6th Grade Reading
The first week of school was great! On Tuesday, there will be a vocabulary workbook come home with students. We will be working on lessons 1 and 2 this week. Vocabulary pages will be assigned in class on Tuesday and due on Friday. Students will get AR goals and library books on Wednesday. The first 200 minute reading log will be due next Friday.
TEKS for the week:
I will try to post our TEKS (TEXAS ESSENTIAL KNOWLEDGE AND SKILLS) weekly. This way you can see exactly what state objectives we are covering in class. This week we will still be working on objectives: 6.1A, 6.2A, 6.4A, 6.8A, 6.13 A, and Figure 19 A, B, C, D, and F.
The 6th grade reading TEKS have been posted at the bottom of this page, and I will leave them there all year. These are all the objectives we will be working on in this class. There are quite a few things to learn this year and yes, we will cover it all. Come ready to participate in your learning.
You can access all 6th grade TEKS at the texas education agency site. I have posted a link below. Scroll to the middle of the page and they are located under the heading Texas Essential Knowledge and Skill by Chapter.
http://www.tea.state.tx.us/index2.aspx?id=6148&menu_id=720&menu_id2=785
The 6th grade reading TEKS have been posted at the bottom of this page, and I will leave them there all year. These are all the objectives we will be working on in this class. There are quite a few things to learn this year and yes, we will cover it all. Come ready to participate in your learning.
You can access all 6th grade TEKS at the texas education agency site. I have posted a link below. Scroll to the middle of the page and they are located under the heading Texas Essential Knowledge and Skill by Chapter.
http://www.tea.state.tx.us/index2.aspx?id=6148&menu_id=720&menu_id2=785
6th Grade Reading TEKS:
§110.18. English Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010.
Introduction. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In sixth grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.
(6.1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading
aloud grade-level text based on the reading purpose and the nature of the text.
(6.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
(B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of
unfamiliar or multiple meaning words;
(C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as book: _____);
(D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera); and
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of words.
(6.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and
genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic;
(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from
various cultures;
(C) compare and contrast the historical and cultural settings of two literary works.
(6.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure
and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
(6.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure
and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and
differences in the setting, characters, and plot of a play and those in a film based upon the same story line.
(6.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure
and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various
works of fiction;
(B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and
(C) describe different forms of point-of-view, including first- and third-person.
(6.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the
varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography.
(6.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how
an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.
(6.9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.
(6.10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions
about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include
opinions;
(B) explain whether facts included in an argument are used for or against an issue;
(C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and
the author's viewpoint; and
(D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or
different genres.
(6.11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting
the stated claim and supporting evidence; and
(B) identify simply faulty reasoning used in persuasive texts.
(6.12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in
procedural texts and documents. Students are expected to:
(A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and
(B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines,
tables, and diagrams.
(6.13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in
various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) explain messages conveyed in various forms of media;
(B) recognize how various techniques influence viewers' emotions;
(C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and
(D) analyze various digital media venues for levels of formality and informality.
(Figure 19) Knowledge & Skill Statement - 6.Fig19: Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
6.Fig19A: Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.
6.Fig19B: Ask literal, interpretive, evaluative, and universal questions of text.
6.Fig19C: Using background knowledge; creating sensory images; rereading a portion aloud; generating questions).
6.Fig19D: Make inferences about text and use textual evidence to support understanding.
6.Fig19E: Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts.
6.Fig19F: Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide
textual evidence.
Introduction. (1) The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In sixth grade, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.
(6.1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students are expected to adjust fluency when reading
aloud grade-level text based on the reading purpose and the nature of the text.
(6.2) Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from Latin, Greek, or other linguistic roots and affixes;
(B) use context (e.g., cause and effect or compare and contrast organizational text structures) to determine or clarify the meaning of
unfamiliar or multiple meaning words;
(C) complete analogies that describe part to whole or whole to part (e.g., ink:pen as page: ____ or pen:ink as book: _____);
(D) explain the meaning of foreign words and phrases commonly used in written English (e.g., RSVP, que sera sera); and
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine the meanings, syllabication, pronunciations,
alternate word choices, and parts of speech of words.
(6.3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and
genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to:
(A) infer the implicit theme of a work of fiction, distinguishing theme from the topic;
(B) analyze the function of stylistic elements (e.g., magic helper, rule of three) in traditional and classical literature from
various cultures;
(C) compare and contrast the historical and cultural settings of two literary works.
(6.4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure
and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem.
(6.5) Reading/Comprehension of Literary Text/Drama. Students understand, make inferences and draw conclusions about the structure
and elements of drama and provide evidence from text to support their understanding. Students are expected to explain the similarities and
differences in the setting, characters, and plot of a play and those in a film based upon the same story line.
(6.6) Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure
and elements of fiction and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various
works of fiction;
(B) recognize dialect and conversational voice and explain how authors use dialect to convey character; and
(C) describe different forms of point-of-view, including first- and third-person.
(6.7) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the
varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to identify the literary language and devices used in memoirs and personal narratives and compare their characteristics with those of an autobiography.
(6.8) Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how
an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains.
(6.9) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the
author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to compare and contrast the stated or implied purposes of different authors writing on the same topic.
(6.10) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions
about expository text and provide evidence from text to support their understanding. Students are expected to:
(A) summarize the main ideas and supporting details in text, demonstrating an understanding that a summary does not include
opinions;
(B) explain whether facts included in an argument are used for or against an issue;
(C) explain how different organizational patterns (e.g., proposition-and-support, problem-and-solution) develop the main idea and
the author's viewpoint; and
(D) synthesize and make logical connections between ideas within a text and across two or three texts representing similar or
different genres.
(6.11) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions
about persuasive text and provide evidence from text to support their analysis. Students are expected to:
(A) compare and contrast the structure and viewpoints of two different authors writing for the same purpose, noting
the stated claim and supporting evidence; and
(B) identify simply faulty reasoning used in persuasive texts.
(6.12) Reading/Comprehension of Informational Text/Procedural Texts. Students understand how to glean and use information in
procedural texts and documents. Students are expected to:
(A) follow multi-tasked instructions to complete a task, solve a problem, or perform procedures; and
(B) interpret factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines,
tables, and diagrams.
(6.13) Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in
various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. Students are expected to:
(A) explain messages conveyed in various forms of media;
(B) recognize how various techniques influence viewers' emotions;
(C) critique persuasive techniques (e.g., testimonials, bandwagon appeal) used in media messages; and
(D) analyze various digital media venues for levels of formality and informality.
(Figure 19) Knowledge & Skill Statement - 6.Fig19: Students use a flexible range of metacognitive reading skills in both assigned and independent reading to understand an author’s message. Students will continue to apply earlier standards with greater depth in increasingly more complex texts as they become self-directed, critical readers. The student is expected to:
6.Fig19A: Establish purposes for reading selected texts based upon own or others’ desired outcome to enhance comprehension.
6.Fig19B: Ask literal, interpretive, evaluative, and universal questions of text.
6.Fig19C: Using background knowledge; creating sensory images; rereading a portion aloud; generating questions).
6.Fig19D: Make inferences about text and use textual evidence to support understanding.
6.Fig19E: Summarize, paraphrase, and synthesize texts in ways that maintain meaning and logical order within a text and across texts.
6.Fig19F: Make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres, and provide
textual evidence.