6th Grade ELAR Unit 1

Big Idea:

Establish procedures and routines in the ELAR classroom to develop relationships and to encourage student’s responsibility over learning.

Student Expectations:

Priority TEKS

• 6.1 Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:
  • (A) listen actively to interpret a message, ask clarifying questions, and respond appropriately
  • (B) follow and give oral instructions that include multiple action steps
  • (C) give an organized presentation with a specific stance and position, employing eye contact, speaking rate, volume, enunciation, natural gestures, and conventions of language to communicate ideas effectively

Focus TEKS

• 6.3 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--fluency. The student reads grade-level text with fluency and comprehension. The student is expected to:
  • (A) adjust fluency when reading grade- level text based on the reading purpose
• 6.4 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--self-sustained reading. The student reads grade-appropriate texts independently. The student is expected to:
  • (A) self-select text and read independently for a sustained period of time
• 6.5 Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasing complex texts. The student is expected to:
  • (A) establish purpose for reading assigned and self-selected texts

Ongoing TEKS

• 6.2 Developing and sustaining foundational language skills: listening, speaking, reading, writing, and thinking--vocabulary. The student uses newly acquired vocabulary expressively. The student is expected to:
  • (A) use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
  • (B) use context such as definition, analogy, and examples to clarify the meaning of words

Student Learning Targets:

• I will listen actively to interpret a message, ask clarifying questions, and respond appropriately.
• I will follow and give oral instructions that include multiple action steps.
• I will give an organized presentation.
• I will participate in student-led discussions.
• I will read grade-level text with fluency and comprehension.
• I will establish a purpose for reading.
• I will adjust fluency when reading grade level text based on the reading purpose.
• I will read self-select text independently for a sustained period of time.

Essential Questions:

• What makes a successful reader?
• What is the purpose for reading?
• What is the difference between learning to read, and reading to learn?
• What makes a high-quality presentation?
• What makes a good audience member?

Extra Information:

Adopted Textbook: Pearson, Prentice Hall Literature

District Grading Policy

Texas Gateway Online Resource Center