Integration of Knowledge and Ideas

Essential Outcome

Objective(s)

Grade 6 Continuum Standards:

Writing about Reading

 

Grade 6 Common Core Objective:

Reading -- Integration of Knowledge and Ideas(IKI)

 

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

8Inf. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

9Lit. Compare and contrast texts in different forms or genres, (i.e. stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

9Inf. Compare and contrast one author’s presentation of events with that of another (e.g. a memoir written by and a biography on the same person.)

 

 

Functional Writing

 

Sketches or drawings to represent a text and provide a basis for discussion or writing

Short-writes responding to a text in a variety of ways (for example, personal response, interpretation, character analysis, description, or critique)

Notes representing interesting language from a text or examples of the writer’s craft (quotes from a text)

Notes to be used in later discussion or writing

Grids that show analysis of a text (a form of graphic organizer)

IKI 7 - 9 Graphic organizers that show how the ideas in a text are related to each other or show comparisons, timelines, and so on

Letters to other readers or to authors and illustrators (including dialogue letters in a reader’s notebook)

Letters to newspaper or magazine editors in response to articles

Poster or advertisement that tells about a text in an attention-getting way

Narrative Writing

 

Cartoons, comics, or storyboards to present a story or information

Plot summaries

Scripts for readers’ theater

Storyboards to represent significant events in a text

IKI9 Informational Writing

 

Projects that present ideas and opinions and about texts or topics in an organized way (using text and visual images)

Reports that include text and graphic organizers to present information drawn from texts

Book reviews

News or feature article based on reading one or more texts

Author study, reflecting knowledge of biographical information or response to one or more books by an author

Biographical sketch on an author or the subject of a biography

Illustrator study, reflecting knowledge of biographical information or response to one or more books by an artist

How-to articles that explain how something is made or done (based on one or more texts)

Drawings or photographs with labels or legends illustrating information from a text

Outlines that include headings, subheadings, and sub-subheadings to reflect the organization of the text

Photo essay or picture essay explaining a topic or representing a setting or plot

Interviews with an author or expert (questions and responses designed to provide information)

Poetic Writing

 

Poetic texts written in response to a prose text

Poetic texts written in response to poems (same style, topic, mood)

Essential Outcome

Objective(s)

Grade 6 Continuum Standard: Interactive Read-Aloud and Literature Discussion

  

Grade 6 Common Core Objective:

Reading -- Integration of Knowledge and Ideas(IKI)

 

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

8Inf. Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

9Lit. Compare and contrast texts in different forms or genres, (i.e. stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

9Inf. Compare and contrast one author’s presentation of events with that of another (e.g. a memoir written by and a biography on the same person.)

and fluently in the grades 6-8 text complexity band; read texts at the high end of the range with scaffolding as needed.

 

Thinking within the Text

CS4 Recognize subtle meaning for words used in context

CS4 Keep flexible definitions of complex words in order to derive new meanings for them or understand figurative or connotative use

Consistently use strategies for noticing new vocabulary words and adding them to speaking, listening, and writing vocabularies

CS3 Follow complex plots, tracking multiple events and gathering information about many characters and their traits and relationships

IKI8 Gather information from factual texts and use strategies for remembering it

Remember where to find information in more complex texts so opinions and theories can be checked through revisiting

Remember information in summary form so that it can be used in discussion with others and in writing

KD3 Identify and discuss the problem, the events of the story, and the problem resolution

KD3 Notice and remember significant attributes for multiple characters (what characters do, say or think and what the writer and other characters say about them)

Self-monitor understanding and ask questions when meaning is lost

Notice and remember significant information from illustrations or graphics

Notice and respond to stress and tone of voice while listening and afterward

Listen and engage in discussion to acquire understanding of the life decisions of subjects of biography

Thinking about the Text

IKI7 Make connections to their own lives and contemporary issues and problems across all genres, including historical fiction and high fantasy

CS5 Hypothesize reasons for character development

Understand and discuss main and supporting characters and their development using  information from description; what characters say, think, and do; and what other characters say and think about them

Recognize, understand, and discuss symbolism

Hypothesize and discuss the significance of the setting in character development and plot resolution

KD1 Support thinking beyond the text with specific evidence based on personal experience or knowledge or evidence from the text

IKI9 Make connections to other texts by topic, major ideas, authors’ styles, and genres

Change opinions or understandings based on new information or insights gained from fiction or nonfiction texts

Understand the setting and symbolism in high fantasy and the implications for morality and politics

Maintain memory of many different texts and use them as resources for making connections

Make connections using sensory imagery in fiction and poetry

CS6 Make connections among informational texts and historical fiction and content area study, using information from one setting to assist comprehending in the other

Notice and discuss the information provided in section titles, headings, and subheadings to predict information provided in a text

Consistently make predictions before, during, and after reading using evidence from the text to support thinking

Form implicit questions and search for answers in the text while listening and during discussion

CS6 Identify and discuss cultural and historical perspectives that are in conflict in the text or that are different from their own perspective

Compare perspectives with other readers and build on the ideas of others in discussion

Think deeply about social issues as revealed in realistic and historical fiction and discuss ideas with others

Understand subtexts where the author is saying one thing but meaning another

Thinking beyond the Text

CS5 Notice and understand when the writer uses description, temporal sequence, comparison and contrast, cause and effect, and problem and solution

Evaluate the quality or authenticity of the text, including the writer’s qualifications and background knowledge

CS4 Notice and provide examples of the ways writers select words to convey precise meaning

Understand and discuss how layout contributes to the meaning and effectiveness of both fiction and nonfiction texts

Recognize and discuss the artistic aspects of a text, including how illustrations and narrative form a cohesive whole

KD3 Notice how the writer has organized an informational text (categories and subcategories, sequence, and others) and evaluate the quality or coherence of the organization

Discuss alternative ways of organizing expository text and apply to own writing

CS6 Recognize the writer’s choice of first, second, or third person and discuss and hypothesize the reasons for this decision

KD1 Provide specific examples and evidence to support statements about the quality, accuracy, or craft of the text

Recognize the genre of the text and use it to form expectations of the text

Recognize bias in fiction and nonfiction texts

CS5 Recognize the writer’s use of language to convey irony or to evoke sensory images, feelings, or mood

Think critically about informational texts in terms of quality of writing, accuracy, and the logic of conclusions

KD3 Think critically about realistic fiction texts in terms of authenticity of characters, accurate portrayal of current issues, appropriate voice and tone

KD3 Think critically about historical fiction in terms of authentic portrayal of character within the setting and accurate reflection of historical events

KD3 Recognize and discuss aspects of narrative structure (beginning, series of events, high point of the story, ending)

KD2 Notice how the writer reveals the underlying messages or the theme of a text (through a character, through plot and events)

CS5 Appreciate poetic and literary texts in terms of language, sentence or phrase construction, and organization of the text

Use specific vocabulary to talk about texts:  author, illustrator, cover, wordless picture book, picture book, character, problem, events, series book, dedication, endpapers, book jacket, title page, chapters, resolution, main character, setting, fiction, nonfiction, poetry, author’s note, illustrator’s note, double-page spread, names of fiction genres (for example, historical fiction, legend), character development, point of view, theme, supporting characters, plot, conflict

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