivations behind specific acts of propaganda (in politics, advertising, history).
| Strand |
Scope |
Source |
| Persuasive |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Story Elements: Graphics/Writing
The learner will be able to
create written responses and graphics which convey an understanding of themes, characterization, plots, foreshadowing, flashbacks, irony, metaphors, similes, and various techniques authors use to catalyze action and move the story forward.
| Strand |
Scope |
Source |
| Story Elements |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Strategies: Interpreting
The learner will be able to
apply reading strategies (monitoring own reading, rereading, self-questioning, skimming, responding in writing, summarizing, listing events in sequential order, separating causes/effects and facts/opinions) to interpret literature.
| Strand |
Scope |
Source |
| Reading Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Interpretation: Variety of Sources
The learner will be able to
interpret a variety of reading materials.
| Strand |
Scope |
Source |
| Interpretation |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Reading: Inference and Interpretation tested in week 7 of next year..; National Council of Teachers of English (NCTE), 1996, IRA/NCTE Standards, p.25, Standard 3 |
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Relationship
The learner will be able to
analyze and discuss cause and effect, fact and opinion, propaganda, and assumptions in literature, in small group settings, and in written responses.
| Strand |
Scope |
Source |
| Relationship |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Construct Meaning: Clues
The learner will be able to
consider book titles, chapter titles, illustrations, and prior exposure (to topics, genres, authors, time periods, etc.) as clues to constructing meaning.
| Strand |
Scope |
Source |
| Constructing Meaning: Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Response Logs
The learner will be able to
maintain a reading response log which includes details from literary selections, and personal (emotional and intellectual) reactions to these details. The entries should demonstrate how the student relates universal themes in literature to daily life, and strategies the student uses to understand characters. The log might also include entries written after a class discussion on a literary selection. Such a log should be referred to by the student as a measure of the student's growth in literary analysis, and for ideas on more formal writing styles and topics for group discussions.
| Strand |
Scope |
Source |
| Reading Responses: Logs |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Response: Visual Images
The learner will be able to
create murals, models, and other visual images which represent the synthesis of details and themes from a variety of literary selections.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Response: Short Paper
The learner will be able to
write a brief response to a short passage which addresses the necessary points and details and shows an understanding of the passage.
| Strand |
Scope |
Source |
| Reading Responses: Composing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Information: Make/Visual Aids
The learner will be able to
make a Venn diagram, graph, table, flowchart, and other visual aids which organize information presented in a nonfiction piece. Such visual aids should reflect the main ideas, relevant supporting details, and the way such main ideas and supporting details are connected in the overall message of the nonfiction piece.
| Strand |
Scope |
Source |
| Organization: Information |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Analyze: Elements/Connection
The learner will be able to
analyze the elements of a story (characters, setting, plot, mood, tone, climax, resolution) and how the elements are connected.
| Strand |
Scope |
Source |
| Story Elements: Analyze |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Fact: Understand
The learner will be able to
understand facts in a reading selection.
| Strand |
Scope |
Source |
| Fact/Opinion |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Reading: Factual Understanding tested in week 7 of next year. |
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Directions: Informative
The learner will be able to
respond to written instructions in an informational story.
| Strand |
Scope |
Source |
| Directions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Directions: Written
The learner will be able to
understand and follow written instructions/directions.
| Strand |
Scope |
Source |
| Directions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade.; MI: Educational Assessment Program (MEAP), 1994, Seventh Grade tested in week 7 of next year |
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Directions: Diagram
The learner will be able to
draw conclusions about information in a diagram.
| Strand |
Scope |
Source |
| Directions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Inference: Extend
The learner will be able to
extend inference beyond passage information.
| Strand |
Scope |
Source |
| Inference |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Story Elements: Organizational
The learner will be able to
identify the main idea, events, and supporting details of passage.
| Strand |
Scope |
Source |
| Story Elements |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Passage Elements: Contrast
The learner will be able to
find contrasts with passage elements.
| Strand |
Scope |
Source |
| Story Elements |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Story Elements: Make Inferences
The learner will be able to
make inferences about the elements of a story.
| Strand |
Scope |
Source |
| Story Elements |
Develop |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Reading: Inference and Interpretation tested in week 7 of next year. |
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Compare: Passage Elements
The learner will be able to
make comparisons between passage elements.
