Benchmark Assessment

Eacs User

Description

Year at a Glance Quarters Q1 Q2 Q3 Q4 KEY According to the Indiana ELA Common Core State Document, EACS denoted: = Related Additional Information stated 2006 State Standards from IDOE Big Ideas + = Nonrelated Additional Information in 2006 State Standards from IDOE Explicitly taught CC /Learning Targets Correlating CC /Learning Targets Bundles 1 2 3 4 5 6 7 8 RI.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (6.2.6) Evaluate whether the author adequately supports inferences. (6.2.7) Support conclusions with evidence from the text. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text RI.2 distinct from personal opinions or judgments. RI.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). (6.2.8) Analyze how they are used to persuade the reader of something. RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and (6.1.2) technical meanings. (6.1.4) RI.5 Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6 Determine an author’s point of view or purpose in a text and ...

Informations

• Publié par: Viwyir
• Nombre de lectures: 48
• Langue: English

Extrait

Year at a Glance

 KEY Accordin tothe Indiana ELA Common Core State Document, EACS denoted: = Related Additional Information stated 2006 State Standards from IDOE  += Nonrelated Additional Information in 2006 State Standards from IDOE Ex licitltau htCC /LearninTar ets Correlating CC /Learning Targets

Quarters Q1Q2 Q3Q4

Big Ideas

Bundles 12 3 4 5 6 7 8 RI.1 Citetextual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (6.2.6) Evaluate whether the author adequately supports inferences. (6.2.7)  Supportconclusions with evidence from the text. Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text RI.2 distinct from personal opinions or judgments. RI.3 Analyzein detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through  examles or anecdotes). (6.2.8) Analyze how they are used to persuade the reader of something. RI.4  Determinethe meaning of words and phrases as they are used in a text, including figurative, connotative, and (6.1.2) technicalmeanings. (6.1.4) RI.5 Analyzehow a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas. RI.6Determine an author’s pointof view or purpose in a text and explain how it is conveyed in the text. RI.7 Integrateinformation presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. RI.8 Traceand evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons  andevidence from claims that are not. (6.2.6) RI.9 Compareand contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person). RI.10 Bythe end of the year, read and comprehend literary nonfiction in the grades 68 text complexity band proficiently, with scaffolding as needed at the high end of the range. RL.1 Citetextual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RL.2 Determinea central idea of a text and how it is conveyed through particular details; provide a summary of the text  distinctfrom personal opinions or judgments. (6.3.6) Analyze themes through characters, actions, and images  1

RL.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes). (6.3.2) Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and RL.4 technical meanings.  Definehow tone or meanings are conveyed in poetry, through word choice, figurative language, sentence (6.3.4) structure, line length, punctuation, rhythm, alliteration and rhyme. (6.3.7)  Explainthe effects of literary devices in text RL.5 Analyzehow a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. RL.6 Explainhow an author develops the point of view of the narrator or speaker in a text. RL.7 Compareand 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. RL.9 Compareand 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. RL.10 Bythe 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. Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence clearly.  Organizationalpatterns: comparison and contrast/by categories/order of importance/climactic order. b. Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an W.1 understanding of the topic or text.  Developan interpretation that shows careful reading, understanding, and insight. (6.4.4)  Supportthe position with organized and relevant evidence and effective emotional appeals. (6.5.4) c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. (6.5.5) d. Establish and maintain a formal style.  Persuasivecompositions that state a clear position on a proposition or proposal e. Provide a concluding statement or section that follows from the argument presented.  Anticipateand address reader concerns and counterarguments. Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and W.2 multimedia when useful to aiding comprehension.  Engagethe interest of the reader (6.4.3)  Statea thesis (position on a topic) (6.4.4) b. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. (6.5.2) c. Use appropriate transitions to clarify the relationships among ideas and concepts. (6.5.4) d. Use precise language and domainspecific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from the information or explanation presented.

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Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and wellstructured event sequences. a. Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.  Presenta point of view that is appropriate to the stories. W.3 b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. (6.5.1)  Usea range of narrative devices, such as dialogue or suspense. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words/phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events. W.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.) (6.4.2) W.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, (6.4.1) revising, editing, rewriting, or trying a new approach. (6.4.8)  Discussideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing. (6.4.9) (6.4.10) W.6 Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting. (6.4.7) Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when W.7 appropriate.  Developa systematic research process (defines the topic and reports findings) (6.5.3) Organize information by categorizing and sequencing, and demonstratethe distinction between one’s own ideas from the ideas of others. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or W.8 paraphrasethe data and conclusions of others while avoiding plagiarism and providing basic bibliographic information  forsources. (6.4.5) Demonstratethat sources have been evaluated for accuracy and bias. (6.4.6) Use notetaking skills when completing research for writing. (6.5.3) Use organizational features of electronic text (on computers), such as bulletin boards, databases, keyword searches, and email addresses, to locate information. Draw evidence from literary or informational texts to support analysis, reflection, and research. a.literature (e.g., “Compare and contrast texts in different forms or genres [e.g.,Apply grade 6 Reading standards to stories and poems; historical novels and fantasy stories] in terms oftheir approaches to similar themes and topics”). W.9 • Demonstrate that information that has been gathered has been summarized. b.Apply grade 6 Reading standards to literary nonfiction (e.g., “Trace and evaluate the argument and specific claims (6.5.3) in a tclaims that are supported by reasons and evidence from claims that are not”).ext, distinguishing  Useinformation from a variety of sources (books, technology, multimedia) and document sources independently by using a consistent format for citations  Demonstratethat information that has been gathered has been summarized  3

