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    In Language Arts  we will read and discuss stories and novels from the following genres:

    •   Realistic Fiction
    •   Mystery
    •   Historical Fiction
    •   Fantasy Fiction
    •   Nonfiction
    •   Oral Traditions

    Students work in stations, while small group instruction is given.  Station work is passed out at the start of the rotation and checklists are stapled into agendas.  Please refer to your child's agenda for current stationwork assignments.

    Skills for small group pullout are taught based on level and follow reading skills in the curriculum.

    Each class will also be responsible for reading novels  in small groups.  Some of the reading will be assigned for homework if the students did not finish it as part of their station work.

    Students are taught writing through a writer's workshop.

     

    Tests will be given on spelling words, vocabulary words, and reading skills as they apply to their novel or other reading material provided.

  • Reading Standards for Literature

    6RL1- Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

    ·         Why was Jonathan able to finish the race?  How do you know?  What information from the text supports the answer?

    ·         What is so special about the character?  How do you know? What information from the text supports the answer?

    ·         How did moving change the character? What information from the text supports the answer?

     

    6RL2- Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.

    ·         What is the theme of the story?  What details helps the reader to determine this theme?

    ·         How does the author help the reader understand the theme?  What details support your answer?

    ·         How does the author use the way the character responds to help develop the theme?

    ·         Summarize the story without including opinions or judgments.

     

    6RL3- Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves towards a resolution.

    ·         What are the main events?  How does each of these contribute toward the development of the plot?

    ·         How did the main characters react to an event?  How did their response contribute to the resolution?

    ·         How does the main character change throughout the story/drama?  What specific details from the story/drama support your answer?

     

    6RL4- Determine the meaning of words and phrases as they are used in a text, including figurative language and connotative meanings; analyze the impact of a specific word choice on meaning and tone.

    ·         What is the meaning of __________ in paragraph 2?

    ·         Which words help the reader understand the meaning of _____ in paragraph 5?

    ·         What is meant by the phrase, “As solid as the ground we stand on,” in paragraph 3?

    ·         What is meant by the phrase, “you are my sky,” in paragraph 1?

    ·         How does the use of the word “scrawny” rather than “skinny” impact the image the author is creating of the character?

    ·         What does the author’s word choice reveal about his/her attitude towards his topic?  Use examples from the text to support your answer.

     

    6RL5- Analyze how a particular sentence, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

    ·         How does chapter 4 contribute to the rising action?  Use information to support.

    ·         How does the author use scene 2 to begin to develop the theme of the play?

    ·         How does the description in the first stanza establish the setting of the poem?

     

    6RL 6- Explain how an author develops the point of view of the narrator or speaker in a text.

    ·         Explain how Gray Paulsen develops the point of view of the narrator in ____.  Use examples from the story in your explanation.

    ·         What is the most likely reason why the author decided to tell the story from Mike’s point of view?  Is it effective?  Why or why not?

    ·         How does telling the point of view from Tanya’s point of view influence the story?  Use examples from the story in your answer.

     

    6RL7- 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 watch.

    ·         How is listening to an audio tape of “The Raven” by Edgar Allen Poe alike and different from reading the poem?  Use specific examples from both versions in your answer.

    ·         How is watching the filmed version of Holes alike and different from reading the book?

    ·         Which do you prefer, watching the filmed version of Holes or reading the book?

    6RL9- Compare and contrast texts in different forms or genres in terms of their approaches to similar themes and topics.

    ·         How is Call It Courage and Island of the Blue Dolphins alike and different in their approach to the theme of friendship and loyalty?  Which text is more effective in relaying this theme? Why?

    ·         How are ___ and ______ alike and different in their approach to competition?