| Strand |
Scope |
Source |
| Compare/Contrast |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Setting: Identify
The learner will be able to
identify story setting.
| Strand |
Scope |
Source |
| Setting |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Generalization: Passage
The learner will be able to
make a generalization based on passage elements.
| Strand |
Scope |
Source |
| Generalization |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Generalization: Short Stories
The learner will be able to
develop generalizations about short stories.
| Strand |
Scope |
Source |
| Generalization |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Reading: Analysis and Generalization tested in week 7 of next year. |
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Directions: Organized
The learner will be able to
give organized, properly sequenced, and cohesive directions orally.
| Strand |
Scope |
Source |
| Directions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Evaluator: Criteria/Write
The learner will be able to
demonstrate an awareness of the elements to be considered when giving an oral presentation by writing a set of criteria to evaluate other presenters.
| Strand |
Scope |
Source |
| Evaluator |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Strategies/Techniques: Oral Presentation
The learner will be able to
deliver an oral report, tell a legend, folktale, story, or fable, give a mock news broadcast or a report, participate in an interview, dramatize an event, or read a poem before a group utilizing rich language, speech intonations, timing, gestures, eye contact, voice modulation, and precise pronunciation to emphasize key points and to communicate a message effectively.
| Strand |
Scope |
Source |
| Communication Strategies/Techniques |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Strategies
The learner will be able to
develop a study method for learning how to spell new words (such as keeping a log of words misspelled frequently).
| Strand |
Scope |
Source |
| Spelling Strategies |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Vowels: Long/Short
The learner will be able to
use the correct spelling with both long and short sounds of vowels.
| Strand |
Scope |
Source |
| Vowel |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Vowels: Digraphs with "r"
The learner will be able to
correctly spell digraphs whose sound is controlled by the letter "r".
| Strand |
Scope |
Source |
| Vowel |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Edit: Contextual
The learner will be able to
edit text for misspelled words.
| Strand |
Scope |
Source |
| Editing |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Double Letters
The learner will be able to
correctly spell words that have double letters.
| Strand |
Scope |
Source |
| Double Letter |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Root Words: Building
The learner will be able to
correctly spell words where an affix may or may not change the spelling of the root word.
| Strand |
Scope |
Source |
| Affix |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Schwa Sound
The learner will be able to
correctly spell words which have a schwa sound.
| Strand |
Scope |
Source |
| Schwa |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Silent Letters
The learner will be able to
correctly spell words that have silent letters.
| Strand |
Scope |
Source |
| Silent Letter |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Sound/Letter: Multiple Representations
The learner will be able to
correctly spell words whose sounds have multiple letter representations (graphemes).
| Strand |
Scope |
Source |
| Multiple Letter Representation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Spelling: Applications
The learner will be able to
spell words correctly.
| Strand |
Scope |
Source |
| Spelling Applications |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Language: Spelling tested in week 7 of next year. |
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Study and Research Skills
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Research Project
The learner will be able to
formulate an investigative research project plan which details what will be investigated, when, and how, investigate a given topic using two or more resources, organize and synthesize the information from the sources, and write a paper or prepare a presentation which conveys the information in a cohesive manner.
| Strand |
Scope |
Source |
| Research Project |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Research Skills: Investigating
The learner will be able to
investigate topics of interest at the school library.
| Strand |
Scope |
Source |
| Research Skills |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Dictionary: Entry
The learner will be able to
read a dictionary entry and determine a word's syllabication, pronunciation, spelling, part of speech, use, origin, or definition.
| Strand |
Scope |
Source |
| Dictionary |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade.; MI: Educational Assessment Program (MEAP), 1994, Seventh Grade tested in week 7 of next year |
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Forms: Complete
The learner will be able to
follow directions and complete a form, such as an order form.
| Strand |
Scope |
Source |
| Form |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Reference Form: Understand
The learner will be able to
determine which information is found in an atlas, thesaurus, almanac, index, bibliography, dictionary, timetable, and telephone directory.
| Strand |
Scope |
Source |
| Reference Form |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Table: Comparison
The learner will be able to
compare and analyze data displayed in a table.
| Strand |
Scope |
Source |
| Table |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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Analogy
The learner will be able to
show comprehension of the English language by working on such application projects as creating analogies for words to demonstrate their multiple layers of meaning.