 Demonstratethat sources have been evaluated for accuracy, bias, and credibility.  Organizeinformation by categorizing and sequencing, and demonstratethe distinction between one’s own ideas from the ideas of others  Includea bibliography (Works Cited). W.10 Writeroutinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a  singlesitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences. (6.5.7) Adjust tone and style as necessary Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Ensure that pronouns are in the proper case (subjective, objective, possessive). b. Use intensive pronouns (e.g., myself, ourselves). c. Recognize and correct inappropriate shifts in pronoun number and person. d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents). e. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language. L.1  +Identify indefinite pronouns (6.6.2) +Include indefinite pronouns in increasingly complex sentences. + Identify present perfect verbs in sentences + Include present perfect verbs in increasingly complex sentences + Identify past perfect verbs in sentences + Include past perfect verbs in increasingly complex sentences + Identify future perfect verbs in sentences + Include future perfect verbs in increasingly complex sentences + Use correct verb agreement with singular and compound subjects Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements. L.2 b. Spell correctly. +Identify and use prepositional phrases in increasingly complex sentences. (6.6.5) + Identify and use appositives in increasingly complex sentences. (6.6.6) + Identify and use main clausesin increasingly complex sentences. + Identify and use subordinate clauses in increasingly complex sentences. Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Vary sentence patterns for meaning, reader/listener interest, and style. b. Maintain consistency in style and tone. L.3 +Use simple, compound, and complex sentences. + Use effective coordination and subordination of ideas, including both main ideas and supporting ideas in single (6.6.1) sentences, to express complete thoughts. + Compose compound sentences that use effective coordination of ideas to express complete thoughts. + Define coordinating conjunctions and explain their function in compound sentences. + Define subordinating conjunctions and explain their function in complex sentences to express complete thoughts. L.4 Determineor clarify the meaning of unknown and multiplemeaning words and phrases based on grade 6 reading  andcontent, choosing flexibly from a range of strategies. (6.1.2) a.Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as  4

(6.1.4) aclue to the meaning of a word or phrase. b. Usecommon, gradeappropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible). c. Recognizeand correct inappropriate shifts in pronoun number and person. d. Consultreference 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. e. Verifythe preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.5 a.Interpret figures of speech (e.g., personification) in context.  b.Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand (6.1.2) eachof the words. (6.1.5) c.Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty). Acquire and use accurately gradeappropriate general academic and domainspecific words and phrases; gather L.6 vocabulary knowledge when considering a word or phrase important to comprehension or expression. 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. a. Come to discussions prepared having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. SL.1 b.Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing. SL.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, and orally) and explain how it contributes to a topic, text, or issue under study. 6.2.4 SL.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. 6.3.1 SL.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. 6.3.3 SL.5 Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. 6.3.5 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or SL.6 appropriate. Read aloud gradelevelappropriate poems and literary and informational texts fluently and accurately and with 6.1.1 appropriate timing, changes in voice, and expression. Recognize the origins and meanings of frequently used foreign words in English and use these words accurately in 6.1.3 speaking and writing. Identify the structural features of popular media (newspapers, magazines, online information) and use the features to 6.2.1 obtain information.  5

 Identifythe relationships between the main ideas of a text, information from multiple sources, and information 6.2.3 aboutrelated topics.  Clarifythe main ideas by identifying their relationships to multiple sources and related topics. 6.2.4 Creatingoutlines, notes, diagrams, summaries, or reports in order to clarify understandings from informational texts. Identify different types (genres) of fiction and describe the major characteristics of each form. 6.3.1 Describe the major characteristics of different literary genres.  Matchliterary genres with their corresponding characteristics. 6.3.3 Analyzethe influence of the setting on the problem and its resolution. Identify the speaker and recognize the difference between firstperson (the narrator tells the story from the “I” 6.3.5 perspective)and thirdperson (the narrator tells the story from an outside perspective) narration.  Comparefirst and third person perspectives as they relate to specific literary works. 6.3.8 Critiquethe believability of characters and the degree to which a plot is believable or realistic.  Identifythe main problem (conflict) of the plot in a literary text. 6.3.9  Explainhow the main problem (conflict) of a literary text is resolved. 6.5.6 Usevaried word choices to make writing interesting. Compose increasingly complex summaries that contain the main ideas and most significant details of the reading 6.5.8 selection.  Usecolons after the salutation (greeting) in business letters.  Usesemicolons to connect main clauses. 6.6.3  Usecommas before the conjunction in compound sentences.

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