| Strand |
Scope |
Source |
| Analogy |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Analyze: Structural Analysis
The learner will be able to
analyze unfamiliar words by breaking down the structure of words (affixes, bases) and reading the context in which the words are presented.
| Strand |
Scope |
Source |
| Vocabulary Strategies: Analyze |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Prefix: Identify
The learner will be able to
identify the prefix in a given word.
| Strand |
Scope |
Source |
| Prefix |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Compound Word: Define
The learner will be able to
define compound words in a sentence.
| Strand |
Scope |
Source |
| Compound Word |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Analogy: Create/Interpret
The learner will be able to
create and interpret analogies.
| Strand |
Scope |
Source |
| Analogy |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Sentence Completion
The learner will be able to
identify the vocabulary word that best completes a given sentence as read aloud by the teacher.
| Strand |
Scope |
Source |
| Complete Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Relationship
The learner will be able to
determine the meaning of a word through its relationship to another word.
| Strand |
Scope |
Source |
| Word Relationships |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Context: Technical
The learner will be able to
determine the meaning of unfamiliar technical terms by analyzing the context (a paragraph or more) in which the words are used.
| Strand |
Scope |
Source |
| Context |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Vocabulary: Apply
The learner will be able to
apply an understanding of vocabulary words.
| Strand |
Scope |
Source |
| Vocabulary |
Master |
Iowa Tests of Basic Skills (ITBS), Form A-Survey, 2001, Level 13, Reading: Vocabulary tested in week 7 of next year. |
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Essay: Style and Organization
The learner will be able to
write narrative, expository, or persuasive essays which have a stated or implied thesis, exclude irrelevant details, include supporting details, examples, and vivid descriptions, follow a clear organizational pattern, and are eventually edited for grammar, punctuation, and spelling.
| Strand |
Scope |
Source |
| Essay/Composition |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Edit: Language Conventions
The learner will be able to
edit written works for subject-verb agreement, pronoun reference, punctuation, capitalization, and spelling.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Edit: Language Conventions
The learner will be able to
proofread a given passage for punctuation, capitalization, interjections, quotes, endmarks, contractions, and proper nouns.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Edit: Usage/Mechanics/Focus
The learner will be able to
focus on the editing stage of the writing process by editing for sentence structure, punctuation, and figurative language to add power to a written message.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Collection: Compile
The learner will be able to
compile a portfolio of writing samples which includes writing from different content areas, reports, short stories, persuasive, and expository pieces, speeches, and poems with drafts from each stage of the writing process. The writing should reflect the writer's growth in such areas as writing strategies, vocabulary, language conventions, and interests throughout a month, semester, or year. The portfolio should also include an explanation of why the pieces were selected, a self-evaluation of progress, and a judgment statement on whether goals set by teacher and/or student were met.
| Strand |
Scope |
Source |
| Portfolios: Collection |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Presentation: Pieces/Select
The learner will be able to
select pieces of writing from the original portfolio for a presentation portfolio which reflect a variety of writing styles in final draft (polished) form. Each piece should be accompanied by a written explanation detailing reasons for the presentation portfolio selections (the basis for selections).
| Strand |
Scope |
Source |
| Portfolios: Presentation |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Paragraph: Coherence/Create/Critique
The learner will be able to
create and critique paragraphs for theme, sequence, and ideas.
| Strand |
Scope |
Source |
| Paragraph Content |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Sequence: Sentence Variety
The learner will be able to
logically order a series of simple, compound, and complex sentences.
| Strand |
Scope |
Source |
| Sequence |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Research Paper: Organize
The learner will be able to
organize the different parts of a research paper.
| Strand |
Scope |
Source |
| Research Paper |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Edit: Proofreading
The learner will be able to
identify the word that is spelled incorrectly in a given sentence.
| Strand |
Scope |
Source |
| Editing: Language Conventions |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Topic Sentence: Add/Develop
The learner will be able to
add a topic sentence to a paragraph to introduce and develop the topic in an appropriate and relevant manner.
| Strand |
Scope |
Source |
| Paragraph Content: Topic Sentence |
Master |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
|
Word Choice: Overly Used/Substitute
The learner will be able to
revise a piece of writing by substituting overly used verbs, nouns, and modifiers for vivid precise ones.
| Strand |
Scope |
Source |
| Revising: Word Choice |
Develop |
The Scantron Corporation Foundation Core Curriculum, May 1995, Sixth Grade |
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